Evaluating nursing practice through theories and models Essay

Evaluating nursing practice through theories and models - Essay Example Models become necessary when representations of various interactions among different concepts needs to be shown and patterns established. Theories should be able to give nursing practice the foundation it needs in order to develop more knowledge in the area and provide the direction such a nursing professional practice needs to take (Alligood & Tomey, 2002, pp.56-78). The paper looks at these nursing models and theories and in particular addresses the Florence Nightingales Legacy of Caring; Orem Theory and Paplau's Theory and points out their underlying theoretical and evidence base for each of them. The strengths and weakness of each of these theories are also discussed. A case study will be carried out on one of these models and theories to help illustrate its application further. This case study involves how to take care of peripherally inserted central catheter paediatric patients for chemo therapy purpose long term care. The peripheral IV devises are those cannula that are inser ted into a peripheral vein that is small for purposes of therapy in cases where medications, blood products or fluids need to be administered to patients. The peripherally inserted central catheter devices or PICC are usually inserted into brachial veins or basilica or cephalic veins and do get into the large vein or superior vena cava. Little is however known regarding the risk of complications in applying these devices to paediatric patients with cancer who are under chemotherapy (Callaghan, et al., 2002, pp.256-64). This will be further illustrated by taking into account the metaparadigms in nursing application such as infection Control of this condition, relevant education that is needed, health situation, the environmental setting, and the kind of nursing required. A... The objective of this research is to acquire a better insight of nursing models and theories. There are various models that have been put forward in the nursing profession to help in the evidence based practices. Some of these models and theories include, but not limited to, Florence Nightingales Legacy of Caring, Orem’s Theory, Paplau's Theory, Neumans’s Health Care System Model, Myra Estrin Levine’s: The conservation model, and Patricia Benner’s Primacy of caring, among others. Indeed the importance of models and theories in nursing profession cannot be overemphasized because they hold a critical point in the evidence-based nursing practice which cannot be ignored if professional practice is to be upheld. These concepts are very useful in the success of any nursing professional in providing healthcare to his or her patients. The theoretical models discussed above have been used in various medical settings in assisting patients cope and deal with their co nditions. Paediatric patients on chemotherapy need special care. PICCs are a choice for patients who need long-term IV access and many practitioners would choose PICCs due to the fact that they are durable and pose fewer problems when it comes to insertion and their removal after use. There is however a high rate of complication with cancer patients when PICCs are used, especially during chemotherapy. But that aside, the fact that these PICCs do not require a surgical procedure, less pain experienced during insertion, and ease of removing them after use, make PICCs preferred for patients especially paediatric patients under chemotherapy.

The problem of democratic regimes in central Europe Essay Example for Free

The problem of democratic regimes in central Europe Essay The First World War which was aimed at making the world safe for democracy had far reaching consequences. More than thirty countries had embraced the spirit of democratization and thus adopting democratic constitutions, a few years after the Treaty of Versailles. A large number of states in Central and Eastern Europe had become democratic. The majority of these countries were new nations that emerged as a consequence of Versailles. Linking up with the prevailing democratic spirit was thus quite natural. The trend spread from Estonia in the North to Albania in the south. It was a period characterized by great hopes for the future of democracy. Before long, the tide began to turn. A counter wave was beginning to take shape, and would gradually gather more and more momentum and strength. The 1920s and 1930s were characterized by far reaching setbacks for democracy. This new trend was witnessed in Petrograd in 1917, with the overthrow of the republican regime and closure of the democratically elected Duma by the Bolsheviks. This same method of gaining power was successfully used by right-wing nationalist forces in other countries. In 1922, Mussolini assumed the leadership of a group of Italian fascists and matched on Rome. He did not encounter much resistance and managed to oust the elected government and make himself a dictator. This came to be a trend setting event. Mussolinis daring act greatly inspired the German Nazis. Democracy thus fell victim to usurpers for many European lands. By the final years of 1930s, virtually every country in Central Europe was under authoritarian government (Rothschild, 1990). In the 1930s, nearly every state that had introduced a civilian and democratic regime shifted to military rule. With the conclusion of a pact between Hitler and Stalin in 1939 which allowed each to expand within his respective sphere of interest, the prospects of democracy seemed bleak. In Czechoslovakia, armed German assault abolished the existing democratic system. Belgium, Netherlands, France, Norway, Luxembourg and Denmark soon came under the same spell. Meanwhile, Finland came under Soviet attack. At the beginning of 1940s, democratic governments were very few. In the en tire world, the number of democratic countries amounted to about ten. Autocracy appeared to be sweeping everything before it. This paper is concerned with the problems that democracy faced during the nineteen twenties and nineteen thirties. It particularly looks at the challenges and threats that faced democracy during this period of time and the consequences of such challenges. The recurrent scene of liberal democracies falling victims to dictatorship dominated inter-war politics. The western powers hoped that their victory would bring in an epoch modeled in their own image. This was backed by the fact that the European continent at the beginning of the Great War had nineteen monarchies and three republics with the number of republics increasing to sixteen while that of monarchies decreasing to fourteen. Yet, the democratic revolution soon proved to be illusory. Not one democratic country could last a year before its democratic constitution became violated by one or other brand of dictator. This phenomenon cannot be attributed to a single cause except for the inability of the Western Powers to defend the regimes that they had inspired. All the brands of dictators shared the conviction that Western democracy was not meant for them. The problem of democracy emanated from both the subjective and objective basis of politics. The subjective aspects of the social foundations of politics were however more difficult to influence than their more objectifiable structural side. Although it is clear that more durable forms of political systems have to be rooted in a more general supportive culture, its more specific elements in most cases defy clearer specification and quantification (Berg-Schlosser Mitchell, 2000). A sense of identification with a politys very existence is a precondition for any form of polity, both with regards its geographical national extension and its legitimate quality. Where there is an absence of either of these elements, or where they are undergoing basic changes, this can to a certain extent and temporarily be replaced by mere force or repression. However, in the longer run, important aspects of political structure and political culture have to be brought in line (Auer, 2004). For the democratic political system, this implies a general respect for the dignity of every human individual and its rights, a particular degree of mutual tolerance and trust in society, and a wider acceptance of democratic rules of the game. Among the things that presented a threat to democracy were Germany and Soviet Russia. These two countries also presented the two fundamental revisionist threats to the interwar territorial and social settlements. Even though many democratic European governments were wary of Bolshevik danger, Germany proved to be the basic menace. Neither in absolute nor in relative terms had Germany been made weak to the extent that had been assumed in the 1920s. Within Germany, the Germans failed to identify with democracy and instead viewed is as an obstacle. The Soviet Union on the other hand wanted to expand the extent of communism. Democracy thus suffered from these forces that it seemed incapable of conquering. As such, weak democratic regimes had to succumb to the emerging ideologies and force of dominant forces. As such, the very structure of the various European societies that supported various ideologies also posed a problem for democracy. The alliance option for other classes in both the late nineteenth century and in the twenties and thirties was changed by the existence of a large landed class which also changed the political outcomes. The authoritarian options for the bourgeoisie were opened up to the extent that the alliance of landlord-state-bourgeois impacted on the politics of the middle class and peasantry, locking out options for the working class (Davies, 1996). This in itself dealt presented various obstacles for democracy. It can also be said that the breakdown of democracy in interwar Europe was a consequence of the agrarian class relations and patterns of state-class alliances of the nineteenth and early twentieth century’s. As such, it may be generally claimed that the major problem that democracy faced in Central Europe during the 1920s and 1930s was the incoherence between the thoughts, social, political and economic structures of the countries. Today, it is now generally accepted that democracy needs a supportive culture, even if it is agreed that this culture can be strongly shaped by temporary and short-term factors including economic performance, and by other underlying variables such as the institutional setting upon which this culture is set. Popular support for the establishment of an independent civil society integrating intermediate group and associations which feed into the political process and aggregate different societal interests is also needed. Since the freedom of speech, religion, media, assembly and the right to form independent groups and opposition parties were all suppressed during the communist era, the norms associated with civic culture had to take time to establish itself.

Ragged Schools in the Victorian Era

Ragged Schools in the Victorian Era Victorian times started out in 1800s and lasted  until 1901. During this period of time, children were living in poverty, thus one of the great movements of Victorian philanthropy was establishing of ragged schools to provide education opportunity, like its name, Ragged Schools provide education for children who are too ragged, filthy, wretch forlorn to enter any other places (Besant, 1984). The origin of ragged schooling was first founded by John Pounds (1766 1839), he was a cobbler in Portsmouth and initiated by using his shop in 1818 for educational activity. John pound actively recruit children by spending time on streets and quays of Portsmouth by making contacts with children as well as bribing them with baked potatoes (Guthrie, 1847). After recruiting these children, he would then teach the girls to cook simple food where the ragged school cookery class is form. As for the boys, he would impart his skills set as a cobbler to them which would eventually representing industrialism. Reading, writing and arithmetic were also taught thoroughly thus making education as a base for schooling (Montague, 1904 p.40-41). Another Ragged School would be St. John’s School which is situated at Forton, a small village in Staffordshire in England. During year 1830 to 1831 it was being used as a Sunday School before being converted to a ragged school in 1861. During 1861, boys and girls schools were built within the existing premises, thus, different sexes would be posted to their designated buildings respectively. There were also blackboards and slate pencils available as well as cane which is being used as implementation of punishment system for children being late or playing truancy (Turner, 1986). As children during Victoria’s England, it was a time where child dominate the society, thus, during this time families tends to be large which eventually leading to overcrowding which then leading to poor families. Poor children are often put to work at early age such work places could be textile mills and also coal mines where working conditions are often deadly thus, education are something of a luxury for the children (Boone, 2005). Thus, the ragged school provides a safe environment and protection for children which has proper mentor in guiding skills set for them. Such protection would be to protect them from their parents who did not know how to guide a child into the right path (Silver, 1983 p. 20). Charles Dickens was another person whom brought the whole of Britain attention to children (Smith, 2001). He wrote the first letter on ragged schooling after he visited Field Lane Ragged School which was established in 1841, which later appeared in The Daily News on February 4th 1846. He mentioned â€Å"they are never taught; that first distinctions between right and wrong are, from their cradles, perfectly confounded and perverted in their minds; that they come of untaught parent† (Charles, 1846). Children were not taught on morality and were unable to differentiate neither what is right nor what is wrong, thus resulting in higher crime rate such as pickpocketing, thus, ragged school rescues children who are facing such difficulties in their lives (Boone, 2005). Dickens (1841) also described the boys that were age from mere infants to young men who were rescued to Field Lane Ragged School when he made his way down to the chamber room where these boys are going to live in. When he first saw the boys, he could not see any ingenuous, frank or even pleasant in their faces but their expressions and behaviours looked vicious, wicked, cunning, feeling being abandoned from all help (Boone, 2005). Some people might think that Dickens is being extremely harsh with the above comments but, he points out severe problems with the education system in Victorian England. As the teachers are mostly volunteers, basic education such as writing, reading and arithmetic were all being provided for these children as well as a sheltered place for these children (Macgregor, 1853). However, majority of the children were not as civilised and their behaviours constantly poses problems to the teachers. They could be listening attentively at sometimes while totally changes to another personality in a short time frame causing nuisance hence, punishment system was implemented. One of such punishment would be to forfeit the day’s pleasure if one is found with being disobedient to teachers. Whenever the day arrives and the children whom misbehaves realises that they were not going anywhere, they would start crying. This would serve as a reminder to them which would gain beneficial and positive result in shaping their behaviours and improving their manners (Walvin, 1982). There was another man whom made a great contribution to the Ragged School movement, Dr Thomas John Barnardo (July 1845 – September 1905) who started his own experimental Ragged School in late 1866 (Fletcher, 2005 p.41). He met the first destitute child, Jim, in 1866 and described Jim as â€Å"genuine Arab boy, friendless, homeless† (Marchant, 2007, p. 342). Barnardo also mentioned that when he saw the upturned faces more of those boys, he realises the fact that all absolutely destitute and homeless, he knows himself that he must look for ways to save these boys whom were also labelled as â€Å"street-arabs† (Wagner, 1979). First, he started a marketing strategy for his ragged school, â€Å"photographic marketing† (Ash, 2008 p.180) to increase the public’s awareness surrounding those pauper children during Victorian times as well as to raise funds for his ragged school. He would create postcards of poverty-stricken, dirty children before coming to orphanage and compare and contrast with the after photograph where the children are well-dressed and good-manner (Swain and Hillel, 2010). In this, much awareness was gained about how parents have failed in giving their child proper education and understanding of own morality, thus, bringing up issues of children during that time (Ash, 2008 p. 180) Lastly, there were two logbook entries by their headmaster from Kidmore End Ragged School which started recording in 1873. â€Å"8 October 1868 1st class not well attended. Boys wanted for work for tending cattle and working in the field† and â€Å"3 April 1871, Harry Castell and George Prior punished for playing truant since yesterday afternoon. There was no drill in the afternoon, the weather being damp and showery† (Hendrick, 1997). From the above entries, we could deduce that children who were attending Ragged School were still constantly wanted for work however, they would be punished for truancy, thus enabling them to change their behaviours as well as for them to realise the importance of education during Victorian times. With all these evidence to support the contributions of the Ragged School has made during Victorian times, although their facilities are not as good as those normal schools, however, the intentions of the founders were the same. They wanted to build a better future for British’s children during that time. They foresee that only when children receive more education, the country would then be able to progress (Hendrick, 1997). References Ash. S 2008, ‘Heroin Baby: Barnardo’s, Benevolence, and Shame’, in Journal ofCommunication Inquiry, 32(2), 179-200. Ashley, M 1850. Ragged Schools and Emigration Special Appeal. The Times, 10 July. Besant, W 1894. The Jubilee of the Ragged Schools Union, London: RSU. Boone, T Youth of Darkest England: Working-Class Children at the Heart of VictorianEmpire. New York: Routeledge, 2005. Fletcher, W 2005, Kepping the Vision Alive: The Story of Barnardo’s 1905 -2005. Barnardo’s Organiszation, Essex. Guthrie, T 1847 Plea for Ragged Schools, or Prevention is Better Than Cure, Edinburgh HC Deb 1849. Ragged Schools. [ONLINE] Available at:http://hansard.millbanksystems.com/commons/1849/jul/24/ragged-schools. [Accessed 29 October 14]. Hendrick, H 1997, Children, childhood and English society, 1880-1990, Cambridge University Press, Cambridge. Macgregor, J 1853, Ragged Schools: their Rise, Progress and Results. London. Marchant, J 2007, Memoirs of the Late Dr. Barnardo, Hodder and Stoughton, London. Montague, C. J. 1904 Sixty Years in Waifdom. Or, the Ragged School Movement in English history, London. Silver, H 1983 Education as History, London: Methuen. Smith, M 2001 â€Å"Ragged schools and the development of youth work and informaleducation†. The encyclopaedia of informal education. [www.infed.org/youthwork/ragged_schools.htm]. Swain, S and M Hillel 2010, Child, Nation, Race and Empire: Child Rescue Discourse, England, Canado and Australia, 1850-1915, Manchester University Press, Machester. Turner, O 1986. Forton St. Johns School. 1st ed. Staffordshire: London. Wagner, G 1979, Barnardo, Weidenfield and Nicolson, London. Walvin, J 1982 A Child’s World. A social history of English childhood 1800 – 1914, London: Pelican. WT14041938 Page. 01 of 06

The Relationship Between Fashion and Lifestyle Essay -- Sociology, Dre

The relationship Between Fashion and Lifestyle To begin with, I shall look at what fashion is; it is a currently popular style or practice involving clothing, footwear or accessories. It mostly refers to the current trends in looks and dressing style of a person (Cumming 234). In most cases, fashion is confusedly related to costumes; when a person talks of fashion they are seen to mean fashion in terms of textile. Fashion is seen to originate from the Western world and it is copied by other places. In this paper, we shall look at how fashion affects lifestyles and the group of people who are affected most. The paper further investigates how media is used to transmit fashion from one region to the other. Although it has been seen to affect people’s lives many people have different perspectives on fashion and dressing. From a historic point of view, Western travelers had remarked on the slow pace of lifestyle and fashion change in Turkey and Persia. On the other hand, many people were of the opinion that the western culture is getting out of hand in terms of dressing fashion (Cumming 234). In most cases, change of fashion and dressing style took place hand in hand with economic and social changes. In the developing world, changes in fashion began with the coming of the whites in Middle East. Changes began in the 11th century when the Turks came to central Asia and Far East. In Europe, continuous change in clothing fashion is believed to have started in middle 14th century. It started by a sudden introduction of shortening and tightening of male garments, it further brought the introduction of trousers and leggings that were worn by men (Cumming 235). After the advent of change in men fashion, it was followed by changes in female c... ...e day according to the trends that are being observed. Recently, it has been observed that smart casuals are worn on Fridays. As a result, business companies are allowing their workers to dress-down so that they can blend with their customers from other industries. As social trends are changing, the mode of dressing is continually changing. People are taking up the walking lifestyle hence they consider putting on suits cumbersome. In addition, there is an increasing demand for clothing fashions that are compatible with all the activities of the day. In conclusion, fashion will speak out a person’s social signal, people dress on designs that blend with their social class. Just as population, social activities and fashion are changing with time. Fashion has made clothing to be convinient, everything needs to be done with the least effort and spend the least time.

Sase study on leadership skills Essay

Mary Herzen felt lucky to be hired for the supervisory position in the Patient Services Depart-ment at North side Hospital. She had lost a similar job at Central Hospital three months earlier. Chris Sapiro was Mary’s boss and had conducted the selection process. It took him five months to fill the position as a result of the internal job-announcement and job-interviewing procedures. Two employees in the Patient Services Department had applied for the supervisory job: Juanita Ramirez, 32, who had been in the department for eight years, and Sue Williamson, 26, who had less experience. Both were rejected because they were not seen as strong enough to be promoted. Chris told Mary about this when he met with her on Mary’s first day on the job. He suggested that Juanita might be a problem and told Mary to handle it the way she saw best. He then took her to the department, introduced her to the staff, and left her to settle in. Later that day, Mary held meetings with each of her new employees. The meeting with Juanita turned out as predicted: she was defensive, uncommunicative, and noncommittal. For example, Mary wanted to learn what Juanita’s job duties were, but could not get adequate replies. Finally, in exasperation, Juanita began arguing that it was Mary’s job to tell Juanita what to do. Mary replied that they would have problems if this was as well as they were going to communi-cate. Juanita then told Mary that she had not been promoted because she was Hispanic, and accused the hospital of discrimination. She began to cry and said she was not going to answer any more questions. Answers to Case Questions 1. Should Chris have informed Mary about the internal applicants before offering Mary the job? Yes. It is important to give job applicants all relevant information about the job for which they are applying. This is especially true for information that might be considered negative. The bulk of research in this area makes it clear that â€Å"realistic job previews† are very important for creating the most favorable initial job conditions. 2. Was meeting with each employee as part of Mary’s orientation a good idea? Although Mary’s idea was backed by good intentions, problems resulted. In general, individ-ual and group meetings both have advantages and disadvantages, and whether one would work better than another for a new supervisor is a matter of personal judgment. One obvious advantage of a group meeting is that certain messages from the new supervisor can be given to everyone at the same time. Another advantage is that the presence of a group has the potential to pressure employees into opening up and sharing what is on their minds. In Mary’s situation, a group meeting could have been especially helpful in this regard, creating an environment in which Juanita felt additional pressure to be more forthcoming. It should also be noted that a new supervisor can also follow up a group meeting with individual meetings, thus combining the two methods. 3. Evaluate the agenda Mary used. How could it be improved? Again, the general intention was appropriate, although the execution was not as good as it could have been. The purpose of the introductory meetings is to initiate dialogue. Mary needed to share information as well as receive it. A more suitable agenda would have Mary share information on such matters as her personal background and goals, her leadership style and practices, her priorities for the near term, and how she would like to work with the employees. She should ask each employee for informa-tion on their job duties, where they stand on projects, any particular problems they are experiencing, and anything else they can tell Mary that would help her supervise CASE STUDY 2: Right Boss, Wrong Company Betty Kesmer was continuously on top of things. In school, she had always been at the top of her class. When she went to work for her uncle’s shoe business, Fancy Footwear, she had been singled out as the most productive employee and the one with the best attendance. The company was so impressed with her that it sent her to get an M.B.A. to groom her for a top management position. In school again, and with three years of practical experience to draw on, Kesmer had gobbled up every idea put in front of her, relating many of them to her work at Fancy Footwear. When Kesmer graduated at the top of her class, she returned to Fancy Footwear. To no one’s surprise, when the head of the company’s largest division took advantage of the firm’s early retirement plan, Kesmer was given his position. Kesmer knew the pitfalls of being suddenly catapulted to a leadership position, and she was determined to avoid them. In business school, she had read cases about family businesses that fell apart when a young family member took over with an iron fist, barking out orders, cutting personnel, and destroying morale. Kesmer knew a lot about participative management, and she was not going to be labeled an arrogant know-it-all. Kesmer’s predecessor, Max Worthy, had run the division from an office at the top of the building, far above the factory floor. Two or three times a day, Worthy would summon a messenger or a secretary from the offices on the second floor and send a memo out to one or another group of workers. But as Kesmer saw it, Worthy was mostly an absentee autocrat, making all the decisions from above and spending most of his time at extended lunches with his friends from the Elks Club. Kesmer’s first move was to change all that. She set up her office on the second floor. From her always-open doorway she could see down onto the factory floor, and as she sat behind her desk she could spot anyone walking by in the hall. She never ate lunch herself but spent the time from 11 to 2 down on the floor, walking around, talking, and organizing groups. The workers, many of whom had twenty years of seniority at the plant, seemed surprised by this new policy and reluctant to volunteer for any groups. But in fairly short order, Kesmer established a worker productivity group, a â€Å"Suggestion of the Week† committee, an environmental group, a worker award group, and a management relations group. Each group held two meetings a week, one without and one with Kesmer. She encouraged each group to set up goals in its particular focus area and develop plans for reaching those goals. She promised any support that was within her power to give. The group work was agonizingly slow at first. But Kesmer had been well trained as a facilitator, and she soon took on that role in their meetings, writing down ideas on a big board, organizing them, and later communicating them in notices to other employees. She got everyone to call her â€Å"Betty† and set herself the task of learning all their names. By the end of the first month, Fancy Footwear was stirred up. But as it turned out, that was the last thing most employees wanted. The truthfinally hit Kesmer when the entire management relations committee resigned at the start of their fourth meeting. â€Å"I’m sorry, Ms. Kesmer,† one of them said. â€Å"We’re good at making shoes, but not at this management stuff. A lot of us are heading toward retirement. We don’t want to be supervisors.† Astonished, Kesmer went to talk to the workers with whom she believed she had built good relations. Yes, they reluctantly told her, all these changes did make them uneasy. They liked her, and they didn’t want to complain. But given the choice, they would rather go back to the way Mr. Worthy had run things. They never saw Mr. Worthy much, but he never got in their hair. He did his work, whatever that was, and they did theirs. â€Å"After you’ve been in a place doing one thing for so long,† one worker concluded, â€Å"the last thing you want to do is learn a new way of doing it.† QUESTIONS: ï‚ · What factors should have alerted Kesmer to the problems that eventually came up at Fancy Footwear? Could Kesmer have instituted her changes without eliciting a negative reaction from the workers? If so, how? Case study 3: Mini Case Study on Leadership and Dysfunctional Management â€Å"Trouble in a Mental Health Center† Alessandro Cavelzani, Ph.D., Psy.D. Ten years ago, a well-known and highly respected hospital located in the center of Rome, opened its Mental Health Center dealing patients with anxiety issues and depression. The administration and its staff included a lead psychoanalyst and four psychologists who were serving as unpaid interns. The leader of the Center supervised the interns who meet weekly in order to help them solve difficulties with patients and to offer clinical suggestions,based on his years of experience. Despite their busy schedules, the interns were required to prepare weekly written reports about their patients for the supervision session with the lead psychologist. The four psychologists felt comfortable, supported, and generally happy with their training. In the past ten years, the Mental Health Center has grown tremendously. It has become well-known in Rome and abroad as a well-organized, professionally run mental health center for psychological treatment. Three years ago, the administrative leader of the Center retired. The Human Resources department of the hospital recruited and hired Dr.xxx, a well-known external psychiatrist, as the new administrative leader and chief psychiatrist for the Mental Health Center. The new Mental Health Center leader has been given a part-time (three days per week) contract because he has other professional commitments at the university and in his own private practice. The Center’s popularity has grown over time. Many local citizens and some foreigners have sought psychological treatment at the Center. To handle the increased patient load, Dr.xxx has increased staff psychologists-in-training from four to eight. In order to provide amore thorough treatment service, Dr. xxx has also added a second group of eight cognitive psychologist interns. Now there are sixteen psychologists-in-training, evenly split between psychoanalytic and cognitive psychologists.Dr. xxx’s many commitments have forced him to schedule supervision meetings with the psychologists approximately every two weeks. Now however the meetings are very tense.Many psychologists try to discuss patients enigma, but the scheduled time is insufficient to accommodate all sixteen psychologists. An additional problem concerns divergent professional philosophies about treatment plans (psychoanalytic vs cognitive), proposed respectively by the two different groups of psychologists. Often, it is almost impossible to reach a common understanding or to compromise on treatment plans for patients. Some young practitioners are voicing complaints that the supervision meetings are useless because Dr. xxx has limited time to help them with the most challenging patient dilemmas. As a result, now only five psychologists –fewer than a third- attend Dr. xxx’s bi- weekly sessions. The other practitioners argue they cannot do any pro-bono work, because they aren’t allowed to leave their offices to attend to

Buffalo Soliders In The West essays

Buffalo Soliders In The West essays Throughout American history, African Americans havent had too much say in whether or not they belonged in the United States or not. Slavery without a doubt had a great impact upon their decisions. However, despite their troubles, African Americans have paid their dues and have made an impact on our armed forces since the Revolutionary War. African Americans have fought to preserve the rights for Americans, as well as having to fight the war within their very own country to gain the right to fight for their country and their individual freedom. Approximately sixteen months after the end of the Civil War, an Act of Congress entitled the Buffalo Soldiers An Act to increase and fix the Military Peace Establishment of the United States. Which authorized the formation of tow regiments of cavalry to be composed of colored men. This act was approved on July 28th, 1866. On September 21st, 1866, the 9th cavalry regiment was activated in Greenville, LA, along with the 10th cavalry regiment, which was activated at Fort Leavenworth, KS. Even though the African American soldiers clearly distinguished themselves as soldiers, they were by no means wanted in the army. Shortly after General Washington took command of the Army, the white colonists decided that not only should no black slaves or freemen be enlisted, but that those already serving in the Army should be dismissed. The colonists didnt enjoy the black soldiers in the army because they felt that blacks werent smart enough and as well trained to handle themselves in battle. In turn, would only be taking up space and food for the other soldiers who they felt were more equipped to fight with the army in major battles. The colonists would probably have kept Blacks out of the military during the war if it were not for the proclamation by the Lord of Dunmore. His statement was, "I do hereby... declare all... Negroes... free, that are able and willing to bear ...