Better Luck Tomorrow Review Essay Example | Topics and Well Written Essays - 750 words

Better Luck Tomorrow Review - Essay Example Despite the fact that the film is an ensemble, the action that goes on in the film centers on Ben, who is in his last year in high school. He does everything that would give him an impressive identity when applying for college. This means that he has to get several honors and awards that he is not interested in, such as employee of the month award, athletic and student committee honors. He spends his time with friends who are equally gifted, but bored. They engage in shoplifting activities in computer stores and sell exam answers to other students. One day one of them draws a gun at a school Neanderthal, and they become respected by their peers for their notoriety (Huang 99). The main theme of the film comes up with regard to the question as to why teenagers would resort to crime. The film has not featured the parents of these teenagers in the activities that go on. This suggests that there might be parental neglect perhaps because they think that their children are innocent and cann ot do anything wrong. It could also be because parents think that their children are not smart to figure out certain things on their own. The children could also be engaging in these activities because of the many expectations that their Parents have put on them (Huang 100). The movie has been directed in the right atmosphere that creates the energy and intrigue that drives the film. These are mixed with humor and suspense that make the film interesting. The realistic performances by the young and energetic actors is crucial because it fits in when the audience has to suspend disbelief that the young actors are doing things that one would never suspect of them. Despite the fact that the cast has been created from the Asian American atmosphere, the theme cuts across. The theme might be resonant in the Asian American context where parenting is not as important as education (Huang 100). Morality and justice in the film seem mostly absent. The teenagers engage in immoral and activities that could be categorized as crime but they are not punished. They engage in these activities in a manner that suggests that no one is interested in discouraging from doing them. In fact, when one of them draws a gun in school, the other students do not care to report them to the school authorities. Instead, they respect them for their notoriety. The teenagers are free to do anything they please. This shows an identity crisis in a society where there is the lack of role models. The young cannot emulate their parents because their parents are busy doing other things to an extent that they have no time to check on what their children could be doing. The parents have also become careless to an extent that they assume that their children are a responsible lot who cannot engage in any crime or wrong activities. Therefore, they live them at the hands of their educators. Education does not help to model the teenagers into responsible human beings. Instead, the education emphasizes on award s, honors and better grades rather than molding the character of the young students. For instance, entrance into college requires that the students must have scored highly in academics and acquired awards and honors in certain activities. The measure of character is not provided for in those applications. Young people have been left to identify with immorality and prowess in doing wrong and committing crimes. This provides a wakeup call to the audience that

Compare & Contrast Essay Example | Topics and Well Written Essays - 500 words - 1

Compare & Contrast - Essay Example Firstly, the film â€Å"The Secret Life of Grain†, represents what many filmmakers might see as an overly chauvinistic view of the world. However, it must also be understood that the culture that exists within the Maghreb is inherently patriarchal and the family associations and expectations that are represented within the film in question are not meant to cause any level of disrespect for anti-feminism. As such, the filmmaker reveals a world in which strict in gender norms determine what actions the men and the women will undertake (Scott 1). For instance, as it becomes clear that the couscous has been lost, it is the expectation that the men of the family must engage in a frantic and desperate rush to locate it. However, when their efforts fail, the gender expectation that is represented within the film is that it is ultimately the job of the women to solve the situation, re-cook the couscous, and utilize male sexual energy as a distraction for what is taking place behind th e scenes. Furthermore, the representation of class is one in which the viewer comes to the realization that the moneyed aristocracy/bureaucracy is the only mechanism through which the average societal stakeholder can hope to get ahead. As a direct result of this realization and portrayal, the protagonists of the film find it necessary to ingratiate themselves with these individuals as a means of pursuing this dream. Interestingly, the second film that will be discussed within this comparison and contrast, â€Å"All about My Mother†, represents a differential between those individuals that live within the provinces and those that live within Madrid. Furthermore, whereas it has been assumed that individuals who live in the big city are necessarily more liberal and open-minded than those who lived within the provinces, a unique understanding of class and acceptance is provided within this film; whereby the individuals who live in Madrid are

Constructivism in International Relations

Constructivism in International Relations Explain and discuss how constructivism in IR attempts to re-shape discourses on security away from materialistic conceptions of power politics and towards a conception that takes account of power of ideas. Since the end of the Cold War, security studies in international relations have witnessed an overwhelming emergence of new academic literature reflecting the changes in international political environment. Concept of global security has evolved throughout the history going back as far as ancient Greece but arguably never been challenged and re-structured to the extent that it was in post Cold War era. Critical theories in general and constructivism specifically added a new dimension to the international relations studies with focusing on influence of social elements such as norms and ideas and rejected the notions of purely materialistic approach to world politics and security.  [1]  Collapse of the Soviet Union, following the suspension of the activities of the Communist Party by Supreme Soviet, the parliament of the U.S.S.R on August 29 1991, validated and renewed the International relations scholars concerns about the methodology of the international relations study and the ex tent in which it had played a role in the production of international powers.  [2]   The aim of this essay is to identify and discuss how constructivism influenced the concept of security in international relations with emphasising on the role of social elements and the extent in which constructivism has criticised the materialistic approach. In doing so this paper explores the structure of global security from the standpoint of constructivism and its core elements regarding the power of idea in response to the materialistic view of power politics. Furthermore, it will analyse the constructivist response and effort to alter the discourses of security in international politics theory by studying the process of social interaction in forming identity and role of norms and ideas in global security. Finally, concepts of Human Security and Collective Security will be looked at from both viewpoints. The end of the Cold War came as a surprise to the classical dominant scholars, who failed to predict or explain the changes in global politics, whilst simultaneously providing the opportunity for further development of critical thoughts, which were around since the mid 1980s. Realist theory and positivist methodology in international relations were criticised for their materialistic approaches by constructivism, which quickly flourished and was recognised as a theory that emphasised on the social dimension of international politics. This advance towards the possibility of change equipped the theory to capture important features of the worlds relations  [3]  .Among the many aspects of mainstream presumptions and beliefs in world politics, which were challenged by constructivism, was the pessimistic view towards peace and over-deterministic nature of these theories about the conflict, threat and the world security. Constructivism challenged the theory of power politics, dominant pe rception of the threat and struggle in global politics and took a completely different approach in studying the transformation of the security dilemma by focusing on subjects such as evaluation of security factors, construction of the threat, and appropriate responses.  [4]   Constructivisms approach to the subjects of threat, conflict and security in global politics originated from their fundamental emphasis on the social dimensions of international politics, thus it defined them as socially constructed elements in the process of identity formation under the influence of the norms and shared values of society. Over the years and especially after the Cold War, constructivism positioned itself as a major critique of the dominant theories in international politics by addressing issues such as balance of power, democratic peace and the re-introduction of the phenomena of collective security, security community, human security, human rights and many other social elements to the field of security studies of international politics. One could argue that most of the constructivists work was formed around their aim in explaining the changes in world politics in the period towards the end, and after the Cold War when dominant international relations theories failed to predict the sudden change in the global politics and old security regime. These changes to the international political environment, which occurred in the 1980s, raised questions about social construction and the methodology of international relations theories and their involvement and effects in the production of international power. The term constructivism was introduced by Nicholas Onuf in 1989 and identified simply as people and societies construct or constitute each other.  [5]  According to Wendt, constructivism assumes that the fundamental structures of international politics are social and these structures shape actors identities and interests.  [6]  World in constructivists term is constituted by both knowledge and material factors and moreover as a social theory, it is concerned with the relationship between agents and structures. Furthermore, all constructivists share a common concern when explaining how international structures are defined by ideas and how identities and interests of the states and non-state players are shaped by the structures.  [7]  It is at this juncture when a comparison is needed to understand the differences between mainstream international relations theories and constructivism in security studies. As a result, it is crucial to see global security from realisms point of view to fully understand the role of the elements such as threat, response and survival in constructing the realists approach to the security dilemma. Likewise, it is necessary to analyse constructivisms view of ideas and knowledge and to study the relationship between structure and agency as well as the construction and identification of threat. Security studies is a multidimensional subject in the field of international relations and has changed and evolved throughout history. This evolution was impacted, probably more than any other subject in international relations, by recent technological advancements and historical events. However, as far as history goes the core concern of security studies has centred on the states strategy to defend and protect its borders against external threats. Attempts to understand security and provide an answer to security dilemmas can be traced back to Greece in fifth century BC when Thucydides theorised the violence and war and describe the security dilemma based on Peloponnesian war. Many centuries later Carl Von Clausewitz and Thomas Hobbs devoted much of their time and work to define these contemporary security dilemmas. By following the work of these scholars we reach the conclusion that despite the differences in language, economical development, social and political intuitions, religio us and cultural beliefs, states faced almost identical threats and suffered from the same security dilemmas throughout history. Here a comparison is needed to understand the differences between mainstream international relations theories and constructivism in security studies. It is crucial to see the global security issue from realisms point of view to fully understand the role of the elements such as threat, response and survival in constructing the realists approach to security dilemma. Similarly, it is necessary to analyse constructivisms analysis of idea and knowledge in order to study the relationship between structure and agency as well as construction and identification of threat. In recent decades critical schools and other theories of international relations have challenged the traditional materialistic approach to security study, which focused on politics and power. Among them constructivism played an important role in developing an ideational approach that emphasised the effect and role of norms and ideas in global security.  [8]  Norms are produced through social practice as intersubjective beliefs about social and the natural world that defines the identity of the players, their roles and the possibilities of their actions.  [9]  Thus actors and their meaningful actions are constituted by the norms on the basis of their social roles and environments. These norms could also balance the actors behaviour by defining the appropriateness and effectiveness of their action.  [10]   Constructivisms approach differs with regard to the actors and social structures of the international politics in comparison with the rationalists view. The political environment in the Realists and Neo-liberalists view is comprised of rational actors, whose actions are self-interested in order to maximise their ultimate goal of survival and relationship between these actors, and is structured by the balance of material power.  [11]  In contrast, constructivism focuses on the actors and structures in a dynamic context, where actors are influenced by the environment and social elements and structures and are produced and reproduced by the actors.  [12]  On the other hand, in the constructivists view idea plays an important role in forming the actors and their actions.  [13]  This means that when ideas become norms, they can constrain the actors behaviour and reactions but at the same time they constitute actors and legitimise their action by opening the space for them to a ct and influence the social structure.  [14]   In essence, constructivism criticises the rationalist approach of ignoring the role of social factors in interaction between players in International relations. The constructivists critique of neo-realists and neo-liberalists concerns not what these scholars do and say but what they ignore: the content and source of state interests and social fabric of world politics.  [15]  According to Paul Kowert, rationalist theories explain how states should choose or how they should bargain. They offer answers to some important questions about when states should cooperate and when they might be expected to fight. Yet they say nothing about who the actors are or how their interests were constituted.  [16]   Constructivism believes in the dynamic nature of international politics and promotes the vision of change. In doing so it criticises the rationalist view of static material and considers the system of self- help, power politics and threat as socially constructed elements of international politics. Alexander Wendt notes, that self-help is an institution, one of the various structures of identity and interest that may exist under anarchy.  [17]  In examining the subject of security in international politics, constructivism concludes that threats are constructed in the process of social interaction in the process of formation of identity and interests. In such an environment therefore, norms and shared values play a role in improving the cooperation between actors by forming the economical and political structures that promote peace between the actors in international politics.  [18]   The constructivist account of identity formation in the process of social interaction in security studies attempts to answer the important question of how threats are formed and how international actors act against this threat. Both traditional and defensive realists share the view that threatening forces are formed around the phenomena of the balance of power, and states reactions are determined and guided by the state-centric system of self-interest and the anarchic nature of international politics. However, they engage in a different view when defining the kind of reaction states portray, as traditional realists believe that states balance their power against threatening forces whilst the defensive realists maintain the view that states form allies to increase their capability and security against the common threat. In contrast to this opinion, constructivists developed the idea of legitimacy and demonstrate that states reactions to threatening forces are influenced by social elem ents such as norms and shared values in the process of interaction, and are directed by the logic of appropriateness. In other word, norms and shared values define the legitimacy and appropriateness of states actions, as opposed to the traditional view of logic of consequence. Another aspect of global security is the phenomenon of security dilemma, which can be defined as a states uncertainty in evaluating and assessing the intentions of others. Hopf argues that while the security dilemma is an important factor to understand the conflictual relationship between the states, it may not be relevant to many others which face less or no conflict and have many common interests.  [19]  The constructivists account of security dilemma is quite different to that of the realist. In constructivisms view the reality of the world, which includes the world of international relations, has been socially constructed via a complex of inter-subjective understanding . In other words, anarchy as the prime structural feature of the international sphere around which all considerations of security and insecurity revolve is not an autonomous phenomenon that generates its own inescapable logic. This also means that the security dilemma, for example, does not exist before any int eraction between states but is in fact a product of social interactions of states.  [20]  In addition, Hopf notes that norms can reduce uncertainty: by providing meaning, identities reduce uncertainty. Enabling states to recognise their enemy may not result in security, but identity can replace the uncertainty with certain insecurity.  [21]   Constructivist security theory has also addressed the absence of war between liberal democracies or namely, the concept of democratic peace. Here liberals believe that democracies do not oppose each other since norms of compromise and cooperation prevent their conflicts of interest from escalating into violent clashes.  [22]  This can be interpreted in various ways first; it could be argued that these norms are bound to competition and constituted by domestic democratic principles,  [23]  or second, that they can be seen as the product of domestic institutions and their effect on states behaviour.  [24]  One could also argue that domestic principles and practice work together and therefore are mutually constituted. In constructivist ideology, the important aspect of peace or absence of conflict among the democratic states is the role played by norms within this context. Thus without accepting or rejecting any of the above arguments it could simply be stated that democrati c peace could be made possible with the concept of norms playing an important role in preventing conflict.  [25]   Constructivist interpretation of global politics as a socially constructed structure provides the necessary means, for the theory under examination, to respond to another important subject in international security study namely that of security community. The concept of security community was introduced by Richard Van Wagenen  [26]  in the early 1950s and further developed in a study by Karl Deutsch and his associates in the same period.  [27]  Theories and ideas evolved around this concept by attempting to explain the states actions in the face of a security threat from a different perspective than the rationalist view of balance of power. One theory included the idea of formation of a security community developed around the concept of collective security with the focus on the states effort to strengthen their own security by acting together. The distinctive feature of the security community idea, which set it apart from the traditional concept of democratic peace, was in it s emphasis on the states security and not on the democratic structure of the states. Lawson commented on this approach by adding that in a constructivist approach the idea of community is not limited to democracies.  [28]   The study of collective security and the constitution of the security community aim to explain how states react when facing threat and insecurity in the international political environment. In other words, a group of states identify a common threat and form a relationship to defend themselves by acting as a unified whole. Formation of such communities, based on a collective knowledge of a common threat not only improves the security of the states against the threat, it also results in peace between the members of such a community. More succinctly, those who are acting as one against the common threat would not fight each other for the same reason. As Deutsch illustrates, the security community as a group of states come together to the degree that they feel real assurance that members of the community will not fight each other physically, but will settle their disputes in some other way.  [29]  He identifies the states sovereignty as the point of differentiation in formation of tw o types of security communities and explains that a pluralistic community forms when states retain their sovereignty, whereas in an amalgamated type states formally unify in order to form a community security. Despite the earlier references to collective security by traditional international relations theories such as liberalism, the modern concept of collective security and states acting as a community against a common threat is a relatively new idea and has only been seriously considered subsequent to the Cold War in both academic and practical senses. The fact that the Cold War almost ended without serious confrontation between the two blocks has positively changed the international political atmosphere. A move towards a more peaceful future has been attained as well as an enhancement of the influence of theories, which have emphasised the role of identity, norms and social basis of the structure of international politics. Moreover, states once again saw the opportunity for constructing a new foundation to achieve a peaceful and stable international order.  [30]  Meanwhile, the social elements of international politics have received much more attention accompanied by friendlier treatment from politicians and Deutschs original ideas of shared understanding, transnational values including the possibility of peace, which were brought back to attention again.  [31]  In his observations Adler tried to address the issue of the circumstances where states are more likely to agree on forming a security community in the face of thre at, and noted that, those who realise the devastating effects of the insecurity of war on the economical, political and social aspects of a democratic system will agree on coming together in order to defend themselves and promote peace and stability. He believed that such an agreement was founded on shared values and actors identities and notes: security communities are socially constructed because shared meaning, constituted by interaction, engenders collective identities. They are dependent on communication, discourse and interpretation, as well as on material environment.  [32]  Almost all the literatures about security community agreed on the critical and centric role of identity, and identity formation processes in the construction of the collective security and formation of a security community. Identity in this case, is the distinctive characteristic of one group against another. Unlike the mainstream theorys approach to actors identity as a static and pre-defined status of the states, constructivism defines identity as a variable factor, which changes with time and is associated with cultural, political, historical and social contexts. As stated before, the introduction of collective security and security community can be traced back to the 1950s. However, despite Van Wagenen and Deutschs efforts to develop the idea, it did not receive much attention until the end of the Cold War. It can be argued that the dominance of the realist paradigm during the Cold War in the realm of global politics on the one hand, and the hostile circumstances of bi-polar structure of global security on the other hand are to blame for the states lack of interest in any security arrangements other than one which could guaranty their survival. The United Nations failure in bringing the sovereign nations together from both sides in order to form a pluralistic security community at an international level also added to the uncertainty of the nations in considering any order other than a bi-polar system. Following the Cold War, international politics has witnessed a new wave of ideas and theories which have found a voice in an attempt to theorise the new world order in global politics. At this time it can be said that the concept of security community and collective security has benefited from the critical theories emphasis on social dimensions of international politics and their special attention to social norms, culture, identity and shared values. For many decades realism and neo-liberal institutionalism were dominant forces in global politics and security studies and consequently played a major role in defining international politics. Whilst both of these theories assume that war is inevitable and always expected, realism identifies the distribution of material power as the defining element of global politics and relationships between states following with the conclusion that, factors such as the balance of power, the role of superpowers and alliances are only the means for preve nting war and not for creating peace. Neo-liberal institutionalism shows more interest in finding the means to encourage cooperation between the states and focuses on the role of institutions in enhancing cooperation between self-interested states in order to prevent conflict. As it appears in both paradigms, war and material capability remains inevitably at the centre of these theories about war and conflict, which continues to dominate global security in both theory and practice until the end of the Cold War.  [33]   Peaceful change and the idea of achieving long term peace and global security, not on the basis of material capability and deterrence but based on the concept of identity-formation processes and the role of norms and values, became the feature of critical theories in the mid 1980s. This notion was developed further with the rise of constructivism as an international relations theory. Constructivism explained how ideas and identities are created and how norms and shared values shape the states affairs, strategies and reactions to global security. Since it is unrealistic to ignore the power of material in the backdrop of international relations and security studies, constructivism complemented the existing theories by adding the social dimension to the international relations field and emphasising the importance of collective identities and shared values in developing security in particular, and the idea of collective security in general.  [34]   Human security is a relatively new subject in international relations and has dominated an integral portion of international security studies after the Cold War. Human security in its current form is the product of the shift from state-centric views of security and power politics towards accepting the role of social elements in global security.  [35]  The phenomena of security in the area of international relations has traditionally been limited to the military defence where states compete with each other for gaining or improving their security and survival in an anarchic system with their focus on military power. In such an anarchic structure national security becomes equally as important as defending the territory against external military threat.  [36]   The more modern approach in security studies accepts the crucial role of traditional views in protecting the states but does not believe that it is sufficient to protect human welfare, whether within the states borders or internationally. Basic human needs are the focus of modern security studies in the context of human security and as such the 1994 Human Development Report of the UN Development Program stressed that: for most people today, a feeling of insecurity arises more from worries about daily life than from the dread of cataclysmic world events. Job security, income security, health, environmental security, security from crime these are emerging concerns of human security all over the world.  [37]  The changing context of state security, especially after the Cold War, opened the space for the critical ideas to challenge state-centric, power-based systems of global politics that gave priority to high politics. It has also increased the opportunity to address transnational issues around the globe such as HIV/AIDS, the control and management of weapons of mass destruction, illegal arms and rug trades and environmental and population problems.  [38]   Widening the boundaries of security studies following the introduction of social and economical elements, which were not traditionally considered as part of the field of security, was not received well by the mainstream classical theorists and attracted criticism from traditionally dominant theories in international relations. The key argument against the critical thinkers and constructivists was that security should only engage with issues centred around the use of force and threats thus, elevation of the social and economical issues to the study of security and the promotion of non-military issues to the same level of real security elements is a threat to the coherence of the subject. Therefore, the broadening of security studies was criticised by a wide range of traditional scholars. On one side of the spectrum were those who believed that only military power and threatening force were subject to the field of security studies, and on the other side were scholars who could see the need for change. Furthermore, while they endorsed the conventional view that the military is the primary factor in security studies they also accepted the fact that especially in post Cold War era there is a need for opening the international studies to non-military cases of conflicts as well.  [39]   For traditional thinkers such as Chipman, opening the concept of security to non-military issues was only acceptable if they played the role in a context of utilised force and threats between political actors. He noted: the structuring elements of strategic analysis must be the possible use of force.  [40]  The essential point in Chipmans hypotheses is that he acknowledges the role of non-military aspects of security but at the same time emphasises that the use of military force should remain at the core of strategic analysis. Despite the shift among the traditionalists of moving away from the state-centeric system towards the wider approach to security, some traditionalist thinkers never accepted the idea of social elements playing a role in security and strongly argued against it. One of the most strongest traditionalists Stephan Walt, defines security as studying the threat and use of military force and opposes the widening of security fields and the inclusion of issues outside the miliary domain into security studies. He argues that, (it) runs the risk of expanding security studies excessively; by this logic, issues such as pollution, disease, child abus

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

The book, To Kill A Mockingbird, by Harper Lee, is a timeless classic about the coming of age of a small southern town and it’s people. The book follows Jem and Scout, two siblings living in the 1930’s in a small southern town. Their father, Atticus, is a lawyer who is hired to defend a black man who is accused of rape. The children watch the town and the trial change and grow. Atticus loses the trial and Tom Robinson, the man who is being accused of rape gets killed by prison guards. The whole town is in an uproar. Some people are furious, some are pleased, and others see it as no big deal. But for Jem and Scout it is a time for them to grow up and face the harsh realities of life. The three main themes in To Kill A Mockingbird are â€Å"racism†, â€Å"hypocrisy†, and â€Å"the world of adults†. The main theme in To Kill A Mockingbird is â€Å"racism†. Maycomb has both a black and white community. Both sides have racial views against the other. When Jem and Scout go to the black church a woman comes out and says, â€Å"You Ain’t got no business bringin’ white chillun here – they got their church, we out ours.† (Pg. 119) Both communities are hostile towards each other. When a black man is accused of a crime he didn’t commit, he is still found guilty because of his skin color. It is stated in the book, â€Å"In our courts, when its white man’s word against a black man’s, the white always wins. They’re ugly, but those are the facts of life.† (Pg. 220) However not all of the white people agree with this. Most of them think that Tom Robinson is guilty just because of the color of his skin. The second main theme in To Kill A Mockingbird is â€Å"hypocrisy†. Mrs. Merriweather talks about saving the poor Mrunas from Africa, but she thinks the black people in her community are a disgrace. She states, â€Å"At least we have the deceit to say to ‘em yes you’re as good as we are but stay away from us. Down here we just say you live your way and we’ll live ours.† (Pg. 234) But for the Mrunas she says, â€Å"I made a pledge in my heart. I said to myself, when I go home I’m going to give a course on the Mrunas†¦to Maycomb and that’s just what I’m doing.

Safe Sex, Or Is It

The number of teenagers having sex is increasing every year. With sexually transmitted diseases prevalent more than ever, the Philadelphia Board of Education has decided to allow high schoolsto distribute condoms to students. The board of Education isdoing this, to demonstrate to students that safe sex is a goodidea. I agree with the distribution of condoms in public highschools because it promotes safe sex among teenagers, allowsschools to supplement parental education, and teaches sexualresponsibility. Sexually transmitted diseases affect teenagers because someteenagers are not told the consequences of unprotected sex. Besides abstinence, condoms are the best protector from sexuallytransmitted diseases. High schools that distribute the condomsshow that they do not want to see children infected with diseasesor a teenage girl to become pregnant. Continuing to promote safesex, the high schools and the Board of Education decrease thechances of teenagers catching a disease or becoming pregnant. The promotion regarding safe sex, almost seems like theconversation a parent would have with their child about sex. The Board of Education promotes safe sex that way to make thesubject of safe sex more comfortable for a parent to talk to hisor her child about safe sex. The distribution of condoms in high schools allows the Boardof Education and public high schools to intervene as a parentalfigure and give parental advice. Their are a lot of households,were the parents do not bother themselves with their children andlet their kids run wild. Kids who are raised in thosecircumstances sometimes will have sex to get the attention theywant and to be loved. The distribution of condoms shows that theBoard of Education and public high schools care about the welfareof teenagers. Some parents object to high schools distributingcondoms, because the parents say the Board of Education and the high schools send the wrong message. Some parents complain thatthe Board of Education is promoting premarital sex. Theseparents say that the best policy of preventing disease andpregnancy is to practice abstinence. The Board of Educationargues that if the students decide to have sex, then they shouldbe protected. This is why condoms are being distributed. It isnot to say Go ahead and have sex, but if a student decides tohave sex, that student should protect his or herself. Thedecision to have sex is the students responsibility. Distributing condoms also teaches responsibility, by givingthe student the opportunity to protects his or herself. TheBoard of Education and public high schools teach teenagers tolook at the situations and decide for his or herself what is right, and what is wrong. After all, the teenagers are the oneswho make the decision whether or not to have sex. As teenagersget older, their responsibilities increase, but with sexuallytransmitted diseases and teenage pregnancy, the teenagersresponsibility starts when they decide to have sex. The Board ofEducation feels that the responsibility of safe sex is not theparents, but the teenagers. The distribution of condoms is a sincere gesture by theBoard of Education, and by allowing high schools to do this itshows that the high schools care about their students. Condomdistribution promotes safety, and it teaches responsibility. Themembers of the Board of Education know what it is like to be ateenager and a parent, and the Board of Education does not wantto see another teenager become pregnant, or worse die from beingirresponsible and having unprotected sex. The Board of Educationwants to see teenagers enjoying high school. High school is animportant step in a teenager s life and if teenagers are educatedabout all aspects of life and taught responsibility, they willgrow up to be mature adults.

Combat High Essay

In the essay â€Å"Combat High†, written by Sebastian Junger, shows how war can be both rewarding and exciting, but also how the war can be very costly at the same time. Many people look down upon war, but Junger does a very good job showing both the pros and cons about war. One of the ways Junger describes the war as rewarding is when he says that combat is â€Å"The only game in town.† meaning that this is what soldiers live for. Since war is a life or death situation, the soldiers take it very seriously. This explains why the soldiers were cheering when the man on the hill stopped moving. They weren’t necessarily cheering because the man died, but like Junger said, â€Å"People think we are cheering because we shot someone, but we were cheering because we just stopped someone from killing us.† Just imagine if you had people shooting at you constantly. I’m sure you would be feeling a little relieved knowing that the guy on the hill wont have a cha nce to shoot at you again. Another way, in which Junger displays the war as rewarding, is the relationships the soldiers build with each other. They build such meaningful relationships that Junger explains the relationships as romance, but not all relationships sexual. Junger also describes the war as exciting. Not all people would think war is exciting, but to the soldiers, it is a different story. Like Junger says, â€Å"†¦ war is life multiplied by some number that no one has ever heard of.† Although war may be rewarding and exciting, but it also can be extremely costly. When the soldiers end up going home, they often have mental problems. Junger explains why when he says, â€Å"†¦ they’re normal young men with normal emotional needs that have to be met within the very narrow options available on that hilltop.† After reading â€Å"Combat High†, I had many different thoughts going through my mind about war. I understand where Junger is coming from as he gives examples of how war is exciting and rewarding, but I don’t necessarily think the same way as him. Not saying that he is wrong by any means. An example of this is the part when all the soldiers start cheering when the guy dies. To me that seems wrong. I understand they are cheering because now that guy can’t kill them, but to me that is just morally wrong to cheer after someone has suffered that bad.  Maybe that’s why I wouldn’t be a good fit to be in the army. I don’t think I could ever be the same if I saw some of the things these so ldiers have to see. The soldiers have to be emotionally strong. They build such good relationships with each other that it would be really hard to see someone who is basically family to you just get shot right in front of you. After reading this story, I give anyone who has been in war great deal of sympathy and props for them doing the things they had to encounter. I never really thought about all the hardships soldiers end up going through during war, until reading â€Å"Combat High†.

Sigmund Freud Biography essays

Sigmund Freud Biography essays Sigmund Freud, often called the Father of Psychoanalysis, was born in 1856 in Moravia, present day Chechoslovakia. He was born to Jewish parents, Jacob and Amalia (twenty years older than her husband), who moved their family to Austria when their oldest son was four years old. His father, having a brilliant mind and good sense of humor, worked as a wool merchant to make a living. Sigmund seemed to take after his father in that he also was very intelligent, always being at the top of his class. Sigmund had two much older half-brothers and seven younger brothers and sisters. He also had a Catholic nanny whom he thought of as a second mother. His childhood consisted of many complex family relationships with his father and nanny especially. This is believed to have encouraged some of his most famous theories, such as the Oedipus Complex. Freud began his education in 1873, at the age of seventeen, attending the University of Vienna. He went to medical school and spent much time studying physiology and neurology. There, he became a brilliant researcher and began to work in Paris, as a doctor, with a French neurologist named Jean Martin Charcot. The two were both very interested in studying the emotional disorder of hysteria. Charcot was a hypnotist who influenced his ideas on the treatment of neurosis. The two doctors stumbled upon what they called "the talking cure" by treating a woman with hysteria through hypnosis, recalling traumatic events while hypnotized. In 1877 his interest in psychology began. He wrote his first book at this time, called "The Interpretation of Dreams". In this book he tried to prove that dreams are just attempts at wish fulfillment. In the early 1900's Freud published many papers on religion, literature, and history. His first well-known paper was written in 1901 called "Psychology of Everyday Life." In 1902, Freud was appointed associate professor at the University of Vienna and he fou...

Sleeping disorders essays

Sleeping disorders essays Over the past several weeks I have researched sleeping disorders. I have taken a special interest in learning about the less talked about sleeping disorders. These sleeping disorders are referred to as parasomnias. This category consists of rapid eye movement behavior disorder (RBD), nocturnal sleep-related eating disorder: (NSRED), sleep walking, and nocturnal seizures. I will talk about how to help cure them, what causes them to occur, and give other helpful information I have found on the generalization of sleeping disorders. Rapid eye movement (RBD) has been commonly known as sleep terrors. Basically what happens is when a person with RBD sleeps they have a tendency to act out dramatic and or violent dreams. This disorder can cause a person to yell, punch, kick, and scream in the night. Mark Mahowald a medical physician in Minnesota, explains a little bit about this disorder (2003) They tend to be brief episodes because if they fall out of bed or injury themselves the people are immediately awake (p.3). After they are awoken they are alert and can remember a vague dream that correlates to the actions they preformed. Studies have shown that most victims of RBD are males 50 or older. They have also proven a definite connection between RBD and Parkinsons disease. They are not yet sure of what causes RBD, but they did give a few suggestions on ways to help eliminate the disorder. For example taking anti-anxiety medications like klonopin. About 90% of those who use this medication are helped dras tically. Another sleeping disorder that is rare but evident is nocturnal sleep-related eating disorder (NSRED). This unfortunate disorder causes one to physically get up and eat in undesirable fashions. It can be very dangerous for the person; they could cut themselves, choke, eating foods you may be allergic to, and blood sugar is untamable and people are not sleeping adequately. When eating in the n...

A Study on the Cultural Connotation of Chinese Dishes and Their Translation

China is renowned for its unique dishes. Nowadays tasting Chinese dishes has become an important element for foreigners to know better about China. Although a lot of restaurants have their English versions of menus today, those translations are not so satisfying. It occurs too often that many foreigners feel confused while they are looking through the menus. Why is it so difficult to translate Chinese dishes into English and how is it translated into sound English versions to fit the fine Chinese dishes? To find the answers is the main purpose of this paper which focuses on the cultural connotation of Chinese dishes and their translation. In our study of translating Chinese dishes, we should first know well about what the criteria for translation are. In Guo Junxia’s ( ) article, I get the information as the following: the three characters, faithfulness, expressiveness and elegance formulated by Yan Fu in his Introductory Remarks are thought of and supported as the one and only maxim all translators must absorb (qtd. In Guo Junxia,258). So when we translate Chinese dishes into English, we should take these three criteria into consideration. When I search for the materials on this study, I find that many people have been engaged in this study and have brought forward many strategies on it. Literal translation is a strategy frequently used in translating Chinese dish names. When the target reader understands the information in the source text easily and clearly, the dish names maybe translated literally. However, the Chinese strive for elegance when they name the dishes, so a word-for-word translation may lead to misunderstanding, puzzlement or even embarrassment. The best way to avoid invalid translation is to paraphrase (namely, free translation) it. Transliteration is involved in the strategies as well, making the local characteristic of the dish and its connection with a certain person more prominent( ). Many experts have referred to the strategies of translating Chinese dishes like above, and some gave more details or other different opinions. In Feng Qinghua ( ) and Mu Lei’s ( ) book, they gave details on how to translate Chinese dishes by using the strategies of literal translation and free translation. 1. Literal translation: cooking method(s)+ major ingredient(s) 2. Literal translation + explanations 3. Free translation: 1. Major ingredient(s)+ with+ sauce 2. Sauce+ major ingredient(s) 4. Transliteration+ explanation(s) They also said sometimes we can translate Chinese dishes by using the names with which Westerners are very familiar, making the translation more real and understandable (241). Although their strategies are very detailed, the examples they gave may make us frustrated. In their book, one dish is taken for example to explain one strategy, but then the same dish will be also mentioned in another strategy. Lu Hongmei ( has put forward a similar opinion, but she added one point: how to translate the pharmaceutical dishes. When translate this kind of dishes, the translators should translate both the ingredients and cooking methods, as well as the explanations on its functions (128). Sometimes when the translators translate the Chinese dishes by using literal translation, the beauty of original version will get lost. What should we do to deal with this problem? As Li Zubing’s ( ) has states in his essay, when translate Chinese dishes, translators should integrate the â€Å"format† with â€Å"meaning† very well, but it is not always that easy. Nevertheless, the translator should always gain an idea that the content is invariably superior to the format. To translate the principal ingredients, subsidiary or auxiliary ingredients, ways of cutting and ways of cooking always rank as the priority in the list, just as Westerns do, letting the dinning people know what taste these dishes are (65). I prefer his idea because I believe that until others understand what the meaning you convey is, then it is possible that they can get the further information behind the words. In Zhu Chunlin’s ( essay, he has explained the strategies from another standpoint. He said there are two strategies of translating Chinese dishes, namely, the first one is perfect translation, and the other one is adequate translation. The perfect translation means the translated version is only to convey the original information, regardless of the story or history hidden behind it. When translate Chinese dishes, the translator only needs to translate the pr incipal ingredients, subsidiary or auxiliary ingredients, ways of cutting, and ways of cooking, etc. By contrast, the adequate translation, as Li Zubing explained, requires the translator to yield up the format, but instead, to keep the content (187). As to the Chinese dishes with cultural connotation, which are connected with history, legend, fairy tales, and so on, many scholars have presented different opinions on the strategies of translation. Yang Qunyan ( ) has explained that if the Chinese dished are translated literally or paraphrased, the cultural connotations embedded in them will be lost. So the translator should provide some background information as well (66). Although it is reasonable to give more information to better understand the dishes, the room of the menu does not permit to admit too many words. When we are in this kind of dilemma, we should add the background information selectively according to different dishes. Just as Xie Xianze ( ), Pan Yanqiang ( ), and Du Li (? ?)have stated in their essay, the primary thing of translating Chinese dishes is the conciseness. When translate the Chinese dishes with cultural connotation, the translator needs to provide some explanations on them. However, different explanations should be given according to their different names, and the co-authors have classified them into two categories. For the dishes of requiring little explanations, the translator should only translate the principal ingredients, subsidiary or auxiliary ingredients, ways of cutting, and ways of cooking, etc, and then add their pinyin and literal meaning in parenthesis. As for the dishes requiring more explanations, the stories of the dishes should be added after the names, or, the waiters can explain to the dinning persons when they are looking through the menu (72). Zheng Jinhuai ( )has given more details on the strategies of translating Chinese dishes. He offered his analysis on the characteristics of naming Chinese dishes with cultural connotation, and gave three main strategies to translate them, and the translator can use them accordingly. Firstly, when the dishes involve the historical persons, stories, legend, etc, the literal translation can be used and further explanations should be added. Then, when the dishes involve the places, the translator had better choose the strategy of literal translation. Lastly, when the dishes relate to figures, shape, color, culinary jargon, best wishes and expectations, and imagination, etc, the free translation is the best choice (90). My essay will put forward to my strategies after analyzing the characteristics of naming Chinese dishes. Additionally, we should take account of the cultural differences. As Li Yuqing ( ) said in her essay, the translated versions can sometime arises a cross-language and cross-cultural problem. We should take into consideration whether the translations ate culturally acceptable to foreigner or not. After all, it is suggested that we should follow the principles of stability and consistency in cuisine naming and its translation, trying our best to translate the refined and graceful cuisine names in the foreign language by keeping their original cultural connotation (98). For this paper, many strategies will be put forward, including the literal translation and free translation; especially the Chinese dishes with cultural connotation. This paper will pick up many typical Chinese dishes to exam the strategies from various aspects. Where can I get the English versions of Chinese dishes?

Popular Music, Youth and Education Essay Example | Topics and Well Written Essays - 2000 words

Popular Music, Youth and Education - Essay Example Music plays a big role in the youth today. Some youth use music as a form of identity, while others use it to relax and ‘get away.’ To understand the role of popular music in the lives of young people in the framework of education, we have to look at popular music from a social and cultural aspect, how popular music is embedded into taste and identity of young people and dissect the way popular music is perceived by the education system. Green’s Music on Deaf Ears: Musical Meaning, Ideology and Education explains the status that popular music plays on a social standpoint. Green explains that the set-up of music in classrooms came about because of the roles and eventual division social classes in society. Because the only way to measure skills and set classifications for music was based on the performances of the students, the students who received the most education had enough money for private lessons (Green 51). Therefore, on a social level, it was the higher-cl ass students whose parents set the standard for what music was going to be like in the school system. There was a study done on how social class affected students’ interest in music. ... cal training and thought they had a better understanding of the need, awareness and wisdom that this music brought to an educational setting (Green, 51). The willingness to learn and the likelihood that the students in the higher classes listened to this type of music out of POPULAR MUSIC, YOUTH AND EDUCATION 4 the classroom were higher than students who did not receive this opportunity (Green, 52). The liking of classical music in the upper division and the fact that students who were fond of popular music over classical music not being represented in this study shows the role that music played in society and the relevance in education (Green, 45, 48). According to De Nora’s Music in Everyday Life T.W. Adorno was the biggest advocate of the ‘production of culture,’ an emerging trend that took place in American culture in the 70’s and 80’s (De Nora, 1). Adorno offers a strong insight to this trend and how popular music has embedded itself in culture. In addition to being influential in molding society, Adorno believes that culture plays a part in representing what the society was going through at that particular time in history (De Nora, 2). Other advocates argue that culture dictates how social groups act and behave. For example, in Profane Culture, Paul Willis makes the connection between culture and the labeling of each member of a social group. He says that it is the interaction with culture that gives the overall meaning to the group (De Nora, 6). The constant use of this culture is what makes up social verve. The influence that popular music has in affecting society and culture can be proof that if incorporated into the education system, it can be valuable. Ed Dorn, poet, describes the communal aspect of music as â€Å"that great Zero/Resting eternally

Managing conflict Essay Example | Topics and Well Written Essays - 250 words

Managing conflict - Essay Example It is important therefore, to resolve conflicts quickly and openly. There are several kinds of conflicts that can be manifested in teams. There would be arguing and discussing about issues that matter to the organization like cost cutting, making the work force more productive or how to counteract a competitor. These are essential discussions that would mostly be beneficial to the group or organization. These predispose good exchange of ideas and opinions that would most probably lead to workable, if not excellent solutions. These kinds of conflict are task-led and should be encouraged. However, if teams display an open dislike for one another or are engaged in a ‘word war,’ then, this would be more of a destructive kind. The team would be experiencing an interpersonal conflict defined with animosity and heated exchanges. These conflicts would ultimately affect the whole team as it makes the atmosphere for work tension-filled (Team Building, 2009). As a team leader, managers are often in the position to handle conflicts within his or her team. It is therefore needed that the leader is strong and can take charge of the situation. He or she must have the strategies to allow the team to communicate effectively, create rapport, resolve conflict and lead and motivate the whole team. He must also fully understand the diversity of the group by appreciating the various viewpoints, experiences, skills and opinions. Conflict should first be handled on an informal basis between the individuals involved. This will allow time for resolution or self-correction by the individuals. If the conflict remains unsettled, a mediator can be brought in to help resolve the situation. If resolution is still not achieved the dispute should be openly discussed in a team meeting. A formal disciplinary process needs to occur, if resolution is not achieved after being addressed at the team level (Rayeski & Bryant,

The Reflective Manager Assignment Example | Topics and Well Written Essays - 1500 words

The Reflective Manager - Assignment Example 40 as cited in Hoyrup, 2004). " Hence, reflection in its broadest sense is active and not passive. Reflection is a conscious decision to be aware of everything that needs to be done in order to accomplish a long-term goal, even if the insight gained might not be favourable. Come to think of it, when someone or an organisation commits a mistake, should that person or institution just go on with their lives They should and ought to find out what went wrong. They must identify the causes which produced a negative outcome than what was originally planned. Hence, at this stage, reflection is a very important step for them to learn. Otherwise, they will commit the same or even worse mistake, resulting to possible losses of money or even life. In this paper, I shall try to present the broad use of reflection in organizations based on the finding of the research literature. It is my hope that managers will utilize reflection in their work place. On my part, reflection should be included as standard operating procedure. In other words, after a certain period has elapsed, employees and managers should reflect on their progress as members of an organization and that they should evaluate the progress of the project they are engaged with. Essentially, it is better to use reflection when things are doing well, or at least nothing disastrous has happened, or is about to happen. This is like the mistake of many in praying for God's protection and delivery after everything went wrong, when people if they believe in a Divine Being, ought to pray beforehand. There are many instruments for reflection. Let us start with the personal learning journal. This could take the form of the traditional paper and pen. If an employee is web-savvy, he or she could use a personal blog for this. A personal learning journal is a diary, journal, or log where a person can write about his or her experiences doing an activity. This could also include learning about complex concepts, or simply by working. I found this useful since research shows that students using a personal learning journal develop reflective skills. These skills make them more likely to learn and appreciate a subject than their non-reflective counterparts. Lyons (1999, p. 33, as cited in Loo & Thorpe, 2002) opined: "[D]eveloping reflective skills made students more confident in their learning, fostered responsibility and accountability and assisted in integration of theory and practice." In making a personal learning journal, the following questions could be asked and used as starting points (Scanlon and Chernomas, 1997 as cited in Loo & Thorpe, 2002): (1) What was that event or concept that made me learn (2) What are the things I learned and in what way did I learn them (3) How do I feel about that which I learned If good, what are they If bad, what are they (4) Is there a way by which on the next try I could learn more effectively and efficiently (5) If so, what prevented me from learning effectively and efficiently in the first try On the level of the individual employee, such reflection will help him or her. But further step must be done. Once a group has agreed that its members will write a personal learning journal, the members of that group should schedule a special meeting where each could share the insights gained. Based on the learning

Marketing , advertising and sales promotion FINAL Assignment

Marketing , advertising and sales promotion FINAL - Assignment Example On the other hand, sales promotion relies on value added offers which may be discounted, demonstrations, exhibitions, contests, trade shows, giveaways and points of sale displays in a bid to appeal customers to make purchases. Contrary to advertising, sales promotion is short term, direct and leads to the increase of sales I a short time (Schmitt, 2011). Therefore, sales promotion proves to be more effective in a shorter period of time. The customer is the most important person involved with any company because all the products and services are targeted to the customer. Notably, there is no business without a customer (Schmitt, 2011). Demographics denote social, economic features used to define a population, especially in statistics. This includes age, sex, income level, marital status, religion, occupation, birth rate, death rate, educational level, family size and average age at marriage (Schmitt, 2011). a) Advertising uses an emotional appeal which targets to convey a message that will be remembered for a long time while sales promotion is an emotional approach used in appealing customers to make immediate purchases. Vertical marketing refers to marketing that targets a certain industry on target markets and addresses their specialized needs (Schmitt, 2011). This form of marketing focuses on a single niche and not a broad market. Public Relations is important to any organization as it serves to build a desirable reputation for the organization. Moreover, it ensures that customers have a good perception concerning the organization. Therefore, Public Relations is critical in maintaining customers and may also serve to bring new customers to the business who are recommended by the existing customers (Hoffman & Bateson, 2009). Secondary data denotes data gathered for other purposes and not for addressing the research topic. In marketing research, secondary data is used in the selection of markets that

Ethanol Research Paper Example | Topics and Well Written Essays - 1250 words

Ethanol - Research Paper Example The study involved 19 American Corn producing states and the effect of corn farming for ethanol production were analyzed based on 12 environmental factors. The study also considered the factors known as ‘eutrophication’ that is simply described as "an increase in the rate of supply of organic matter in an ecosystem" (Evans). Based on their study, it is revealed that E85 (blend of 85% ethanol and 15% of gasoline) fuel causes worse environmental impact than pure unblended gasoline. To be precise, E85 shows, on average, 23% higher impact in relation to gasoline. Moreover, if greenhouse gas emissions from land use are taken into account, the impact on environment is found to be 33% higher than gasoline. The researchers in their findings used the Greenhouse Gases, Regulated Emissions and Energy Use in Transportation (GREET) model developed by Argonne National Laboratory. The model determines "the amount of fuel required for the average gasoline and flex-fuel vehicle over a di stance of about 0.62 miles (1 kilometer)" (Evans). E85's benefits and drawbacks are compared with gasoline that is produced from imported crude oil and refined in the country. The authors point out that in previous studies the impact of irrigation, fertilizer uses, and pesticide application for feedstock growth has not been taken into account and without that real impact of ethanol on environment cannot be estimated accurately (Yang et al.). On land-use change, Searchinger et al. argues that when American farmers divert corn for ethanol production that means some other land within the US or outside must cultivate corn required as feed stock for human consumption assuming total consumption remains stationary. It can be construed that bio-fuel production is bound to drive agriculture in some other parts of the world. With new areas converting to agricultural use, a carbon debt is bound to occur. Searchinger et al. estimate emissions using agricultural model of land-use change and they have found that corn-based ethanol production enhances green house emission by 100% over 30 years. Authors conclude that as long as biofuel is grown on farmland, it can not imporve our carbon foot print (Searchinger, 2008). It is important to note that the Federal government in the US is providing large subsidies to farmers so that corn-based ethanol production could be enhanced. The objective is to reduce gasoline consumption by 20 percent. Does that mean that the US government is providing subsidy to worsen the environment instead of improving it? Michael Grunwald argues that bio-fuels take away the agricultural land and destroy the forests, and grasslands that are storehouse of huge amounts of carbon. In Indonesia, in a bid to grow palm oil trees for bio-diesels people have reduced wilds to such an extent that the country has been now third largest emitters of carbon. Same is the case with Malaysia where palm oil farming for bio-fuel production has taken surge reducing agricultu ral land for human consumption. In the US, 20 percent of corn is sold to ethanol production creating scarcity of corn for human and cattle feed consumption (Grundwald).

Feminist Political Thought Essay Example | Topics and Well Written Essays - 1250 words

Feminist Political Thought - Essay Example God has created her, given her the status of more equal. None can amend that right. It is the woman, in her role and condition as mother, gives protection in the initial nine months in her womb, to the creative force of the nature for perennial continuity of the human race, male or female. But unfortunately, a female child is victimized at every step of life, from the moment of birth, notwithstanding the fact that it is she who sacrifices at those steps. The main disadvantage of the woman is her body. Simone de Beauvoir, an avowed life-long existentialist, presents a different and somewhat confusing picture of human freedom, in which women struggle against the inherent disadvantages of the body, changing contours of her body and bodily functions, and how society casts its impact on this issue. Beauvoir presents female body in both its positive and negative aspects. She considers women partly oppressed and partly free and this condition depends on the disposition of the concerned woma n to the challenges posed by the society, especially the male section of the society. Regarding the status of the body of the woman Beauvoir raises questions, provides answers and again raises questions and finally she finds it difficult to provide the final answer. Her opinions raise conflicting reactions not only for the men but also to women. What is important is her seriousness and earnestness to find an amicable solution to the vexed men-women issue? She sums up her quest and argues, â€Å"Within the given world, it is up to man to make the reign of freedom triumph, to carry off this supreme victory, men and women, must, among other things and beyond their natural differentiations, unequivocally, affirm their brotherhood.†(766) Beauvoir doesn’t visualise much of an issue for the woman on account of her biological conditions. The problem is about the attitude of the woman to such conditions, whether they are positive or negative. She argues, â€Å"But is also true that there are conditions without which the very fact of existence would seem to be impossible. Presence in the world vigorously implies the positing of a body that is both a thing of the world and a point of view on this world: but this body need not possess this or that particular structure.†(24) The observation of Beauvoir regarding the pre-adolescent boys and girls that they are not very different is notable. De Beauvoir points out that pre-adolescent boys and girls are really not very different: they â€Å"have the same interests and the same pleasures† (295). The initial psychological differences between them are relatively negligible. The interference and influence of the flesh brings forth new issues for the feminine gender. The changed conditions give rise to change in perceptions. With each brisk change, her experiences are traumatic and distance her more sharply from the opposite sex. Beauvoir argues about this condition of the female body, â€Å"The young girl feels that her body is getting away from her†¦ on the street men follow her with their eyes and comment on her anatomy. She would like to be invisible; it frightens her to become flesh and to show flesh† (p333).Whether the body is a condition for the woman? In her efforts to find an answer to this question, Beauvoir is both confused and conciliatory about the physical and mental condition of an adolescent girl. She justifies her stand by giving

Ethanol Research Paper Example | Topics and Well Written Essays - 1250 words

Ethanol - Research Paper Example The study involved 19 American Corn producing states and the effect of corn farming for ethanol production were analyzed based on 12 environmental factors. The study also considered the factors known as ‘eutrophication’ that is simply described as "an increase in the rate of supply of organic matter in an ecosystem" (Evans). Based on their study, it is revealed that E85 (blend of 85% ethanol and 15% of gasoline) fuel causes worse environmental impact than pure unblended gasoline. To be precise, E85 shows, on average, 23% higher impact in relation to gasoline. Moreover, if greenhouse gas emissions from land use are taken into account, the impact on environment is found to be 33% higher than gasoline. The researchers in their findings used the Greenhouse Gases, Regulated Emissions and Energy Use in Transportation (GREET) model developed by Argonne National Laboratory. The model determines "the amount of fuel required for the average gasoline and flex-fuel vehicle over a di stance of about 0.62 miles (1 kilometer)" (Evans). E85's benefits and drawbacks are compared with gasoline that is produced from imported crude oil and refined in the country. The authors point out that in previous studies the impact of irrigation, fertilizer uses, and pesticide application for feedstock growth has not been taken into account and without that real impact of ethanol on environment cannot be estimated accurately (Yang et al.). On land-use change, Searchinger et al. argues that when American farmers divert corn for ethanol production that means some other land within the US or outside must cultivate corn required as feed stock for human consumption assuming total consumption remains stationary. It can be construed that bio-fuel production is bound to drive agriculture in some other parts of the world. With new areas converting to agricultural use, a carbon debt is bound to occur. Searchinger et al. estimate emissions using agricultural model of land-use change and they have found that corn-based ethanol production enhances green house emission by 100% over 30 years. Authors conclude that as long as biofuel is grown on farmland, it can not imporve our carbon foot print (Searchinger, 2008). It is important to note that the Federal government in the US is providing large subsidies to farmers so that corn-based ethanol production could be enhanced. The objective is to reduce gasoline consumption by 20 percent. Does that mean that the US government is providing subsidy to worsen the environment instead of improving it? Michael Grunwald argues that bio-fuels take away the agricultural land and destroy the forests, and grasslands that are storehouse of huge amounts of carbon. In Indonesia, in a bid to grow palm oil trees for bio-diesels people have reduced wilds to such an extent that the country has been now third largest emitters of carbon. Same is the case with Malaysia where palm oil farming for bio-fuel production has taken surge reducing agricultu ral land for human consumption. In the US, 20 percent of corn is sold to ethanol production creating scarcity of corn for human and cattle feed consumption (Grundwald).

Starbucks Coffee Essay Example for Free

Starbucks Coffee Essay Starbucks coffee has pursued rapid expansion both at home and abroad. In mid- 2004, Starbucks could boast more than 7,800 outlets around the world, and chairman Howard Schultz and CEO Orin Smith have no plans to slow the growth, ? The company planned at least 1, 300 more stores in 2004 and has a long term goal of reaching 10, 000 outlets in the United States alone. The presidents vision is that the company ? Starbucks? could have as many as 15,000 international stores. Today Starbucks has nearly 1, 500 store outlets in the United States including Europe , Pacific Rim ,Middle East and Mexico. ? Most of Starbucks international stores are now operated as joint ventures with local companies. Starbucks has to go fast or lose the opportunity ? and a local partner can facilitate rapid development of a new market. Executives are learning to adapt the companys operating methods and product offerings to better suit local conditions and tastes. 1) ? How could you classify Starbucks grand strategy and global strategy? Which of Porters competitive strategies is the company using? Explain each answer? ? ? We classified the grand strategy of starbucks pertaining to its Growth. In order for starbucks to sell and market its products is by: ? A. ?Allocating new funds to invest namely like prime locations and lots. Basically any establishment will earn more if the store is located in a highly busy route or place. Potential clients can be marketed. ? B. Investing in hiring the best and qualified personnel. In order for a store to run smoothly , the company should have competent and high breed of people who can manage the store and the same time enjoy the work itself. ? C. ?Purchasing of new set of equipments , glassware , lighting , tables and chairs can be a plus factor for a good ambiance. For the Global Strategy , Starbuck is implementing Transitional process where in they seek to achieve both global integration and national responsiveness. A true transitional strategy is difficult to achieve , because one goal requires close global coordination while the other goal requires local flexibility. However a lot of increased competition means they must achieve global efficiency , going pressure to meet local demands and national responsiveness. Starbucks designs quality stores to sell and market its products to use components in a few larger scale, basically , the company goes global to introduce it to other countries and to increase its market. 2. Discuss how top executives are using leadership structure , information and control systems and or human resource to implement international strategy? What steps would you recommend for implementing drive-through stores or Hear Music coffee houses? ? Top executives uses its leadership qualities by bringing Starbucks on a the right path and showing a vision for the company and its employees. Top executives have several ideas percolating to the companys growth. ? a. Establish rapport and solid partnership or joint venture with other countries makes things cohesive. b. ?Adapting the companys operating methods and product offerings to better suit local conditions and taste. Not all countries have same taste with regards to starbucks products. They sell what is needed and wanted. c. Acquiring highly skilled people barista? who can prepare , serve and enjoy the tasks. 3 Starbucks has typically maintained a uniform look and feel to its outlets and product offerings. What do you think this change might mean for starbucks in terms of further international expansion? ? ?Starbucks is known for there quality of coffee, excellent service and appealing ambiance. We believe Starbucks coffee is a brand and neighborhood name. You can see a starbucks store in a 2 km radius. Basically there everywhere. Making some changes the way they look and maintained a uniform type of set-up can only mean one thing. The Company is growing. Changes are normal. Most of the food and coffee establishments try to change and create ideas to in order to sell new products. As for starbucks , they should do the same to be more competitive and to increase sales and revenues. ?

Care Of Suprapubic Catheter Protocol Health And Social Care Essay

Care Of Suprapubic Catheter Protocol Health And Social Care Essay Urinary catheterization is used in approximately 15% to 25% of all hospitalized patients (Griffiths Fernandez, 2007). A physician may decide when it is appropriate for a catheter to be used as part of a patients therapeutic regimen. There are different catheter options for patients depending on each individuals situation. Urethral urinary catheters are traditionally selected and used in short term cases, and require no surgery (Khan Abrams, 2008). A suprapubic catheter, (SPC), requires a surgical procedure and has a longer recovery time. According to one Urologist, the ratio of urethral urinary catheters to suprapubic catheters used specifically in his practice was 300:1 (J. Banno, personal communication, February 13, 2011). This is based on physician preference as well as duration the patient will need to have the catheter in place. In the case where long-term catheterization is indicated, SPC have become the superior option (Khan Abrams, 2008). While the initial insertion of a s uprapubic catheter remains the responsibility of a physician, it is within the scope of practice for a nurse to provide care and exchange the tubing with the proper teaching (Illinois Compiled Statutes, 2008). In response to this change, hospital systems have enacted protocols that allow registered nurses (RNs) to perform the suprapubic catheter exchange. Changes should be performed by staff that have been adequately instructed in regards to the technique for changing the catheter, and are able to identify possible complications of SPC changes. Additionally, offering the option of patients and their caregivers to be trained is also important in adding to the patients independence (Harrison, Lawrence, Morley, Pearce, Taylor, 2011). The procedure of a suprapubic catheter exchange has been performed by RNs in the community setting with an existing protocol, and more recently the idea that this task be carried out within in the hospital has been explored. This procedure is done by the family members, caregivers, and even the patient themselves in a discharge at home setting safely and efficiently for many years (Anderson, 2002). Therefore adding this protocol into an acute care setting for RNs to complete in the hospital setting is a practical implementation. A nurse led, outpatient services in Musgrove Park Hospital, Taunton has been performing the suprapubic catheter insertions since 2004, and the program had an 89% successful rate over a period of a couple years (Khan Abrams, 2008). This study shows evidence that nurses are capable of effectively managing a patients suprapubic catheter Since there is no present protocol for suprapubic catheter exchange or patient care by RNs within the Advocate Christ Hospital system, development of such a protocol has been explicitly requested by stake-holders including physicians and nurse in management within the system. When staff training and education is poor, there is a likelihood of an increase in complications (Harri son et al., 2011). Practice guidelines better enables nurses in providing patients with their specific care needs. The goal for this project was to create a suprapubic catheter care and exchange protocol based on the best evidence available so that these needs can be met. Review of Literature A suprapubic catheter is a urinary drainage system inserted into the bladder via an incision through the anterior abdominal wall, and may be is used when a urethral catheter is contraindicated. A suprapubic catheter is a popular choice for patients having to have long-term catheter placement and replaces the need for an indwelling catheter. Suprapubic catheters consist of 4% of hospitalized patients with urethral catheters in situ (Rigby, 2009). Although a small percentage of suprapubic catheters are used compared to other urinary catheter options, there is little literature of published guidelines related to suprapubic catheter management, and at the same time there is a growing need to increase awareness of both the risks and benefits of using a SPC (Harrison et al., 2011). Making this information accessible may increase the successful use of the device in future patient care. Indications Suprapubic catheters are used for a wide variety of patients, and for a number of reasons. A catheter insertion may be an elective procedure, or happen in an emergency situation depending on each patients circumstances. Neurological disease, urinary incontinence, postoperative care, bladder trauma, and palliative care are all reasons a clinician may consider using a suprapubic catheter in a patients care (Harrison et al., 2011). Many of these conditions require long term catheterization, and each patient and their physician need to discuss if a SPC option is a modality that best fits their specific lifestyle. Presently, SPCs have become more prevalent than indwelling catheters for patients who require long term catheterization (Khan Abrams, 2008). This may be due to the maintenance of these catheters over a longer period of time. Contraindications Under certain circumstances, a SPC should not be used. These include: bladder cancer, if the patient is receiving antiplatelet therapy, presence of abdominal wall sepsis, or if a subcutaneous vascular graft in the abdominal area exists (Harrison et al., 2011). Advantages Advantages for the placement of a suprapubic catheter compared to a urethral urinary catheter are evidenced in the cases of a urethral blockage; there is less incidence of leakage in SPC, and a reduced risk of pressure sore damage in wheelchair users. SPC tends to be more comfortable and sexually non-inhibiting. With the use of SPC there is less chance of catheter migration. Studies suggest a lower incidence of bladder cancer in patients managed with an SPC, less than 0.39% over 5 years, compared to indwelling urethral catheters (Khan, Matheur, Timoney, 2007). Suprapubic catheters have been shown to have a lower infection rates than catheters placed transurethral. A study found that 26% of the transurethral group encountered a urinary tract infection verses only 6% of the patients with the supra pubic catheters (Wells, Steed, Capstick, Schepanksy, Hiltz, Faught, 2008). Disadvantages Although SPC is a good option for many urethral catheter recipients, there are disadvantages nurses and patients need to be aware of when caring for SPC in situ. Some possible disadvantages include: dangerous bowel perforation, urethral leakage and spasm, increased incidence of stone formation, and alteration of body image. One study found that in 185 cases of SPC insertion, 2.7% incidence of bowel perforation occurred with one incidence that had a fatal outcome (Harrison et al., 2011). SPC is also contraindicated in patients with bladder cancer. Technical issues, for example speed of reinsertion, can also result in disadvantages of SPC usage (Rigby, 2009). It is important that if a catheter removed only when a new one can be reinserted immediately to avoid complications. (See complication section) SPC insertion The initial insertion procedure requires surgical skill, special equipment, and additional training; it is therefore considered a surgical procedure conducted by a physician. After the initial insertion, the catheter is usually left in place for 4-6 weeks to allow the cystostomy channel time to form (Rigby, 2009; Robinson, 2008; Wimpenny, 2010). This allows time for the catheter track to mature. Subsequent changes following the first change should be done every 6 to 8 weeks and can be done by a trained RN or caregiver (Robinson, 2008; Wimpenny, 2010). For every day that the catheter stays in place approximately 5% of patients will develop bacteriuria and up to 50% may progress over one week, and virtually all patients requiring indwelling urinary catheters for longer than a month become bacteriuria (Dixon, 2010; Rigby, 2009). Having trained personnel available to exchange the catheter in a timely fashion may help decrease these risks. Protocol Need Within a hospital system, it is important for protocols of specific procedures to be written step by step so that guidelines can be followed by staff members so consistent care is provided. Policies and procedures provide guidance in patient care for nurses and strive to achieve the goal of safe practice (Long, Burkett, McGee, 2009). Having uniformity within a hospital system can help deliver expectations for the patient and health care staff. According to the Guidelines for Use of Medical Protocols (2004), each protocol should be individualized for different types of patients, include a time frame required for patient evaluations, well as be readily available to heath care staff. Many tasks that a nurse uses while providing care for require up to date, evidence based information made into a protocol for the nurse to follow to ensure the most uniform care. According to Balakas, Potter, Pratt, Rae, Williams (2009), agencies including the Magnet Recognition Program have incorporated evidence based practice and research as themes for their organizations to improve the education of the healthcare professionals. Creating a suprapubic catheter exchange protocol is necessary so that nurses can be trained and can execute this task using a step-by-step guideline of care. Nursing Care Proper care for a suprapubic catheter is paramount in preventing future complications such as infection, and ensuring the catheters functionality for as long as possible. It is important to maintain a good standard of cleanliness to reduce the risk of infection (Robinson, 2008). While a patient is hospitalized, it is the responsibility of the health care team to ensure that the insertion site is appropriately maintained. Nursing care for a suprapubic catheter site should be assessed once every shift and actions should be taken depending on the findings. Infection. Nurses have the responsibility to assess the patient daily so that complications are caught as early as possible. Like all other procedures completed in the hospital, proper hand hygiene is crucial in decreasing the chance of infection (Rigby, 2009; Rushing, 2006; Robinson, 2005; Robinson, 2008). Hand washing should be done before entering a room, when leaving a room, and any time the healthcare provider changes gloves. Rushing (2006) states that if there is a dressing present at the cystostomy site, after removing it and disposing of the gloves, hand hygiene should be performed again before cleaning the site. This further decreases the chances of infection by evidence stating that gloves should be changed after every contact with an infective material that may contain a high concentration of microorganisms (Best Practices, 2003). Dressing. A dressing change may not be applicable to certain patients depending on the amount of time the patient has had the catheter, and depending on if the doctor has ordered a dressing to the site or not. Suprapubic catheters are used for long-term bladder management, and can be a permanent part of a patients life (Khan Abraham, 2008). Once the suprapubic catheter has been in place for at least 6 weeks, the site has healed enough to be uncovered from the dressing (Robinson, 2008). If a patient has had the catheter initially inserted within the last 6 weeks, a dressing may be placed in order to aid the site in healing while keeping infection out. If applicable, all used dressings should be carefully removed and disposed of appropriately when cleaning the site. After the first exchange has taken place, the site will remain exposed for everyday life unless otherwise stated by the doctors orders. The nurse can also use his or her own judgment and skills to decide if each specific p atient needs a dressing over the site depending on the initial assessment. Assessment. While the cystostomy site is exposed, it should be carefully inspected for signs of infection, skin integrity and any drainage of urine, blood, purulent matter or any other exudates (Rigby, 2009; Robinson, 2008). These cues can be the first signs of complications and need to be addressed immediately. If the nurse suspects infection or has any doubts, a swab can be obtained and sent for culture per doctors orders (Robinson, 2005). The nurse must also assess the catheter tube for patency. According to the literature, the tube can come occluded with sediments or clots. This could cause the tube to become dislodged requiring reinsertion by a surgeon. The nurse needs to keep in mind that the catheter should never be irrigated unless ordered by the physician. Irrigation when not ordered could cause complications in the drainage system. It is also essential for the nurse and other staff members to keep the collection container below the patients bladder level. When turning the patient or when the patient is ambulating, the healthcare staff must ensure that this is followed. The urine itself can also provide indications as to the status of the patients bladder drainage system. The clarity, color, and odor all need to be assessed as well as measuring the urine at least every 8 hours (Rushing, 2006). The color can detect a possible urinary tract infection, and effective output measurement is important to the patients t herapeutic regimen. (Rushing, 2006) Before the nurse is done with the assessment it is also important to check the placement of the tubing and make sure that it is secured. This should be done by taping the tubing to the patients abdomen making sure to leave enough room for the patient to comfortably move. Since the tape is attached to the skin, this must also be included in the daily assessment so that possible skin breakdown can be avoided. (Rushing, 2006) Exchange Studies have shown that when a suprapubic catheter is changed by the shift nurse for that patient verses the urologic consult physician, the patient complains of less pain and more comfort during the exchange. Patients are given the opportunity to be premeditated with pain medication when the RN is completing the procedure since the RN is better able to plan for the exchange and give the medication accordingly. (Anderson, 2002) Sutured. Suprapubic catheters are often sutured in place during the initial insertions to allow healing time for the cystostomy and ensure the catheter maintains correctly placement. Once the cystostomy channel has formed and healed the sutures are usually removed. This may not be the case in all suprapubic catheter placements, but if sutures are present, the exchange will remain the responsibility of the physician. A urology consult would likely then be made and a physician would be required to complete the procedure. In cases where the sutures are permanent, this usually designates that the suprapubic catheter has been recently placed, or the catheter is at risk of being pulled out or dislodged based on each individual patient/physician basis and preference. In these circumstances the nurses responsibilities will be limited to cleaning and maintenance care of the patients cystostomy site. (See nursing and patient teaching sections for more information regarding care and maintenance .) Unsutured. A properly positioned SPC with adequate cystostomy does not necessitate sutured abdominal placement. Once healing has occurred sutures are not needed to hold the tubing in place. After the first change has been conducted, a registered nurse then has the option to exchange the suprapubic catheter (Rigby, 2009). The best evidence in regards to how often to exchange a suprapubic catheter is found to be every 6 8 weeks (Robinson, 2008; Wimpenny, 2010). The procedure for the exchange of SPC uses an aseptic technique, and the equipment required is similar to that used for urethral catheterization (Robinson, 2008). When changing a suprapubic catheter speed is very important. The new catheter should be inserted within 5-10 minutes of removal of the old catheter. (Rigby, 2009; Wimpenny, 2010). The longer the site is exposed the more chance that bacteria can become a problem. Also, the catheter track will close very rapidly once the catheter has been removed (Harrison et al., 2011) . The catheter should never be removed unless an immediate change will take place. When a patient comes to the hospital with a SPC, the health care team should make sure to always have a spare catheter available at the patients bedside in case of accidental removal (Rigby, 2009). The exchange of a suprapubic catheter follows a very similar procedure to that of insertion of a urinary catheter. The nurse must check the doctors orders to ensure the correct size and type of catheter are being used during an exchange (Robinson, 2005). In completing this task the nurse is ensuring that he or she has all of the supplies necessary to begin and complete the procedure within reach. While providing the patients privacy, the nurse should first explain the procedure and obtain the consent of the patient (Chaikind, 2004). Subsequent to this, the patient should be instructed to lie in the supine position, exposing the suprapubic catheter insertion site. Next, the nurse will wash his or her hands with soap and water or antibacterial solution in an effort to decrease the risk of infection during the exchange procedure. Contact isolation precautions should be taken during this procedure since the cystostomy creates a new route to the bladder that may lead to infection. An asep tic approach should be taken throughout the process. A gown and non-sterile gloves should be worn at all times, unless sterile gloves are order. (Best Practice, 2003) Using aseptic technique, open the sterile packages and prepare a clean, convenient working space that is close to the patient. This will further decrease the risk for infection (Best Practice, 2003). If there is a dressing on the clients cystostomy site it should be removed and cleaned with 0.9% sodium chloride solution to avoid introducing bacteria into the channel during the exchange of the catheter. Remember to clean the site from the inside out and never wipe over a previously cleaned section to decrease the risk of bacteria contaminating the cystostomy channel. The balloon catheter needs to be deflated before the catheter can be removed. Use the empty syringe provided to remove the sterile water from the balloon. With the contaminated gloves still on, remove any tape or straps holding the catheter and catheter bag to the patient. (Rigby, 2009; Robinson, 2005; Wimpenny, 2010) Next, remove the catheter steadily and slowly to avoid balloon cuffing or possible pain to the patient. Grip catheters at the skins surface area and remove the catheter slowly making sure there is no resistance and the patient is not in any pain. Studies have shown that if there is no resistance or pain in the first 1-2 cm of removal it is unlikely there will be any complications during the removal (Robinson, 2005). Rotating the catheter while removing it aids in reducing the risk of channel damage. Measuring the catheter that was inside the patient will ensure correct placement of the new catheter. After removal of the old catheter, quickly clean the surface area of the patients cystostomy site of any urine or exudates that may have come out during the removal process. Next, while holding the new catheter at the distance measured from the old catheter, insert the tubing down the cystostomy channel. The new catheter should be inserted as quickly as possible after the removal of the o ld catheter. The time between removal and insertion of the new catheter should be within 5 to 10 minutes (Rigby, 2009; Wimpenny, 2010). Attach the prefilled syringe containing 10ml of sterile water and inflate the catheter 3-5ml full. It is suggested that this should be done slowly and carefully so that the risk that the catheter tip does not pass into the urethra (Harrison et al., 2011). Pull back slightly until resistance is felt against the bladder wall, then completely inflate the catheter balloon with the remaining sterile water (Rigby, 2009; Robinson, 2005; Robinson, 2008; Xue, 2009). Attach a new drainage bag to the catheter and secure the new bag in place. Make sure the abdomen and cystostomy site are clean and dry before dressing and taping the new catheter to the patient. Cleaning and drying the area will create a better foundation for the new catheter and lessen the chance of accidental removal as well as decrease irritation and infection risk. Also, taping the catheter tubing to the patients abdomen will secure it in place and lessen the chance for the catheter to be accidentally removed. Make sure the patient is comfortable and make efforts to reduce any pain throughout the procedure. Dressing. Generally if a patients cystostomy site is clean and dry, it is not necessary to put a dressing around the tubing and insertion site. Although some patients may prefer for the area to be covered, topical dressing can be used per patient preference and hospital protocol. Refer to the patient teaching section regarding proper care and maintenance of a suprapubic catheter for more information. (Robinson, 2005) Complications. As with any medical device, utilization of a suprapubic catheter presents specific and often predictable problems associated with its use. The patient, their family, and associated healthcare providers must assess for complications and take measures to minimize occurrences. If a complication should occur interventions should be implemented to correct these problems as soon as possible. Common complications include: bladder calculi, balloon cuffing, abdominal wall and urethral infections, bleeding, altered body image, latex allergy, over granulation, bypassing whether by urethral and/or entry site, and obesity (Rigby, 2009; Robinson, 2005; Robinson, 2008; Xue, 2009). Bladder calculi. Occlusion of the catheter causes a variety of problems in addition to compromising the functionality of the device. SPC has a lower incidence of urinary tract infection compared to urethral catheterization although it may increase the incidence of bladder calculi (Wells et al, 2008). One-third of patients with long-term SPC developed bladder stones over a ten-year period (Khan et al., 2007; Sugimura, 2008). Under alkaline conditions minerals precipitate on the outside of the inserted portion of the catheter, especially the tip. This can cause recurrent blockage in around 40% to 50% of long-term catheterized patients. Replacing catheters regularly reduces blockage, and blocked catheters should be replaced promptly (Rigby, 2009). If a patient is having repeated occurrences of this, exchanging the catheter more often may be helpful in preventing such buildups (Harrison et al., 2011). Balloon cuffing. Many patients report pain upon the removal of the suprapubic catheter. This is partially due to the detrusor muscle contracting during stimulation. Additionally, it is estimated that the diameter of the catheter increases in size at the location of the cuff even after deflation. Upon removal this size increase is responsible for causing additional pain. In suprapubic catheterization the catheter passes through the detrusor muscle. As the catheter is being removed, the detrusor muscle is stimulated. Stimulation causes the bladder wall to contract, tightening its hold on the catheter. As more force is used to remove the catheter due to restriction and tightening of the bladder wall an accordion type of effect which causes ridges in the deflated catheter balloon and bunching at the catheter tip (Robinson, 2003). Balloon cuffing causes the silicone to stick, which in turn causes pain to the patient and possible lesions down the cystostomy channel. Hydrogel coated latex c atheters are now increasingly used in suprapubic sites, unless the patient is allergic to latex (Parkin, Scanlan, Woolley, Grover, Evans, Feneley, 2002; Robinson, 2003). Having the patient relaxed and encouraging the patient to deep breathe will lessen the constriction on the detrusor muscle resulting in less pain for the patient. Properly premeditating the patient with pain medications prior to the procedure may also help to reduce the anxiety and pain (Anderson, 2002). This problem has been seen more commonly with silicone catheters due to ridges being formed in the balloon that may hinder the catheter withdrawal (Harrison et al., 2011). Abdominal wall and urethral infections. The patient and/or trained caregiver should inspect the cystostomy site for infection daily and any time the site is exposed. The chance of catheter site infection is always a possibility. Bacteria are inevitably present at some time in a patients usage of a urinary catheter for a long period of time. This should be treated with antibiotics unless cellulitis is present (Harrison et al., 2011). Additionally, the healthcare provider should assess for signs and symptoms of infection. If the patient is presenting with signs of infection (i.e. foul smelling urine, urine has a cloudy appearance, redness or puss around insertion, etc.) inform the patients physician and send a sample of the urine or puss to the lab for a culture (Robinson, 2005). For every day that the catheter stays in place approximately 5% of patients will develop bacteriuria and up to 50% over one week, and virtually all patients requiring indwelling urinary catheters for longer th an a month become bacteriuria (Rigby, 2009). The best practice evidence shows that the catheter should be changed every 6 8 weeks and should be cleaned daily (Robinson, 2008; Wimpenny, 2010). This will further prevent infectious microorganisms from leading to future complications. If an infection is apparent whether at the insertion site or within the patients urine, the patients physician should be contacted immediately in order to avoid further complications (Best Practice, 2003). Risk for bleeding. Hematuria or bleeding of unknown cause can occur at any time. Encrustation and cuffed catheter balloons can cause bleeding along the cystostomy tract. In situations like these, the bleeding should stop fairly quickly (Robinson, 2005). Patients should be aware of the risk for bleeding and contact their healthcare provider in the event of bleeding that continues. During the exchange process bleeding may occur. Nurses need to be aware of possible injuries and evaluate each scenario based on the individual patient. Light bleeding is not a cause for worry, but should be monitored for clotting and infection. Bleeding and failure of the catheter to drain properly may indicate that the tip of the catheter is lodged in the urethra. If this has occurred, the catheter balloon should be deflated so that the catheter can be positioned correctly (Harrison et al., 2011). If the bleeding does not stop or the site becomes painful or inflamed consult a physician. Latex allergy. Latex allergy will present a problem when latex catheters are used. The nurse needs to ask the patient if they have a latex allergy. The nurse must be informed whether the replacement catheter includes latex prior to exchanging it. Silicone catheters are available for patients who have a latex allergy. (Robinson, 2005) Over granulation. The bodys natural healing process may generate over granulation around the cystostomy and is a common occurrence at the suprapubic entry site (Robinson, 2003). Over granulation is described as a buildup of scar tissue inside the cystostomy site and around the stoma. This over production of cellular growth will cause a narrowing at the insertion site making exchange very difficult. Depending on the degree of over granulation no action may need to be taken but this area needs to be observed. However if over granulation is increasing, this problem needs to be treated (Robinson, 2005). Use nursing judgment to decide if and when the physician needs to be notified because over granulation has begun to cause blockage at the insertion site. Harrison et al. (2011) suggests that the use of silver nitrate can be used to help manage the granulation growth, as long as a barrier cream is used on the surrounding skin so that only the desire area is treated. Bypassing whether by urethral or entire catheter. Occasionally urine may travel through the urethra or within the channel created by SPC placement. Bypassing through the urethra or cystostomy channel is a common problem in SPC patients. Unless the bladder neck has been surgically closed, it acts as a safety valve. A nurse should also check the catheter for blockage to make sure the urine is not being sent back into the bladder and out the urethra causing the leakage. Additionally, it is recommended to check for incorrect fitting of the drainage system. If the catheter seems like it does not fit snuggly inside of the channel, consult the physician to make sure the right sized catheter is being used and nothing is wrong with the channel itself. Antispasmodics and anticholinergic medications can be used in the instance of bladder spasms being the cause for leakage. Use nursing judgment and refer the patient to a urology consult if the leakage continues once all other possibilities have been ruled out. (Robinson, 2005) Obesity. If the patient is obese a second person may be used to separate the folds of overlapping skin to aid access to the cystostomy site. In some cases the patient may be able to assist the RN, to hold back the extra skin, creating a comfortable, sterile working field for the RN that is doing the exchange. Obese patients also have trouble maintaining a clean, infection free area for SPC placement. Tailored hygiene instruction and reverse demonstration should be done with obese patients to warrant safe effective home care. (Robinson, 2005) Autonomic dysreflexia. Autonomic dysreflexia is a common complication in spinal cord injury patients and the healthcare provider should be aware of signs and symptoms related to this disorder. Suprapubic catheters are used in many spinal cord injury patients. Therefore, special attention needs to be given to patients with injuries above T6. Complications of autonomic dysreflexia can be life threatening. If there is a kink in the catheter tubing autonomic dysreflexia may occur due to an over reaction of the autonomic nervous system causing excessively and suddenly high blood pressure. The health care professional would need to immediately recognize this condition, set the patient in an upright position and un-kink the tubing or remove the catheter if symptoms do not subside. (Schottler, 2009) Documentation Documentation is an important aspect when giving care. Not only does this show evidence of the patients progress, but also it is helpful when communication among multiple healthcare staff that may be involved with an individuals care. Insertion site, skin integrity, catheter patency, urine appearance and amount, and patients pain all need to be documented in each assessment made (Rushing, 2006). The documentation process may be different depending on what type of patient charting is done, but the content will remain the same. Documentation should be completed every shift and include findings from each assessment care rendered and complications should be thoroughly noted. Document the procedure per the hospital protocol making sure to include the type of catheter, length of the catheter inserted, date and time the change took place, size of the catheter used, how much sterile water was used to secure the catheter in place, and how the patient responded to the procedure (Rigby, 2009; R obinson, 2005; Robinson, 2008; Xue, 2009). Documentation of the insertion site should include the color of the skin, presence of any breakdown, tenderness, and exudates that may be present. Patency of the drainage tube needs to be documented. The urine appearance should be documented based on color, odor, and amount. This is done so that an accurate output can be determined. Depending on a patients specific needs, strict intake and output may affect the p