Alcatraz: The Legendary Prison :: Descriptive Essay About A Place

Alcatraz: The Legendary Prison We stepped off the large tour boat with a look of fright in both our eyes. Some joy was there, but knowing what went on in this place made us feel the way we did. To me, Alcatraz didn't really look like a shut down prison at that moment. It looked more like an old worn down cemetery. The paint on most of the buildings was chipped off all the way down to the wood. Most of the buildings had collapsed down to some cement foundations and old rusted poles hanging every other way. As we walked to the building where you start your tour, that was probably the only building at this place with cleanliness to it. They gave us our tour headphones, which take you through the whole prison with a audio guide telling you how it was in the prison. Not just how it was for the prisoners, but how it was for the guards too. The first place our sound guide took us to was the guard towers. They were about fifty feet tall and held enough room for maybe two guards. The towers looked too old for anybody to get into these days, but they had a view of a good portion of that side of the prison and a good section of the ocean. There were towers stationed the entire way around the prison with maybe 100 yards in between them. The towers were protected with bulletproof glass 360 degrees round. After viewing the towers Sean and I wanted to go see the prison cells. So we turned off our guide tapes for awhile and started heading up to the prison house. Everywhere Sean and I looked, it seemed like the entire place was just eroded. Some places were fenced off because they were not safe enough for spectators like ourselves to get close enough to look at. We finally got to the prison cells after following a long cement path that would take you anywhere at Alcatraz. The path nearly looked like a road, or some type of path they used for some type of transportation. Anyways, we went inside to explore how creepy the prison cells were really going to be. Well yep, they were just as we thought. Just glancing at them gave me weird feelings in my stomach. The first thing I did was got in a cell and told Sean to take a picture.

Cultural Competence Essay

Cultural and linguistic competence in nursing can be defined as a set of related behaviors and attitudes that integrate together within a healthcare system or institution and among the professionals that work within the system or institution with the purpose of enabling effective and efficient delivery of health services in cross-cultural scenario (Jeffreys, 2006). Below is a brief description of the eight principles of cultural competence: †¢ Broadly defining culture This involves identifying the other factors besides race, language and ethnicity that determine an individual’s sense of awareness in relation to other people (HRSA, 2001). This is because health services are delivered to an individual, and group characteristics may not be a reflection of a person’s attitudes and life experiences (Lundy & Janes, 2003). †¢ Valuing Clients’ Cultural beliefs This involves caregivers or professionals in healthcare sufficiently learning the attitudes, knowledge and belief of their target population regarding healthcare and applying what is learned for the delivery of culturally competent care (HRSA, 2001). †¢ Recognizing complexity in Language interpretation This is identifying any hindrances to effective communication and targeted group due to language differences; and laying down strategies to address the same (HRSA, 2001). †¢ Facilitating learning between caregivers and communities This is the creation of environments under which caregivers can learn about the beliefs and attitudes of the targeted cultural group and their impact on healthcare; while the targeted community learns more about how healthcare works (HRSA, 2001). †¢ Involving the community in the defining and addressing healthcare needs This is getting the community to fully participate in the formulation of health policies in the system that serves them so that managed care can be fully culturally competent (HRSA, 2001). †¢ Collaborating with other agencies This is forging working alliances with groups that are familiar with the needs of the targeted community to boost the chances of delivering culturally competent services (HRSA, 2001). †¢ Professionalizing staff hiring and training This is setting cultural competence standards for new caregivers getting into the system; and continually training serving staff in emerging standards of cultural competence (HRSA, 2001). †¢ Institutionalizing cultural competence This is making cultural competence standards an integral part of healthcare planning and optimizing hiring, training and funding to meet these standards (HRSA, 2001). In conclusion, the above principles are very vital to the delivery of holistic healthcare services for healthcare professionals working in cultures different from them (Lundy & Janes, 2003). ? References Health Resources and Services Administration, HRSA (2001). Cultural Competence Works. Retrieved on 14/5/2010from ftp://ftp. hrsa. gov/financeMC/cultural-competence. pdf Jeffreys, M. R. (2006). Teaching Cultural Competence in Nursing and Health Care: Inquiry, Action and Innovation. Springer. Lundy, K. S. & Janes, S. (2003). Essentials of Community-based Nursing. Jones & Bartlett.

The Art of Washing Dishes

Process Analysis: The Art of Washing Dishes Eibby Porras Hodges University ENG-0992 Professor Greg Durrschmidt July 9, 2012 Process Analysis: The Art of Washing Dishes My Aunt Grace taught me a very important lesson: the art of washing dishes. When I was eight years old, she invited me to her home for dinner. Afterwards, taking me to her modest kitchen, she asked me to help her wash dishes. She started by telling me the story of how she learned with my great grandmother and today was my opportunity to learn this splendid lesson.This method starts before getting to the sink at the dinning table, by dividing all dishes. At the sink, they are carefully washed with soap and water in a specific order. The process comes to an end by drying and putting everything away. Her rule was never leave dirty dishes over hour in the sink and even worst never leave them for the next day, because it was unhygienic. This of course was many years ago.This process starts at the dinning table; once everyon e has finished eating, they are excuse to leave the table. The first step is to clean all the dishes from leftovers; then the plates are arranged by dimension and they are piled up carefully without making a lot of noise, then all silverware is put together and finally glasses are picked up. Next, all dishes are taken to the sink; the amazing part is that no soaking is required because as soon as everyone is finished, dishes are washed.The next step is to put soap on a sponge and start washing first all glasses as a result; glasses will be free from stains and grease. Consequently, plates are washed with soap and water. Finally, all silverware is washed. All dishes are then rinsed off following the same order glasses, plates and silverware placing them on dish rack. Glasses need to be facing down, so that water runs down from the inside faster, plates are put vertically and silverware can be put vertically or horizontally.Back in the day there was not optional to leave dishes out to dry by them selves, dishes had to be dried with a towel and then placed back in the cabinet. In conclusion, I have to admit that being a housewife is not a easy job, personally I dislike doing dishes not matter which way they are done; oftentimes when I leave dishes overnight I wake up saying to myself Aunt Grace said do dishes within an hour. I reminisce and cherish that moment. It was a very special day.

Jane Addams essays

Jane Addams essays Jane Addams was born on September 6, 1860 in Ceadarville, Illinois. She entered the Womans Medical College of Philadelphia after receiving her A.B. degree from Rockford College in 1882. Addams is remembered as a feminist icon, a social activist, and a reformer. She is one of many female social reformers that was active in the early twentieth century. Her most popular creation was the Hull House in Chicago in 1889. Jane witnessed the heartaches of life, the loss of loved ones, postwar depression, and how people were not able to escape it. Her father, John Addams, whom she admired, encouraged her not to pretend to understand what you didnt understand and to always be honest with yourself inside and out. It was said that women should prove themselves in what was still a mans world. Her travels encouraged her to do something about her concern for the welfare of the other half in other words known as the poor. Jane had inspired other women to work for sanitation and housing laws, to improve school systems, to join the Womens Suffrage, to support the legal protection of immigrants, and anything that would improve the way of life. After seeing Toynbee Hall in London, she realized the need for something similar in her country. It was Toynbee Hall, which inspired the Hull House. On September 18, 1889 the Hull House opened its doors to people in need of relief. Addams and her colleague, Ellen Starr, took care of children who had working mothers, arranged for medical care for the sick, and fought against the diseased streets which spread sickness and disease through the neighborhood. It was the beginning of one of the great social movements in America and was an action that allowed Jane to break away from the roles women were being portrayed by. The Hull House became the community center all throughout Chicago. It was a boys club, an art museum, a theater, a music school, ...

Joshua L. Chamberlain in the American Civil War

Joshua L. Chamberlain in the American Civil War Birth Early Life: Born in Brewer, ME on September 8, 1828, Joshua Lawrence Chamberlain was the son of Joshua Chamberlain and Sarah Dupee Brastow. The oldest of five children, his father desired that he pursue a career in the military while his mother encouraged him to become a preacher. A gifted student, he taught himself Greek and Latin in order to attend Bowdoin College in 1848. While at Bowdoin he met Harriet Beecher Stowe, the wife of Professor Calvin Ellis Stowe, and listened to readings of what would become Uncle Toms Cabin. After graduating in 1852, Chamberlain studied for three years at the Bangor Theological Seminary before returning to Bowdoin to teach. Serving as a professor of rhetoric, Chamberlain taught every subject with the exception of science and math. Personal Life: In 1855, Chamberlain married Frances (Fanny) Caroline Adams (1825-1905). The daughter of local clergyman, Fanny had five children with Chamberlain three of which died in infancy and two, Grace and Harold, which survived to adulthood. Following the end of the Civil War, the Chamberlains relationship became increasingly strained as Joshua had difficulty readjusting to civilian life. This was exacerbated by his election as Governor of Maine in 1866 which necessitated him being away from home for long periods.   Despite these problems, the two reconciled and remained together until her death in 1905. As Fanny aged, her sight deteriorated, leading Chamberlain to become a founding member of the Maine Institution of the Blind in 1905. Entering the Army: With the beginning of the Civil War, Chamberlain, whose forefathers had served in the American Revolution and War of 1812, sought to enlist. He was prevented from doing so by the administration at Bowdoin who stated he was too valuable to lose. In 1862, Chamberlain requested and was granted a leave of absence to study languages in Europe. Departing Bowdoin, he quickly volunteered his services to the governor of Maine, Israel Washburn, Jr. Offered command of the 20th Maine Infantry, Chamberlain declined stating he wished to learn the trade first and instead became the regiments lieutenant colonel on August 8, 1862. He was joined in the 20th Maine by his younger brother, Thomas D. Chamberlain. Serving under Colonel Adelbert Ames, Chamberlain and the 20th Maine mustered in on August 20, 1862. Assigned to the 1st Division (Major General George W. Morell), V Corps (Major General Fitz John Porter) of Major General George B. McClellans Army of the Potomac, the 20th Maine served at the Antietam, but was held in reserve and did not see action. Later that fall, the regiment was part of the attack on Maryes Heights during the Battle of Fredericksburg. Though the regiment suffered relatively light casualties, Chamberlain was forced to spend the night on the cold battlefield using corpses for protection against Confederate fire. Escaping, the regiment missed the fight at Chancellorsville the following May due to a smallpox outbreak. As a result, they were posted to guard duty in the rear. Gettysburg: Shortly after Chancellorsville, Ames was promoted brigade command in Major General Oliver O. Howards XI Corps, and Chamberlain ascended to command of the 20th Maine. On July 2, 1863, the regiment entered action at Gettysburg. Assigned to hold Little Round Top on the extreme left of the Union line, the 20th Maine was tasked with ensuring the Army of the Potomacs position was not flanked. Late in the afternoon, Chamberlains men came under attack from Colonel William C. Oates 15th Alabama. Repelling multiple Confederate assaults, he continued to extend and refuse (bend back) his line to prevent the Alabamans from turning his flank.   With his line nearly bent back upon itself and his men running low on ammunition, Chamberlain boldly ordered a bayonet charge which routed and captured many of the Confederates. Chamberlains heroic defense of the hill earned him the Congressional Medal of Honor and the regiment everlasting fame. Overland Campaign Petersburg: Following Gettysburg, Chamberlain assumed command of the 20th Maines brigade and led this force during the Bristoe Campaign that fall.   Falling ill with malaria, he was suspended from duty in November and sent home to recover. Returning to the Army of the Potomac in April 1864, Chamberlain was promoted to back brigade command in June after the Battles of the Wilderness, Spotsylvania Court House, and Cold Harbor. On June 18, while leading his men during an attack on Petersburg, he was shot through the right hip and groin. Supporting himself on his sword, he encouraged his men on before collapsing. Believing the wound to be fatal, Lt. Gen. Ulysses S. Grant promoted Chamberlain to brigadier general as a final act. Over the following weeks, Chamberlain clung to life and managed to recover from his wounds after undergoing an operation by the 20th Maines surgeon, Dr. Abner Shaw, and Dr. Morris W. Townsend of the 44th New York. Returning to duty in November 1864, Chamberlain served for the remainder of the war. On March 29, 1865, his brigade led the Union attack at the Battle of Lewis Farm outside Petersburg. Wounded again, Chamberlain was brevetted to major general for his gallantry. On April 9, Chamberlain was alerted to the Confederates desire to surrender. The next day he was told by V Corps commander Major General Charles Griffin that of all the officers in the Union army, he had been selected to receive the Confederate surrender. On April 12, Chamberlain presided over the ceremony and ordered his men to attention and carry arms as a sign of respect for their vanquished foe. Postwar Career: Leaving the army, Chamberlain returned home to Maine and served as the states governor for four years. Stepping down in 1871, he was appointed to the presidency of Bowdoin. Over the next twelve years he revolutionized the schools curriculum and updated its facilities. Forced to retire in 1883, due to aggravation of his war wounds, Chamberlain remained active in public life, the Grand Army of the Republic, and in planning events for veterans. In 1898, he volunteered for service in the Spanish-American War and was bitterly disappointed when his request was turned down. On February 24, 1914, the Lion of Little Round Top died at the age of 85 in Portland, ME. His death was largely the result of complications of his wounds, making him the last Civil War veteran to die from wounds received in battle.

Chronic Kidney disease with Hemodialyis Case Study

Chronic Kidney disease with Hemodialyis - Case Study Example The primary reason for her renal failure is obstructive uropathy which has been further complicated by hypertension and diabetes. Hydronephrosis is a condition that is caused by urine filled dilation of the renal pelvis which is then associated with progressive atrophy of the kidneys due to an obstruction of the urine outflow. The kidney eventually becomes a thin walled cystic structure with parenchymal atrophy, complete obliteration of the pyramids and cortex thinning. Bilateral obstruction will lead to renal failure. Hypertension is one of the major diseases that cause CKD. That is often related to poor control caused because of poor education of the patient and their family. One in three adults in the US and one billion people worldwide have hypertension and 26 million adults in the US have chronic kidney disease (Eskridge, 2010)." The National Committee on Prevention Detection, Evaluation, and Treatment of High Blood Pressure describes the relationship between blood pressure and DVD as continuous, consistent, and independent of other risk factors" (Eskridge, 2010. pg. 55). Hypertension damages the kidneys in a couple of ways. Renal damage causes the activation of the renin-angiotensin system. This can happen from the beginning and then the sympathetic nervous system is activated. As this system continues to be damaged, the damage is measured by the change in the GFR or the serum creatinine. As capillary pressure increases, the endothelial cells are damaged which then activates platelets and in terglomerular coagulation (Eskridge, 2010). All of this chronically leads to neprosclerosis. It also accelerates kidney disease caused by other chronic problems such as diabetes. People with diabetes are recommended to keep their blood pressure at 130/80 or below (Porth & Matfin, 2007). In the case of diabetes, diabetic nephropathy is the leading cause of chronic kidney disease and probably accounts of 40% of all new cases. Both type 1 and type 2 diabetes cause this type of renal failure. Diabetic neuropathy points to lesions in the kidney that are created in the diabetic kidney. The glomeruli are affected more than any other structure and there are some other problems such as capillary basement membrane thickening, diffuse glomerular sclerosis and nodular glomerulosclerosis (Porth & Marfin, 2007 pg. 1072). Renal enlargement as well as nephron hypertrophy and hyperfiltration occur early in the disease. This occurs because of the increased work that the kidneys must go through to pick up the excessive glucose . One of the firs t things that will be seen in diabetic renal failure is albumin in the urine. Hypertension as noted before push this disease forward and the symptoms manifest faster. Treatment Grace is being treated with Dialyzer-Revaclear with treatment time of 4 hours, a blood flow of 350ml/min, Dialysate K 1.5/Ca 1.25/Na (initial Cond 150-Final Cond 135)/ Bicarb 40, Dialysate flow 500ml/min, Dialysate temp 35.5 C, Heparin bolus 1.5u, heparin rate 0.8u/hr, ideal weight 78.5kg, pre weight 79kg, Target wt. 1.0kg. She is being dialyzed three times per week. Though hemodialysis has its own set of problems peritoneal dialysis would not be a good choice for Grace. Grace has a history of infections, she does not get around well, and lives in a retirement

Increasing Education of ADHD Therapies for Pediatric Nurses Research Paper

Increasing Education of ADHD Therapies for Pediatric Nurses - Research Paper Example The treatment methods largely adopted are based on medication which has been found to have mild to extreme effects on the users. These side effects have endangered the life of the users even though they have had a somewhat commendable effect on the individual in regard to the condition. Personally, I have had a chance of attending to an ADHD patient, a 12 year old child who had been placed with me for adoption. The child was diagnosed with ADHD four years ago and has since been on medication and no other complimentary interventions have been initiated to treat the disorder. Being in this situation has prompted me to delve deeper into finding an alternate solution in the treatment of ADHD. Through sufficient and quality research a workable and efficient means of treating ADHD can be arrived at, one that has minimal effect on the individual. In a bid to accomplish this task, this paper will start with an in depth review of ADHD including existent statistics, medication, effects of medi cation, non-medication therapies and their effectiveness in treating ADHD. This will be followed by a look at a viable solution to the ADHD problem and an evaluation of the present obstacles to implementing this solution. In conclusion, it is expected that this study will have availed a new way through which ADHD can effectively be handled with minimal effects to the individual. Literature review The Centre for Disease Control and Prevention (CDC) estimates that there are 5.2 million children aged 3-17 that have already been diagnosed with ADHD in United States. This means that 8.4% of all children have been diagnosed with ADHD (Centre for Disease Control and Prevention 2012). This points to increased diagnoses as a decade earlier lower rates had been reported with the overall diagnoses at the time being 6.9%. Based on gender, reported diagnoses indicate that boys are much more affected than girls, boys ADHD prevalence increased from 9.9% in 2000 to the current level of 12.3%, for g irls the rate in 2000 was 3.6% and this has also increased, though in a lesser magnitude to 5.5% (Centre for Disease Control and Prevention 2012). Another notable variable in the prevalence of ADHD is income levels, in 2000 the prevalence rates were the same across all income groups, but presently the prevalence has increased among children in low income families (100%-199%) as compared to families with income greater or equal to 200%. Lastly, ethnicity also seems to be a notable variable, in 2000 the prevalence rate among non-Hispanic white children ranged from 8.2%-10.6% while that of non-Hispanic black children ranged from 5.1%-9.5% indicating a higher prevalence among non-Hispanic white children (Centre for Disease Control and Prevention 2012). These variations seem to have presently leveled out within non-Hispanic white, and non-Hispanic black groups. Treatment for ADHD has proceeded on two fronts; biological and psychosocial interventions. Typically, the goal of biological tre atments is to reduce the children’s impulsivity and hyperactivity and to improve their attention skills (Barlow & Durand, 2009). Psychosocial treatments generally focus on broader issues such as improving academic prowess, decreasing troublesome activities, and improving social skills. Although these