Diabetic health education and client's non adherence to teaching Research Paper

Diabetic health education and client's non adherence to teaching - Research Paper Example The proposed program focuses on diabetes patients in Cobb County in Georgia. Introduction Diabetes is one of the major chronic diseases found in the current world. It is in the group of metabolic ailment that is diagnosed in relation to high level of sugar in the body. The level of sugar in the body is determined by the inability of the pancreas to produce enough insulin or the poor response of cells towards the insulin produced (Brill, 2011). High levels of sugar in the blood lead to classical symptoms of diabetes which are: increased thirst, frequent urination and increased hunger. Scientifically, these symptoms are termed as polydipsia, polyuria and polyphagia respectively. The adverse impacts of this diagnosis are loss of weight while in other cases paralyze some of the body parts (Fratti, 2011). However, there are three types of diabetes. This is articulated to the cause of the ailment. The first type is known as Type 1 which is caused by failure of the body to produce insulin. This requires the patients to frequently inject insulin into their bodies. The second type is known as Type 2. It is caused by insulin resistance thus the condition occurs when cells fail to utilize insulin produced in a proper manner. The third type is referred to as gestational diabetes. This type of diabetes arises when pregnant women who have not been previously diagnosed with diabetes eventually develop high levels of glucose in their blood during the gestation period (Graffy, 2013). Description There is need to educate the public on the causes of diabetes and ways of surviving with it if diagnosed. This approach can foster control of the disease through proper management and mitigation. Basic education provides the public with a rough idea of the disease and ways of managing it as well as the approaches taken towards its control. In this case education is an essential tool in the minimization of diabetes infection. The greatest fear in dealing with diabetic patience is their n on-adherence to teaching. Lack of knowledge about the disease makes the patient vulnerable and prone to worse stages of the disease. Education reduces chances of accruing the disease by providing healthy living tips. Healthy living makes the immune system stronger as well as creates room for positive metabolic processes. This makes it hard for the body to experience sugar deficiencies as well as high levels of glucose in the blood. Wellstar Cobb clinic has designed a proposal that will foster education in the region and minimize the adverse effects of diabetes disease in Cobb County. The main aim of the program is to assist at least 20 financially disabled patients diagnosed with diabetes. This notion came into concern after the clinic realized that some patients abort medication after a certain period of time. This form of ignorance is associated with the type of lifestyle in the region as well as the harsh economic conditions. Assessment Diabetes is currently a world pandemic. 34% of annual death rate result from diabetes related cases. Countries such as Canada are highly affected as it has registered over 9 million diabetic patients between the year 2011 and 2013. The worst scenario is that of the developing countries as the case is sterilized by high poverty levels. Most diabetic patients from the developing nations hardly survive for a long period of time with the disease due to high costs of food products and medical facilities in these regions. In other cases, developed nations

Leadership - MAO ZEDONG Essay Example | Topics and Well Written Essays - 2000 words

Leadership - MAO ZEDONG - Essay Example The story of Mao Zedong is one the Chinese reflect on to date. People understand that the situation of his growth to a national figure started by the decision to make a difference in the society. The idea was to allow people to understand they had rights. He wanted to show the society that even peasant farmers have a voice when it comes to making the choices within the society. He was born to wealthy farmer. From the beginning, Mao took up the nationalism sceptre as his guide towards the issues taking place within the organization. In many sessions, Mao was willing to lead the people towards a revolution and create a platform that would give them a say in the issues of the society (Shuyun, 2006). However, upon taking the leadership, he created the People’s Republic of China and stated that one party, the Communist Party of China, would control it. This reduced the participation of the people because only those accepted at the party level would have a chance at the leadership levels in the country. He played a psychological card that made it easy for him to consolidate his leadership in the country after taking up his position as the leader of the new republic (Shuyun, 2006). He wanted to see the country develop and his idea of the great leap forward was to see the country better managed, developing, and increasing its appeal to everyone across the world. People would get a chance to participate in the growth by learning new skills that would be essential for the general improvement of their lives. This set the country apart towards the achievement of greatness (Chang, & Halliday, 2005). A variety of leadership styles can be used to define the life of Mao as a leader of the great country of China. At the very start of his journey towards meeting the ideals of his people as a revolutionary, Mao was using a contingency theory of leader. Here, the leader knew that the only way of making it work in the country was by changing the leadership styles to

Ethics and Global Business Essay Example for Free

Ethics and Global Business Essay Skyscrapers, malls, restaurants, hotels, resorts, city lights, busy highways, and booming businesses- without a doubt, China has already blossomed from a sleeping nation into an economic giant. From a country that once resisted the global market, it now thrives as one of the leaders in world economy. In fact, China comes in with the second largest Gross Domestic Product last 2008 with a total amount of $7. 8 trillion (Guthrue, 2006, p. 7). This makes this country one of the fastest growing nations in the world. This great stride is the result of Deng Xiaoping’s vision and effort for economic reform. Over the past 30 years, globalization helped tore down the trade barriers which in turn, expanded the People’s Republic’s investment, businesses, and knowledge. The effects of globalization in China are simply staggering. In fact, it is even impossible to imagine that some 25 to 30 years ago; this country is known only for its history of political and economic problems escorted by social turmoil and fragmentation (Guthrue, 2006, p. 7). China’s path towards economic reform began during the late 70’s when its government started to adapt a more pragmatic action to its numerous political as well as socioeconomic dilemmas. This different perspective resulted in the decrease of its socialist ideology in the country’s economic policy. During this time, the government focused its attention in economic productivity by introducing new management methods in its industrial, agricultural, financial, fiscal, as well as labor sector. In 1984, China’s idea of people’s commune was eventually eliminated after its 25-year existence. Private ownership of agricultural and industrial production assets were declared legal, while workers were encouraged to find private employment. Apart from this, small enterprises and businesses in rural areas also came in by the numbers. This resulted in increased competition as well as an increase in trading (Guthrue, 2006, p. 7). These small steps helped this country prepare for its great leap forward. China’s economic growth finally came in when the government decided to fully integrate its economy with the international market. Efforts were then made to make several Chinese regions open for foreign investments. Incentives and favors on taxes, patents, as well as contracts were passed as a way of attracting international investors. Although the government’s efforts to draw foreign investors were on full force, its bureaucratic issues such as political corruption and social fragmentation caused its vision for economic reform to slow down. Inflation eventually surged in which then caused the country to lag behind considerably. By the early 1990s, China regained its momentum as its leader Deng Xiapong suggested various pronouncements geared towards reinventing and renewing the country’s goal for economic reform. This marked China’s growth to become one of the world’s economic giants. The following years saw how this country quest to improvement not only its economy but also administrative system. By 2003, the government proposed several policies and amendments to address its ever changing economic system. Legislators also placed in a new emphasis on balancing the income distribution in both urban and rural areas, reducing unemployment rate, improving equity, while at the same time protecting its natural resources. In 2005, the government approved a five-year economic program which is geared towards creating a â€Å"harmonious society†. This program ultimately calls for a 45 percent growth in its Gross Domestic Product as well as a 20 percent decrease in its energy consumption by the year 2010. Apart from this, the program also underlined the importance of an improved education, social security, as well as medical care system (Guthrue, 2006, p. 7). From the 70’s up to the present, China’s efforts to development their economy allowed them rank as the second largest GDP in terms of Purchasing Power Parity and the third largest when it comes to Industrial Output (Guthrue, 2006, p. 7). Indeed, globalization allowed this country to create important developments as well rapid progress. However, the country’s growth in economic dominance does not only create benefits, but it also creates threats to the country’s culture, tradition, and way of life. Although globalization brings many benefits and advances, it also brings with it several consequences that must be properly addressed. In the paper Urban Development in Global Periphery, Sanjoy Chakravorty (2003) explained that globalization has two varied elements. This includes economic globalization which refers to the â€Å"integration of markets† and ideological globalization which refers to the â€Å"political idea that underlie the spread of market, trade, and democracy† (Chakravorty, 2003, p. 357). While economic globalization can be effectively used to improve and development a country’s economic status; ideological globalization on the other hand, can have a relative detriment to the county’s culture and way of life. One of the staggering consequences of globalizations in China is the threat of losing its identity. Chakravorty (2003), explains that globalization is a homogenizing process (Chakravorty, 2003, p. 361). This creates not only an economic but also a cultural mark that leads a country to adapt the values, taste, and even identity of the dominating global economy. Some scholars even refer to this as the â€Å"Mcdonaldization† or the â€Å"Cocacolonization† of a nation’s cultural identity and value. Although patronizing foreign products can help the economy, there is also this underlying threat that such products may cause the people to forget their own and ultimately adopt the values that the foreign products brings. In the case of China, a country that was once known for its rich culture, the Great Wall, fascinating dynasties, and many more, may become replaced by foreign logos of McDonald’s, KFC, and Coca-Cola. Inequality is also an important issue that must be considered along with globalization. As technology and foreign businesses continue to spread, it is also very likely that the gap between the rich and poor will become wider. Although globalization played an important role in decreasing poverty, this same thing may also create a bigger gap between the haves and have-nots. This is because the income gaps between skilled workers and non-skilled workers will continue to grow despairingly large. This is especially true for China. The income inequality becomes much more prominent due to the huge gain enjoyed by its upper crust (Seeking Alpha, 2007). Human right is another globalization issue that must be carefully considered. Although globalization has exacerbated poverty in many parts of China, it is still important to take note that most of the laborers in this country receive below the minimum wage. The pressures of globalization can lead to labor exploitation especially in rural regions. In this situation, the women and the children are always the first victims. Most women become laborers in a sweatshop setting while receiving a low salary. Children on the other hand are forced to work in factories. The human issues regarding globalization become even worst as the laborers are often subjected in sweat shop settings. Oftentimes, the workers are exposed to an environment which is hazardous to their health. Most of the workers also lack the basic health and accident benefits. Indeed, globalization has delivered the world its promises of economic development and growth. However, it is also essential to remember and consider the ugly side of this phenomenon. Inequality, human rights, and even the threat of losing national and ethic identity are just some of the many consequences of globalization. Although resolving these issues all at once may be a far cry, it can still be addressed through effective and good governance. Education and awareness regarding the consequences of globalization must also be implemented and disseminated. References Chakravorty, Sanjoy (2003). Urban development in the global periphery: The consequences of economic and ideological Globalization. The Annals of Regional Science 37, p. 357-367 Guthrie, Douglas (2006). China and globalization: the social, economic and political transformation of Chinese society. CRC pres, p 1-398. Seeking Alpha (2007). Why Globalization Is Boosting Inequality in Developing Nations. Retrieved May 30, 2009, from http://seekingalpha. com/article/36616-why-globalization-is-boosting-inequality-in-developing-nations.

Access To Prisoner Education And Correctional Education

Access To Prisoner Education And Correctional Education Prisoners receiving an education will always be opposed by some people. Most prisons offer inmates the opportunity to pursue educational courses, including basic adult education, secondary education, college courses, special education, vocational training, and study release programs. Such programs teach inmates new skills and equip them for life when they complete their sentence. Today, over ninety percent of the federal and state prisons offer some form of educational program to inmates. Prisoners obtaining an education while incarcerated should not be an option, it should be mandatory. Some of the prison population would not be in prison, if they received proper support early in life. Over half of the prison populations have a reading and writing skill level at or below an eleven year old child. With proper education support, a portion of the prison community would never return to prison. they are still human beings that need a purpose to their lives in order to be productive people is the single most effective tool for reducing recidivism. Mandating correctional education would make it much easier for a parolee to find and hold a decent job, and unlike drug users or any other addition, there are no relapses for those who escape illiteracy. In 1991, the Carl D. Perkins Vocational and Applied Technology Education Act was created by an Office of Correctional Education. This act was intended to increase the quality of education in the United States prisons. In 1994, Congress passed the Violent Crime Control and Law Enforcement Act which would make convicted felonies ineligible for the Pell grants. The studies showed that for every dollar spend on education, two dollars that would cover the cost of re-incarceration are saved. The societys welfare is positively impacted when inmates acquire education. Misconduct is also effectively reduced by these programs because emphasis on personal responsibility, respect and tolerance of others are being taught. The Inmate Education enables inmates to acquire pro-social values and life skills. The Department of Education study on prison education is significant because it quantified the reduce in recidivism among inmates due to attending classes or training while in prison. Read more at Suite101: Education in Prison: Benefits of Inmate Education Program http://www.suite101.com/content/education-in-prison-a94395#ixzz0zgMpxRoz States budget cuts have taken away educational opportunities in prisons. Teachers were laid off. College correspondence courses and vocational trainings have been cut drastically. All of these changes signify fewer opportunities for inmates to educate themselves and become more productive citizens when released back into society. A big reason why the current budget crisis in California exists is because of the numerous prisons that were built and then filled to overcapacity. That resulted in having to pay for more correctional officers salaries, more food, more clothing, and more medical attention for inmates. Prisons then wouldnt be so overcrowded. When inmates leave prison with a G.E.D., college degree, or vocational training skills, they have a better chance at making it in society. the progress we made in education to convince the parole board when it came time for release. Without schooling, this opportunity to show our aspiration and tenacity through education has been taken fr om us. When you release people from prison who didnt get the opportunity to further their skill set or education, youre sending people home to where they were before coming into prison. If the public doesnt take note of the fact that the success of inmates in prison will eventually help our society and communities in the long run, it shouldnt expect the crime rate or the amount of money they pay in taxes for housing prisoners to go down If a prisoner received an education while incarcerated, the prisoner has something to offer society. If the prisoner has nothing to offer, it is most likely that the person will end up in jail. prisoners are mandated to being educated while in prison, once released they can find employment and have a home. The crime rate will decrease as a whole. Most people feel they have no other choice in life, but to become criminals. Although it is in fact prison, the treatment they receive is nothing short of easy. With free meals, free exercise equipment, free religious services, free counseling, and free college education, prison seems ideal. Some argue that privileges offered in county prisons are too abundant and defeat the purpose of serving ones actual sentence, while members of the opposite belief say that these offerings are needed to keep the inmates sane. Education does change minds, teaches people how to think better, [and] how to find alternatives to the way they used to do things, said Stephen Steurer, executive director of the Correctional Education Association. The main argument erupting in the minds of American citizens today, however, is: should inmates receive a free college education? The opinion can go either way. For some, they feel free college education is a privilege taken way too lightly by the inmates who are receiving it. Hard-working American citizens fight everyday to be their best, striving to succeed as far as they can. Why is it fair that inmates, citizens who have committed crimes, are able to receive a college education for free? Inmates who have caused their families and communities harm are being given an education that they most likely take for granted. If one is in prison, chances that they are aiming to better their education while serving their time are slim. If a murderer is convicted, does society really believe that their first thought when they arrive at their vacant jail cell will be when does school start? No. Counseling and help is what they really need. If somebody is creating chaos and destruction, an education should not be their first priority to making things better. Those who have chosen to commit a crime have chosen to limit their opportunities and freedoms. Providing inmates with a college education also means that tax payer money is going to said programs. Why should innocent, law-abiding citizens be forced to pay for those who have done wrong? The professors and instructors employed at prisons are taking time out of their schedules to provide for those who have done wrong. These people are taking a risk and could be caught in serious danger if the students are not watched carefully. The information and knowledge that they gain could also be used negatively. If one is in prison because of a crime that involved deep knowledge and planning, providing them with an education may only better their success rate if they choose to again commit a crime. Another topic of concern; why should death row inmates or felons who have received a life sentence be given free education? Death row inmates can take some classes, although they are not allowed to leave their cells. A teacher delivers instruction to the prisoner through the bars. They will not be able to use the knowledge they gain because they will always be in jail. So whats the point? Many continue to ask; should repeat offenders still receive a free college education? Obviously they have been given a second chance to better their lives and make things right again, but they still continue to make mistakes. Why do these felons deserve this right, when law-abiding citizens still must pay the fee for higher education? From the other end of the spectrum, however, many will argue that education in prison is what inmates need to keep them sane and alive. Providing them with an education will offer the knowledge that they can have a successful life after prison. Some believe that what inmates are taught in jail should be based on a personal level and that the curriculum should focus on individual effort. On March 14, 2006, a group of educators began their work at a local prison in Worcester, Mass. The experience they gained not only gave them a great sense of self accomplishment, but allowed them to learn along with their students. They know how to translate educere, which in this context means enlightenment or to enlighten, into a meaningful practice and thus transform education into practical knowledge, the kind that leads not only to a better job but also to a more meaningful and creative life. Its rejuvenating, said Antonio Rivera, 23, of the Cheshire Correctional Institution, who is less than halfway through a 12-year sentence for drug dealing. Another example of schooling in prisons occurs in Hagerstown, Maryland. The prisoners, who are held at the Maryland Correctional Training Center, a medium-security facility, recently earned their Master of Theology Studies degrees through the Prison-to-Pulpit program from Covenant Theological Seminary of Tallahassee, FL, a training school that has a Maryland branch. Personally, I believe inmates should not receive free college education while incarcerated. They have obviously committed a crime or a series of crimes, and need to be punished for their actions. While some argue that serving hard time is enough punishment, I believe that, as a prisoner, they have lost every right as a free man. If the education they were receiving was not at a collegiate level and had volunteers providing the material, it would be different. But for them to receive free college education is ridiculous. Students work hard to gain a college education, and it is not fair that one receives it for free, especially if they do not truly want it or appreciate it. People today argue about the temptations that society must face and overcome. In these hard times, it is tough to be a well-rounded individual. Obviously, there is no excuse for committing a crime, but there has to be somebody to blame. I truly do not understand why these criminals are given the education that hard-working men and women must compete for. The issue of inmates receiving free college education is a touchy subject that has obviously stirred controversy. American citizens are free to believe what they feel and, as a strong-minded country, it would be difficult to change their opinions Whether you are for or against inmates receiving free college education while incarcerated, one is entitled to their own opinion. In the words of Voltaire: I may not agree with the words you say, but I will defend to the death your right to say it. I completely disagree with you. The American justice system is supposed to focus on rehabilitation and not be a penal system. I DO think there must be more therapy in prisons, but I also think there must be an opportunity to get an education or else you are setting these offenders up to fail when they are released from prison. As most individuals know, you must have a college degree to get anywhere in America these days. If offenders are released from prison and try to find a job with their criminal history, lack of recent experience, and no education they are not very likely to find a decent job, that is if they find a job at all. They leave the prison with nothing, you have to give them the foot hold of an education if they want it. Chuck on March 26th, 2010 11:07 am http://www.mhsroundtable.com/wp-includes/images/blank.gifAngie, There are good people who havent ever been arrested who cant afford to go to college, why should inmates get something law abiding people dont [for free]? Law abiding citizens shouldnt even get a free ride to college from the government anyway. You have to think things through logically and dont base your decisions off of your emotions. This is a good article. julian on April 6th, 2010 8:59 pm http://www.mhsroundtable.com/wp-includes/images/blank.gif chuck, I disagree with you. To say it isnt fair is based on emotion. Logically, if inmates do earn a college degree, it helps us benefit in the long run, because we wont have to spend more money sending them back to prison. Second they will also help by paying taxes. Chuck on April 8th, 2010 11:09 am http://www.mhsroundtable.com/wp-includes/images/blank.gif Im sorry Julian, youre wrong. First off, I never used the word fair, so if youre referring to me, youre misquoting. Anyway, my comment is completely logicalà ¢Ã¢â€š ¬Ã‚ ¦ people shouldnt be rewarded for a crime, therefore, people in prison shouldnt get free education. Logically, if inmates do earn a college degree, it helps us benefit in the long run, because we wont have to spend more money sending them back to prison. Second they will also help by paying taxes. This isnt logical, its not logical to assume a convicted criminal will automatically become a normal citizen. About 62% of people arrested will be arrested again. So you really believe that as soon as they get an education their ways will change? But again, you shouldnt be rewarded for committing a crime. barney on April 9th, 2010 11:18 am http://www.mhsroundtable.com/wp-includes/images/blank.gif I dont really agree with this article. Its based to much on the naive stereotypes of prison. Stereotypes such as every man in prison is guilty, they get everything for free, ect.. First off, educating criminals is probably more beneficial to the safety of them and others, making them educated is better than leaving them as violent apes. Lets say a man who has been in prison twenty years has just been released. He has nothing. No money. No friends, nowhere to live. Hell end back up in jail in less than 2 years. Give him an education, maybe it wont end up like that. Not every man in prison is guilty, thats just a sad fact. The justice system is not perfect and never can be. So unless you have been in those shoes, you could not possibly understand how important thing like an education can become to a man. Also, to be fair, if an inmate doesnt want an education, i dont think they would force it upon them. It is probably only going to be given to those who want it. TONY on April 13th, 2010 11:13 am http://www.gravatar.com/avatar/42b0a9829ced240740cbe3105a4e5ec8?s=70d=http%3A%2F%2Fwww.mhsroundtable.com%2Fwp-includes%2Fimages%2Fblank.gifr=G To all who read this article, I am the reason that the masters of theology program that came to MCTC in Hagerstown MD . I am a former armed robber and I never believed I deserved anything free. As a matter of fact I am grateful that I live in a time of mercy, Had it been 2000 years ago, I would have been on that roman cross myself, even 100 years ago I would have been hanged so, I can express with certainty ,as a former inmate, and now living a productive, taxpaying life with a wife and 2 kids and a member of my Church for many years now, that I never felt I deserved anything but punishment. And to the saying there are innocents in prison I didnt run into anyone trying to say that but to mention in one case a guy said he was innocent of the crime he was serving time for but guilty for others he didnt serve time for. To get back on my point, the program was started because God had put in my Heart to first , help converted Christians that were guilty felons to be able to defend their F aith against Islam and its recruiting of inmates, nationwide problem by The way, and 2 when they went back to their communities they would be a force for good and change their communities( In Baltimore city 8 out of 10 black men go to jail once in their life). Now, that being said Covenant theological seminary of Tallahassee is NOT FREE! We held Golf tournament fundraisers and also require inmates to pay (inmates make about 28 dollars a month from duties inside prison) so they feel invested and are less likely to drop out . Also this inhibits lazy inmates from undertaking something because its free then realizing its hard work to get that degree. The reason felons go back to jail is they have no credentials for a job, we wanted them to have some so they can take their place as ministers and pastors in a Church community that has mostly women in these positions(most black men in Baltimore city are in jail). I hope Kara reads this and hears that I do believe that when I committed my c rimes I deserved to lose every right as a free man. I deserved it then, I live with it now. I cant vote, I cant own a gun, I cant get a good govt job. Im a carpenter, I make poverty level wages. And I am grateful that I have this second chance. -Tony Chuck on April 14th, 2010 10:51 am http://www.mhsroundtable.com/wp-includes/images/blank.gif Youre a good man Tony. Patricia on April 21st, 2010 9:44 pm http://www.gravatar.com/avatar/2bc5a371e133586e0676c8a5d4733b72?s=70d=http%3A%2F%2Fwww.mhsroundtable.com%2Fwp-includes%2Fimages%2Fblank.gifr=G Im doing some research on a speech, a study (in the 80s) showed that prisoners who began but did not complete the college course work available at the time re re-arrested at a rate of about 44%, compared to those who attained a degree being re-arrested at 24%, thats huge! Especially when the cost of housing, feeding and clothing an inmate for one year today in a county Hailie about 32,000 a year. I work full time -40 hrs a week and still dont make that much. Also, Im getting college for free through a federal pell grant but convicted felons are not eligible b/c of tough on crime raegan policies. Why shouldnt people with a desire to learn who just didnt have the opportunity within their community be denied the option now simply because of a bad choice? If you can give them the tools to avoid finding themselves in the same situation over and over, why not John on April 22nd, 2010 11:56 am http://www.mhsroundtable.com/wp-includes/images/blank.gif Patricia, You are missing the point. What if a good person doesnt have the same oppurtunity as someone else? By giving criminals and people who cant actually afford college free rides, we are punishing people who work hard and pay for college because college spots are taken up and colleges raise prices to make up for the people who are given it free. Not only that but by giving it to everyone for free, it eliminates the value of college. The value of college is to gain an education to give you an advantage in the work force, if everyone has the same advantage you might as well not go to college. Besides, college is not a right, period. If you can find somewhere in the Constitution where it says everyone should get free college, let me know. Patricia on April 27th, 2010 4:47 pm http://www.gravatar.com/avatar/13001d190535f20f9bdf96ebd05f050c?s=70d=http%3A%2F%2Fwww.mhsroundtable.com%2Fwp-includes%2Fimages%2Fblank.gifr=G College isnt a right, but when people are released from prison and cant get a job, what do they do? They go back to committing crimes (again), you go back to what you know. There are federal grants and scholarships for people who cant afford it, Im a receipient of such a program. If it has been proven through research and actions that you can DROP the rate of people re-entering the prison system, and DROP the amount of TAX MONEY that is being spent on housing/clothing/feeding/hospitalizing criminals and put them to work to pay the taxes back once they finish some type of higher education, why would you not want to? I cant see why you feel that in that case college isnt an advantage but when our country can benefit from lower crime, better educated citizens and more people working, why wouldnt we want to see that? Tina on April 28th, 2010 2:40 pm http://www.gravatar.com/avatar/df04c4c3a4cddae7a874a685b466fdd5?s=70d=http%3A%2F%2Fwww.mhsroundtable.com%2Fwp-includes%2Fimages%2Fblank.gifr=G I cant believe where some of you making comments on here are coming from? I understand this is the United States of America and everyone is entitled to free speech, but really? Are you serious? PRISONERS ARE IN PRISON FOR VIOLATING OR TAKING THE TOTAL AND COMPLETE RIGHTS FROM ANOTHER PERSON!! Should they receive a free college education while there? NO, NO NO and I say NO again! I am a hard working citizen, My husband and I both work 40+ hours a week, We have 2 children to provide for and I go to college full-time as well. Do I get college paid for me? NO, I have to pay for it myself. My son is preparing to go to college next year as well, does he get college paid for him? NO, he will have to pay for it himself. I am also the victim of a horrible crime, my Father was murdered by a man that was out on parole for slicing someones throat! Where is the justice? Why does he deserve a free college education and I my family dont? Are prisoners going to change there ways, most likely not. There are a select, and I mean a very select few that may change. That is great for them! However, there are thousands of people, good people not in prison searching for jobs everyday cant find or get one. When a prisoner is offered a free college education, gets out of prison and finds a job because of the education he received while in prison, what kind of a system is that? Criminals getting a job over a good upstanding non-criminal citizen because of an education offered free while in prison? Prisoners should not get anything paid for, they should have to work for each and everything that they do get. They did the crime, they should PAY serve the time. They shouldnt have any rights that will better them in any way. They should suffer just as their victims have and do! An education is a privilege, not a right for a prisoner! In which, they DO NOT deserve at all! hi, i am a high school student but i completly disagree with them recievig an education that the rest of us has to pay for or file for a grant to be abaile to reciieve. I feel that you cant set someone up for failure! That they do this themselves when tthey make the choices that they have. If someone cared enogh then they wouldnt have dropped out or commited the crime. they find it a privilage and want to go more than stay out.. so why offer what is drawing people to jail? I may be just a high schoo, student but it seems ridiculous for us to waste our tx dollers on this!!!! Come on, mindy. With that little error-filled rant, you are undermining our point that prison inmates should NOT receive an education. Having recently completed my freshman year in college, I am already $5000 in debt. I have three more years, if you dont include medical school, to accumulate even more debt. From this viewpoint, I do not think that inmates should receive free education. I have never broken a law in my life, but I am going to graduate with a debt that I have to pay off while paying for my house, car, etc. Its not a matter of what is fair, but rather what is just. It is not justice that they receive free college education. They should pay for their choices to break the law. I agree that they should not receive free education beyond high school or GED. Its not fair for hard working people to have to struggle to send one of their family members to college. I do think that Tony has a good idea, I live in Maryland, tomake them pay for the education to let them know they are not being rewarded for their actions. They should be being molded and prepared to be able to function in the real world and learn how to obtain an education through their hard work and paying for it. I understand that life throws challenges sometimes beyond your control but just like the people that get them same kind of problems they learn to work through it and not go to jail, doesnt get a free education or get it handed to them. They have to work hard and then they are recognized for their accomplishments. Even though prisons are supposed to be for rehabilitation it is also punishment. So beyond them receiving the basics I dont hink that they should receive free college education. The y also take away jobs from people that shave been working towards their degrees for so many years and then someone that has committed a crime gets out and gets the opportunity first. I have family thats incarcerated and my views are the same. They should promote people striving to get an education when they get out and they can even help them but they should not be allowed to obtain degrees. Tina, I have to disagree with your assertion that PRISONERS ARE IN PRISON FOR VIOLATING OR TAKING THE TOTAL AND COMPLETE RIGHTS FROM ANOTHER PERSON!! The violent ones, robbers, murderers, thieves did, but I did not. I was convicted of selling marijuanna and I took no ones rights. The money being spent to educate a child in elementary school in 2008/2009 was just a little over $10000. http://nces.ed.gov/fastfacts/display.asp?id=66 The money being spent to keep a prisoner in jail ranges from twice that: http://www.dc.state.fl.us/pub/statsbrief/cost.html to 4 1/2 times: http://www.lao.ca.gov/laoapp/laomenus/sections/crim_justice/6_cj_inmatecost.aspx?catid=3. Thats your hard earned tax dollars at work. Lets imagine for just a moment that the education an inmate receives in prison actually helps him stay out of prison. Thats the case with me. The government is NOT paying 10 to 30 thousand dollars a year to keep me in prison à ¢Ã¢â€š ¬Ã‚ ¦ and they can use that money for another purpose. Perhaps to upgrade the Governors office bathroom. I might be in the minority, but I cared about and valued highly the educational opportunity I was afforded. It didnt make me a smarter criminal à ¢Ã¢â€š ¬Ã‚ ¦ it made me a smarter citizen that pays taxes. Instead of blaming The Man for putting me behind bars, my education showed me how I was the one that put myself behind bars. I have no interest in going back there and will do whatever I can to stay out of prison. Someone mentioned a statistic that over 60% of people released go back to prison with 2 years. That may be true. I submit, however, that an education earned in prison reduces that percentage by a significant amount. This URL has an interesting statistic à ¢Ã¢â€š ¬Ã‚ ¦ http://www.bard.edu/bpi/pdfs/crime_report.pdf Most strikingly, the State of Texas reported the extraordinary recidivism impacts of postsecondary education: [T]wo years after release, the overall recidivism rate for college degree holders was as low as 12%, and inversely differentiated by type of degree. The exact figures indicating these inverse recidivism rates for degree recipients were: Associates (13.7%); Baccalaureates (5.6%); Masters (0%). In other words à ¢Ã¢â€š ¬Ã‚ ¦ that 60+% recidivism rate applies to uneducated inmates. Allow a prisoner to earn an Associates and the rate drops to 13.7%. If they are incarcerated long enough to earn a Masters the likelihood of their return drops to zero. Every person that stays out of prison and rejoins society like I have, earns a wage and pays taxes. Part of those tax dollars go to pay for childrens education and part goes to pay for inmates incarceration. I know where I would rather spend my money and its not on keeping people in jail

Fight Club :: essays research papers

Fight Club appears to be a sequel to Clockwork Orange (1971) for the yuppie X Generation, half of whom see their parents get a divorce and are fatherless teenagers. (The word "clockwork" is in the script!) Jack (played by Edward Norton) narrates the film, explaining how his 1997 life of white-collar employment and middle-class materialistic success bored him until he fell under the spell of Tyler Durden (played by Brad Pitt), who takes on part-time jobs so that he can engage in mischief to deal with his own identity crisis. In the early part of the film Jack has insomnia, but his physician will not give him stronger sleeping pills, urging him instead to attend alcoholics anonymous-type groups so that he will meet those with real problems. Initially, the nightly meetings provide enough emotional catharsis so that Jack can get a good night sleep. Then Marla (played by Helena Bonham Carter), another faker, starts attending the same meetings, so impotent Jack no longer enjoys t he experience. Looking for something different, one night in the parking lot outside a bar Jack meets Tyler, who asks him to slug him. The exhilaration of the fight prompts them to repeat the ritual, and ultimately Jack abandons his yuppie lifestyle to live in Tyler's ramshackle house (after Tyler secretly plants a bomb to destroy his condo). Others, watching the two slug it out, soon want to fight, too, whereupon Tyler organizes the Fight Club, eight rules in all, which meets in the basement under the bar. (The eight rules appear patterned on the famous 12-step programs of the AA groups.) Interchangeable parts in an overbureaucratized world, where everyone is employed and thus feels no compulsion to become politically active to get politicians on the ball, the club's members belong to the working class in contrast with middle class Jack and Tyler. Fight Club's camaraderie provides the psychological support so that they can revert to their own animalistic resources. Only Tyler enjoy s sex (with Marla). The others seem so crude in appearance that they have obviously not been able to seek release via sex; that they enjoy a nihilistic men's club, where men are topless, is a clear sign of repressed homosexuality. Only through showing muscle can they feel like men after their demasculinized postindustrial jobs. In due course, Tyler changes the Fight Club into Project Mayhem, a club with fascist rules that stockpiles explosives in Tyler's home preparatory to blowing up high rises.

Awakening Essay -- essays research papers

When Kate Chopin's "The Awakening" was published at the end of the 19th Century, many reviewers took issue with what they perceived to be the author's defiance of Victorian proprieties, but it is this very defiance with which has been responsible for the revival in the interest of the novel today. This factor is borne out by Chopin's own words throughout her Preface -- where she indicates that women were not recipients of equal treatment. (Chopin, Preface ) Edna takes her own life at the book's end, not because of remorse over having committed adultery but because she can no longer struggle against the social conventions which deny her fulfillment as a person and as a woman. Like Kate Chopin herself, Edna is an artist and a woman of sensitivity who believes that her identity as a woman involves more than being a wife and mother. It is this very type of independent thinking which was viewed as heretical in a society which sought to deny women any meaningful participation. The fact that Edna is an artist is significant, insofar as it allows her to have a sensibility as developed as the author's. Furthermore, Edna is able to find in Mlle. Reisz, who has established herself as a musician, a role model who inspires her in her efforts at independence. Mlle. Reisz, in confiding to Edna that "You are the only one worth playing for," gives evidence of the common bond which the two of them feel as women whose sensibilities are significantly different from those of the common herd. The French heritage which Edna absorbed through her Creole upbringing allowed her, like Kate Chopin herself, to have knowledge or a way of life that represented a challenge to dominant Victorian conventions. In Creole society, women are dominated by men, but at least the freer attitude toward sexuality allows a woman opportunities for romance which are lacking in Anglo-Saxon culture. But sexual freedom is of little interest to Edna unless it can be used as a means of asserting her overall freedom as a human being. Learning to swim is thus important to her, because it allows her to have more control over the circumstances of her own life through the overcoming of the dread of water and the fear of death which it symbolizes. Again, the process through which Edna attains liberation and, in the author's words, begins to "do as she likes and to feel as she likes," is a gradual one. From stat... ...otagonist, or the heroine. She dares to rebel against prevailing society, and even the very title of the book, as named by Kate Chopin, "The Awakening" is analogous to danger. Is the truth then so dangerous and horrific that one risks suicide? And if so, is this applicable to everyone? Similarly I would ask the question, if this were to be the case, or if even not, why is that most of the population is not committing suicide? Surely they are living lives which they would not prefer, for example, most people according to polls would not report their job unless they had to and were paid for it. Most marriages end in divorce. Indeed, the degree and level of suffering and pain throughout the populace is almost unfathomable. Perhaps, Ms. Chopin was living out a vicarious reality through Edna in committing suicide...and perhaps, this may be the underlying reason for the great reception which this novel has enjoyed...as well as staying power. Similarly, it has also been appointed a kind of jewel of the vanguard of women's rights. Indeed, "The Awakening" is one novel which exemplifies the attempt -- even realization -- of American womanhood's escape from personal and domestic bondage.

The Future Of Nursing: Leading Change, Advancing Health

We are in a decade of change, as nurses we are set to be challenge on many levels in order to face these challenges we must all prepared. Recently the Institute of Medicine, 2010 (IOM, 2010) released a report on the future of nursing; its content outlines in great detail what changes will take place. A collaboration of many offered their expertise in and out of the field of nursing and how the following three areas may be enhanced or completely changed. This writer will attempt to give a single perspective on the issues of Education, leadership and practice and how they may be transformed over the next decade. The Future of Nursing: Leading Change, Advancing Health There have been many discussions by the IOM over the years about the impact of nurses on the care of patients and the obvious need for change. The pending arrival of the affordable care act (ACA) has propelled many of those changes to the forefront; we must remain steadfast in our goal to provide quality care to that patient who depends on us. When the implementation of transformation becomes not only a report but reality can and will it free us as patient care providers to offer a more advanced method of care? Transforming Education This initial goal will remain intact according to the opinion of the IOM report, that all nurses must be prepared to meet a diverse patient population. With that goal in mind the report indicates that educational requirements for the registered nurse (RN) will ultimately be geared towards higher degree attainment by the practicing nurse. Currently the pathways that are in place to obtain a nursing degree will not change but the nurse will be placed on a course to continue their education goals beyond that of and associate degree (ADN). The goal will be to enhance the programs in place and prepare the student nurse for a place in an undergraduate program; a plan to make that goal possible for all is also a need that the IOM report mentions as the current barrier. Affordability of nursing programs beyond that of the ADN now seems to be the greatest challenge; can these entities create such a pathway? Another proposal that this reader found interesting on education transformation, was the pathway for an increase in masters and doctoral degrees to increase the volume of prepared faculty. The current issues that are being faced now is that of faculty shortages in many of the nursing programs both at community and undergraduate campus’s. The ACA has what is noted as an incentive to offset lower faculty salaries which would provide up to $35,000 in loan repayments for eligible nurses who seek to complete advanced degrees. Patient Protection and Affordable Care Act HR 3590, 2010). With such incentives in place this pathway may be considered as a means to an end in the advancement of education by the career oriented nurse, creating leaders is the way to create change. Transforming Leadership The IOM also reflects on the importance of nurses taking a stronger position in leadership. It is time for nurses to take a place at the table of change, that misconception that we are in pla ce to perform and not create will soon be eradicated. The report indicated there is a lack of nurse participation on many directorial boards this is a reason to transform. The placement of these programs is fundamental (Institute of Medicine [IOM, 2010],) to increasing nurse participation. It is true some leaders are born into their roles but not all and with the implementation of these leadership programs this writer believes future leaders can be created. The creation of mentorship programs is also a way to create leaders, as nurses we must make room for those coming up behind us and nurture the leader that lies in us all. This writer found the idea of creating training programs for nurses to represent us on the political front was the finest of all the recommendations, as nurses we must incite change at the very top and creating voices of change on this level would be an incomparable transformation. The ability to have our contributions heard and implemented will create a movement that will carry nursing forward and upward, can we be the voice of the idea and transformation of nursing practice? Transforming Practice. Our scope of practice dictates the boundaries for which we practice, the idea of the IOM report indicate as nurses we must be able to practice to the fullest potential of our educational backgrounds. This is especially important for the advanced practice nurse (NP), their roles must be universally defined for the future. The increase in patient population will see an upsurge in patient load with a shortage of primary care givers and this can only be disastrous for those seeking care. Creating a universal scope of practice for NP will eliminate this issue and it must happen now. The report indicated the barrier to this was the apprehension of acceptance by physicians; can we change a lifelong idea? As this writer has assessed all the pending changes it was asked how these changes will affect the ability to offer care, it is believed that higher education will create a more diverse approach to care and as a patient educator this is key to this nurse’s specialty. As for the other notations regarding care and leadership, this writer believes leadership roles will enhance the confidence of the role of the patient educator, finally increasing the quality of care provided. Conclusion In closing a transformation of change can only happen with the active participation of all nurses, we must become active in every facet of our future and not leave it up to others to speak on our behalf.