Analysis Of The Stone Boy And Araby By James Joyce

Along with breaking big social norms and being able to mature and learn, these characters also change his or her’s worldviews after going through a life changing event. In â€Å"The Stone Boy† by Gina Berriault and â€Å"Araby by James Joyce, both of the main character’s view changed to viewing the world as harsh and terrible and viewing themselves as worthless. After Eugie’s death in â€Å"The Stone Boy†, Arnold starts to mature more so his is able to fill Eugie’s role in the family. Eugie had many jobs as the eldest son of the family that are now Arnold’s. The morning after Eugie’s death Arnold’s father comes inside and says that the cow, â€Å"...went up to the mountain last night and had her calf, most likely. Somebody’s got to go up and find her ‘fore†¦show more content†¦After going through the few stands left at the bazaar, the boy became quite enraged. He felt that everyone including God wa s holding him back from his dreams and desires. As he was â€Å"[gazing] up into darkness [he] saw [himself] as creature driven and derided by vanity; and [his] eyes burned with anguish and anger†(Joyce 5). The boy tries very hard to keep faith in God that one day he will bring his true love to him but as he keeps failing, that boy gets angrier. The boy keeps breaking the social norm specific to his society of being religious more and more because he believes that God is not helping him. He believes this because he thinks that God is supposed to help achieve all desires but God is not helping him right now. This leads him to believe that there is no God if he is not with his one and only true love. The boy used to be hopeful and positive thinking one day he will be united with his true love. But as time goes on and he is still alone, this leads the boy to actually mature and realize that he is worth nothing in the world. He starts to think he is just â€Å"creature driven and derided by vanity† and he has no worth. After many disappointments in the boy’s life he has just given up and accepted that he is worth nothing. Part of growing up is learning that in the real world, one is worth nothing. Life does have any special plans for anyone in life. This ideal was created because of the modernist

Bipolar Disorder ( Disorder ) - 1776 Words

Bipolar disorder, manic episode, is represented by persistently elevated or irritable mood and abnormal and persistent increase of goal directed activity or energy that lasts more than a week (DSM 5). Most of the time, the client presents with inflated self-esteem and grandiosity (DSM 5). In addition, only three hours of sleep may be enough for the patient to feel rested because he/she has a drecreased need for sleep (Tracy, 2012). Usually, the person presents with a pressure to talk without taking any break and is seen more talkative than he/she frequently is (DSM 5). Another symptom presented in the bipolar disorder, manic episode is flight of ideas or subjective experience (DSM 5). The patient may also loose attention for any†¦show more content†¦Even though most of the patients fully return to a functional level between the crises, approximately 30% of them report having severe difficulties in their work role function (Goodwin Jamison, 2007). When the patient has acut e mania, Haloperidol is the most used medication for its properties of rapid sedation (Goodwin Jamison, 2007). Another medication that is used is IM olanzapine to calm acute manic agitation (Goodwin Jamison, 2007). When the patient has extreme hyperactivity, typical antipsychotics are used to relieve symtoms of dehydration and cardiovascular stress (Goodwin Jamison, 2007). Lithium is a very common medication given to a patient with manic episodes (Goodwin Jamison, 2007). One important aspect to take into account with Lithium is that the dose should be administered downward as the mania starts to diminish to keep the blood level in a reasonable range (Goodwin Jamison, 2007). â€Å"Bipolar disorser can be severe and long term, or it can be mild with frequent episodes†(Simon, 2013). Patients with bipolar disorder frequently have higher rates of death from suicides, heart problems than the rest of the population (Simon, 2013). On the other hand, a patient that receives trea tment has a greater chance of survival (Simon, 2013). Based on the possible causes of bipolar disorders, which are thought to be a biological disorder

State Requirements for Parenting Plans Free Essays

State Requirements for Parenting Plans Carol Schelling PA415-01: Family Law Divorce Mediation Kaplan University State Requirements for Parenting Plans | |Carol Schelling | Memo To:Prof. H. From:Carol Schelling Date:12/20/2011 Re:Pennsylvania Parenting Plans Parenting Plans are very important. We will write a custom essay sample on State Requirements for Parenting Plans or any similar topic only for you Order Now They outline the responsibilities of the parents and clarify what is in the best interest of the child. Pennsylvania does not require a parenting plan according to 23 Pa. C. S. A. Section 5331. In Pennsylvania, it also depends on the county in which you live. For example: In Washington County, Pennsylvania they require parenting plans for contested custody cases. However, in Allegheny County, Pennsylvania they do not require parenting plans. My Day in Court When I went to gain more rights to my daughter, Christal; I first filed a Modification with the Court of Common Pleas. The reason I had to do this was there was already an Order of the Court already in place. In Pennsylvania, you are required to go to a â€Å"Parents Forever† Seminar. This is a four hour seminar that teaches parents how to co-parent. When I was done, I had to provide the Court with the certification of my completion. If I did not complete this requirement, I would have been held in contempt. After I showed the Court that I completed the seminar, I then had to go to custody conferences. They represent mediation. In the custody conferences, my ex-husband and I had to work out a parenting plan. When we agreed to the context of the agreement, we both received copies. After a couple of months, we then had to go to a custody conference and the conference officer reviewed the past months. When there was an issue, like when my ex-husband refused me visitation with Christal, she would help us come up with another parenting plan that worked better. After our first custody conference, I was awarded an extra day (Friday-Monday) to take my daughter to doctor and dentist appointments. At the time, she weighed only 48lbs at the age of 8! After our second conference, I was awarded another day. This time my visitation was from Friday- Tuesdays. I would then take her to school and drop her off. I asked for this, since I could not make all of her appointments on Mondays. In June of 2007, we agreed to every other week. This worked out well, since it was years since I got to spend a week with her. I also, had all week to take my daughter to appointments. She was also involved in therapy, since I had requested that in our first custody conference. She was regressing to the point that we had to put her back in pull-ups and start the potty training all over. She was also on the Binky, (aka: Pacifier), as well. In August, my ex had told the courts he would be out of state. Knowing this, the court allowed a telephone conference, so he could be present. He did not call at the required time. I had told the conference officer that Christal had stated that he was at his home and that they should call him, which they did. When he answered, the conference officer had told him that this was not allowed and that he had lied to the courts. As a punishment, the every other week stood. I then requested for a hearing, since I did not want to lose this time that I got to spend with Christal. Her father was trying to take it back to an every other weekend. Our hearing occurred in February of 2008. At this hearing, I provided letters that my ex had written, school documents, and witness testimony. My ex’s mother and girlfriend would not testify. Our Judge had told them that they were not asked. If they wanted to be a part of Christal’s life, they needed to testify. Christal was also spoken to by the judge on camera (judge’s chambers). Since there were so many issues with my ex’s side, our case went for a continuance. On Mother’s Day of the same year, we had our next hearing. In this hearing, my daughter’s therapist, ex-mother-in-law, ex-husband’s girlfriend all testified. Right before the end of our hearing, I had asked if I could rebut the first hearing. I had explained all the issues that I had encountered between the hearings. I was happy to find out that on my birthday, which is June 5, that I gained full-custody of my angel and that my ex cannot gain custody of her again. The courts took his every Wednesdays and his vacation during the summer away due to negligence. I lost my daughter in 2002, due to me not knowing what to expect going pro se and not having money. I gained her back due to my hard work and dedication to my daughter’s best interests and well-being. I included this in my memo, for the simple fact that not all cases are black and white. The law itself has a lot of gray areas. What one county requires, another does not. Same thing goes with states. You cannot be ignorant about the law. Pennsylvania My state does not require parenting plans, but they are implemented within the court process when filing for custody, modification of an order, and contempt of court order as expressed in my own case stated above. New Hampshire To file for parental rights or to modify an order, such as a divorce, legal separation, or parenting petition, you must include a parenting plan. In Rules of the Circuit Court of the State of New Hampshire-Family Division, Section2-Domestic Relations, 2. 8 Parenting Plans shows you what is required within your parenting plan, and the order of the contents. My Thoughts I like how New Hampshire requires the parenting plan, because it saves money and court time as well. References Child Custody Act, 23 Pa. C. S. A  § 5331 NH Court Rules, Rules of the Family Division of the State of NH, Section 2-Domestic Relations, Rule 2. 18 Bertin, M. (F ebruary 8, 2011). New Child Custody Act Ushers in Sweeping Changes. Obermayer Rebmann Maxwell Hippel LLP Attorneys At Law Retrieved on December 15, 2011 from www. obermayer. com/publications. php? action=viewsid=200 How to cite State Requirements for Parenting Plans, Papers

Professional Roles and the Scope of Practice

Question: Explain why having a clear understanding of each other's professional roles and the scope of practice are necessary components of interprofessional practice. Answer: The essay is on the importance of understanding each others health professional roles and scope of practice while working in an interprofessional health care setting. Interprofessional practice is dependent on the collaborative approach of each professional member. It is important to know the role of each member so that medical staff shares their work accordingly to achieve common objectives in their scope of practice. The essay will explain the core competencies required for successful interprofessional health practice. It will give relevant examples on health care setting and demonstrate the benefit of knowing each other's role in interprofessional practice. Nurses work with other health professionals from other disciplines to provide patient-centered care. It is necessary to understand the role of each member and have appropriate communication skills to deliver work or services efficiently. Interprofessional competencies include appropriate use of clinical, communication and problem solving skills. Knowing the proper ways of communicating with health care team is a prerequiste skill required for health care practice. Different situation arises in health care sector where a team of medical staff attends to a patient during a critical surgery or operation. So learning to work with an interprofessional group is essential to improve care and deliver high quality health services. Collaborative practice in health care can positively impact health care issues. It helps in minimizing waiting time for patients, creates a healthy work environment, ensures patient safety and helps in proper disease management. It helps in the overall well-being of the community. The different kinds of practice available in health care are parallel practice, multidisciplinary practice, and interdisciplinary practice. Interdisciplinary practice is dependent on decision making of individuals from various disciplines. Therefore to avoid any error in practice, it is necessary to learn essential components of interprofessional practice (Gould et al., 2015). Learning interprofessional skills will have many benefits and positive outcome in interprofessional health practice. It helps a nurse to improve their standard of care and in achieving better patient outcome. It facilitates interprofessional team work when a nurse understands the role of other health professional and how they will work together to provide best care. It is also a critical element of medical practice. Different approach in interprofessional work helps in sharing of each others medical expertise with available health resources and marinating patients health. When a nurse will respect and understand the expertise of all health care professionals, it will lead to equal contribution of health care staff in the recovery of patients. It allows members to work according to their scope of practice. Any error in understanding roles can lead to serious consequences for both the health care staff and patient. It may lead to serious conflicts, burnout among team members and error in practice. Striking a balance between interdependence and need for professional autonomy is the way to strengthening the health care service department. It helps in creating understanding among health care staff that all members have a particular role, and they contribute in their own way in the health care responsibility entrusted to them. It develops trust among team members. Such interprofessional group can move in unification to achieve common goals and objectives. It helps in minimizing any confusion and reducing barriers in the health care delivery (Lytle, 2016). This section will discuss the core competency required for nurse in interprofessional collaborative practice. The very first responsibility of a nurse and other medical team is to learn the values or ethics for interprofessional health practice. It enables a nurse to work with other physicians and doctors to maintain an environment of mutual respect and shared values. Interprofessional practice is dependent on a smart strategy to effectively utilize each members expertise and ensure that nobody is underutilized (Margolis et al., 2015). In this context, professionals use the knowledge of their own roles and other members part appropriately to address the needs of patient as well as the health care organization. One of the most valuable skills in interprofessional health practice is learning accurate communication skills to pass the relevant message to each member as and when required. Good formal and non-formal communication is way to collaborative patient-centered care. Many nurses a re nervous of speaking up and asking any questions in case of any doubt in their work. Speaking up and defining role is extremely necessary to provide holistic care to patient. There is more chance of conflict in interprofessional work, but the need for nurse is to know the ways to skillfully negotiate things and overcome any difference in opinion arising among health care professional (Kitto et al., 2015). The interprofessional competency framework in health care describes the skills and values that shape the judgment requires for collaborative health care practice. The competency domain is centered on the theme of interprofessional communication, patient-centered care, teamwork, collaborative leadership, role clarification, and conflict resolution in the medical team (Thistlethwaite et al., 2014). Role clarification is an essential component of interprofessional practice. This can be achieved by nurses by identifying and respecting the diversity of role and expertise of each member in different fields. It is necessary to communicate roles and skills in appropriate language and integrate them seamlessly into accurate models of health care service delivery. Each medical staff should understand each others role to determine where unique ideas of physicians and surgeons can be applied and where shared contribution is necessary .To work in full capacity, equitable distribution of workload is also an essential prerequisite. It avoids burnout in nurses and enables them to work in full capacity (Doll et al., 2013). It is also necessary for nurses to make the patient aware of their health problem and explaining them the benefits of available treatment options. For a practice that is patient centered, the participation of patient is of utmost importance. Nurses should share Information with a patient in a way that removes their apprehension about treatment procedure and convince them to undergo treatment process for improving their health and removing morbidity associated with disease. For example, when a patient is about to undergo surgery, the whole process is dependent on a group of the medical team. While operating on a patient, many other medical staffs assist them during the surgery. Nurse have their role of preparing and sterilizing equipment for operation; junior doctors assist them during surgery, some monitors the vital sign of patient before surgery, some are involved in preparing diagnosis report before surgery. Therefore high standard of health care is given to patient due to the con tribution of all these members of the medical team. They ensure patient-centered care by informing about any risk associated with surgery to the patient prior to the operation (Reeves et al., 2013). The essay summarizes the importance of understanding health care staffs role for effective interprofessional collaborative practice. It explained the benefits of learning interprofessional skills for a nurses and medical staffs to achieve positive outcome in practice. It highlighted the core competency that is necessary for effective teamwork in health care setting. The viewpoint was emphatically stated by an example of interprofessional practice demonstrated by team of health care professionals in health care organization. Thus it can be concluded that if nurses develop this skills at the beginning of their career, then they can work with physicians and other medical staff smoothly and without any conflict. Reference Doll, J., Packard, K., Furze, J., Huggett, K., Jensen, G., Jorgensen, D., ... Maio, A. (2013). Reflections from an interprofessional education experience: Evidence for the core competencies for interprofessional collaborative practice.Journal of interprofessional care,27(2), 194-196. Gould, P. R., Lee, Y., Berkowitz, S., Bronstein, L. (2015). Impact of a collaborative interprofessional learning experience upon medical and social work students in geriatric health care.Journal of interprofessional care,29(4), 372-373. Kitto, S., Marshall, S. D., McMillan, S. E., Shearer, B., Buist, M., Grant, R., ... Wilson, S. (2015). Rapid response systems and collective (in) competence: An exploratory analysis of intraprofessional and interprofessional activation factors.Journal of interprofessional care,29(4), 340-346. Lytle, B. S. N. (2016). From Interprofessional Education to Collaborative Practice: A Jefferson Alumna's Perspective.Collaborative Healthcare: Interprofessional Practice, Education and Evaluation (JCIPE),7(1), 4. Margolis, L., Rosenberg, A., Umble, K. (2015). The Relationship between Interprofessional Leadership Education and Interprofessional Practice: How Intensive Personal Leadership Education Makes a Difference.Health and Interprofessional Practice,2(3), 1. Reeves, S., Perrier, L., Goldman, J., Freeth, D., Zwarenstein, M. (2013). Interprofessional education: effects on professional practice and healthcare outcomes (update).Cochrane Database Syst Rev,3(3). Thistlethwaite, J. E., Forman, D., Matthews, L. R., Rogers, G. D., Steketee, C., Yassine, T. (2014). Competencies and frameworks in interprofessional education: a comparative analysis.Academic Medicine,89(6), 869-875.