Umberto Eco and Hyper-reality Concept Essay Example | Topics and Well Written Essays - 2500 words

Umberto Eco and Hyper-reality Concept - Essay Example While it is a clearly tangible technology, hyper-reality is a concept still simmering in the minds which we use sometimes to describe something as unreal as the Disneyland structures. Is it then just postmodernist gibberish when writers like Eco and Baudrillard came up with the concept of hyper-reality? We shall now discuss Eco’s contention with the help of other significant writings on the subject. According to postmodern writers and by that we do not mean Eco alone, hyper-reality is a representation of reality which is better than the original. Eco argues for example that a recreated diorama is more effective than the actual scene (Eco 1986:8). Jean Baudrillard supports this argument when he says that Americans like to see reproductions of their heroes and monuments as simulacra. Simulacra is thus something which is "more real" than the original (1988:41). Meaghan Morris thus defines simulacra as something where, "the true (like the real) begins to be reproduced in the image of the pseudo, which begins to become the true (1988:5)." In the same vein, Umberto Eco argues that for Americans "the past must be preserved and celebrated in full-scale authentic c opy; a philosophy of immortality as duplication (1986:6)." With these views, Eco urges us to go on a "journey into Hyperreality in search of instances where the American imagination demands the real thing, and, to attain it, must fabricate the absolute fake (1986:7)." Umberto Eco maintains that America is obsessed with simulations. The never-ending series of hyperstructures that recreate reality serve as a proof of this obsession with something that is better than the original. Baudrillard (1983) puts it a little differently but supports Eco’s contention. He argues that the reason American like simulations is because they are perpetually trapped in the present.

Annotated Bibliography Assignment Example | Topics and Well Written Essays - 750 words

Annotated Bibliography - Assignment Example Keywords: diversity, race, gender discrimination, Hispanics Shore, L. M., Chung-Herrera, B. G., Dean, M. A., Ehrhart, K. H., & Jung, D. I. (2009). Diversity in organizations: Where are we now and where are we going? Human Resource Management Review, 117–133. In this article, the authors attempt to provide a comprehensive account for the drivers behind diversity and its outcomes. Several dimensions of diversity have been identified including that pertaining to age, race, ethnicity, gender, culture and disability). Each of these dimensions has been examined in the article along with studying the common theme across all these dimensions. On the basis of these dimensions, the authors provide an integrated approach to understanding diversity. The authors possess sufficient academic qualifications (some with teaching experiences) that has enabled them undertake a coherent and comprehensive analysis of literature pertaining to diversity. By virtue of this study they have come to conc lude that diversity ought to be viewed more positively as opposed to the negative connotation attached with it. The very mention of diversity sparks attention towards something that is not normal. In other words, pointing towards preferential treatment of specific races, gender, age etc. is in itself a discriminatory practice. The authors have, therefore, managed to point out the limitations of previous studies by referring to specific suggestions in the form of a model for diversity. Although the model has not been empirically tested (which is its biggest weakness) it does provide a strong basis on which researchers could conduct experiments and demonstrate empirical results. Hence, this could prove to be a significant contribution in the way in which diversity is perceived, thereby marking a paradigm shift. Podsiadlowski, A., Groschke, D., Kogler, M., Springer, C., & Zee, K. v. (2013). Managing a culturally diverse workforce: Diversity perspectives. International Journal of Interc ultural Relations,159-175. In this article, the authors conduct two studies for the analysis of the approach organizations take to the management of diversity. Primary data obtained from interviews showed insights into the management of culturally diverse employees. The authors suggest the adoption of a â€Å"specific† approach linked with the initiatives to tackle diversity in organizations. Furthermore, the use of Diversity Perception Questionnaire has been suggested to account for the gap between the actual and expected diversity management outcomes. Although the authors tend to be knowledgeable and credible in terms of their analysis, there are limitations to this study. Since the study is based on Austrian organizations it is difficult to generalize its results and suggestions for global practice. The influence of organizational culture in diversity management was not explored which questions the comprehensiveness of the study. Bielby, W. T. (2000). Minimizing workplace gender and racial bias. Contemporary Sociology, 120-129. The author in this article attempts to provide the basis or justification for diversity management by defining the nature and extent of gender and racial bias in organizations. The cognitive basis for stereotyping is discussed along with a criticism on the organizational practices that sustain this bias. Finally, the approaches to counter this discriminatory behavior are described with EEO

Analysing The Religious Views On Euthanasia Philosophy Essay

Analysing The Religious Views On Euthanasia Philosophy Essay When it comes to religious point of views on issues, euthanasia is one of the most controversial moral topics of all time. Euthanasia comes from the Greek word ÃŽÂ µÃƒ ¡Ã‚ ½Ã‚ ÃƒÅ½Ã‚ ¸ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±Ãƒ Ã†â€™ÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ± meaning good death. Euthanasia can be defined as the practice of ending a life in a technique that reduces pain and suffering ( Eike-Henner 11). Religions such as the Roman Catholics and Orthodox Judaism oppose euthanasia on the grounds that it invades Gods territory of life and death. Life is considered a gift from God and should only be taken back by God. There are different forms of euthanasia: voluntary/involuntary and active/passive. Active euthanasia is the inducement of death by taking specific steps such overdose of painkillers or sleeping pills. Passive euthanasia, on the other hand, is the discontinuation of medical treatment in a terminal case so as to allow the patient have a natural death. Voluntary euthanasia is killing a person for the purpose of relieving pain from terminal or incurable illness or injury with their consent. Finally, involuntary euthanasia is killing a person for the purpose of relieving suffering without first obtaining the persons consent. This paper will examine the ethical views of the Roman Catholics and the Orthodox Jews on the act of euthanasia. The Roman Catholic teachings have a precise definition for euthanasia. Pope John Paul II describes it as an act or omission which of itself or by intention causes death, with the purpose of eliminating all suffering (Evangelium vitae [Ev], 1995, n. 65). The Church teaches that it is morally unacceptable and constitutes it as a murderous act, which is contrary to what they call the dignity of a person. Namely that every individual is born with dignity, and they are an estimable value. They value the human life, because a person indeed is priceless, for they are created by God. Euthanasia is an act that denies respect of God, the creator. Even if a person is acting on good faith, nothing changes the nature of what euthanasia is; at the very base euthanasia is an act of murder. When it comes to physicians assisted suicide the Roman Catholics describe it as a grave sin against God, because it suggests that a person is in charge of their body instead of God the creator. Physicians assiste d suicide can be defined as a doctor or medical staff person prescribes a lethal amount of medication with the intent of assisting a person commit suicide (John 151). The patient then takes the dose or turns the switch. Since preserving life is the greatest good for Catholics, they believe that the 5th commandment in the Old Testament of the Bible says it all Thou shall not kill (John 14). They believe this applies to killing oneself or killing someone else who has asked to die such as a terminally ill patient. No human being has the authority to make life and death decisions. Killing denies the victim something that he or she values greatly, continued life or a future. Moreover, since continued life is necessary for pursuing future endeavors, killing brings the suppression of all of these plans. Therefore, Catholics believe that doctor assisted-suicide deprives an individual of a future that they potentially couldve had. In the case of sustaining life, it is said that one is obligated to use ordinary means, but one is not always obligated to use extraordinary means. The term ordinary means refers to all medicines, treatments, and operations, which offer a reasonable hope of benefit for the patient and which can be obtained and used without excessive expense, pain, or other inconvenience. By contrast, extraordinary means refers toall medicines, treatments, and operations which cannot be obtained or used without excessive expense, pain or other inconvenience, or which, if used, would not offer a reasonable hope of benefit. (John 30). These two concepts are derived from the general distinctions between avoiding evil and doing good. Thus, the duty to preserve life is a duty to do good which has reasonable limits, whereas euthanasia or mercy killing is evil and hence must be avoided. The Catholic position is a firm no to active euthanasia, but passive euthanasia could be acceptable in certain limited case s. For example, a therapy which was only prolonging death in a hopeless case and is morally acceptable, since the ultimate purpose is not suicide or euthanasia, but rather, an act whose moral object may be precisely described as allowing the patient to die for legitimate reasons. According to Roman Catholics, everything happens for a reason, by trying to control life or death, we would be interfering with Gods will. The sanctity of life principle, which rests on the human persons unique relationship with God, is the basis of the Churchs honoring of human life as a basic value. Under this principle, direct intervention to end the life of a patient in a terminal condition would not be condoned. This negative position also follows from the religious principle of divine sovereignty, the idea that God has the right over life and death, and the end of human life is not subject to a persons free judgment (Eike-Henner 32). Catholics believe that the end of life is a very spiritual time, and euthanasia happens to interrupt this spiritual moment. As stated in the bible So God made man to his own image, to the image of God he created him: male and female he created them. (Genesis 1:27). (Eike-Henner 37). Saying that God made man to his own image, does not mean that human beings look like God, but rather human beings have distinct capacity for rational existence that permits them to see what is good and want what is good. As people flourish these capabilities, they live a life that is equivalent to Gods life of love. The Roman Catholic Church affirms mans basic unity and his living in this world for God and for others. More than simply living in this world, the Church affirms life as a participation in the life of God in such a way that earthly life makes it possible and prepares one for participation in eternal life. Everyone faces death in its inevitability, a reality occurring only once. Catholics however, believe that death, like birth and life, is part of the same hu man condition. One is born in order to live and eventually die, having made the very best one could of all three conditions in one continuing totality. Death comes at the end of life so that one may go forward and meet in fullness having completed that life. Judaism is, in its essence, a life affirming faith. And Thou Shall live by them Gods Commandments, (Leviticus 18:5) is the central imperative of Torah. Orthodox Judaism is one of the modern Jewish movements who believe that both the Written and Oral Torah are divine and represents the word of God. (John 37) When it comes to the topic of euthanasia, Orthodox Jews believe that man is charged with preserving, dignifying and hallowing his life. But he is not given the absolute title over his life and body, only its caretaker, for life is a gift from God, to whom the individual is responsible for its preservation. My God, the soul with which Thou hast endowed me is pure. Thou hast created it. Thou hast formed it. Thou has breathed it into meà ¢Ã¢â€š ¬Ã‚ ¦So long as there is soul within me, I give thanks before Thee, Lord my God. (John 99) Man is never called upon to determine whether life is worth living. According to Orthodox Jews life is a gift of infinite value. Since infinity is, by definition indivisible, it clearly makes no moral difference whether one shortens life by many years or by a few minutes, or he was old and physically or mentally disabled. In such cases, suicide is no less culpable than murder. When it comes to physician assisted suicide, one aspect needs to be taken into consideration, The Hippocratic Oath. The physician derives his ethical warrant from the Hippocratic Oath, which on one hand, requires that he desist from supplying deadly medicine to his patients for the purpose of hastening their demise, or even from offering advice which may lead to suicide, and on the other, that he relieves suffering. The discontinuation of artificial life supporting therapy is determined by the halakhic status (Jewish Law) of the terminally ill patient. A person who is regarded as having no chance of survival beyond 12 months, in spite of the application of all unknown therapeutic techniques is called a treifah (Eike-Henner 87). Therefore, regarded as a living being, and its ephemeral life has full halakhic value. However, if one kills a treifah is guilty of murder. However, if death is imminent, in consequence of loss of a vital organ or massive arterial bleeding it is termed a nevei la me-hayyim (Eike-Henner 87) and is not considered as already dead, because recovery is possible in exceptional cases. The final phase for terminally ill patients is called goses, (Eike-Henner 88) which is the inability to swallow own saliva. According to Judaism it is generally held that most patients in this condition cannot recover and that death will come within 3 days. If thats the case, then, the physician may discontinue medication for the existing condition and does not need to initiate treatment of an unrelated and possibly fatal complication. In all cases, nutriments as well as painkillers should be supplied. Among rabbinic ethicists, Rav Moshe Feinstein holds that when a patient is gripped by unbearable pain and suffering, nature should be allowed to take its course. Thus when a patient is on a respirator and the machine is temporarily removed for servicing, if the patient shows no sign of life the machine need not be restored (John 87). However, Orthodox Jews do allow f or the termination of artificial means of the patient if such means does not enhance the patients state and are the only things keeping the patient alive. It is also acceptable to take strong painkillers, even it they hasten death, as long as the drug is not the cause of death and the intention is to alleviate pain and not to cause death. Orthodox Jews do recognize the pain and suffering a patient experiences and the effect it has on the family, however, the Jewish faith has always responded against the termination of a persons life, even in the most severe cases when it may become evident to them that life is meaningless. Roman Catholics and Orthodox Jews have similar ethical views when it comes to the termination of ones life. They believe that suffering is used to purify ones soul, and God has the only right over a persons body. Dr. Kavorkian also known as Dr. Death is an American pathologist that performed assisted suicide in 1990s. From an Orthodox Jews perspective, Dr. Kavorkian is known as a murderer, because under the Jewish law, any form of active euthanasia is strictly prohibited and condemned as plain murder. Murder is one of the 3 fundamental sins prohibited by the Torah, and anyone who kills a person is guilty to the death penalty as a common murder. Similarly, the Roman Catholics disapprove physician-assisted suicide or euthanasia, on the grounds that it invades Gods property and to assist some in committing suicide is to commit murder, which goes against Gods unequivocal commandment Thou Shall not Kill. Euthanasia is one of the most controversial topics facing religions. The Bible and the Torah both state that human life is the property of God, and as humans we are only caretakers of that property, and have no consent of destroying something that does not belong to us. Every human life is valuable, regardless of their age, sex, or race. Catholics and Orthodox Jews would state that anybody who insists that they have the choice to terminate their life is denying the truth of their intrinsic relationship with God. People should not ask for euthanasia because no one knows the significance of each human being, for every human life is priceless

Romanticism in Germany :: European Europe History

Romanticism in Germany Romanticism was a European cultural revolt against authority, tradition, and Classical order (the Enlightenment); this movement permeated Western Civilization over a period that approximately dated from the late 18th to the mid-19th century. In general, Romanticism is that attitude or state of mind that focuses on the individual, the subjective, the irrational, the creative, and the emotional. These characteristics of Romanticism most often took form in subject matters such as history, national endeavor, and the sublime beauties of nature. According to historians, the mind-set of the Romantics was completely contradictory to the straightforwardness, impartiality, and serenity of 18th century Classicism. By the 19th century, Romanticism and Classicism had clearly been established and recognized as a major split in art. Masses of Europeans found the concepts of Romanticism appealing and the engagement of these concepts resulted in the reshaping of nineteenth century Germany. The Romant ic Movement played a significant role in intellectual life, influencing the country's nationalistic fervor. Nationalism was born with the French Revolution. Nationalism refers to the belief that the state and the nation should coincide as a single entity. It is best described in the equation 'people = nation = state.' In 1789 the people of France, defined themselves as the nation, took control of the state and the nation state was created. The sense of nationhood was intensified by the internal attempts to overthrow the revolution and by the experience of the war. Victories abroad instilled a feeling of national pride and of national duty. At first the fraternal wish was to free other subject peoples. Then later to civilize Europe by the export of French ideas and by the further control of foreign territory, which was an aim particularly, associated with the Napoleonic Era (1799-1815). Napoleon claimed that the sole purpose of regulating alien territory was to free Germans and Italians, but whilst he reconstructed the frontiers of the European states, he did very little to encourage nation alism directly. Nationalism developed as a reaction to French rule in the geographical areas of Germany. A general feeling of humiliation blanketed the populace of Germany after the invasion and people began to rise up against the empire of Napoleon I. The spirit of nationalism took a stronghold in Germany. Writers began to expound common culture, heritage and language that defined Germans. Works from Immanuel Kant (1724-1804), one of the earlier well respected German philosophers and writers of the time played a significant role in the development of the patriotic insurrection. Romanticism in Germany :: European Europe History Romanticism in Germany Romanticism was a European cultural revolt against authority, tradition, and Classical order (the Enlightenment); this movement permeated Western Civilization over a period that approximately dated from the late 18th to the mid-19th century. In general, Romanticism is that attitude or state of mind that focuses on the individual, the subjective, the irrational, the creative, and the emotional. These characteristics of Romanticism most often took form in subject matters such as history, national endeavor, and the sublime beauties of nature. According to historians, the mind-set of the Romantics was completely contradictory to the straightforwardness, impartiality, and serenity of 18th century Classicism. By the 19th century, Romanticism and Classicism had clearly been established and recognized as a major split in art. Masses of Europeans found the concepts of Romanticism appealing and the engagement of these concepts resulted in the reshaping of nineteenth century Germany. The Romant ic Movement played a significant role in intellectual life, influencing the country's nationalistic fervor. Nationalism was born with the French Revolution. Nationalism refers to the belief that the state and the nation should coincide as a single entity. It is best described in the equation 'people = nation = state.' In 1789 the people of France, defined themselves as the nation, took control of the state and the nation state was created. The sense of nationhood was intensified by the internal attempts to overthrow the revolution and by the experience of the war. Victories abroad instilled a feeling of national pride and of national duty. At first the fraternal wish was to free other subject peoples. Then later to civilize Europe by the export of French ideas and by the further control of foreign territory, which was an aim particularly, associated with the Napoleonic Era (1799-1815). Napoleon claimed that the sole purpose of regulating alien territory was to free Germans and Italians, but whilst he reconstructed the frontiers of the European states, he did very little to encourage nation alism directly. Nationalism developed as a reaction to French rule in the geographical areas of Germany. A general feeling of humiliation blanketed the populace of Germany after the invasion and people began to rise up against the empire of Napoleon I. The spirit of nationalism took a stronghold in Germany. Writers began to expound common culture, heritage and language that defined Germans. Works from Immanuel Kant (1724-1804), one of the earlier well respected German philosophers and writers of the time played a significant role in the development of the patriotic insurrection.

Learning Disabilities Contributor Essay

This paper will discuss students with nonverbal learning disabilities syndrome. Nonverbal learning disabilities NLD will be addressed as to what is NLD and what students are usually have. This will be an overview of how to not only identify students with NLD but how to assists students with NLB. This paper will go over important strategies and inventions that will help students with NLD. NLD has been around for fifteen years. NLD is a disorder that is not mentioned or heard a lot in education. This disorder is mentioned in medical and psychological literature. In this paper the author will discuss the issues of NLD and why educators should ignore the characterizes and signs of this disorder. Research will show that this disorder could have come from variety of neurological and development conditions. This could have happened either from a brain injury, untreated disease, or Asperger syndrome. There are strategies to help students that suffer from NLD. NLD is a poorly understood disorder it is a disorder that can be not only be understood but can be helped. With the strategies and inventions that we will be going over in this paper will help students with NLD have a fighting chance. What is nonverbal learning disabilities? Students who have NLD usually show signs in strong verbal than perceptual cognitive skills, weak pyschomotor, deficiency in math, difficulty in complex tasks and social deficits. Students with NLD do better when information is given to them verbally than shown to them visually. This student can process the information better when the information is being given to them orally. When this type of student is receiving the information visually the student is unable to receive it cognitively. Where as the information is being given to them verbally then the information will process properly because this student has a strong verbal process. Weak pyschomotor is another trait that students with NLD have(Telzrow & Bonar, 2002). These students usually show signs in having a hard time with playing certain games such as skipping rope or riding a bike. NLD students have a hard time with life skill tasks such as dressing themselves and other self care skills. Deficiency in math is another area that students with NLD have a problem with. Students with NLD usually do well in reading and spelling but math is a huge hurdle they have to accomplish. The symbols and procedures in math are a hard concept for students who have NLD to understand. Difficulty in complex tasks are another problem for students with NLD. These students have a hard time in social setting because of this problem. They usually demonstrate that they have a hard time with problem solving. The problem solving skills also effects poor judgment skills. These students are very impulsive with their behavior and do not have a sense of personal space. A student with NLD has a hard time verbally communicating what the problem is and how to explain what they really meant or need(Telzrow & Bonar, 2002).. Students with NLD can get the help they need. If a student with NLD has problems with psychomotor there are things in the classroom to help students with this problem. If the student has an issue finishing a writing task then you can give the student extra time to finish the writing task. If the student has a real issue with writing and the student is good a typing then you can let the student type instead of writing. Another way to help students with psychomotor is to give a them a multiple test instead then an essay test. Teachers need to make sure that lectures don’t have that many note taking tasks. These are a few strategies to help and relieve stress for students with psychomotor problems(Telzrow & Bonar, 2002).. It is important for these students to focus on learning and not be stressed out about tasks that they can not complete. Teachers can use these strategies for students that have deficiency in math. Students that have a deficiency in math can use manipulatives to help these students. One way example of a manipulative that a student can use is a calculator. Using a calculator can help students do math problems and learn how to to add, subtract or multiply. Having students memorizing additions problems, subtracting problems and multiplication problems. Direct instruction on math on step by step with verbal instruction. Showing students one on one instruction on math concepts and checking strategies to help students get better and confidence in math(Telzrow & Bonar, 2002). Students with NLD have issues with problem solving skills. These students need to focus on various social situations. One good way for these students to learn problem solving skills is to role play. Role play is a good way to show students examples of problems that arise in certain situations. By role playing students are able to learn how to take action on their own and to also build confidence(Telzrow & Bonar, 2002). The more practice in role play the more the student is to learn how to do the problem solving on their own. Another way to learn problem solving skills is to set rules for these student to follow. Setting rules will help students learn what is appropriate and what is not appropriate. This will help set guidelines for student to follow and learn in the process. Social skills are another issue that students with NLD. Role playing is very important for these students to learn from. These students need direct instruction on how to make appropriate eye contact, how to greet others and to learn other appropriate social skills. It is also important for these students to learn how to make and keep friends. It is also important for these students to learn how to act appropriately act in a work setting. If these students want to succeed in life learning how to act in a working environment is key. Learning how to behave appropriately in a work setting will help them keep a job and live a successful independent life. The last issue that a student with NLD usually deals with is psychosocial adjustment problems. These students need to learn how to control impulsive behavior and inattention. Students that have a hard time with dealing with this issues and need to learn how to self-monitor themselves. NLD students need to learn how to slow down and be aware of what they are doing instead of just reacting(Telzrow & Bonar, 2002). Another problem these students have is not thinking for speaking. These students need to learn ways to think about what they want to say before just saying it. Students that display these issues need to learn relaxation skills to help reduce anxiety.  These students need to learn how to ask for breaks or help when they are feeling stressed out. The author has gone over what NLD symptoms and characteristics of what to look for in students that may be suffering fro this problem. The author has also gone over strategies to help students that have NLD. The strategies and methods that were mentioned are tools to not only help the students but to help the students learn the proper tools to help themselves outside the classroom. With any student that is having a hard time in school it is the teacher’s job to make sure that students needs are being met. Students that have NLD need strategies and methods to help them so they can focus less on their problems and more on learning(Telzrow & Bonar, 2002). By using strategies on students with NLD this will help these students learn the tools that they need to deal with the world around them. References Telzrow, C. F., & Bonar, A. M. (2002). Responding to students with nonverbal learning disabilities. Teaching Exceptional Children, 34(6), 8-13.

Madeleine Leininger: Bridging the Cultural Divide Essay

Abstract This paper will outline Madeleine Leininger’s prominent theory, its origins, and its purpose. The discipline of transcultural nursing, its distinctive language, ethnonursing research method, and Sunrise Enabler tool will also be explored. These components equipped nurses to provide patients with individualized, appropriate care; this led to improved health outcomes. Finally, the effect of Madeleine Leininger’s contributions to nursing will be examined. Her idea of congruent care was the catalyst for a multitude of federal legislation making culture a requisite, legal consideration and convinced society of the benefits of cultural diversity. Madeleine Leininger: Bridging the Cultural Divide through Care The hallmark of a true profession is the ability to demonstrate its unique body of knowledge (Mensik, Martin, Scott, & Horton, 2011). Madeleine Leininger’s transcultural nursing discipline and its revolutionary companion theory meets this threshold. Counted as â€Å"the most significant breakthrough in nursing†¦in the 20th century,† she forever changed how nurses thought and spoke about healthcare (Leininger, 2002, p. 190). This paper will present a high-level overview of Madeleine Leininger’s contributions to nursing and their influence, as well as reveal the author’s connection to the theorist. Cultural Care Diversity and Universality: The Theory The Theory of Culture Care Diversity and Universality (hereinafter â€Å"Culture Care Theory†), Madeleine Leininger’s seminal work, was conceptualized in the mid-1950s and sought to describe, explain, and predict nursing similarities and differences in relation to care and its role in human culture (Leininger, 2001). To provide significant and effective care, the theorist reasonsed, a nurse had to know what various cultures valued about wellness, health, illness, etc. and use this understanding to guide their nursing tasks (Clarke, McFarland, Andrews & Leininger, 2009). Inspiration for the Theory The theory grew out of the theorist’s observations during her tenure as a staff nurse in the mid-1940s (Leininger, 2001). Numerous patients  emphasized the â€Å"nursing care† given and remarked how instrumental it was to their recovery from illness (Leininger, 2001, pp. 8, 13). This struck Leininger as curious, since the activities traditionally associated with providing care were just expected at this point in the development of nursing (Leininger, 2001). The concept of care was certainly never taught, critically explored, or given much credence (Leininger, 2001). Based on the encouraging patient feedback received, care became an integral component of the theorist’s nursing practice (Leininger, 2001). Her patients’ health flourished (Leininger, 2001). Leininger deduced that outstanding caregiving alone was not enough to facilitate positive health outcomes while working on an adolescent psychiatric ward in the mid-1950s (Leininger & McFarland, 2002). Her clinical floor was a mini-United Nations, with patients from a variety of cultural backgrounds (Leininger & McFarland, 2002). The children responded differently to her care efforts and, after a period of time, she realized their behavior followed distinct cultural patterns (Leininger & McFarland, 2002). For example, the Russian, Lithuanian, German, and Slovenian children would never admit to being in pain, though they had very obvious injuries or signs of discomfort (Leininger & McFarland, 2002). The Jewish and Italian children, in contrast, always cried fervently, at even the slightest needle prick, without solace (Leininger & McFarland, 2002). Her customary pain interventions were useless and obviously needed to be changed, but she was not sure how (Leininger & McFarland, 2002). Conceptualizing the Theory. The theorist experienced â€Å"culture shock† (a concept she introduced into common vernacular) and was concerned at being ill-equipped to respond to her patients’ specific needs even though she had obtained her master’s in nursing (Leininger & McFarland, 2002). There was no research literature available to help make sense of the incidents witnessed, and her colleagues were of limited help (Leininger & McFarland, 2002). After discussing her concerns with the renowned cultural anthropologist and provocateur Margaret Mead, Leininger obtained a Ph.D. in anthropology (Clarke, et al., 2009); she was the first nurse to do so (Leininger & McFarland, 2002). The theorist performed field studies in non-Western cultures for several years afterwards to hone her new skill-set (Leininger & McFarland, 2002). Having remedied her  cultural ignorance, Leininger formalized the Culture Care Theory, establishing the new discipline of transcultural nursing (Leininger & McFarland, 2002). Her goal was to provide knowledgeable care in an increasingly multicultural world (Leininger & McFarland, 2002). Purpose of the Theory The theory’s main purpose was to â€Å"discover and explain diverse and universal culturally based care factors influencing the health, well-being, illness, or death of individuals or groups† (Leininger, 2002, p. 190). It stressed the use of â€Å"research findings to provide culturally congruent, safe, and meaningful care to those of diverse or similar backgrounds† (Leininger, 2002, p. 190). Theory Application Tools. The theorist did not want to espouse platitudes; she wanted her discipline to empower nurses and promote their autonomy (Leininger, 2002). To this end, she outlined thirteen assumptive beliefs to explain the focus of the theory and guide nurses in their practice (Leininger, 2001). Several key beliefs are outlined below: 1. Care is the essence of nursing and a†¦ unifying focus 2. Care (caring) is essential for well being, health, healing, growth†¦or death 3. Culture care is the broadest holistic means to know, explain, interpret, and predict nursing care†¦ to guide nursing care practices 4. Nursing is a transcultural†¦care discipline and profession with the central purpose to serve human beings worldwide 5. Care (caring) is essential †¦ for there can be no curing without caring (Leininger, 2001, pp. 44-45). These assumptions formed the crux of transcultural nursing and what it was intended to do. Leininger also designed three theoretical modalities to guide culturally-based nursing decisions and actions (Leininger, 2001). The first modality, â€Å"cultural care preservation and/or maintenance,† referred to generic/folk behaviors and practices that encouraged wellness and did not need to be changed when planning nursing care (Leininger, 2001, p. 41; Literature review, n.d.). The next modality, â€Å"cultural care accomodation and/or negotiation,† involved nursing care activities which help patients of diverse cultures adapt or negotiate professional care activities (Leininger, 2001, p. 41). It encouraged the nurse to integrate generic/folk behaviors and practices when planning care to encourage healthy outcomes (Leininger,  2001). Under this modality, for example, a nurse would allow a patient to hang a healing amulet above their bed in the hospital because they believed in it and it calmed them (Literature review, n.d.). The final modality that nurses could utlize was â€Å"culture care repatterning and restructuring† (Leininger, 2001, pp. 41-42). This modality involved activities which assist with the extensive modification, change, or repattering of a patient’s unhealthy behavior while remaining aligned with their cultural values and beliefs (Literature review, n.d.). This was the most difficult of all the modalities to employ because the nurse must know a great deal about the patient’s culture to have an optimal outcome (Leininger, 2001). As with any plan of care, the nurse had to discuss their choices with the patient and obtain their agreement (Leininger, 2001). Metaparadigms of the Theory Since the introduction of Florence Nightengale’s Environmental Theory, nursing frameworks had traditionally focused on four metaparadigms: person, environment, health, and nursing (Dayer-Berenson, 2011). However, the Culture Care Theory broke with convention and selected care and culture as its foundational concepts (Leininger, 2001). Leininger found the standard four metaparadigms limited in scope and unsuitable for use in new discipline (Leininger, 2001). For instance, the theorist could not believe nursing’s pundits still refused to acknowledge the indispensible role of care, though they had obviously witnessed its successful impact on health (Leininger, 2001). She also considered the current trend of trying to explain nursing phenomenon with more nursing phenomenon a logical fallacy akin to answering a question with another question (Leininger, 2001). Further, Leininger pointed out that the Western concept of person would be problematic in transcultural nursing because many cultures focused on the family or an institution, rather than the individual (Leininger, 2001). While Leininger thought environment was important, she opted not to use it as a pillar of her theory because it was not unique to nursing or provocative enough to garner scarce research funding (Leininger, 2001). She discounted the use of health for a similar rationale, citing its commonness and the plethora of existing research (Leininger, 2001). Leininger apsired to enlighten, not emulate (Leininger, 2001). Key definitions Other nursing theorists and researchers tried to shoe horn themselves into existing medical models as a means of gaining legitimacy, prestige, and funding (Fawcett, 2002). Leininger, conversely, sought to distinguish her theory from the disease-focused philosophies of the period by not seeking input from other disciplines; it functioned independently (Leininger, 2001). Always seeking to demonstrate the skill and intellect of nurses, Leininger authored a series of definitions to provide clinicians with their own distinct language and, thus, avoid the incongruous use of medical terminology when practicing transcultural nursing (Leininger & McFarland, 2002). Several of the theory’s key explanations are highlighted below: 1. Culture Care refers to†¦culturally†¦assistive, supportive, and facilitative caring acts†¦ 2. Culture Care Diversity refers to cultural†¦differences in care beliefs, meanings, patterns, values, symbols, and lifeways†¦between cultures and human beings 3. Transcultural Nursing refers to a formal area of humanistic and scientific knowledge and practices focused on holistic culture care†¦phenomena..to assist †¦ in culturally congruent†¦ways 4. Culturally Competent Nursing Care refers to†¦culturally based care and health knowledge in sensitive, creative, and meaningful ways †¦for beneficial†¦ health and well-being†¦ (Leininger & McFarland, 2002, pp. 83-84). â€Å"Cultural diversity† and â€Å"culturally competent care†, terms so common today, were penned by the theorist over 50 years ago (Leininger & McFarland, 2002, p. xvii). Influence of the Culture Care Theory Leininger’s theory generated little interest when it was introduced in the 1950s (Leininger, 2002). Nurses’ practices had begun to shift to include more administration of medication and assistance with complex medical treatments (Leininger, 2001). Additionally, they tried to emulate physicians by wearing stethoscopes, focusing on curative measures, and being very precise in their tasks (Leininger, 2001). Nurses, during this era, were medicine’s faithful â€Å"shot givers† (Leininger & McFarland, 2002, p. 76). Needless to say, this mindset was nurtured by physicians, who wanted nurses to remain on the periphery of healthcare, subservient to them (Fawcett, 2002). Nurses, in Leininger’s opinion, willingly relinquished their power and diminished their professional value by becoming so immersed in physicians’ procedures (Leininger, 2001). With nurses so intent on obtaining  medical validation, it was no surprise they found the Culture Care Theory â€Å"soft,† â€Å"fuzzy,† and â€Å"too feminine† (Fawcett, 2002, p. 133; Leininger, 2002, p. 75). The theorist jokingly recalled thinking, â€Å"Nurses have no time to learn about care and cultures, as they must keep to medical tasks!† (Fawcett, 2002, p. 113). Patient care was not a priority (Fawcett, 2002). Making the Theory Relevant Undeterred by the initial chilly reception, Leininger resolved to make the discipline more relevant to nurses (Leininger, 2001). She knew the situation would change gradually over time and utilized the lull to increase the number of transcultural nurses in practice and cultivated the harvest of more cultural data for use in the field (Fawcett, 2002). Transcultural Programs of Study. She developed and taught courses in transcultural nursing (Leininger, 2001). Building upon this momentum, the theorist then established several degree programs of study in transcultural nursing (Leininger, 2001). She steered nurses toward graduate-level courses in anthropology as well, and served as their advisor when several of them continued on to doctoral studies (Leininger, 2001; Leininger & McFarland, 2002). Soon, she had amassed a hardy band of transcultural devotees to assist in her tireless promulgation and support of the discipline (Leininger, 2001). Ethnonursing Research Method. As her followers began to utilze the theory, Leininger was compelled to develop a natural, inducive, and open research method to help â€Å"tease out† complex, covert, elusive cultural data (Leininger & McFarland, 2002, pp. 85, 89). It was called the ethnonursing research method (Leininger & McFarland, 2002). At the time, clinicians utilized research tools and methods borrowed haphazardly from other fields (Leininger & McFarland, 2002). Enablers. The theorist worried that valuable cultural knowledge was lost, concealed, or rendered useless from the improper use of quantitative instruments to perform qualitative research (Leininger & McFarland, 2002). In response, Leininger invented five tools she called enablers to facilitate the mining of cultural data (Leininger & McFarland, 2002). Each enabler was designed to collect a different type of qualitative information (Leininger & McFarland, 2002). The most popular enabler, The Sunrise Enabler to Disco ver Culture Care, was a conceptual model of the entire theory (Appendix A). Its purpose was to  systematically guide nurses through seven areas of influence to find relevant cultural knowledge and provide a holistic view during the health assessment process (Leininger & McFarland, 2002). Qualitative Criteria. To further support accurate interpretations and credible research findings, Leininger identified six criteria by which qualitative studies, like those performed with her ethnonursing method, could be evaluated (Leininger & McFarland, 2002). The criteria â€Å"credibility, confirmability, meaning-in-context, recurrent patterning, saturation, and transferability† received the endorsement of research experts, which led to qualitative data’s acceptance as valid scientific evidence. (Leininger & McFarland, 2002, p. 88) Dedicated Resources. Leininger also established the Transcultural Nursing Society in 1974 as a forum for intelligent discussion among nurses in the discipline, as well as to aid the dissemination of transcultural information (C larke, et al.). Finally, Leininger launched the Journal of Transcultural Nursing in 1988 to serve as a dedicated publishing source for transcultural nursing research, ensuring the entire nursing profession also had access to her protegà ©s’ useful findings (Clarke, et al.). Rise of the Theory After existing in near obscurity for several decades, the Culture Care Theory was thrust into the spotlight in the mid-1980s (Murphy, 2006). Several factors prompted its emergence from the shadows. First, just as Leininger predicted back in 1950, geographic borders shrank and the U.S. became the adopted country of choice for immigrants from all over the world (Leininger, 2002). The healthcare system became innudated with people clinicians did not understand and could not effectively assist (DeRosa & Kochurka, 2006). Desparate to address patients’ needs in a culturally respectful manner, they discovered Leininger’s blueprint for congruent care (DeRosa & Kochurka, 2006). The federal mandates of the 1990s further catapulted the Culture Care Theory into prominence (Murphy, 2006). The directives were designed to resolve disparities in healthcare and ensure equitable treatment for those from diverse backgrounds (Maier-Lorentz, 2008). This meant that academic programs, clinical settings, and healthcare agencies now had to promote, incorporate, and enforce Leininger’s ideas of cultural competence (Murphy, 2006). Impact of the Theory on the Author The Culture Care Theory, developed organically from one woman’s insightful observations, has left an indellible mark on not only nurisng, but education, medicine, law, social science, religion, and so forth (Leininger, 2002). It would be far easier to name the areas of society that the theory has not impacted, for that would be a much shorter list. Amazingly, the author also owes Madeleine Leininger a tremendous amount of personal gratitude. While conducting research, the author was stunned to learn that Leininger’s theory was the motivation for her academic scholarship. The theorist’s emphasis on congruent care and its positive influence led to the Health Resources and Services Administration’s (HRSA) campaign to significantly increase the number of culturally competent healthcare professionals in critical shortage areas. The NURSE Corps Scholarship Program, which offers a full tuition grant, monthly stipend, and full-time employment to intellectually out standing nursing students, was founded to accomplish this objective. Because of the theorist’s tenacity and zeal, this future clinician’s ambition to serve the underrepresented was made a debt-free reality. Leininger passed away in August of last year (Ray, 2012). Ironically, the author was awarded her scholarship during this same month. Janet Jones wrote in Leininger’s obituary guest book entry, â€Å"She truly was a visionary and her work will continue to be of great significance to many more generations of nurses† (Madeleine M. Leininger, Ph.D., 2012). The author could not agree more with this statement and, in tribute, intends to contribute to Leininger’s legacy of nursing excellence by maintaining a culturally-informed practice, performing research that offers innovative knowledge to the profession, obtaining an advanced degree, and serving as a staunch advocate for the marginalized. Similar to the theorist, the author also pledges to refuse to accept limitations as to what a nurse can accomplish. The author bel ieves Madeleine Leininger would expect no less. References Clarke, P., McFarland, M., Andrews, M., & Leininger, M. (2009). Caring: some reflections on the impact of the culture care theory by McFarland & Andrews and a conversation with Leininger. Nursing Science Quarterly, 22(3), 233-239. doi:10.1177/0894318409337020 Dayer-Berenson, L. (2011). Cultural competencies for nurses: Impact on health and illness (pp. 9-39). Sudbury, Mass: Jones and Bartlett Publishers. DeRosa, N., & Kochurka, K. (2006). Implement culturally competent healthcare in your workplace. Nursing Management, 37(10), 18-18, 20, 22 passim. Fawcett, J. (2002). Scholarly dialogue. The nurse theorists: 21st-century updates — Madeleine M. Leininger. Nursing Science Quarterly, 15(2), 131-136. Jeffreys, M. R. (2010). Teaching cultural competence in nursing and health care inquiry, action, and innovation (2nd ed.). (pp. 9-10). New York: Springer Publishing Company. Leininger, M. M. (Ed.). (2001). Culture care diversity and universality: A theory of nursing. Boston: Jones and Bartlett Publishers. Leininger, M., & McFarland, M. (2002). Transcultural nursing in the new millennium: Concepts, theories, research & practice (3rd ed.). New York: McGraw-Hill. Leininger, M. (2002). Culture care theory: a major contribution to advance transcultural nursing and practices. Journ al Of Transcultural Nursing, 13(3), 189-192. Literature review. (n.d.). Retrieved from http://uir.unisa.ac.za/bitstream/handle/10500/1555/02chapter2.pdf Madeleine M.Leininger, Ph.D. (2012). Retrieved from http://www.heafeyheafey.com/newobituary/display.asp?id=7022 McFarland, M., & Eipperle, M. (2008). Culture care theory: a proposed practice theory guide for nurse practitioners in primary care settings. Contemporary Nurse: A Journal For The Australian Nursing Profession, 28(1-2), 48-63. doi:10.5172/conu.673.28.1-2.48 Maier-Lorentz, M. (2008). Transcultural nursing: its importance in nursing practice. Journal Of Cultural Diversity,15(1), 37-43. Mensik, J. S., Martin, D., Scott, K. A., & Horton, K. (2011). Development of a Professional Nursing Framework: The Journey Toward Nursing Excellence. Journal Of Nursing Administration, 41(6), 259-264. doi:10.1097/NNA.0b013e31821c460a Murphy, S. (2006). Mapping the literature of transcultural nursing. Journal of the Medical Library Association : JMLA, 94(2 Suppl), E143-51. Ray, M. A. (2013). Madeleine M. Leininger, 1925–2012. Qualitative Health Research, 23(1), 142-144. doi:10.1177/1049732312464578 Sagar, P. (2011). Transcultural nursing theory and models: application in nursing education, practice, and administration. New York: Springer Publishing Company. Sitzman, K., & Eichelberger, L. W. (2011). Understanding the work of nurse theorists: a creative beginning (2nd ed.). (pp. 93-98). Sudbury, Mass.: Jones and Bartlett Publishers. Transcultural Nursing Society. (n.d.). Theories and models. Retrieved from http://tcns.org/Theories.html Appendix A Figure. Adapted from Transcultural Nursing Society. (2013). Theories and models. http://tcns.org/Theories.html. Reprinted with permission.

Black out essays

Black out essays There is a problem in the world today with crime. The children in our society are being taught that its the easy way to make money and get away with it. There are too many people getting robbed, mugged, raped, and even killed every second of everyday. The bad guys are getting away with committing crimes so they keep on doing bad things to good people, which leaves the problem of the victims, like me, to deal with the aftermath of putting our lives back together. It is frustrating to be victimized by these people that think its ok to rob and steal for a living or just for fun. The lack of attention from the authorities does not make it any easier to get on with our lives. To try and get some information, like are there any suspects, did you get any leads, do you think they will be back, what should I do if they do, are some of many that they cant seem to answer. But it seems that they are to busy with the next case and you (I) get put on the back burner and the bad guys get away agai n. A kind word would even be a nice thing to hear from them, but you dont get even that, all you get is youre just another victim of a crime, well, I knew that! I had gone to work on August 25, 2004 at 9:30 am after having breakfast with my friend Jerry Nyren as I do everyday to work at his pawn shop that he owns. I was in the back putting away some items that had forfeited and I heard the front door open at about 10:15am and two black males approximately 30 years old in age entered the store. They had come in and started asking Jerry questions about some jewelry, and I was call to show them a computer, but by the time I got to them they were not interested any more this puzzled me, but I could not tell Jerry anything while they were still in the store. At this time I had a sinking feeling in my stomach. They left, telling Jerry they needed to go to the ATM for some more money and that they would be back. They return...

Street Gangs Essays

Street Gangs Essays Street Gangs Essay Street Gangs Essay A street gang is a group of young people, with a common identity, and mainly engages in criminal activities.   Most members in a street gang are between the ages of 11 and 21.   These cohesive groups have a recognizable geographical territory, a leadership, levels of organized continuous criminal activities and a purpose.   The street gangs have a common identifying symbol and a known leadership who associate themselves with criminal activities. These groups have a very close relationship and they support one another in their delinquent behaviours. Street gangs may have the commission of one or more criminal acts including murder, firearms or explosives violations, obstruction of justice, narcotics distribution and other violent offenses such as carjacking, assault, burglary and threats. (Manwaring, M. G. (2005). For a gang to be identified as a street gang it must have engaged in a collective of criminal activities.   Street gangs may be traditional, national, ethnic or geographical affiliated. These young adults use group intimidation and violence to perform criminal activities in order to earn power and control over certain activities.   These groups are usually unpredictable and unstructured.   Their activities sometimes have no financial gain or a hidden motive. In America, gang activity started in New York during the 19th century.   These gangs erupted form poor sections of the city and they were formed on strong ethnic identities, usually Irish.   Five paints is an example of a gang that was formed during this period.   They robbed, mugged and fought with others gangs.   During the 20th century, street gang activity became rampant although they were making composed of black or Hispanic origin.   During the 1950s and 1960s, those street gangs were found in major cities with European gangs vanishing. Narcotics and firearms became very prevalent in the 1970s and 1980’s.   Those two items attracted more teenagers to join the street gangs.   Firearms made street gangs more violent and increased criminal activities during that period. (Thornberry, T. P., Krohn, M. D., Lizotte, A. J., Smith, C. A., Tobin, K. (2003). Street gangs were formed initially for self –protection of family and friends within the same neighbourhood but later progressed to criminal acts that provided a source of income.   Street gangs from different neighbourhool or ethnic groups have been involved in several violence acts against each other to gain power or control over a certain activity. Gangs form the same neighbourhoods have also been involved in vivacity and violence. The first original street gang was formed by a group of students as an informal sports organization in 1970.   The groups name as founded on the address where they lived.   In Chicago the first gangs were formed on ethnic lives by the volunteers of five departments.   The different department of five fighters competed against each other and formed gangs that were later taken to the street.   During the early 20th century, polish and Italian gangs became the most common in Chicago. European – American street gangs were formed in 1780s by young people who were sported hanging out on street corners.   These gangs were formed to protect their neighbor hoods from their rivals.   These groups basically fought for control over street corners and other open lots.   This is where they held their meetings.   The gangs, however, were not based on ethnicity because the same neighbourhood could have a host of nationalities.   These gangs emerged in cities where poor communities lives together. Young adults joined a street gang in order to feel a sense of belonging.   A gong promised to give its members identity. Belonging, wealth, discipline and drugs.   Other young people join the gangs out of fear and intimidations from their peers. (Duffy, M. P. Gillig, S. E. (Eds.). (2004). Street gangs are divided in three major groups based on location, activities and entry requirements.   Ethnic gangs are based on nationality or race of the members. Most ethnic gangs unite on the basis of the ethnicities they hate.   The skinhead gangs and Neo-Nazi gangs both have hatred for Jews, blacks and non-protestant Christians.   Turf gangs are defined by the territories depending on the location of the neighbourhood.   The gangs name themselves by the areas they control and punish gangs that wander into their territory.   These territory barriers have been the cause of many rivalry and violence between street gangs. Prison gangs are formed when members of a street gang are arrested and taken to prison. Members from the same street gang may form a common gang or join other larger street gangs in the prison. Gang members attract children and young teenagers by showing off their lucrative lifestyles and amounts of money. These street gangs recruit young children who are unsuspecting to use them for trafficking drugs and carrying weapons, because they do not attract much attention form the police.   Street gangs recruit their members by performing an initiation; new members have to endure some rites which include â€Å"Jumping in†.   This is when a new member is beaten up by all old gang members.   The new members can also be told to participate in a mission such as steering or killing someone.   Some street gangs have a tattoo gang symbols which new members are required to get. The lifestyle of street gang members involve drinking and doing drugs, hanging around the neighbourhood and sleeping late at night.   During their meetings street gangs sell drugs and commit crimes like breaking stores and theft.   Street gangs believe that to gain power and respect they must commit violent crimes.   Street gangs have signs and ways of identifying themselves and these include similar modes of dressing or having a particular gang colour.   For example the vice Lord’s wear black as their symbol. Street gangs have their own graffiti which symbolize them.   They make these graffiti all around their neighbourhoods to mark heir territories. Street gang believes that invading another gang’s territory and marking it with their symbol or oven destroying their symbol is unforgivable and it calls for war.   Gangs that want to street gangs have hand signals which signify gang membership and loyalty. Graffiti is the commonest way of gang members to communicate.   Graffiti provides adequate information about a gang’s membership and the gang’s growth.   Many street gangs refer to graffiti as their newspaper for communicating messages, warnings or announcements.   Some gangs use secret codes and alphabets as their symbols which can only be interpreted by gang members. (Tovares, R. D. (2002). Tattoos are a common practice used among street gangs to show their membership.   These tattoos are adopted as a way of expressing loyalty to the gang.   All street gangs today are involved in drug trafficking.   Gang members sell drugs and alcohol to earn income.   They are also involved in acts of violence such as robbery and theft.   Members of street gangs are involved in drug abuse activities apart form seeking them   in fact the commonest practice among street gangs is trafficking and use of drugs, street gangs have started recruiting young children to traffic drugs and carry firearms and weapons because, the police do not suspect children much. Street gangs have initiations which are used to recruit new members into the gang.   These initiation ceremonies involve violent acts, where new members are beaten up by all old gang members.   These initiations are very brutal and may result to death or permanent injury.   Some street gangs do not accept a new member, unless he has killed someone or stolen a car.   For women and young girls to be accepted in a street gang, they are forced to have sex with the men in the gangs and other times they are raped.   Just like getting into a gang is difficult, getting out is more difficult and a gang member may be killed on deciding to leave the gang. Some street gang practices are very brutal and heartless. Gang members aim at leaving permanent scares on their victims.   One merciless practice performed by street gangs is the ‘Buck 50’, in this practice a member will slash another person’s face deeply, usually requiring around 50 stitches to repair. (Manwaring, M. G. (2005). Street gangs are highly concentrated in large urban areas. Those urban areas provide a conducive environment for gang activity.   The activity includes drug trafficking, selling firearms, stealing cars and robberies.   In the urban areas different street gangs will fight for control of a particular street corners which is well hidden form the activities.   Street gangs are righting populated in areas overwhelmed by poverty in the urban areas.   Street gangs usually originated from slum areas or less developed areas.   The youth in a certain neighbourhood may decide to form a gang with the innocent intention that they gang will be used to protect its members and also be a source of income. Street gangs can also be formed by teenagers in schools.   Schools that are found in highly populated cities stricken with poverty have a high tendency of forming street gangs.   Schools in urban areas form.   Street gangs move often than schools in urban areas form.   Street gangs move often than schools in rural areas.   School children in urban areas are used to traffic drugs by drug peddlers in the cities and as a result they accumulate the children in the street gangs.   Belonging to street gang is a major achievement for school going children.   They feel they have power and control by assessing drugs in schools.   Being in contact with the known drug peddlers also makes them respect among their colleagues. The MS-B street gang is the most violent street gang in the United States today.   It is mainly composed of Mexican nationals.   It is also the most largest street gang in the united state.   The 18th street gang is also a well known street gang in the United States which used violence and intimidation to spread narcotics its territory. Mara Salvatrucha is a street gang which is not afraid or intimidated easily by the authority.   This gang has been responsible for shooting several law enforcement offices and executing federal agents who interfere with its activities. Black gangster disciples, vice lords and Almighty Latin kings all based in Chicago are very notorious in drug trafficking.   They are known to use violence to control their territories and spread drugs and firearms.   Other notorious gangs in the united state include Hoover crisp, bounty Hunter Bloods and Rolling 60s crisp.   Those street gangs have very well structured organizations in their drug operation. (Wiener, V. (1999).   These organizations involve the authority and become very difficult to penetrate and break.   The organization mainly involves young adults who are used to channel profits to the top of the organization.   What makes the street gangs lucrative is the thousand of outlet in major neighbourhoods, millions of potential new customers and the always readily available jobs. Street gangs have caused a lot of violence among the public and disrupted so man lives. Robbery, carjacking, mobbing, vandalizing are some of the activities performed by these gangs.   Ã‚   Street gangs have rules among them that warn against trusting the future. Their unconcern for personal safety and other delinquent behaviors are weak concepts of future stability. Street gang members are ware that any thing can erupt without warning but still they lack any future expectations. Control or be controlled is another rule used by street gang members. They believe in respect and that one has to control another person and gain respect or be controlled by the other person and respect them. Gang members will use money, violence and disrespect the authority to gain control over a territory. This rule implies people outside the gang to mimic the lifestyle of gang members. It also inspires gang members to use abuse and violence and protect their geographical territory. This rule of control or be controlled has also created very stable relationships in a gang. Street gangs have a rule that enable them to treat insiders and outsiders differently. Members of the same gang use symbols like graffiti, similar ways of dressing, hand signals and a common language for identity. This enables them to distinguish the insider from the outsider. Street gangs use this rule to create identity, belonging, security and acceptance. It also brings unity and loyalty in the gang because they express their frustration and anger on the outsiders. Most street gangs are unsophisticated with a structure that is more horizontal than vertical. The characteristics of street gangs are very exposing. Their leadership is more expected and their ways to resolve conflicts is based on power and revenge. Street gangs have been categorized in three major groups. These include first generation gangs, second generation gangs and third generation gangs. The first generation gangs are based on territories and turfs. Their main concern is to protect their neighborhoods and gain small petty cash.   This category of street gangs rarely engages in criminal acts but when they do, they base it on locality and societal violence. The second generation of street gangs is usually business oriented. Their main aim is business and commercial gain. Unlike the first generations that has a loose leadership; the leadership in second generation is more sophisticated and centralized. Members target more on drug trafficking. These gangs extend their operations beyond their neighborhoods and cities and use high violence to control and protect their markets. Second Generation Street gangs use violence to incapacitate law enforcement efforts that are directed against them and as a result they have brought in security in communities. They are also known to be involved with larger transnational criminal organizations. Third Generation Street gangs are larger with broader drug markets and more sophisticated criminal organizations. These gangs have broader political objectives and acquire political control over areas of their interest that the poorly governed. Control of political powers provides security and freedom of the gang activities. The gang leaders in these gangs act more like warlords or drug barons because they gain control of a specific political region and as a result take treasures to protect the gang’s movement’s and activities. The third generation street gangs have succeeded in reconstructing a nation’s government politically, socially and economically. (Manwaring, M. G. (2005). Street gangs have caused a lot of havoc in the society by bringing violence, drug trafficking, recruitment of young children and political assassinations.

Achieving Goals Advice from NFL players

Achieving Goals Advice from NFL players NFL players and coaches understand that the best results can only be achieved through restless hard work, focus on strategy, teamwork, perseverance and a strong will-to-win spirit. These men know something about motivation and their wise words and lessons can be applied to anyone who needs an inspiration boost in their everyday lives. Youre not born winners or losers, youre born choosers. Shawn Harper, NFL player for Indianapolis Colts This former NFL player has become a real motivational speaker and now he travels around USA speaking to youth and children on different social events. This message is something that is so important but so lacking in modern community. What does it mean, being a chooser? It means that choosing a right trajectory of your life is as important as choosing a trajectory of your next move on the field. Only if you take a while to think and concentrate, the ball will hit the end zone. Be the type of person that you want somebody to be towards you. Be that towards them. And be kind to yourself. Michael Strahan, a former NFL player for New York Giants Indeed, being a successful person is something more than just working hard and performing well. Real goal achievers are goal achievers in every way. Keep your eyes on your aim, but stay a nice person that people would look up to! Be kind to others and accept yourself. This is the only way not to lose a big picture. Chase your dreams and not walk after them. Don’t hope someone gives you an opportunity, create one for yourself. Shannon Sharpe, a former NFL player for the Denver Broncos and Baltimore Ravens Make a plan and work to achieve your goals. It is impossible to get what you want and deserve if you have no idea how you are going to make it. And one more thing - never rely on others when it comes to something really important to you! Perfection is not attainable. But if we chase perfection, we can catch excellence. Vince Lombardi, a Head Coach of Green Bay Packers (1959-67) Perfection is not attainable because if you keep on moving forward, you cant stop demanding more and more from yourself. And this is the way to catch excellence. You have to believe in your potential and move on to win! Leaders are made, they are not born. They are made by hard effort, which is the price which all of us must pay to achieve any goal that is worthwhile. Vince Lombardi Nobody is born with a capacity to be awesome! The greatest NFL coaches in history know that success is the matter of discipline, persistence, great passion, and daring. And luck, of course. Leadership is a matter of having people look at you and gain confidence. If you are in control, they are in control. Tom Landry, a Head Coach of Dallas Cowboys (1960-88) So inspiration and leadership is something that is worth sharing, because motivated people motivate others. Catch the gleams in the eyes of others and spread the passion yourself. Maybe someone else will also become inspired by just looking into your eyes. A real gleam of passion can destroy your enemies and attract more like-minded people! Believe us, these are super-effective techniques. Just ask the guys above - goals are only achieved with discipline, passion, determination and dedication!

The Twentieth Century Essay Example | Topics and Well Written Essays - 500 words

The Twentieth Century - Essay Example Not only does Kathe continue to teach art, she also explores different forms of art such as sketching, sculptures and self portraits. After spending a life dedicated to art, Kathe passes away just before the end of the war in 1945. Answer – Kathe’s prints and her drawings allow viewers to feel the emotion that she was portraying. Many of her pieces have a strong feeling and an apparent view of what she is trying to convey. Manu of Kathe’s prints and drawings capture real life situations. Her self -portraits are very satisfying and capture what many may have been feeling during that time. Her drawings are an exact match as to what was happening in the early 1900’s, as they show war, fear and sadness that many felt. Although a large portion of her work focuses on sadness in life, her art that shows life’s happiness is able to capture life’s most treasured moments. Many sculptures and drawings radiate life, happiness and joy. Answer- Although many of Kollwitz’s art are breathtaking, the piece that I have the strongest reaction to is the Mà ¼tter, 1919. This drawing seems to represent a lot of feeling. Each person in the drawing has their own expression. The expression is different for each individual but still portrays the same message. Some elements in the piece that allow me to have such a strong reaction are the way the adults are holding the children. They have a look of determination as well as fear while they protect their children. I respond to the piece so greatly as it represents what many families were going through during that era and it is an interpretation of real life. 1. Engage Pollock’s statement that â€Å"the modern painter cannot express this age †¦ in the old forms of the Renaissance or any other past culture.† What in this picture speaks specifically to mid-twentieth-century American culture? Answer- The statement made by Jackson is an accurate statement and example of why Jackson has taken on a

My College Experience as a Freshman Essay Example | Topics and Well Written Essays - 250 words

My College Experience as a Freshman - Essay Example I moved out of my parent’s house in the process, thus I did get a change to enjoy the independence that college life brings to freshman student. My first year of college helped mature as an adult. For the first time in my life I was taking care of my personal needs and had the freedom to choose what my life would be without the interference of others. It was a difficult time; it was bit exhausting working and studying at the same time. My academic performance was not the best, but I learned a lot in the process. I know what it takes to succeed in a university and I realize that if I am able to dedicate more time to my education I will perform a lot better the second time around. My immediate goal is to enroll once again in an accredited university in order to continue my educational journey towards obtaining a college degree that will prepare me for my professional

Study of the research and other relevant literature relating to the Essay

Study of the research and other relevant literature relating to the impact of childhood sexual abuse on women survivors - Essay Example In this context, child sexual abuse (CSA) has been considered as one of the worst experiences in a person’s life as its effects are very likely to last for a long time while the responsible adult has little chances to be caught and penalized in accordance with the existing law. This paper tries to present the most characteristic views of the literature as well as of the empirical research regarding the CSA. Although the forms and the results of this action can have many aspects (see Appendix I) in fact there are certain standards regarding the conditions and the effects related with this action so that their presentation can cover most of the cases having similar characteristics. Childhood sexual abuse can be defined as any exposure to sexual acts imposed on children who inherently lack the emotional, maturational, and cognitive development to understand or to consent to such acts. These acts do not always involve sexual intercourse or physical force; rather, they involve manipulation and trickery. Authority and power enable the perpetrator to coerce the child into compliance (Hendricks-Matthews 1997). Characteristics and motivations of perpetrators of childhood sexual abuse vary: some may act out sexually to exert dominance over another individual; others may initiate the abuse for their own sexual gratification (Britton et al. 1997). Holz (1994) has broadly defined childhood sexual abuse as, â€Å"any sexual activity between a child less than age 18 and a person of power, usually two or more years older, and who has authority over the child† (p. 13). CSA has been further differentiated into incest and extra-familial abuse. The abuse is incestual if it is perpetrated by a consanguineous (â€Å"blood†) relative, a relative by marriage, or a person who functions in the role of a family member (Courtois, 1993; Flournoy, 1996; Holz, 1994). Extra-familial abuse is usually perpetrated by parental or

History of the Internet Essay Example | Topics and Well Written Essays - 1750 words

History of the Internet - Essay Example The history of the internet appears to have begun in In 1858, where Frank Leslies Illustrated Newspaper covered the story concerning the laying of the transatlantic cable. Once the laying of this cable was complete, it was easy to say that the Atlantic Ocean had been more or less erased as a communication barrier between the old world and the new. Of course, the cable did not bring Europe closer to America in physical terms but just as the internet allows the transfer of large amounts of information from one point to another, the transatlantic cable did the same for its time. That was perhaps the first example of modern technology being said used to negate such large geographical distances. Certainly the telegraph existed long before that since the telegraph had been invented by Joseph Henry in 1830. While the language of the internet today may be HTML, Samuel Morse first used his Morse code to send meaningful words through electronic means. In fact, only in 1843, the first American telegraph long distance line was ordered to be put between the cities of Washington and Baltimore to cover a distance of 40 miles once this line became operational the first message to be sent electronically from one city to another was a quote from the bible that said, â€Å"What hath God Wrought?† (Bellis, 2005). This rudimentary internet by today’s standard was the height of technology at the time and in the next few years; lines were laid down from Philadelphia to New York. In 1861, Western Union completed the line called the transcontinental telegraph line since that ran along the transcontinental railway to provide coast to coast communications (Bellis, 2005). Certainly not the internet but as the internet today is more of a business tool than anything else, companies were quick to realize the potential of rapid communications. Business could use this

Journal 5 Essay Example | Topics and Well Written Essays - 500 words - 3

Journal 5 - Essay Example rated are referred to as focal point and it is this part of art that greatly draws the viewer’s attention unlike incomplete lines which leaves the viewer with lots of imagination. Lines also give objects outlines which are known as contour lines as well as compositional lines that reflect the shape of an object which eventually conveys a sense of the movement or the character of the object. Thin lines usually seem delicate and weak while the thick lines usually seem aggressive and strong. Additionally, flat lines portrays calmness while the wavy lines show roughness and angular lines tend to climb upwards. The COLOR WHEEL is an important and widely used instrument for artists and designers with a circular arrangement of the hues/colors of the light spectrum. Color is very important with regard to implying EMOTIONAL content in a work of art such as advancing hues are most often thought to have less visual weight than the receding hues while warm, saturated, light value hues are "active" and visually advance. There exist a number of different color wheels, serving different purposes and therefore there is no standard color wheel. The different color wheels serve different purposes such as mixing colors, determining colors and selecting colors. There are lots of information existing about color theory such as the affect over how we feel, behave and how we react to objects. Degree of contrast of colors that range from light to dark creates melodramatic graphical affect that present the monochromatic color scheme. There are three groupings of colors which are primary, secondary and tertiar y colors and all the colors are perceived to be created by the mixing of certain basic colors. Space is the distance or area around, between or within components of a piece and can either be positive or negative, open or closed, shallow or deep and two-dimensional or three-dimensional. The sense of space in an artwork is usually an impression and artists meticulously syndicate

Art Essay Example | Topics and Well Written Essays - 1000 words

Art - Essay Example The World of Art: Concepts of Art: Going through the book, different concepts can be unlearned through which an art or a craft is presented. The most important concept in the creation of an art seems to be the use of different medium available in an artist’s surroundings. The concept of aboriginal rock art enhances on the fundamentality of the experiences by human that lead him to create an art. The use of chalk and charcoal could be observed as another concept of making art that descriptively presents a matter in front of others as given the name of delineation. Smudging is a procedure that can be applied on such charcoal paintings which is another concept of art creation and presentation. The use of pastel and pastel oil sticks have also been reflected through the book as several artists have made use of these in their paintings. Another concept of painting is the ‘wash and brush’ where the painter dilutes ink with water and then apply it on broad areas for maki ng the painting. The book also presents other aspects of craft apart from painting that include printmaking and creation of crafts. The technique of printmaking also involves several concepts some of which as mentioned in the book are woodcutting, wood engraving, linocut, engraving and etching. These are different forms of printmaking and uses different mediums for the design of the print, for example, in case of wood engraving, the print is created by engraving designs on the wood. These designs would then be filled with colors and inks. Lithography or writing on stone has been presented as another form of art creation. Finally the book also presents the creation of crafts through the use of different concepts like the glass, fiber, ceramics, and wood that can be used in the designing and creation of different crafts (Sayre, 169-320). Artists and their Arts: The book presents the arts and creations of several artists. The Allegory of Painting is an art created by Jan Vermeer that s hows the use of each and every medium present in the surroundings of the artist. An ink and wash concept has been used in the creation of the Workshop of Pollaiuolo which was a drawing of the times of Renaissance. It presents a view on the unavailability of paper and hence the use of wood to carve out arts as portrayed through the painting. A magnificent painting has been created by Leonardo da Vinci named as Study for a Sleeve with the use of pen, chalk, and lampblack. The paintings created by Leonardo generated a seriousness of the contribution of art on the paintings and also inspired several other painters of the time. Oil paint was used by Raphaiel in his creation of The Alba Madonna and the painting marvelously portrayed the human expressions from in depth of their hearts. The Banana Flower art created by Georgia O’Keeffe was done with the use of charcoal and black chalk. Another artist, Georges Pierre Seurat, created the painting Cafe Concert with the use of crayons on Ingres paper. Vija Celmin had presented a graphite drawing unique in its character in the way it presented the picture of an ocean. The name of the painting was Untitled (Ocean) (Sayre, 169-179). Mary Cassatt learnt the use of pastel and became famous for her drawings associated with mothers and children, one of which was reflected through the painting named Young Mother, Daughter, and Son. Artists like Elisabetta Sirani and Jean Dubuffet were also famous for their use

Journal 5 Essay Example | Topics and Well Written Essays - 500 words - 3

Journal 5 - Essay Example rated are referred to as focal point and it is this part of art that greatly draws the viewer’s attention unlike incomplete lines which leaves the viewer with lots of imagination. Lines also give objects outlines which are known as contour lines as well as compositional lines that reflect the shape of an object which eventually conveys a sense of the movement or the character of the object. Thin lines usually seem delicate and weak while the thick lines usually seem aggressive and strong. Additionally, flat lines portrays calmness while the wavy lines show roughness and angular lines tend to climb upwards. The COLOR WHEEL is an important and widely used instrument for artists and designers with a circular arrangement of the hues/colors of the light spectrum. Color is very important with regard to implying EMOTIONAL content in a work of art such as advancing hues are most often thought to have less visual weight than the receding hues while warm, saturated, light value hues are "active" and visually advance. There exist a number of different color wheels, serving different purposes and therefore there is no standard color wheel. The different color wheels serve different purposes such as mixing colors, determining colors and selecting colors. There are lots of information existing about color theory such as the affect over how we feel, behave and how we react to objects. Degree of contrast of colors that range from light to dark creates melodramatic graphical affect that present the monochromatic color scheme. There are three groupings of colors which are primary, secondary and tertiar y colors and all the colors are perceived to be created by the mixing of certain basic colors. Space is the distance or area around, between or within components of a piece and can either be positive or negative, open or closed, shallow or deep and two-dimensional or three-dimensional. The sense of space in an artwork is usually an impression and artists meticulously syndicate

Art Essay Example for Free

Art Essay The urban vernacular landscape is built from corrugated GI sheets and concrete; its architectural philosophy, expressed by maximizing minimal spaces and improvising. Luis Santos takes the visual language of the streets into the gallery with Structures, his fourth solo exhibition. Born from his interest in random abstract forms, the show is a riff on patterns found in mechanically created assemblies. The starting point of Structures is a galvanized iron (GI) sheet—a ubiquitous roofing material in developing countries—that Santos has distorted, warped, and bent to his will. Four twisted sheets lie on the gallery floor at the feet of a diptych, two square canvases that have been tilted and angled as a reference to construction poster boards, prefabricated tin tabernacles, and provisional lean-to shelters. The strength of Santos’s technique is evident in the three-dimensional quality of his work: the texture, metallic sheen, and rippling surface of the GI sheets are depicted in high fidelity. Each crumple and crease is rendered in minute detail with utter care and attention. In this regard, Santos is comparable to a 15th-century artist obsessed with draped fabrics and communicating the physical properties of cloth—how it folds and falls over a human subject—on canvas. In Structures, the industrial polish of galvanized iron replaces the delicacy of silk and the rich heft of velvet. Structures meditates on many things: the unexpected tessellations arising rom mundane, overlooked objects; the improvisational ingenuity of urban vernacular architecture; and the expanded definition of painting beyond oil and canvas. My Feedback/Insight : For me when i say this work of art i was supprised and stunned cause i always see stuff like this when i go out of the house. So i was interested to know why he did it and what he thought about the artwork that he made. Other people may think his art is made up only by a plain metal sheet and and wooden chairs but for me it offers a macroscopic view of the immense ocean of steel that rolls through the city, and captures the beauty of landlocked waves undulating and glinting under the sun. This piece of artwork is effortless but can go through the hearts of alot of people. For me it shows the hard life of the non wealthy people it reminds me of people who live near the bridges in paranaque and people who have no pemanent home and just build their houses or shelters using plain metal sheets. It reminds me that alot of people struggle because of lack of money but also gives me the impression that even though alot of filipinos are having a hard time living and even though they just have a small house to live in, even though its just made of plain metal sheets and wooded planks alot of families are still together yes some go seperate ways but most of them stay together cause thats what they have their family. If i put it to simple words, This work of art symbolizes the life of the penniless and their hard times as a poverty stricken person. The texture of the art work is just metallic the shape of it a square actually its just a corrugated metal sheets mounted on wooden panel, the artwork is also shiny and curved like the usual roof you see in low class houses in the phillippines. I find it beautiful and misunderstood at the same time. The artwork puts alot of things in my mind and reminds me of the houses in the philippines. The color of the are just gray and fills me with sadness and reminds me of hard times. The lines of the artwork are curvy there is no space movement. It does not have to much color so the art work is just monochrome.

DVT Risk Assessment Tool for Nurses Using Modified Delphi

DVT Risk Assessment Tool for Nurses Using Modified Delphi Research article DEVELOPMENT OF PATIENT’S DVT RISK ASSESSMENT TOOL FOR NURSES USING MODIFIED DELPHI TECHNIQUE. Mr.Kapil Sharma1,Ms. Jaspreet Kaur Sodhi2, *Ms.Rupinder Kaur3 ABSTRACT Background Deep vein thrombosis (DVT) is a very serious, potentially fatal, and very preventable medical condition. It is important for all patients admitted to the hospital to be screened for the risk of developing a DVT. This could be easily accomplished by performing a risk factor assessment-screening tool on all patients. It is also important to educate the medical and nursing staff on the fact that all patients are at risk for developing DVT, not just surgical patients who are often believed to be at the highest risk of DVT. The implementation of the risk factor assessment could potentially save lives and reduce the hospital costs of treating and managing the complications of DVT and venous thromboembolic disease. The implementation of a risk factor assessment tool could potentially aid in the recognition and appropriate prophylaxis of those patients who are at extremely high risk for DVT. Without appropriate recognition of the risk for DVT, patients may be placed at risk for DVT and the p otentially fatal and/or debilitating complications associated with the development of DVT.1 Aim The aim of the study is to develop Patient’s DVT Risk Assessment Tool for Staff Nurses. Objectives To select and pool the items to develop Patient’s DVT Risk Assessment Tool for Staff Nurses. To obtain consensus of Panelists for the development of Patient’s DVT Risk Assessment Tool for Staff Nurses. To organize valid items in a structured format for the development of Patient’s DVT Risk Assessment Tool for Staff Nurses. Methods Using instrument development design for Patient’s DVT Risk Assessment Tool for Staff Nurses. 66 Items were generated from evidence and qualitative data. Face and content validity were established through experts by 3 modified Delphi round. Content validity was computed. The content validity index (CVI) was calculated for each item i.e CVI-i, content validity index for experts i.e CVI-e and general content validity index for the tool i.e CVI-total. Item level CVI (CVI-i) is calculated by number of experts agreeing on the value of relevance of each item (value between 3 and 4) divided by total number of experts, expert level CVI (CVI-e) is calculated by number of items scored between 3 and 4 by an expert divided by total number of items and general CVI (CVI-total) is calculated by sum of all experts individual CVI divided by number of experts. Based on expert panel, CVI-i lower than 0.6 were deleted, (CVI-e) is 0.8,and CVI-total) 0.89. Results Patient’s DVT Risk Assessment Tool for Staff Nurses had face and content validity. The content validity index was 0.89. Conclusion The study concluded that assessment of DVT risk is essential in hospitalized patients.The identification of DVT risk at its earliest stage can help to decrease the morbidity and mortality rate in hospitalized patients.The Patient’s DVT Risk Assessment Tool will be helpful to identify risk of DVT at its earliest stage so that preventive measures can be taken. Keywords Deep Vein Thrombosis,Patient’s DVT Risk Assessment Tool.Modified Delphi Technique,Content Validity Index INTRODUCTION â€Å"An ounce of prevention is cheap, the pound of cure costly† (A.Taylor, B.J. Whiting) In India, the incidence of deep vein thrombosis (DVT) is not well highlighted and literature survey shows scanty works in this field. Most of the literature available in India is from the orthopaedic departments, overall incidence of DVT in general population is largely unknown. Most of the DVTs are idiopathic and occur in less than 45 years age group. Irrespective of the etiology, LMWH and Warfarins are efficient, safety is well demonstrated, and domiciliary treatment is advisable with surveillance. Idiopathic DVTs require long term follow up to watch for recurrent thrombosis.2 Each year, deep vein thrombosis (DVT) occurs in 1 of every 1,000 Americans, hospitalizes nearly 600,000 for DVT-related complications, and kills up to 300,000. It is possibly the most common preventable cause of hospital deaths in the United States. Occupations in transportation, air travel, con ­fined spaces, and sedentary office positions pose risks for DVT. The risk of DVT increases with factors such as obesity, cancer, pregnancy, estrogen-containing medications, major surgery, and hospitalizations. , With an understanding of DVT, occupational health nurses are well positioned to promote DVT awareness and reduce the risk of complica ­tions for employees diagnosed with DVT.3 Deep vein thrombosis [DVT] is one of the most dreaded complications in post-operative patients as it is associated with considerable morbidity and mortality. Majority of patients with postoperative DVT are asymptomatic. The pulmonary embolism, which is seen in 10% of the cases with proximal DVT, may be fatal. Therefore it becomes imperative to prevent DVT rather than to diagnose and treat. Only one randomized trial has been reported from India to assess the effectiveness of low molecular weight heparin in preventing post-operative DVT.4 METHODOLOGY It is a methodological study to develop Patient’s DVT Risk Assessment Tool. The tool was validated by 10 multidisciplinary health care professionals. The study was conducted in 3 Modified Delphi rounds.The validity of tool was determined by content validity index (CVI). The data was collected via e-mail.The tool was developed under three phases and under each phase some steps were taken. PHASE 1- Preliminary preparation During this phase the investigator developed the preliminary Patient’s DVT Risk Assessment Tool for which the following steps were taken: Step-1: Review of Literature- An extensive review of literature was carried out from books, journals and through internet. Literature was searched which represent Patient’s DVT Risk Assessment Tool from all aspects. Various tool were searched. Literature related to tool construction and standardization was also reviewed. Step-2: Items selection and pooling- Different tools were analyzed and related items such as risk factors were selected from the content and items were pooled together. Step-3: Preparation of first draft- Selected items were seemed to represent Patient’s DVT Risk Assessment Tool to generate first draft of the tool. PHASE 2- Validation of first draft and subsequent drafts Step-1: Selection of panel- There were 10 experts in all Delphi rounds. The Delphi panel was consisted of multidisciplinary health care professionals (nurses, doctors, and administrator). The sample of the panelist were heterogeneous to ensure the entire spectrum of opinion to be determined. The written consent was taken from the selected experts to participate in the study. The first draft of tool was circulated among 10 experts from above stated field. Step-2: Delphi Rounds: The modified Delphi technique was used to validate the draft. (The Delphi is an interactive process designed to combine expert’s opinion into group consensus. According to this technique the response of each panelist remains anonymous that there are equal chances of each panelist to present the ideas unbiased by the identity of other panelist. There are subsequent Delphi rounds until a definitive level of consensus is recorded). All the panelist were requested to give their valuable suggestion pertaining to the content, accuracy of information, the item order i.e organization and sequence of the items and working of the items. The suggestions given by panelist was incorporated to generate the second draft of tool. Step-3: Modification: as per the experts opinion:The modification in the tool was made. PHASE 3- Assessing reliability and content validity of tool: Draft prepared after third Delphi round. Validity of Tool: It was done by expert’s opinion. The tool was circulated to 10 experts of various specialties . The experts were asked to rate the items in terms of relevance to the Patient’s DVT Risk Assessment Tool. A 4 point likert scale (1 not relevant, 2 somewhat relevant, 3 relevant, very relevant). The content validity index (CVI) was calculated for each item i.e CVI-i, content validity index for experts i.e CVI-e and general content validity index for the tool i.e CVI-total. Item level CVI (CVI-i) is calculated by number of experts agreeing on the value of relevance of each item (value between 3 and 4) divided by total number of experts, expert level CVI (CVI-e) is calculated by number of items scored between 3 and 4 by an expert divided by total number of items and general CVI (CVI-total) is calculated by sum of all experts individual CVI divided by number of experts. Based on expert panel, CVI-i lower than 0.6 were deleted, (CVI-e) is 0.8, and CVI-total) 0.89. Instrument development: The content validity assessment process described by Waltz and Bausell (1981) and Lynn (1986) was used. 66 items were generated and were carefully investigated for clarity, grammar, and construction. A likert scale was chosen as scale type. Each item was rated on 4 point likert scale (1 not relevant, 2 somewhat relevant, 3 relevant, very relevant) with significant agreement (10 experts rating item a 4 or 3) needed for it to be retained. The experts were asked also to evaluate the set of items to determine if any content area was missing. REFERENCES 1.Race TK, Collier PE. The hidden risk of deep vein thrombosis the need for risk factor assessment: case reviews. Critical Care Nursing Quarterly [serial on the Internet]. 2007, July;30(3): 245-254. 2. L Chinglensana, Santhosh Rudrappa, K Anupama, T Gojendra, Kala K Singh, Sudhir T Chandra. Clinical profile and management of deep vein thrombosis of lower limb. Journal Of Medical Society.2013;27(1):10-14 3. Emanuele, P,. Deep Vein Thrombosis, AAOHN Journal 2008; 56(9):389-392. 4.Anandan Murugesan, Dina N. Srivastava,Uma K. Ballehaninna, Sunil Chumber,Anita Dhar,Mahesh C. Misra,Rajinder Parshad, V. Seenu, Anurag Srivastava,and Narmada P. Gupta. Detection and Prevention of Post-Operative Deep Vein Thrombosis [DVT] Using Nadroparin Among Patients Undergoing Major Abdominal Operations in India; a Randomised Controlled Trial. Indian J Surg. 2010 August; 72(4): 312–317