The Horror of War Exposed in Slaughterhouse Five :: Slaughterhouse-Five Essays

The Horror of War Exposed in Slaughterhouse Five When one begins to analyze a military novel it is important to first look at the historical context in which the book was written. On the nights of February 13-14 in 1944 the city of Dresden, Germany was subjected to one of the worst air attacks in the history of man. By the end of the bombing 135,000 to 250,000 people had been killed by the combined forces of the United States and the United Kingdom. Dresden was different then Berlin or many of the other military targets which were attacked during World War II because it was never fortified or used for strategic purposes and, therefore, was not considered a military target. Because of it's apparent safety, thousands of refugees from all over Europe converged on Dresden for protection (Klinkowitz 2-3). Dresden's neutrality was broken and the resulting attacks laid waste, what Vonnegut called, "the Florence of the Elbe." Kurt Vonnegut was a witness to this event and because of fate, had been spared. He wrote Slaughterhouse Five to answer the questi on that resounded through his head long after the bombs could no longer be heard. "Why me?"- a frequent question asked by survivors of war. Vonnegut was tormented by this question and through Billy Pilgrim, the protagonist in Slaughterhouse Five, he attempts to reconcile the guilt which one feels when one is randomly saved from death, while one's friends and loved ones perish. Billy Pilgrim's own life was spared, but was never able to live with himself knowing that so many others had died. The feelings of guilt which emerged from his having survived the bombing of Dresden and from Billy's fortunate escape from death under the shelter of the fifth Slaughterhouse haunted Billy through much of his life. Billy Pilgrim did not consider his survival a blessing, but a curse. A curse to be forced to live on with the guilt of survival. Billy Pilgrim faced such tremendous guilt, that he spent his entire life after Dresden trying to alleviate himself of it. His guilt is in many ways comparable to the guilt felt by the survivors of the Holocaust. Many Holocaust survivors had to face their own "Why me?" question. However, many Holocaust survivors w ere

Characters in Hamlet Essay

Why does one live? What purpose does one serve? What is the meaning of life? These are all existential questions that both ancient and modern philosophers have yet to satisfactorily answer. The weight of one’s mortality and the differences of life and death are introduced right from the start of Shakespeare’s play _Hamlet_ having Hamlet, in the aftermath of his father’s death, attempt to explore these existential questions, seeking truth and understanding as he tries to grasp the anecdote about his father’s death. Claudius on the other hand is deeply considering his actions while also enduring a very difficult apprehension of life after death. Claudius acts to generate Hamlet’s confusion and anger, and his ensuing search for truth and life’s meaning, but Claudius himself is not a stationary character. In private, he is a very different character. It is clear that Claudius is seen as a murderous villain, but a divided villain: a man who cannot refrain from nourishing his own desires. He is not a monster, only morally weak, intent on trading his humanity for power. Polonius is a man filled with confidence in his knowledge, and while he is a blowhard, and he does spout sayings, his cliches constitute sound advice and his observations prove themselves prophetic. In _Hamlet_, life and death provides multiple influences and consequences for each of these characters, affecting both their well-beings and sense of meaning. Finik 2 Hamlet is a university student of Wittenberg who frequently contemplates on several perplexing philosophical questions, and possibly suicide. When King Hamlet, his father, dies, he returns home to Denmark only to discover that there was evidence of foul play in his father’s death. â€Å"_The serpent that did sting thy father’s life/Now wears his crown_. † (I. V. 39-40). The Ghost of King Hamlet tells Hamlet that his uncle Claudius is the murderer. Feeling decisive, Hamlet seeks to prove Claudius’ guilt before he takes any action. However, Hamlet is too quick to act at times: he constantly exaggerates his intellect while ignoring his emotions and what feels right. Although his father’s death set high emotions for Hamlet, it serves as only one of the troublesome events for Hamlet. The fact that his mother, Gertrude, has ended her mourning and married another man (Claudius) so quickly, shows Hamlet the differences in some peoples thoughts, decisions, and possibly way of life. â€Å"_Frailty, thy name is women_! † (I,II,146). In this quote, Hamlet is speaking in his first soliloquy. The â€Å"women† he specifically refers to is his mother. Hamlet feels that Gertrude is weak and not strong enough to mourn his father any longer. Hamlet even continues to say that not even an animal, or beast, who has no reasoning or skills, would have abandoned the mourning so quickly. All in all, this shows how angry and distressed Hamlet is by his mother’s marriage. Although Hamlet appears to be the exemplar of an anti-existentialist from the outset of the play, Hamlet’s logic slowly begins to unravel, with layer after layer revealing more snippets of Hamlet’s emotion. As Hamlet speaks the line: _To be, or not to be, that is the question:_ _Whether ’tis nobler in the mind to suffer_ _The slings and arrows of outrageous fortune,_ _Finik 3_ _Or to take arms against a sea of troubles_ (III,I,58-61) He is contemplating the thought of suicide and wishing that God had not made suicide a sin. Hamlet’s anxiety and uncertainty causes him to doubt the power of reason alone to solve his issues. Hamlet begins to realize that reason is helpless in dealing with the depths of human life, which is one of the central assertions of existentialism. However, in considering both his emotions and reasoning, Hamlet avoids the temptation of suicide knowing that to escape life’s pain, would mean to eternally suffer in hell. By deciding to stay alive and counter Claudius’ fraud, Hamlet strongly demonstrates his inner existential qualities. As Claudius is introduced, he expresses himself as an intelligent and capable leader. Claudius gives a speech intent on making his court and country satisfied with their new leader, addressing the people of his brother’s death, his recent marriage and the potential unease with Norway. Claudius is well aware that if any change would occur in the government, civil unrest would definitely unfold. His speech combines the people’s loss with a new beginning that they will have under his responsibility. He also uses the death of King Hamlet to create a sense of national unification, â€Å"_the whole kingdom/To be contracted in one brow of woe_† (I.II. 3-4), but in private, Claudius conceals a very different personality. The Ghost refers to him as â€Å"_that incestuous, that adulterate beast_† (I. V. 42), and soon, his crime is what is known to be what is â€Å"_rotten in the state of Denmark_† (I. IV. 90). The King has committed fratricide and has taken the Queen with â€Å"_the witchcraft of his wit_† (I. V. 47). Claudius represents the worst of human dignity, showing greed, corruption and excess. However, Claudius is not entirely a sociopath. His actions occasionally weigh heavy on him: Finik 4 _O, ’tis true_. _How smart a lash that speech doth give my conscience! _ _The harlot’s cheek, beautified with plastering art,_ _Is not more ugly to the thing that helps it_ _Than is my deed to my most painted word:_ _O heavy burden_ (III. I. 49-53) Claudius tries to ask God for forgiveness in a soliloquy, but realizes that he still profits from his crimes and is not willing to give them up. â€Å"_But what form of prayer/Can serve my turn? Forgive me my foul murder/That cannot be, since I am still possess’d of those effects for which I did murder_† (III. IV. 52-54). Claudius can also how some sensitivity. He is genuinely sorry for Polonius’ death, and he honestly loves Gertrude. Although he strongly intends on killing Hamlet, he refuses to do so himself on Gertrude’s behalf. Claudius may show sensitivity for many characters but, nobody comes before his own desires. A great example of this is how Claudius does not even intend to stop Gertrude from drinking the poison in the goblet during the duel between Hamlet and Laertes because it would have implicated Claudius in his plot to kill Hamlet. Therefore, putting his desires in front of all. Whereas most other characters in _Hamlet_ are preoccupied with ideas of justice, revenge, and moral balance, Claudius is decided upon maintaining power. Polonius, a man brimming with confidence, seems like a feeble old man who cannot say anything without attempting a great speech. At other times, it feels as if though he is Finik 5 undermining the life of the court through a network of spies. When Polonius finds his son Laertes, before leaving for France, he urges him â€Å"_aboard, aboard_† (I. III. 55), but proceeds to prevent him from boarding by giving some advise. This speech concludes with the message- â€Å"_to thine own self be true/thou canst not then be false_† (I. III. 79-80). Yet, sometime later, Polonius is ordering Reynaldo to spy on Laertes and deliberately trap him by deceit â€Å"_and there put on him what forgeries you please_,† (II. I. 19-20) meaning to be false, to say that Laertes is into â€Å"_drinking, fencing, swearing, quarrelling, and drabbing_† (II. I. 26-27). Contrary to what Polonius has told Laertes, he is telling Reynaldo to be false and that his â€Å"_bait of falsehood takes this carp of truth_† (II. I. 63). In all, Polonius is concerned about his own reputation more than the feelings and well-being of others. He puts plenty of effort into earning what he thinks is right and uses long speeches to convince others. In the end however, he is killed by one of his own ingenious plans. Hamlet’s perpetual reflection does finally help him to overcome his great anxiety. When he returns from exile in Act V, Hamlet appears to be very different. He is calm and less afraid of death. He has come to realize that destiny is ultimately controlling all of our lives, and any sense or question of existentialism would change nothing. Hamlet is ready to confront the circuitous truth that to avenge his father’s death he must commit the same act for which he seeks revenge. He now admits that he knows nothing of the world, â€Å"_since no man knows aught of what he leaves, what is’t to leave betimes? Let be_. † (V. II. 207-208). Hamlet has reached the climax of his philosophy; he has prepared himself for death. Claudius is the villain of the piece, as he admits to himself: â€Å"_O, my offence is rank it smells to heaven_† (III,III,40). His fratricide is the corruption invading the events around – that which is, in the words of Marcellus, â€Å"_rotten in the state of Denmark_. † Claudius is socially capable, and his charm is natural. He can exhibit deep distress Finik 6 over his â€Å"_dear brother’s death_† but quickly turns mourning into celebration and moves on â€Å"_With mirth in funeral and with dirge in marriage_† to whatever lies ahead. He is a very decisive man and recognizes that he his â€Å"_offense is rank_† and â€Å"_smells to heaven_,† he also admits that he will not make amends with God because he refuses to give up what his crime has profited him. He is willing to take the consequences of his actions after death while enjoy a great lust of power in life. Despite the vast amount of experience, Polonius is naive. Polonius’ inability to understand Hamlet reflects his ability to understand things. To prove his belief in Hamlet’s madness he invokes a little play-acting from Ophelia. He misdirects Ophelia into reading a book to confront Hamlet, while he and the King eavesdrop. Although this meeting reveals that Polonius has made a great mistake, he is not in the least discouraged but immediately sets up his next plot. It proves to be his last because he is killed. If he had not misjudged Hamlet he would not have been pursuing his ill-founded suspicions and been behind the arras and gotten himself killed. In _Hamlet_, life and death provides multiple influences and consequences for each of these three characters, affecting both their well-beings and sense of meaning. In the end, Hamlet finally recognizes that life is governed by destiny itself, and that no alteration can be done with any amount of questions or actions. He awaits death at a moment’s notice. Claudius on the other hand, has accepted the fact that he will suffer after death in hell. He is not willing to capitulate his power and therefore decides to live his life the way he wants, knowing that he has committed crimes to others. His meaning in life is to live life to the fullest and accept what may happen after death. Polonius acts like a fool, attempting to rival the other main characters by using eloquent words that do not represent what truly composes him, making him a hypocrite. While he depends upon his memory, he utters lengthy phrases, and gives useful counsel, but, as he ages, he cannot Finik 7 be kept busy and intent, Polonius is subject to the desolation of his capabilities. He loses the order of his ideas, and entangles himself in his own thoughts. The meaning of life for Polonius may seem unclear, or entangled. He means well for his children but also takes thoughts too far and may seem to over think. He is ignorant in foresight and the idea of dotage engulfing upon wisdom will solve all of the phenomena for Polonius. In the end, Hamlet, Claudius, and Polonius have all expressed what their true meaning in life is. Whether it be to accept destiny’s fate, avoid suffering after death, or, to act foolishly and hypocritically, life and death has most definitely forged a path for all three of these characters. Works Cited Shakespeare, William. _Hamlet. _ Ed. Roma Gill. Glasgow: Bell and Bain Ltd. 2009.

Rkot1 Oraganizational Systems and Quality Leadership

RKOT 1 Organizational Systems and Quality Leadership Western Governor’s University Leadership Strategies Leadership is, first and foremost, a stance—an attitude. A leader faces the problem and says what we can do to address it. Leaders take responsibility for problems. (L 101: So You Want to Be a Leader in Health Care ) Two strategies a nurse might use as an informal leader on an interdisciplinary team are form a clearer picture of the real situation and start looking for ideas of how to solve the problem. L 101: So You Want to Be a Leader in Health Care ) As a nurse on an interdisciplinary team you could start by gathering information regarding the situation to form a clearer picture. Often time’s members of the team only look at what is affecting their individual work flow. As a leader a nurse should put the patient at the center of the picture and investigate how the roles of the individual team members affect the patient as a whole. People often look only at how a situation will affect them and their workflow and do not look at the situation as a whole.Instead of just complaining about a situation the can take a leadership role by gathering information from all members of the team and piecing this information together as to form a clearer picture of the situation. To become an effective leader the nurse must not only gather the information to form a clearer picture but also work with the team to look for and offer ideas to solve the problem. As a leader, a nurse would not just join in on the complaining.Once the information is gathered and the problem is clearly identified; to be a true leader, the nurse would look for creative solutions possibly initiating changes in workflow to alleviate the problem. A leader goes the extra step to implement change. Active Involvement Two ways a nurse can take an active, contributing role within the interdisciplinary team are identifying quality issues or concerns and ensuring there is open active com munication between members of the team as well as the patient.As a nurse you should be a strong patient advocate. During interdisciplinary rounds you should bring up concerns that may affect patient care. If there is uncertainty regarding the scheduled treatments or procedures and timing of those interventions the nurse should advocate for the patient in order for the patient to receive the best possible care. Nurses must ensure patient safety by asking questions if they are no sure as to whether the right procedure or treatment is being ordered or carried out.It is the nurse’s job, while overseeing the care of the patient, to report any unsafe or potentially unsafe acts in order to advocate for the patient and develop best practices. As an advocate for the patient you should also speak up if the patient has unmet needs such as inadequate pain control or if timing of procedures prevents patients from obtaining uninterrupted sleep. The nurse can also take an active role in the interdisciplinary team by ensuring there is open two way communication between members of the treatment team and also the patient.Patients are generally more compliant with treatment plans when they have active participation in the development of the treatment plan. An example of open communication and team work make be the nurse coordinating with therapy in order to ensure the patient is medicated prior to undergoing therapy in order to increase participation by the patient and therefore allowing the patient to become more engaged in their treatment secession. Teams work more efficiently when they have open communication.The nurse can lead the team by ensuring that all members communicate and are on the same patient in regards to patient’s care plan and goals. By ensuring the lines of communication or kept open and aligning workflow the ultimate winner is the patient due to better coordination of care. Culture of Safety Psychological safety, active leadership, transparency and fairness are four characteristics used to create a culture of safety. (PS106 Introduction to the Culture of Safety) There are many ways that you can promote a culture on safety in your workplace.When someone initially starts a position they are often assigned a buddy or preceptor. In order to create a culture of psychological safety people need to know they can speak up without being judged. One organization has taken steps to stand up to doctor’s if they are being derogatory to nurses or other staff. The nurses can actually call a code in which people stop their work follow and physically stand behind the nurse if she feels she is being spoken to in an inappropriate or unprofessional manner. Spirit on the spot is another example of creating an environment of psychological safety.By enabling anyone to report when someone is caught doing something right such as stopping to give directions to a visitor when someone appears lost it creates a positive environment to work. Act ive Leadership can be observed in organizations that have open forums in which leaders meet with front line staff and encourage questions regarding workflow or any ideas or suggestions for improvement. Monthly leadership rounding is where leaders walk around on units and stop to speak with the staff asking how their day is going and if there is anything that their leader can do to make a difference in their work environment.This is an excellent example of active leadership. These leaders come to the staff one on one and encourage open discussion. Transparency occurs when there is a system in which when errors are reported or near misses are reported action is taken to investigate the error or near miss and change is initiated that will decrease the likelihood of the error reoccurring. An example of transparency occurred within an organization by the change in national patient safety standards requiring two patient identifiers when working with a patient.To create an environment of f airness an organization needs to act when errors are caused by system errors. Nurses often find system errors when procedures are changed or modified. People too often just thing of how the change will affect their own discipline and not how it will affect patient care or the system as a whole. The staff needs to know that if a change is implemented that creates errors instead of decreasing errors they will be able to speak up and a new course of action will be taken.An example of culture of safety occurred when my hospital first implement EMR’s. The order sets were written where inpatient and observation could both be ordered on a patient at the time of admission. The utilization nurse felt comfortable addressing the issue with her leader and was encouraged to speak with not only her leader but also administration regarding the possible conflict in orders. The nurse was rewarded for speaking up and the organization quickly worked to determine the best way to change the order sets in order to avoid the conflicting orders.The organization then took steps to be transparent by admitting there was an error in the original order sets and doing educational seminars for the admit staff, physicians, nurses and coders regarding the conflict in orders. If there had not been a culture of safety and the nurse had not spoken up the error in orders may have continued for months resulting in incorrect or non payment for the facility and errors in co-pays for the patients. REFERENCES L 101: So You Want to Be a Leader in Health Care . (n. d. ). Retrieved March 8, 2013, from Institute for Healthcare Improvement: http://app. hi. org/lms/lessonpageworkflow. aspx? CatalogGuid=6cb1c614-884b-43ef-9abd-d90849f183d4&CourseGuid=c1164ba8-5af1-438b-8a1f-d409911a4948&LessonGuid=b9a441cc-d2af-4211-8ba8-5359c06a8cb6 PS106 Introduction to the Culture of Safety. (n. d. ). Retrieved March 8, 2013, from Institute for Healthcare Improvement: http://app. ihi. org/lms/lessonpageworkflow. as px? CatalogGuid=6cb1c614-884b-43ef-9abd-d90849f183d4&CourseGuid=789d9cbb-7dd3-4fe9-8df2-e0c63725b350&LessonGuid=4b250d37-cf44-4561-b830-53ed5865c6b8

Critical Thinking Evaluation

Critial Evaluation of an Academic Source NMN Capella University ED5001 Critial Evaluation of an Academic Source This paper is a critical evaluation regarding the suitability of using scholarly articles as an academic source. We will analyze the â€Å"Critical Thinking: An Extended Definition† that discusses various scholar definiitons on what is critical thinking and the process of critical thinking. Checklist for Critical Evaluation Peer Review Is the article peer reviewed? This article is a peer review. Is the article primary, secondary, or tertiary?This article is tertiary. Main Issue What is the main issue or problem the author is focusing on in this article? The main issue that the author is focusing on is the idea that in the academic world the word critical thinking is used frequently, but the way it is defined is so broad that at times it is hard to apply these definitions. It seems that various scholars have a different definition for critical thinking, and in most ca ses the definitions are lacking in terms of giving direction on the process of thinking critically. Significance of the IssueDiscuss the significance of the issue which is the focus of the article. The significance of the issue in this article is the author is trying to tell those in the academic world that the idea of critical thinking is so broad that those in the various disciplines need to see there needs to be continuous discussion regarding the idea of critical thinking. This idea that there’s no one answer with reagrds to defining critical thinking. Why is it important? I think its important because according to the article that the different disciplines have a different way of looking at critical thinking.This main reason is why the author feels that everyone should discuss this idea of critical thinking on a continuos basis. Having discussions on a continuous basis allows scholars from various disciplines to look at varying perspectives of critical thinking that they wouldn’t otherwise see in their own discipline. On what do you base your assertions regarding its significance? I base my assertions from the different definitions of critical thinking from various scholars from different backgrounds that the author discussed. Author’s PurposeWhat is the author’s main purpose(s) in writing the article? The main purpose of the author writing this article is to promote the discussion between scholars of different academic disciplines regarding the definition of critical thinking and the ways it can be applied. Author’s Point of View What is the author’s point of view? The author’s point of view is that critical thinking has a broad a definition and can be applied in different ways depending on how the person is looking at it. Conceptual Foundation What are the main concepts presented in the article?The main concepts presented in this article first the idea that there’s no clear and precise definition o f critical thinking. The second main concept that I found in the article is the idea of knowing and asking quality questions. The other concept that I got from the article is the idea that the term critical thinking has different meaning in various contexts. What information is the author using, and what is its relationship to the main issue? The information that the author is using is to look at various scholars from different disciplines definition and app;lication of the term critical thinking.Does the information used appear relevant, significant, valid, and sufficient for the conclusions being drawn? Yes I believe it is relevant, significant, and sufficient enough to be used to draw a conclusion. Do you have enough information to determine whether the information is relevant, significant, and valid? Yes I do, because the author has provided us with how different disciplines define and use the term critical thinking. The author is able to show us how broad and unclear the term c ritical thinking is. Author's Assumptions What unstated assumptions is the author making in the article?The unstated assumptions that the other is making the article is the idea that all academic disciplines use critical thinking as a basis in their field of study. Another assumption that I think is being made is that scholars in various disciplines don’t agree across the board with regards to defining critical thinking and its application. Author’s Conclusions What conclusion(s) are being drawn by the author? The author I think is concluding that this article will help speakers, scholars, listeners etc. to not only understand the term critical thinking better, but also help them to use the term in academic literature.What are the implications of the conclusion(s)? The implication of the conclusion is the fact that the author is making the assumption that a lot of people don’t understand and/or know how to use the term in general especially in academic literatur e. Problem Areas What potential problems do you see in the author's reasoning? I thinking that the author might be a little bias in making the assumptuion that just because the term critical thinking definition is so broad that most scholars don’t discuss with each other in order to understand the context that theyre using the term.What potential problems are there with the author's use of information? The author doesn’t really show how he determined the various scholar definitions he chose to use in making his various points. You don’t know if his selections were subjective or objective. What point of view is ignored by this author, or has not been considered in dealing with the issue? Summary of Critical Evaluation Would you use the article in support of your own writing? I don’t think I would use this article in my own writing. Why or why not?The reason I wouldn’t use this article because it seems to be a one-sided argument, and the author seems to make a lot of assumptions about what goes on in the academic world in terms of using the word critical thinking. What limitations would you place on its use? The limitations I would place is that the author may have placed too much of his opinion in the article. References Capella University. (n. d. ). Critical thinking model. Retrieved from http://media. capella. edu/CourseMedia/PSYC4900/criticalThinking/criticalThinking_wrapper. asp

Implementation plan (Our company Starwood hotel&resorts) Assignment

Implementation plan (Our company Starwood hotel&resorts) - Assignment Example Some customers come and go due to the way they are treated. Once a business notes some deficiencies in its service provision to the customers, it can keep the customers. The manager of the department will be tasked with the sole purpose of dealing with customer needs and ensuring that they are well taken care of (Thompson et al., 2014). The analysis of the different age groups will help the company to come up with solutions to increase the popularity of its products in the market. Market research is a valuable tool that determines the popularity of the business and where the business needs to change to increase its success and customer base. The business will, therefore, target customers in the market by positioning itself in the various segments (Laljani, 2009). It will use the customer relationship department to reach out to customers and get more feedback by including the customers in the running of the business. As a result, the customers will be loyal to the

Journals 578 Essay Example | Topics and Well Written Essays - 1000 words

Journals 578 - Essay Example It was especially interesting to find that the military established a brotherhood for soldiers, where each person was to protect the other. Many soldiers express joy when killing their enemies, yet the author indicated that these emotions are far from joy because when killing the enemy most soldiers have no fear and feel like they cannot be harmed. The author also stated that many soldiers face a psychological condition where they feel that they have changed. This can be seen through their actions, yet they feel unconnected to their bodies and minds; this makes it hard for them to find a rational explanation to their behavior. The author also pointed out another fact that was interesting to me, which was that most people killed in conflict with the USA are referred to collateral damage, yet when American soldiers are killed they are referred to as innocents who lost their lives. Not only that, many policies created by the leaders come from using the religion and culture of other nati ons as a threat to the USA. This is done to reshape the image of these countries to the public toward a negative perception so that people will start viewing them as enemies. Chapter (1-8) The author of the book indicated that it is important to include women in the field of politics, yet many women who are involved in the political sphere do not have their opinions taken into consideration by their male peers. This can be connected to the idea that men are viewed as stronger than women, who are considered to be weaker and more peaceful. I believe that it is important to respect the opinions of women because this will not only help people to view politics from a different perspective but it will also help to understand and recognize crimes committed against women in conflicts. Indeed, the author indicated that many women do not report that they were are sexually assaulted or raped. As a result, it is hard for human rights organizations and the United Nations to recognize acts of rap e as a serious issue. I believe that if women are more involved in making policies then more victims of rape and war will be encouraged to talk about their issues. Moreover, the author pointed out that Laura Bush focused on liberating the women of Afghanistan. However, in my opinion, and similar to what I pointed in my QIP, Laura Bush focused more on liberating women from wearing Burqa instead of focusing on their freedom. Indeed, many movements and policies are made to benefit women, yet they mostly fail. I believe that organizations and policymakers tend to view these issues from their own perspectives and not from the perspectives of the affected women. As a result, they end up making policies that do not suit the needs of those women. In addition, this leads to an emphasis on the importance of negotiation between two parties, as it helps each party to understand each side's opinion and then respect that opinion. In addition, I was also impressed with the veracity of non-violent movements that women have led all over the world. This takes me back to the film we watched in class, â€Å"Pray the Devil to Hell.† The film shows that when women start to protest the motive was to get rid of violence in their countries. They were able to satisfy their goals by using religious and faith communities to gather as many women as they could find. What was really interesting to me was

Journal #5 and 6 Essay Example | Topics and Well Written Essays - 500 words

Journal #5 and 6 - Essay Example Later in the afternoon, my preceptor told me that she had to go for a couple of urgent leadership meetings that had just come up that I could not attend. She informed me to review my learning objective and she would review and sign it as soon as she came back from the afternoon meeting. We also had a discussion on a new yearly State quality reviews that would begin the following week for all her programs. She told me she would have me review the PREP program and gave me copies of forms with the items that Illinois State would be considering. We discussed the learning objective, and she gave me a couple comments and I was able to complete it by the end of the day. Based on my observations, I can say without any fear of contradiction that my preceptor played an important leadership role as a resourceful person in the program. She coordinated all the activities diligently and effectively. She remained composed as the meeting progressed and took control of events. By the end of the week, I had selected and finalized the project topic with both my faculty advisor and my preceptor. I reviewed some old postpartum EDPS from old records, and was still doing online research to find evidence based studies for my paper and project. On the following Monday, I will be meeting with the PREEP group and my preceptor to assess the quality review. The meetings with my preceptor are usually scheduled for Thursdays. However, this particular one was an exception and we met on Monday, 2/17/2013 since Thursday would be her day off. Besides, she wanted me to join her in her meeting with the PREP group to discuss the upcoming quality review in March. Therefore, we had a very lengthy and fruitful meeting with the PREP program facilitators. There were three other members totaling to five present in the meeting. She kicked off the meeting by introducing me to the group. She informed them of my purpose in the meeting with regards to observation and