War Letters Essay Example for Free

War Letters Essay The war letters, written in different years, not only revealed different emotions of the writers but also gave some hints of what circumstances and danger, they were facing during those times. These letters also expressed their dreams, motivations, purposes, beliefs and the things that they stand or fight for. The war letters, no matter in what time frames they were written, possess many themes in common such as: love, longing, pride, anxiety, hope and encouragement. Also, the people who wrote the letters were really proud and were always willing to sacrifice their lives for the country. They have been serving their country with honor, pride and dignity from the past up to present. However, still each letter is different from one another. They express different degrees of patriotism, affection, and different beliefs or stands and purpose. First, we will cite the similarities among the letters, their common themes and emotions expressed. Afterwards, we will differentiate each letter from one another in terms of their degrees in expression of patriotism, affection and other ideas. Lastly, we will compare three examples of war letters from the War on Terror. The letters were written by the family to the men in uniform who were deployed to certain places to engage with military activities to protect their nation and those written by the soldiers themselves for their family whom they have left, shared common themes. Affection, hope and love are the most common subject that these letters have (Gilderlehrman. org, 2006). The letters usually start with the lines about missing and longing for each other. These are one of the major conflicts and problems that they all deal with. Like what was said from the letter from Tonya Stives to his husband Army Master Sgt. Rahamon Phillips who has been in uniform for 16 years: â€Å"I just can’t figure out how not to miss you every day, all day. Nothing can prepare me for not missing you (militarycity. com). † The letters were also full of inspiring words and that expressing affection. They encourage and boost the self-esteem of the officers by telling them how proud they are of the soldiers. For example, Harman wrote a letter to his Uncle Albert to praise the bravery and dedication of his cousin, Thomas Garber during the Civil war on September 17, 1862 (virginia. edu). The messages from the family to the soldiers often made use of the term â€Å"hero† to refer to the recipients. Furthermore, they put more importance on the military work and duty than on their desire to be together. The family gave their full support for the soldiers. Moreover, all of them were martyrs who took the sacrifices optimistically. The families want the soldiers to stay safe and focus on their missions. Also, they thought and look at this separation in a positive way. For instance, they looked at it as a way to strengthen their relationship. The family who wrote the letters chose their words properly as not to hurt the feelings and not to make the soldiers worry in any case. Like for example, one of the letters from Holly to her husband Army Staff Sgt. Edward Nicorvo, described the disadvantages of not having her husband in their home but in a lighter way just as to put some humor on the letter (militarycity. com). The feeling of anxiety by the families left behind was never gone in the letters. They are always worried for their beloved heroes because they don’t have any idea to where he or she is right now and under what situations. Furthermore, of course, the letters won’t end without expressing the excitement for the return of the officer. The other common purposes of the war letters are: to reminisce over moments together or moments right before they parted ways; to show that the recipient is remembered and to provide comfort; to assure him or her that he is not alone in that fight and that their prayers are always with him. We can observe in the letters in some aspects that time stands still. The year or decades when the letters were written were irrelevant upon looking at the basic messages of the letters. From the past up to the recent wars in America, the letters still revolved around the basic themes and still have the purposes stated above. They all expressed patriotism. The family expressed it in the way of showing support and understanding the soldiers in this fight. The soldiers, on the other hand, willingly sacrifice their time with their families and their very own lives. This reflects on the letter of Sullivan Balou to his wife expressing his fear about death and how he might not be able to spend time with their sons (civil-war. net). The soldiers have a common goal: They all fight to protect the freedom of the future generation. This is a very interesting passage which illustrates this: â€Å"I listened to an audio book on the way here, â€Å"No End Save Victory,† a collection of letters and stories from WW II. It got me thinking that this situation, and the people in it, is not that much different. They were citizen-soldiers, too. They didn’t want to leave home, but they did. They lived under difficult situations. But they felt a sense of obligation, of duty, so they did the job they had to do. And got it done. Then they went back to their homes and their lives. And built the world we live in today. The same thing is going to happen here. We’re not so different (Sandy D. , a mobilized Air Force Reserve officer from Lubbock, Texas,). † The letters, although alike in many ways, still have differed from each other. First, they differ in the intensity of affection. When the recipient and the sender have been together for quite a long period of time, the letters have less affectionate words. They focus on updating the one deployed. Maybe this is because they are used of the separation. They also differ on the passion of the men in uniform to serve their country. Some soldiers’ letter expressed less patriotic thoughts and focused more on the comforts that they missed at home. While some letters revealed many enthusiasms in serving the country. For example, is a letter from General Riedesel to his wife written in 1776 (Louise et al, 1867). He believed that God has placed him in his present calling. Second, only some of the letters have great sense of hope. Like that one written by Sgt. Gary Teal recently deployed to Kandahar, Afghanistan (militarycity. com). Some of the letters are not fully patriotic and are more concerned with themselves and personal worries: â€Å"How do I steel myself against the uncertainty that each day brings? How do I ensure that, when I fall asleep, sweet dreams of my loving wife await me instead of the conflict raging around me? How do I fill the hole in my heart caused by not being there to watch my son grow and experience the wonders of life? How do I pass to my son the values of honor and selfless service you gave me? (Army Capt. Clark C. Hatch for his father)† Next, only some of the letters stated affirmative words about the troop they have been working together. How wonderful the people they are with and what great family they have built together. I also noticed that gender role somehow, evolved from the 1860’s in comparison to the present. Before, male soldiers are more prominent and common. There were rarely or almost no female participants in the war. Like what we can see in the letters written by Thomas Lucas and family during the civil war (Sauerburger and Bayard, 2007). Nevertheless, six years ago (in 2003), there were many women in uniform deployed to Afghanistan and many participated in the Operation Enduring Freedom. Like the three daughters of Laurie Pocsi, a single mom and certified public accountant in Wayne, N. J (militarycity. com). Those are some of the similarities and differences of the war letters from different years. Now, I have read three different war letters during the War on terror or War on Terrorism (militarycity. com). One is from Marine Sgt. Tony Watkins who deployed in early November 2001 for Operation Enduring Freedom. The next one is from Marine Corps Reserve Lt. Col. Tom D. Barna for his son. Moreover, the last letter was from Lance Cpl. Joshua Phillips, who was based in Kandahar, Afghanistan, during Operation Enduring Freedom, for his family. These three letters have similarities and differences as well. They are similar to each other and to the other letters before if we are to consider the main message and common themes implied in the letters. These letters stated some things about longing for loved ones, affection, patriotism and updates. They differ in the fact that some letters are more dramatic and expressed love of the country more convincingly. Also, they differ on their implied purposes of fighting against the terrorists. As illustrations let me share some of the significant lines from the three letters. This one is from Tony Watkins: â€Å"The emotions of seeing this large symbol of what we are here for was almost more than I could hold down. This flag made of simple cloth re-emphasized to all who saw it that they were here in this desert hole for a reason. Not to exact revenge but to enforce justice (militarycity. com). † We can see here the deep desire of Tony to enforce justice. To seek for those who were responsible for the September 11 attack. Maybe his driving force is the thousands of lives that were lost from the attacks of the terrorists. This second letter was from Tom for his son: â€Å"I will be honest with you: Nothing in my life is greater than serving the Corps, God and country. Even so, I am here for another reason, too — a reason that personally motivates me. I am here so you won’t one day have to come back and finish something we didn’t take care of here and now. † Now we witnessed here a more personal purpose of the father fighting in the war. The third letter from Joshua was just a typical letter for his messages for his family. War letters denote some information regarding the social history of the United States (Blight, 2002). From the past decades up to the present moment, we can see that American citizens haven’t changed that much especially when it comes to patriotism. They are still all the ever protective and ever willing to sacrifice their lives for the sake of future generations. We are all still united. The soldiers didnt fight alone; they have their family behind them making them stronger. This sense of unity was born before and is still living up to these days.I believe that this will continue up to the future. References: Blight, B. W. (2002). Beyond the Battlefield: Race, Memory the American Civil War. Univ of Massachusetts Press. Civil-war. net. (2009). Letters and Diaries. Retrieved on February 5, 2009, from http://www. civil-war. net/searchlinks. asp? searchlinks=Letters%20and%20Diaries Gilderlehrman. org. (2006). Battle Lines: Letters from America’s wars. Retrieved on February 4, 2009 from http://www. gilderlehrman. org/collection/battlelines/index_good. html Luise, F. C. , Riedesel, A. R. and Stone, W. L. (1867). â€Å"Letters and Journals Relating to the War of the American Revolution, and the Capture of the German Troops at Saratoga†. J. Munsell. Miltarycity. com. Letters. Retrieved on February 3, 2009 from http://www. militarycity. com/letters/1-729599. html Sauerburger, D. B. and Bayard, T. L. (2007). â€Å"I Seat Myself to Write you a Few Lines: Civil War and Homestead Letters from Thomas Lucas and Family, VOLUME 2†. Heritage Books Virginia. edu. Letters from: Harman to his Uncle Albert 1862. Retrieved on February 2, 2009, from http://etext. lib. virginia. edu/etcbin/civwarlett-browse? id=A0808

The Shining Film Analysis

The Shining Film Analysis The suspense, blood and gore made the film so intriguing; the audience was kept wondering throughout as to what would really happen next. The eerie hotel combined with music and sound effects played a major role in the film, giving it a sense of paranoia. Nicholsons portrayal of Jack Torrance was truly remarkable, showing us how easily a man can lose complete sanity. The film reveals our need for companionship; loneliness is something we as humans, find it impossible to endure. What disappointed me about the movie was the fact that the breakdown of the family was not as clear prior to it happening; Jacks character lacked depth which would have been vital before his eventual breakdown. However, the film as a whole was exceptionally appealing. The director (Stanley Kubrick) carefully placed the horrific images combined with excruciating background music that would give you utmost panic; Stanley Kubrick had us believe exactly what he wanted and where he wanted, the fact that you were never too certain as to what was about to happen next showed his creative flair. The overflowing blood scenes were a visual masterpiece that seemed almost surreal, what drew me more to the film were hands out the characters and the circumstances they had to go through. Whether you like it or not after watching the film, it makes you somewhat wonder if a world where the past and present unite really exists; hence expanding our imagination to the extent that nothing is impossible. Themes: Isolation and loneliness are one of the major themes in this film. Jacks main reason to losing complete sanity was because he started to slowly isolate himself from everyone, including his family; nothing seemed to matter or make sense anymore. If you were in a world where its sole existence was you; then slowly if not immediately, life loses its meaning. At the beginning of the film we are shown that the car is moving towards and isolated hotel; the hotel itself represents a sense of isolation. The fact that it is located in a secluded place, where not a single soul can be found creates a border between Jacks family and the rest of the world. One scene that showcases loneliness is when Wendy talks to the fire department; we can see a feeling of despair, because she has literally no one to talk to. Duality plays another major role in the construct of the set and the film; there are two mazes, two little girls, two Gradys, even two Jacks. The duality factor of the film may represent the two faced nature of humanity, the one that shines (Danny) and the other one that wallows in the dark, corrupted, and twisted desires. In Jacks case what started as a mere irritation turned into downright aggression towards his family. Detachment from reality is another major theme circling throughout the film. Jack spends most of his time working alone or isolating himself from his wife and child. How are we as humans able to define whats a mere illusion to reality? Jack was not in a clear state of mind, from the way he talked and acted we could tell he was slowly slipping to world illustrated by him. The severity of his detachment is shown with his writing, all work and no play makes Jack a dull boy. As the film proceeds Jack sells his soul, or whats left of his humanity to the devil in exchange for drinks; which finally detaches him completely from reality. Clairvoyance is another theme that Kubrick plays on during the film; Danny is the major factor of this theme. Seen through messages sent by Tony, Danny starts to pick up the broken pieces and tries to prevent what the future beholds. This theme is covered with mystery and no clear edges, representing more of an unfinished circle with no beginning and no end. Tony sends Wendy messages in a mirror written red rum The reflection of which reads murder, murder is a reflection of both the past and the future, the word has a significant connection to the hotel; and history repeating itself. The hotel itself is filled with unexplainable paranormal activity that causes people to be in a disturbing state of mind. Clear, unexplainable images are brought to life to the characters; thus leaving them hanging by a thread of defining whats real and whats plain imagination. Structure: The choice of actors and their portray play huge factors in creating a horrifiic masterpiece. Darling, light of my life. Im not going hurt ya. You didnt let me finish my sentence. I said Im not going to hurt ya, Im just gonna bash your brains in Im gonna bash em right the fuck in. Jack, 1980: The Shining. Nicholsons brings a character to life with his portrayal of Jacks psychotic, twisted mind. With the audience observing his every move; its hard to ignore the fact that whilst watching the film you feel like you can see right through Jacks psychotic, twisted mind. He had the audience observing his every move. Wendys personality on the other hand is illustrated as passive and hysterical making her seem eventually vulnerable as the film proceeds; the fact that she does not dare to conflict with her husband even in the most unfortunate situations makes her almost flawed character seem more human and damaged. Shot in secluded hotel high in the mountains which is inaccessible to anyone, the setting itself creates an atmosphere of seclusion. Kubricks choice of unnerving music and sound effects is one of the most crucial factors that add to the cramped atmosphere; keeping the audience tense, ready for a scared. The Shining wouldnt have been the same if Kubrick didnt add the yellow/ green colour to film, which created a complete different atmosphere; and setting the perfect cautious mood for the audience whilst watching the film. The emptiness of the hotel combined with the unusual setting complements each other greatly, allowing Kubrick to capture great shots; the film was very fast paced but at the same time had long, intense pauses creating a synchronized effect between each shot. Stanley Kubrick tells us simple story of losing complete sanity through a unique perspective. As a whole the film successfully achieves its goal of keeping the audience right at the tip of their seats and anticipating whats going to happen next. Jack Torrance was a one of a kind character, who was trapped by his own demons within the hotel; thus, creating a fascinating phenomenon.

Impacts of Stress on the Well Being of Undergraduate Nurses

Impacts of Stress on the Well Being of Undergraduate Nurses Sanober Fazal Introduction Every person in this world is surrounded by different kinds of stresses. (Kohler et al., 2006) as cited in (Martos et al., 2012) â€Å"stress refers to a dynamic interaction between the individual and the environment. In this interaction, demands, limitations, and opportunities related to work may be perceived as threatening to surpass the individual’s resources and skill†. Stress in my point of view is a pressure which effects our mind and unable us to do our daily activities properly. It affects our mental, psychological, physical and emotional health. According to (Manney, Mk, Paul, Shashidhar, 2011) students are more porne to stress and it negatively effects on their mental health, educational success, self-grooming and effect on future. The same authors stated medical education as stressful. There are many factors which causes stress and that compromise the well-being of student nurses which will be discuss later in this paper.(O’Donnell ,2009) stated that many nursing student left the program due to unbearable stress. The rational for choosing this topic is that it’s my own observation and experience that stress is higher in undergraduate nurses. They are always over burden with assignments, regular papers as well as classes, clinical and, group works. All the time they have to sit in front of laptops or books. They have less time for themselves as well as for their families and friends. Other than this many undergraduate nurses end up with mental distress, many tried to do suicidal attempts and many withdraw the nursing career. Stress is the hurdle in the well-being of students, it affects negatively on their academics and social life. Many theories have been proposed for the better understanding of stress. According to (Cannon, 1929) as cites in (Davidyan, 2008), he talked about response theory. According to him our body works on basic principle of equilibrium (homeostasis). If the external stimulus is strong and body cannot cope with it than it really disturb the normal mechanism of body and causes stress. If the person handle the situation properly than it will be called a balance condition. Another theory given by (Hans selye, 1956) as cited in same article which describe a theory of general reaction of individual to different stressors. He discussed about three stages: Alarm reaction, resistance and exhaustion. In alarm reaction there is a condition of fight and flight and organism try to control the situation by physiological responses. After which resistance stage occurs. Here body builds resistance against stressor. Last stage is exhaustion where all the energy is lost, no further resistance exists and indi vidual ends in chronic stress. It indicates that a person should response appropriately in every stage to prevent complications of stress. Unfortunately, the prevalence of stress in Pakistani students is very high especially in nursing students. In Pakistan the image of nursing profession is very bad. There is no respect for this noble profession therefore, very little researches and studies has been done on it. According to Khowaja (2009) Pakistan is a discriminating society and there is no value of nursing that’s why there are always issues. A study was done on the prevalence of stress by Kumar and Nancy (2011) in Punjab, Pakistan. According to the study, out of 180 undergraduate nurses, 34.4 % had moderate stress, 32.8 % had mild and maximum stress respectively. Another study was carried in CMH College Lahore on 200 students. The result showed that the mean stress was 30.87, nearly same with result of Punjab college students. It indicates high level of stress in Pakistani nursing students. What Are the Factors of Stress in Undergraduate Nurses? There are many factors of stress among undergraduate nurses. For example they have to do lots of assignment, hard work, GPA, frequent exams, clinical both supervised and unsupervised. Moreover, the other factors which lead to stress are fear of faculty, staff, patient and their different disease status, lack of proper guidance and self-awareness. As an undergraduate nurse it’s my own experience and observation that both the supervised and unsupervised clinical are more stressful because students are expected to do many assignment and skills at the same time. Undergraduate nurses have to do assignment given by their faculty, by staff nurse and they have to give holistic care to patients. They are supposed to take care of severe patients with infectious disease and with aggressive behavior which cause stress in student nurses. Many of these factors were also mentioned in literature. Reevea et al., (2013) also highlighted clinical assignment as one of the factor of stress. It is more time consuming and students become socially isolated. The other cause of stress mentioned in the same articles is neglection from patients and from their attaindance, from staff nurse and other health care professionals. According to Abbey et al., (2011) issues from surrounding society, educational, and financial can also lead to stress. In an article written by somani khowaja (2012) it was mentioned that in Pakistani society work place violence and lower status of nursing profession is also a cause of stress in nurses. Patients and their relatives think this profession is not good and always try to abuse them. Magnavita and heponiemi (2011) mentioned physical and verbal violence as source of stress in nursing students during their clinical placement. Furthermore, international nursing review (2012) three main types of stressors are mentioned: (1) clinical stressors which include anxiety of not achieving expectations and communication gap between patients and hospital members. (2) Academic stressors. For example ongoing assessment and quizzes, not passing the programme and hectic timetable. (3) Personal/ social stressors which means financial issues and issues in home and school works. A cross sectional study was done in Pakistan’s shifa nursing college by Shomail and Faisal (2012). In this study total 78 nursing students participated. The findings of study on score of stress level in different factors were as follow, theory = 2.37, clinical experience =3.5, college environment= 2.39, social environment=251. In my opinion these factors of stress bring tremendous alteration in an individual’s health. What Are Implications of Stress in Undergraduate Nurses? According to labrague (2013), stress has adverse outcomes not only on physical, psychological and social health but as whole well-being. (Shirom, 2003) as cited in (Martos et al., 2012), stress lead to physical, psychological and behavioral impairment in an individual. I have seen many people with stress who cannot sleep without medications and they left to take proper diet. (Chang et.al 2006) as cited in (Lim, Bogossian and Ahern, 2010) reported consequences of stress on physical health that is increased pressures, sleep disturbance and tiredness. In another literature it says stress in nursing students creates issues in memory, in judgmental skills and in coping styles, Goff (2011). The students, who encounter stress, mainly have poor thinking and this further aggravate their psychological problems. I witnessed one of my classmate who developed psychological symptoms in second year 2013 due to increased stress in her academics. She was admitted in psychiatric ward for more than 2 m onths and still she takes medications. I observed the same symptoms in her which are mentioned in the literatures. According to literature, undergraduate nurse end up in mental issues due to increase level of stress. It causes emotional distress that is nervousness, low self-esteem, isolation, aggression, anxiety etc.(Jimenez,OsorioDiaz, 2010).In Karachi, Pakistan a study was conducted in three medical colleges and students participated were 360. They found gastro intestinal problems especially irritable bowel syndrome in students. It was mentioned in the article that irritable bowel syndrome is because of psychological stress in students. (Naeem et al., 2012). Moreover, (Prasad et al., 2013) also talked about psychological impacts of stress which lead to loss of concentration in educational field, loss of energy which ultimately leads to low output and thoughts of suicide. I also witnessed many cases where people did suicide, left the program, developed loneliness and symptoms like anxiety and drug abuse. O’Donnell (2009) stated that due to increased stress students are unable to focus and complete their nursing degree. They do not pay attention towards their studies which makes their life complicated.Galbraith and brown (2011) mentioned behavior related affects like use of alcohol, smoking and other drugs. Students use drugs as alternative coping strategies. The individual who suffer from violence may develop symptoms that persist for many years. They blame themselves for the incidence, feeling ashamed, and embarrassed. It alters their social life and builds negative thought about their career (magnavitaheponiemi, 2011).Yet another article by Mane et al. (2011) stated stress causes weak performance in education and in their later job life. Moreover they face many problems in their social life and personnel life. In my view stress always hinders in the progression of students whether it is there education, career, and health, their personal or social l ife. Strategies and Interventions There are many interventions and strategies to reduce the factors and negative impacts of stress in undergraduate nurses. According to (humped caputi, 2011) as cited in â€Å"Nurses education today†, student nurses are more exposed to stress and they need to build their capacity to balance their thoughts and cope constructively. Lim et al. (2010) found basic education of undergraduates very beneficial in control of stress.(Hubbard et al., 1984) as cited in ( Reevea et al., 2013) ; Yamashita and Miwasaito, 2012), mentioned about social support. According to which a strong support from others (friends and family members) enhance positivity in their health and thinking. Other than this a good relationship between students and their faculty can builds trust and confidence in students to perform their task courageously. (Jimenez ,2010; Yearwood and Riley, 2013), also mentioned that faculties should understand student’s stress so that they can support them in their grooming, progression and a proper guidance in clinical set up also reduce their stress level. In addition (Gibbons, 2010; Shomail Faisal, 2012), mentioned that the positive regards from teachers and colleague is helpful in stress management. According to Laragia (2013) to decrease stress in undergraduate nurses it is important to assess the cause and level of stress to plan interventions accordingly and help students in their theoretical and practical skill. Mane et al. (2011) highlighted about relaxation therapies and solution to those factors which are more common in students stress. Yamashita et al. (2012) found self-awareness and knowledge of dealing with stress as important strategies in alleviating of stress. Conclusion and Recommendation In conclusion every profession is stressful but nursing is more stressful and undergraduate nurses are more vulnerable to stress. There are many causes of stress which impacts the well-being of student nurses. The causes are increase work load in classes as well as in clinical, lack of knowledge, low self-esteem, encountering challenges with staff, patients and clinical placement. Undergraduates face many consequences of stress for example they suffer from psychological, emotional, social, and physical problem. They develop symptoms of suicidal ideation, alter in thought process, self with drawl from social life, high blood pressure, sleep problems, anxiety, frustration and it also impacts on their academics. Furthermore, it is very essential to find the root causes of stress and make proper strategies to reduce it. It is important for students that they should develop positive coping skills and cooperative relationship with faculties, staff and other professionals. Students can also take benefit from their social circle like from their parents and friends. In Pakistan nurses image is very poor and this lead to stress and many other issues in nurses. A proper research is needed to find the causes, prevalence and impacts of stress on the well-being of undergraduate nurses. I would recommend that students and teachers should make support group which will find out or help those students who are in stress. Furthermore, institution should not over burden the students. They should plan such activities which help them in relieving their stress such as sport timing, parties, and psychotherapy and counseling classes. If these strategies are implemented than students will be healthy and ultimately, there will be productive outcome. References Davidyan,A. (2008, January 10). Retrieved from http://http://www.severehypertension.net/hbp/more/theories-of-stress/ Donnell,O. (2009). The emotional impact of nursing student attrition rates.British Journal of Nursing,18(12), 745-747, 750, 752-754. Retrieved from http://www.scopus.com/ Galbraith,N.D., Brow,K.E. (2011). Assessing intervention effectiveness for reducing stress in student nurses.Journal of Advanced Nursing,67(4), 709-721. Retrieved from onlinelibrarywiley.com Gibbons., Dampster., Moutray. (2011). Differences in Perceived Stress and Its Correlates among students in professional courses.JCDR,5(6), 1228-1233. Retrieved from http://www.jcdr.net/article_fulltext.asp?issn=0973-709xyear=2011volume=5issue=6page=1228issn=0973-709xid=1620 Gibbons,C. (2010). Stress, coping and burn-out in nursing students.International Journal of Nursing Studies,47(10), 1299-1309. Retrieved from http://www.sciencedirect.com/ Goff,A.M. (2011). Stressors, academic performance and learned resourcefulness in baccalaureate nursing student.International Journal of Nursing Education Scholarship, 8(1). Jimenez,C., Navia-osorio,P.M., Diaz,C.V. (2010). Stress and health in novice and experienced nursing students.Journal of Advanced Nursing,66(2), 442-455. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2648.2009.05183.x/full Khowaja,K. (2009). International perspective: health care systems and care delivery in Pakistan.Journal of Nursing Administrator,39(6), 263-265. Retrieved from www.nursing center.com Kumar,R., Nancy. (2011). stress and coping strategies among nursing students.Nursing and Midwifery Research Journal,7(4), 141-151. Retrieved from medind.nic.in Labrague,L.J. (2013). Stress, stressor and stress responses of student nurse in a government nursing school. Retrieved from www.hsj.gr Lim,J., Bogossian,F., Ahern,K. (2010). Stress and coping in Australian nurses: a systematic review.International Nursing Review,57(1), 22-31. Retrieved from http://onlinelibrary.wiley.com/ Magnavita,N., Heponiemi,T. (2011). Work place violence against nursing students and nurses.Journal of Nursing scholarship,43(2), 203-210. Retrieved from on line library. Wiley .com Manney,A.B., Mk,K., Paul,N., Shashidhar,H. (2011). Differences in Perceived Stress and Its Correlates among Students in Professional Courses.Journal of Clinical and Diagnostic Research,5(6), 1228-1233. Retrieved from http://www.jcdr.net/article_fulltext.asp?issn=0973-709xyear=2011volume=5issue=6page=1228issn=0973-709xid=1620 Martos,M.P., Augusto-landa,J.M., Lopez -zafra,E. (2011). Sources of stress in nursing students: a systematic review of quantitative studies.International Nursing Review,59(1), 15-25. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1466-7657.2011.00939.x/full Por,J., Barriball,L., Fitzpatrick,J., Roberts,J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students .Nurse Education Today,31(8), 855-860. Retrieved from http://www.sciencedirect.com/science/article/pii/S0260691711000086 Prasad,C.V., Suresh,A., Thomas,D.K., Pritty,M.K., Beebi,S., Multazim,V. (2013). The level of stress and coping mechanism adopted by I Year B.Sc. nursing students.AMHS,1(1), 19-23. Retrieved from http://www.amhsjournal.org/ Reevea,K.L., Shumaker,C.J., Yearwooda,E.L., B., Crowella,N.A., Rileya,J.B. (2013). Perceived stress and social support in undergraduate nursing students educational experiences.Nurse Education Today,33(4), 419-424. Sawatzky, Richard, Ratner,G., Pamela,A., Richardson, Chris, Patricia. (2012). Stress and Depression in Students: The Mediating Role of Stress Management Self-efficacy. Nursing Research,61(1), 13-21. Retrieved from http://journals.lww.com/ Shomail,S., Faisal,A. (2012). Stressor and coping strategies among baccalaureate nursing students at Shifa college of nursing Islamabad, Pakistan.International Journal of Nursing education,4(2), 193-197. Somani,R.K., Khowaja,K. (2012). Work place violance towards nurse a reality from Pakistani context.Journal of Nursing Education and Practice,2(3). Retrieved from www.sciedu.ca/jnep Yamashita,K., Miwasaito. (2012). stress and coping styles in Japanese nursing students. International Journal Nursing Practice,18(5), 489-492.

Photography in the classroom :: essays research papers

As an innovator in the classroom, I am continually attempting to educationally challenge my students while making learning fun and interesting at the same time. I think that the techniques discussed in this course will be incredibly useful in both goals.   Ã‚  Ã‚  Ã‚  Ã‚  First, I can see several important uses for Image Blender. In writing classes, I could have students capture a photo. Then, I could have another student write about that image. Perhaps they could describe it, tell what happens next, or even do a creative piece of writing on it. Beyond that, with Image Blender, the students could take that image a step further and alter the photo in order to write about it. In poetry courses, students might be assigned a piece of poetry that they would need to fit an image to. They could do this any way that they wanted to. Beyond this, in working with seniors on their graduation projects, there are many possibilities for integrating photos into the final presentation. As a whole the possibilities of Image Blender are tremendous.   Ã‚  Ã‚  Ã‚  Ã‚  Clay-mation movies offer so many possibilities in my classroom. First, in my writing classes, they are an easy way to help students learn how to write a script and tell a story. Students might be asked to write a creative story and then tell it using a clay-mation movie. Beyond that, I could see the possibility of teaching poetry terms through the movies. Each group could be assigned a different poetry term and they could have to explain, or demonstrate, the term using a clay-mation movie. In my Shakespeare class, students could be asked to perform a play, act, or scene from a Shakespeare play using only clay characters. All of these projects help to extend the learning of the units being taught.   Ã‚  Ã‚  Ã‚  Ã‚  Creating movies has the greatest potential in my classroom immediately. I have always had some sort of video production/play project incorporated into my 10th grade English classes. However, all of those presentations involved the students performing an extra act to a play and me videotaping. There was no post-production work done on the projects. With the addition of iMovies, students could write, direct, and produce their own video presentations. It would add a great deal of flexibility and creativity to the projects. They would really only be limited by their own imaginations. Students could do the entire videotaped segments outside of class, do the post-production work in the computer lab, and then show their videos in class.

Dumping of Steel Essay -- GCSE Business Marketing Coursework

Dumping of Steel INTRODUCTION Foreign steel producers plague the U.S. steel industry with unfair competitive practices. This practice is referred to as "dumping". Dumping of foreign steel has been a problem throughout the history of the U.S. steel industry. In the 1990s dumping has become more of a problem, due to the breakdown of the Russian economy and its transition from Capitalism to a free-market economy. According to Microsoft Encarta 98 (1998), Free-Market Economy, is an economic system in which individuals, rather than government, make the majority of decisions regarding economic activities and transactions. In addition, the Asian financial crisis has led to another round of dumping into the U.S. markets by many Asian countries. The effects of dumping have a positive as well as a negative impact on the health of the overall U.S. economy. On the positive side, steel-using industries enjoy lower prices for steel used in the manufacture of their products. Turning to the negative side, the U.S. steel industry has suffered tremendously through layoffs and a collapse of a number of steel makers. Should the U.S. Government provide protection against dumping? The debate on protectionism has gone on for years. Protection of one industry by the U.S. Government has come at the cost of another including the U.S. consumer. BREIF HISTORY OF THE STEEL INDUSTRY The steel industry grew out of the need for stronger and more easily produced metals. During the last half of the 19th century, many technological advances in steelmaking played an important role in creating modern economies. These economies depended on the steel industry to supply rails, autos, girders, bridges, and many other steel products. Iron making can be traced as far back as 3,500 b.c. in Armenia. The Bessemer process, created independently by Henry Bessemer in England and William Kelly in the United States during the 1850s, allowed the mass production of low-cost steel; the open hearth process, first introduced in the United States in 1888, made it easier to use domestic iron ores. By the 1880s, the growing demand for steel rails made the United States the world's largest producer. The open-hearth process dominated the steel industry between 1910 and 1960, when it converted to the oxygen process, which produces steel faster, and the electric furnace process, which ma. .. ...ll suffer. Knight-Ridder/Tribune News Service pK5688 [online] Available: http://web2.infotrac.galegroup.com Electronic Collection: A53242589. (2000, January 31). Grow, R. J. (April 1998). Asian storm clouds hover over U.S. steelmakers. New Steel v14 n4 p108. [online] Available: http://web2.infotrac.galegroup.com Electronic Collection: A20772048 (2000, January 31). Kelly, N. E. (June 3,1999). US steel industry targets 12 for dumping cold-rolled. American Metal Market v107 i106 p1. [online] Available: http://web2.infotrac.galegroup.com Electronic Collection: A54826127 (2000, January 31). Morrissey, B. (May 3, 1999). Protectionist clouds on the horizon. Knight-Ridder/Tribune News Service pK5956 [online] Available: http://web2.infotrac.galegroup.com Electronic Collection: A54535315. (2000, January 31). Robertson, S. (November 17 1998). Mills said to get dumped steel. American Metal Market p1. [online] Available: http://web2.infotrac.galegroup.com Electronic Collection: A53251895 Steel industry. (1993). The Columbia Encyclopedia (Edition 5, 1993 p.35209). [Online]. Available: http://web2.infotrac.galegroup.com Electronic Collection: A17561597. (2000, January 30).

Comparing and Contrasting Euclidean, Spherical, and Hyperbolic Geometri

When it comes to Euclidean Geometry, Spherical Geometry and Hyperbolic Geometry there are many similarities and differences among them. For example, what may be true for Euclidean Geometry may not be true for Spherical or Hyperbolic Geometry. Many instances exist where something is true for one or two geometries but not the other geometry. However, sometimes a property is true for all three geometries. These points bring us to the purpose of this paper. This paper is an opportunity for me to demonstrate my growing understanding about Euclidean Geometry, Spherical Geometry, and Hyperbolic Geometry.   Ã‚  Ã‚  Ã‚  Ã‚  The first issue that I will focus on is the definition of a straight line on all of these surfaces. For a Euclidean plane the definition of a â€Å"straight line† is a line that can be traced by a point that travels at a constant direction. When I say constant direction I mean that any portion of this line can move along the rest of this line without leaving it. In other words, a â€Å"straight line† is a line with zero curvature or zero deviation. Zero curvature can be determined by using the following symmetries. These symmetries include: reflection-in-the-line symmetry, reflection-perpendicular-to-the-line symmetry, half-turn symmetry, rigid-motion-along-itself symmetry, central symmetry or point symmetry, and similarity or self-similarity â€Å"quasi symmetry.† So, if a line on a Euclidean plane satisfies all of the above conditions we can say it is a straight line. I have included my homework assignment of my definition of a straight line for a Euclidean plane so that one can see why I have stated this to be my definition. My definition for a straight line on a sphere is very similar to that on a Euclidean Plane with a few minor adjustments. My definition of a straight line on a sphere is one that satisfies the following Symmetries. These symmetries include: reflection-through-itself symmetry, reflection-perpendicular-to-itself symmetry, half-turn symmetry, rigid-motion-along-itself symmetry, and central symmetry. If we find that a line on a sphere satisfies all of the above condition, then that line is straight on a sphere. I have included my homework assignment for straightness on a sphere so that one can see why a straight line on a sphere must satisfy these conditions. Finally, I need to give my definition of a straight line on a hyperbolic... ...h other along a third line, l. Then to consider the geometric figure that is formed by the three lines and look for the symmetries of that geometric figure. Then we were asked what we could say about the lines r and r’. I have provided my notes that include an outline to this proof for all three surfaces so that one can see the conclusions that we made as a class. We found that on a Euclidean plane parallel transported lines do not intersect and are equidistant. For a hyperbolic plane we found that parallel transported lines diverge in both directions. Finally for a sphere we found that parallel transported lines always intersect.   Ã‚  Ã‚  Ã‚  Ã‚  Using all the above material, we can see that there are many different similarities and differences when looking at a Euclidean Geometry, Spherical Geometry, and Hyperbolic Geometry. Using my artifacts will help one understand many of my conclusions about these three surfaces. This essay was an excellent opportunity to reflect on my growing understanding of these three surfaces. I hope you, the reader, can benefit from my conclusions and gain a better understanding of the similarities and differences of these three surfaces.

Binders Beverage & Landscaping Essay

To help Bill Binder pick the best route to transport his bottles from his plant to his warehouse we can use the shortest path model. The shortest path model finds how to transport items/people from on location to another while minimizing the total distance traveled, time taken or some other measures. In Bill’s case we will minimize the time it takes to transport his bottles from his plant at node 1 to his warehouse at node 10. A road map for Binder’s Beverage with the nodes and distances stated in minutes is depicted below. Binder’s Beverage Road Map The solution of Bill’s problem shows that the shortest path (measured in terms of time) from the plant to the warehouse is 60 minutes and involves traveling through nodes 2, 4, 8 and 9. The Excel Solution from Solver is attached separately. At node one which is the supply node the net flow is -1. At node 10 which is the demand node the net flow is 1. All other nodes are transshipment nodes and hence have a net flow equal to zero. Below you can find a screenshot from Excel. CASE STUDY, BALAKRISHNAN, CHAPTER 2 â€Å"GOLDING LANDSCAPING AND PLANTS† 1. LP Problem Formulation: In this case study there are four decision variables. C30 = Pounds of C-30 to put in a fifty bag fertilizer C92 = Pounds of C-92 to put in a fifty bag fertilizer D = Pounds of D-21 to put in a fifty bag fertilizer E = Pounds of E-11 to put in a fifty bag fertilizer The objective is to minimize the cost of chemical compounds used and can be written as: Minimize Total Cost = $0.12(C30) + $0.09(C92) + $0.11(D) + $0.04(E) subject to following constraints: a) E>= 0.15 (C30+C92+D+E) b) C92+C30>= 0.45 (C30+C92+D+E) c) D+C92= 0 2. The Best solution is to use  £7.5 of C-30,  £15 of C-92 and  £27.5 of E-11 and not to include D-21 in the mix at all. This will result in a cost of $3.35 per  £50 bag. Excel Solution is attached as a separate file. Screenshots of solution and formulas are given below. All constraints are binding with the exception of constraint (a), which indicated that E-11 should at least comprise 15% of the blend. This would mean the lower bound of E-11 to be used was  £7.5, where in fact we ended up using  £27.5 of E-11. The difference of  £20 is shown in the answer report as a slack of 20.