Ultrasound examination of deep vein thrombosis during pregnancy Essay

Ultrasound examination of deep vein thrombosis during pregnancy - Essay Example Deep venous thrombosis was classically diagnosed by venography, which has its own problems in a pregnant patient. Recently with development of suitable technology, noninvasive methods such as plethysmography and specifically Doppler ultrasonography are being increasingly used to diagnose clinically silent deep venous thrombosis in pregnant individuals. The clinical criteria of deep venous thrombosis are rarely apparent in many cases, and some actual cases of DVT are termed as superficial phlebitis (Chan et al., 2002). Thus a diagnostic modality that can establish the diagnosis would be very necessary due to initiate management and prevent complications which may be detrimental to the fetus and life-threatening to the mother. Mortality rates of thromboembolism in pregnancy have been reported to be 15% in untreated patients and less than 1% in treated patients. This substantiates the grounds for establishing an early diagnosis and treatment based on that. It is quite evident that the r easons the patients remain untreated are ill-defined clinical manifestations, need for a very index of suspicion, lack of guideline regarding routine screening examinations for DVT in pregnant women, unavailability of a dependable and reliable noninvasive test, consequent failure to establish the diagnosis, and resultant failure to initiate treatment, all of which culminate into death of 15% pregnant women affected with DVT, much of which can be prevented with the use of a noninvasive and easy to use diagnostic imaging procedure (Ray and Chan, 1999). Early diagnosis and early intervention remain the clues to successful outcome specially in pregnant women since missing the diagnosis has potentially fatal implications. Over the top of that misdiagnoses have implications of potentially unnecessary risks of anticoagulation therapy such as teratogenic effects of drugs in the first trimester and the risk of fetal

Investigate osmosis in blood cells Lab Report Example | Topics and Well Written Essays - 1250 words

Investigate osmosis in blood cells - Lab Report Example The cellular geometry, that is, the biconcave disc shape of red cells, is critical for the cells' survival. This cell surface shape provides a high ratio of surface area to cellular volume. The normal volume of the erythrocyte is approximately 90 m3. The minimum surface area that could encase this volume is a sphere of approximately 98 m3. The surface area of a biconcave disc enclosing this volume is approximately 140 m3. Thus, shape alone provides the red cell with a considerable amount of redundant membrane and cytoskeleton. This feature provides the extra membrane surface area needed when red cells swell. More importantly, this geometric arrangement allows red cells to stretch as they undergo deformation and distortion in response to the mechanical stress of the circulation. The consequent reduction in tolerance of these cells to osmotic stress explains why anaemias resulting from membrane defects often are accompanied by osmotic fragility, the basis for the clinical laboratory te st. Similarly, if erythrocytes are engorged with water, they become macrospherocytic and less deformable (Dacie, J. V., Lewis, S. M., and Luzzatto, L., 1981). Red Cell Membrane Permeability: The normal red cell membrane is nearly impermeable to monovalent and divalent cations, thereby maintaining a high potassium, low sodium, and very low calcium content. In contrast, the red cell is highly permeable to water and anions, which are readily exchanged. As a result, erythrocytes behave as nearly perfect osmometers. Water and ion transport pathways in the red cell membrane include energy-driven membrane pumps, gradient-driven systems, and various channels. An important feature of the normal red cell is its ability to maintain a constant volume. The mechanisms by which red cells "sense" changes in cell volume and activate appropriate volume regulatory pathways are unknown. The effects of disruption of the red cell permeability barrier are illustrated by complement-mediated hemolysis. Complement activation on the red cell surface leads to formation of the membrane attack complex, which is composed of terminal complement components embedded in th e lipid bilayer. This multimolecular complex acts as a cation channel, allowing passive movements of sodium, potassium, and calcium across the membrane according to their concentration gradients. Attracted by fixed anions, such as hemoglobin, ATP, and 2,3-BPG, sodium accumulates in the cell in excess of potassium loss and of the compensatory efforts of the Na+-K+ pump. The resulting increase in intracellular monovalent cations and water is followed by cell swelling and ultimately colloid osmotic hemolysis (Dacie, J. V., Lewis, S. M., and Luzzatto, L., 1981). Rationale of the Test: Osmotic activity in the red cells is tested by adding increasingly hypotonic concentrations of saline solution to red cells. As a result of osmosis, more and more water from the increasingly hypotonic solution will enter the red cells leading to increased volume of red cells by swelling. If the concentration goes beyond threshold, more water will enter into the cells which already are at maximum volume for surface area, and will burst at the most hypotonic normal saline concentrations. However, after incubation at 37C (98.6F) for 30 mins, these red cells will lose membrane surface area more readily than normal because their

Medical Tourism in India Essay Example for Free

Medical Tourism in India Essay After the silicon rush India is now considered as the golden spot for treating patients mostly from the developed countries and Far East for ailments and procedures of relatively high cost and complexity. India is also aggressively promoting medical tourism in the current years -and slowly now it is moving into a new area of medical outsourcing, where subcontractors provide services to the overburdened medical care systems in western countries. Indias National Health Policy declares that treatment of foreign patients is legally an export and deemed eligible for all fiscal incentives extended to export earnings. Government and private sector studies in India estimate that medical tourism could bring between $1 billion and $2 billion US into the country by 2012. Going by the Statistics and various studies it can be easily said that India would be the leader in medical tourism within the next decade if only it could improve the infrastructure and tour attractions. The question or rather the doubt that is often asked by critics is how can India provide top line medical care to outsiders while more than 40% of its people languished below poverty line and less than 20% of its people can actually afford medical services. Ethically and morally this problem has to be solved if India has to move into the category of developed country and also as a place which provides medical care to both its own people and patients from other country The aim of this project is to put a finger on the highly profitable service of medical care combined with tourism in which India is currently considered as a market leader. It has been a known fact for past many decades that Indian doctors are highly skillful in their given field since all around the globe mot hospitals have doctors of Indian origin. Therefore it became almost natural that this trend extended to India. This project also aims to show why India is attracting medical tourists, is it really a secure destination and how India can promote and develop this particular activity in the coming years so as face competition given by other Asian and African options. CHAPTER .2 Research and Methodology Introduction The objective of this chapter is to present the research methodology of the present study. The chapter deals with various aspects of research methodology on Medical tourism in India and a comparative analysis are made. For the present study as more emphasis was laid down on discovery of ideas and insights is can be called descriptive research as on attempt have been made to get insight into the Medical tourism in India. Further, the study is also and descriptive nature as a descriptive study is typically concerned with determines. Here, attempts have been made to find out the correlation of people towards Medical tourism in India. Objective The key objective of the project is to study the emerging opportunities and future prospects in the Indian medical tourism market. The project discusses various industry trends and growth drivers that are fuelling growth in the market and tries to study their impact on the future scenario. Basic Research Problem of the Study Competition and marketing issues are seen as the major problems facing organisations involved in medical tourism. Other key issues are: †¢ Insufficient demand †¢ Insurance and liability issues †¢ Lack of quality standards and international standards †¢ Lack of professionalism within the industry Assumption of the Study According to medical tourism facilitators the leading medical tourism destinations are India, Thailand, USA, Hungary and Malaysia. The USA, UK and Russian Federation are seen as the leading source of patients both now and in the future. Countries rated as providing the best overall service to patients are Thailand, India, and Singapore. Respondents predicted that India, Thailand, and Singapore will also be the leading medical tourism destinations in five years time. Methods of Data Collection The data has collected in two ways. †¢ Primary Data: Primary data are those, which are collected for the first time, and they are original in character. Primary data gives higher accuracy and facts, which is very helpful for any research and its findings. I have collected primary data by personal interview. †¢ Secondary data: The secondary data are those, which are already collected by someone for some purpose and are available for the present study. Secondary data was collected from the magazines, websites and other such sources. CHAPTER .3 Medical tourism: A Global perspective Medical tourism happens when patients go to a different country for either urgent or elective medical procedures. This phenomenon is fast becoming a worldwide, multibillion-dollar industry. The reasons patients travel for treatment vary. Many medical tourists from the United States are seeking treatment at a quarter or sometimes even a 10th of the cost at home. From Canada, it is often people who are frustrated by long waiting times. From Great Britain, the patient cant wait for treatment by the National Health Service but also cant afford to see a physician in private practice. For others, becoming a medical tourist is a chance to combine a tropical vacation with elective or plastic surgery. And moreover patients are coming from poorer countries such as Bangladesh where treatment may not be available and going for surgery in European or western developed countries is expensive. The interesting thing of Medical tourism is that it is a concept which is actually thousands of years old. In ancient Greece, pilgrims and patients came from all over the Mediterranean to the sanctuary of the healing god, Aesculapius, at Epidaurus. In Roman Britain, patients took a dip in the waters at a shrine at Bath, a practice that continued for 2,000 years as it was believed that the waters had a healing property. From the 18th century wealthy Europeans travelled to spas from Germany to the Nile. In the 21st century, relatively low-cost jet travel has taken the industry beyond the wealthy and desperate. Countries that actively promote medical tourism include Cuba, Costa Rica, Hungary, India, Israel, Jordan, Lithuania, Malaysia and Thailand. Belgium, Poland and Singapore are now entering the field. South Africa specializes in medical safaris-visit the country for a safari, with a stopover for plastic surgery, a nose job and a chance to see lions and elephants. Thailand While, so far, India has attracted patients from Europe, the Middle East and Canada, Thailand has been the goal for Americans. India initially attracted people who had left that country for the West; Thailand treated western expatriates across Southeast Asia. Many of them worked for western companies and had the advantage of flexible, worldwide medical insurance plans geared specifically at the expatriate and overseas corporate markets. With the growth of medical-related travel and aggressive marketing, Bangkok became a centre for medical tourism. Bangkoks International Medical Centre offers services in 26 languages, recognizes cultural and religious dietary restrictions and has a special wing for Japanese patients The medical tour companies that serve Thailand often put emphasis on the vacation aspects, offering post-recovery resort stays. South Africa South Africa also draws many cosmetic surgery patients, especially from Europe, and many South African clinics offer packages that include personal assistants, visits with trained therapists, trips to top beauty salons, post-operative care in luxury hotels and safaris or other vacation incentives. Because the South African rand has such a long-standing low rate on the foreign-exchange market, medical tourism packages there tend to be perpetual bargains as well. Argentina Argentina ranks high for plastic surgery, and Hungary draws large numbers of patients from Western Europe and the U.S. for high-quality cosmetic and dental procedures that cost half of what they would in Germany and America. Dubai Lastly, Dubaia destination already known as a luxury vacation paradiseis scheduled to open the Dubai Healthcare City by 2010. Situated on the Red Sea, this clinic will be the largest international medical center between Europe and Southeast Asia. Slated to include a new branch of the Harvard Medical School, it also may be the most prestigious foreign clinic on the horizon. Other countries Other countries interested in medical tourism tended to start offering care to specific markets but have expanded their services as the demand grows around the world. Cuba, for example, first aimed its services at well-off patients from Central and South America and now attracts patients from Canada, Germany and Italy. Malaysia attracts patients from surrounding Southeast Asian countries; Jordan serves patients from the Middle East. Israel caters to both Jewish patients and people from some nearby countries. One Israeli hospital advertises worldwide services, specializing in both male and female infertility, in-vitro fertilization and high-risk pregnancies. South Africa offers package medical holiday deals with stays at either luxury hotels or safaris. Leading countries in the field of medical tourism CHAPTER .4 Indian tourism: An overview Tourism will expand greatly in future mainly due to the revolution that is taking place on both the demand and supply side. The changing population structure, improvement in living standard, more disposable income, fewer working hours and long leisure time, better educated people, ageing population and more curious youth in the developed as well as developing countries, all will fuel the tourism industry growth. The arrival of a large number of customers, better educated and more sophisticated, will compel the tourist industry to launch new products and brands and re-invents traditional markets. The established traditional destinations founded on sun-sea-sand products will have to re-engineer their products. They must diversify and improve the criteria for destinations and qualities of their traditional offers. Alongside beach tourism, the tourism sector will register a steady development of new products based on natural rural business, leisure and art and culture. Thus the study of new markets and emerging markets and necessity of diversified products are the basis of our strategy, which can enhance and sustain, existing and capture new markets. It is India’s vastness that challenges the imagination: the sub-continent, 3200km (2000 miles) from the mountainous vastness of the Himalayas in the north to the tropical lushness of Kerala in the south, is home to one sixth of the world’s population, a diverse culture and an intoxicatingly rich history. Desert in Rajasthan, tropical forests in the north eastern states, arid mountains in the delta region of Maharashtra and Karnataka and vast fertile planes in northern states of Uttar Pradesh, Haryana etc are just some of the geographical diversity that can be observed. We have a wealth of archeological sites and historical monuments. Manpower costs in the Indian hotel industry are one of the lowest in the world. This provides better margins for any industry which relies on man power. One of the fascinations of India is the juxtaposition of old and new; centuries of history – from the pre-historic Indus civilization to the British Raj – rub shoulders with the computer age; and Bangalores ‘Silicon Valley’ is as much a part of the worlds largest democracy as the remotest village is.

Macbeths Crimes Essay Example for Free

Macbeths Crimes Essay Macbeths crimes are blood, appalling and pitiless. Does Shakespeare present this butcher, hell-kite and fiend as a monster or as someone with whom it is possible to feel sympathy? The play Macbeth was written by William Shakespeare. It was written for the successor of Elizabeth I, James I of England. James I of England, who was James VI of Scotland, was a descendent of Banquo, and for this reason Shakespeare changed his play from the way this event actually took place in history. In history Banquo actually aided Macbeth in the killing of Duncan, this would have upset the king and may have got Shakespeare in a lot of trouble. Therefore Shakespeare changed it so that Banquo was not part of the plan to murder the king and was against the idea totally. Shakespeare added the witches into the play, as James was deeply interested in witchcraft. This would make the play more appealing to the king. James was a firm believe of The Divine Right Of Kings, this was a way of thinking that kings were hand picked by God and that they were, second in the hierarchy of the whole universe underneath God. As James believed in this way of thinking it made the murder of Duncan a lot more dramatic. When Duncan was murdered there was dramatic affects on Scotland. Shakespeare showed this unnatural affect over Scotland by things happening that would not happen normally. Such as horses eating each other and earthquakes happening. In the play Macbeth is shown as a tradgic hero. A tradgic hero is when a great heroic man has a weakness in his character, for Macbeth the flaw in his character is his great ambition. His flaw has come from the witches telling him the 3 prophecies. This turned his whole perspective around and that was when his ambition took over. As the play starts we see do not see Macbeth but we hear of how great a man he is and how much of a great brave worrier he is highly respected by all of his fellow Thanes and he also commands high respect from the king as well. There seems to be a connection with him and the witches in the first scene as the witches say Fair is foul, and foul is fair (act 1, scene I) This quotation show that things are not exactly what they seem. Macbeth repeats these words later on in that act. So foul and fair a day I have no seen (Act 1, scene III) When Macbeth says this there is a sense that the witch has already got some power over him, even though they have not met each other yet. At the battle the sergeant seems very happy that they had Macbeth on his side. The sergeant shows that he has great respect for Macbeth by complimenting him. Except they mount to the battle in reeking wounds; or memorize another Golgotha (Act 1, scene II) This phrase means that the sergeant was not sure if Macbeth and Banquo wanted to swim in blood or make another Golgotha, which was when Jesus was sacrificed. King Duncan also shows his respect for Macbeth when he says: O valiant cousin! Worthy gentlemen! (Act 1, scene II) Duncan is showing that he has great amounts of respect for Macbeth. After the battle has taken place Macbeth and Banquo are on their way home when the come across the 3 witches. The witches great Macbeth with 3 prophesies: 1. All hail Macbeth! Hail to thee, Thane of Glamis! 2. All hail Macbeth! Hail to thee, Thane of Cawdor! 3. All hail Macbeth! That shalt be king hereafter. As Macbeth is told he will be king hereafter there is a thought in the back of his mind to kill the king. These prophecies have shocked Macbeth and when the witches start to leave he tries to make them stay. He tries to make them tell him more about the prophecies. When Ross tells Macbeth that he has become Thane of Cawdor, Macbeth has the thought of killing the king again. Banquo says to him self in a soliloquy What can the devil speak true? (Act1, scene III) Banquo is stunned at the news, as is Macbeth. Macbeth asks them where they got this information as the Thane of Cawdor lives. Ross says that the Thane of Cawdor has been a traitor and that he is to be hanged. In Macbeths first soliloquy he says Glamis, and Thane of Cawdor: The greatest is behind. (Act 1, scene III) This shows that Macbeth has great trust in the prophecies and is contemplating weather or not to kill the king. Macbeth also shows that he doesnt really want to kill the king when he says If chance will have me king, why, chance may crown me, with out my stir. (Act 1, scene III) Macbeth is showing resistance to killing the king as he thinks that if he doesnt do anything then maybe he will have a change of being king. This shows that Macbeth does have a conscience and that he knows the difference between right and wrong. There is a great contrast between Banquo and Macbeth when they are told about each of their prophecies. Macbeth looks a lot in to them where as Banquo doesnt really look into them much. Banquo also warns Macbeth that the witches prophecies may not be the whole truth and may cause a lot of damage to him, despite this Macbeth still wants to be king. This shows Macbeth has ambition and this is the flaw of his character. Macbeth is not at all happy with Duncans decision to make Malcolm, The Prince of Cumberland his heir to the throne. Macbeth is so angry with the decision in his soliloquy he says Stars hide your fires! Let not light see my black and deep desires (Act 1 scene III) Macbeth has reached a turning point he wants to kill Duncan because now there is now way the he can become king unless he kills Duncan. The quotation shows that he knows what he is going to do is wrong so he wants to make no one can see what he is doing. In act 1 scene VII Macbeth has another soliloquy in which he faces a real dilemma. He is stuck with the decision weather or not to kill the king. His say He is here in double trust: First as I am his kinsman and his subject, Strong both against deed; then, as his host, Who should against his murderer shut the door (Act 1, scene VII) Macbeth is really confused at this point he is not sure if he wants to kill Duncan or not. The quote above shows if he does then he is going against his morals and conscience. I think Macbeth knows the full consequences of what he is about to do, this is why he has some doubt in his mind, as the consequences are terrible. Macbeth then talks to his wife about his plan to kill Duncan, and how he is having second thoughts about killing Duncan. Lady Macbeth teases him, so out of pride Macbeth is forced into killing Duncan. In Act 2 Scene I Macbeth is all alone when he sees a dagger in front off him. Is this a dagger which I see before me, the handle toward my hand? Come, let me clutch thee: I have thee not (Act 2, scene I) I think that there is a large significance of this dagger being there. The dagger is blood soaked and is pointing towards the chambers of the king. I think that the dagger is a way of his mind showing us that he has a guilty conscience and that he has become possessed by evil. All of the forcing from his wife has passed him over to the evil side and now he is dead set on killing Duncan. There is also an element of ambition, as he wants to kill Duncan to show he is capable and also for himself to show that he is a real man to his wife. Once Macbeth has murdered Duncan he acts very strange almost like he is in a daze. He looks very disturbed, he says This is a sorry sight (Act2, scene II) He says this as he is looking at his hands as if he was disgusted with himself and that he couldnt believe he had done such a terrible thing. While Macbeth was killing Duncan he heard voices saying Sleep no more! Macbeth does murder sleep (Act 2, scene II) This really got to Macbeth, he didnt know where the voice came from and it really startled him. Lady Macbeth just told him to take no notice of what the voices had said. But wherefore could not I pronounce Amen? I had most need of blessing, and Amen stuck in my throat. (Act 2, scene II) This also scared Macbeth has when he was about to kill Duncan he wanted to say a prayer but the word Amen was stuck in his throat. These two affects were the first few consequences of killing Duncan. Will all great Neptunes ocean wash this blood clean from my hand? No, this my hand will rather The multitudinous sea incarnadine, Make the green one red (Act 2, scene II) This quote shows Macbeth is starting to feel guilty about his actions. When Macbeth says will great Neptunes oceans wash this blood clean from my hands he is conveying that it is such a bad thing that he has done nothing in the universe can clear him of his sins. Macbeth shows regret for him killing Duncan when he says Wake Duncan with thy knocking! I would thou couldst! (Act 2, scene II) Macbeth is becoming unstable mentally and is regretting killing Duncan. In act 3 Scene 4 Macbeth is having a banquet. At the start Macbeth is called away to see on of the murderers who gave him a report. Macbeth wanted Banquo and his son Fleance to be killed, the murderers only killed Banquo but Fleance got away. Then comes my fit again: I had else been perfect; Whole as the marble, founded as the rock, As broad and general as the casing air: But now I am cabind, cribbd, confind, bound in To saucy doubts and fears. (Act 3, scene IV) Macbeth is very frustrated that the killers did not kill Fleance as it has ruined his plan but he believes he can get around this hiccup. Once Macbeth has returned to the banquet he is asked to join the Lords. Lenox says to Macbeth here is a place reservd, sir. Macbeth asks him where? Lenox says here my good lord. What ist that moves your highness? Macbeth goes into a rage and starts to scream Which of you have done this? (Act 3, scene IV) Macbeth sees Banquos ghost in his chair, now Macbeth is going insane. All of the guests start to worry about the king but lady Macbeth tells them Sit worthy friends: my lord is often thus, and hath been from his youth: pray you keep seat; the fit is momentary; upon a thought He will again be well. (Act 3, scene IV) Lady Macbeth is trying to cover for Macbeth by saying that he is disturbed because of a childhood drama. Lady Macbeth does this out of panic so that none of the lords are worried about the king. This could also affect his respect and reputation with the lords as they may think he is delusional. Lady Macbeth covers for Macbeth very well. Lady Macbeth then asks the lords to leave, as Macbeth is very sick. Once the lords had left Macbeth tells lady Macbeth that he has a spy in every house. Lady Macbeth tells Macbeth to get some sleep as he is become mentally unstable. Macbeth is suffering from all of the killing that he has done and it is not only affecting him it is also affecting his marriage to which seems to be deteriorating as the play goes on. In Act 4 scene I Macbeth goes to visit the witches, which shows he firmly trusts the witches as he has gone to them which gives a sense that they hove power over him where as if he waited and let them come to him he would not have given the impression that he was desperate. Macbeth is told 3 prophecies the first is: Macbeth! Macbeth! Macbeth! Beware Macduff; Beware the Thanes of Fife. Dismiss me. Enough (Act 4, scene I) The first apparition says this; it is a warning to Macbeth simply telling him to beware of Macduff, as he is dangerous. Macduff was never happy about Macbeth becoming king as Macduff never attended Macbeths crowning and he also suspected Macbeth of killing Duncan. The second prophecies is: Be bloody, bold and resolute; laugh to scorn the power of man, for none of women born shall harm Macbeth (Act 4, scene I) This prophecy made Macbeth relax a little, as he didnt think that there was any one in the world that could not be of women born. Which made him feel much more safer and almost invincible. The third prophecies is: Macbeth shall never vanquishd be until great Birnam wood to high Dunsinane Hill; shall come against him (Act 4, scene I) Macbeth was very happy with this prophecy as for him this meant he was invincible, as he believed that Burnam wood would never come to Dunsinane. He shows that he is very happy about his prophecies when he says: That will never be: Who can impress the forest, bid the tree Unfix his earth bound root? Sweet bodements! Good! (Act 4, scene I) Macbeth has decided to kill the Macduffs as Macduff has flied to England and Macbeth sees this as the perfect time and way to kill them. If they are killed Macduff will be distort and will want to kill Macbeth but Macbeth thinks he is invincible. This is the perfect time as there is no one to protect his family. In Act 5 scene I Macbeth is getting ready for battle when he hears a women screaming he sends his servant to investigate. He returns and tells Macbeth that his wife is dead. Macbeth responds to this by saying: She would have dies hereafter; There would have been a time for such a word. To-morrow, and to-morrow, and to-morrow, Creeps in this pretty pace from day to day, To the last syllable of recorded time; and all our yesterdays have lighted fools the way to dusty death. Out, out, brief candle! Lifes but a walking shadow, a poor player that struts and frets his hour upon the stage, and then is heard no more; it is a tale told by an idiot, gull of sound and furry, signifying nothing. (Act 5, scene V) This speech is said by Macbeth as he thinks life is not worth living for any more. He tries hard to make his life better but in the end he is going to die so what is the point. That is the kind of attitude he is taking. Macbeth is then told that Burnam Wood is moving to wards Dunsinane. Macbeth reacts very badly to this he calls the messenger a Liar and slave (Act 5, scene V) Macbeth cannot believe it, the wood is moving, he is in such anger as the prophecies are not holding up to their word. Macbeth has his armour put on so he is ready for battle. In the final scene Macbeth and Macduff have a battle, Macbeth is very full of himself until Macduff says Despair thy charm: and let the angel whom thou still hast servd tell thee, Macduff was from his mothers womb untimely rippd. (Act 5, scene VII) Macbeth is in shock he cannot believe it, all the prophecies have been untrue. Them Macbeth is killed bye Macduff and Macbeths head is stuck on a poll and paraded around. This was a way of showing the people that if they betray the king this is what will happen to them. The witches have influenced Macbeth, if they had not shown him the 3 prophecies then he would never have killed the king and he would still be a noble man. The witches were agents of evil so they were bound to tempt Macbeth. The witches simply showed Macbeth what he could be if he listened to them they did not force him they gave him the option and Macbeth choose their way. The witches have no power so they simply temp and try to push Macbeth in the direction they want him to go. Their influence is fair great on Macbeth. Lady Macbeth is a very possessive woman and has a great amount of ambition about her. When she read the letter from her husband in Act 1 scene V she was determined on making Macbeth the king. She wanted him so badly to become the king. She showed her determination in Act 1 scene VII when she said she would: I have given suck, and know how tender tis to love the babe that milks me: I would, while it was smiling up in my face, Have pluckd my nipple from his boneless gums, and dashd the brains out, had I so sworn as you have to this. (Act 1, scene VII) She is so determined she would kill her own baby while she was feeding it, this shows that she is a very strong women. Lady Macbeth wants to become purely evil she shows this when she says Come spirits that tend on mortal thoughts! Unsex me here, and fill me from the crown to the toe top-full of direst cruelty; make thick my blood. (Act 1, scene V) Lady Macbeth also says TH effect and it! Come to my womens breasts, and take my milk for gall, you murdering ministers, wherever in your sightless substances Lady Macbeth wants very thing that is feminine about her taken away from her so she can be purely evil. Lady Macbeth shows she isnt purely evil in Act 2 scene II when Macbeth asks her why she didnt kill Duncan she says Had he not resembled my father as he slept, I had donet. (Act 2, scene II) As the play goes on lady Macbeth and Macbeths relationship starts to fall apart. At the beginning of the play Macbeth tells his wife every thing as the play digresses they lose faith and trust in each other. They do not tell each other anything. Lady Macbeth was not told by Macbeth that he was planning to kill Banquo or the Macduffs he simply just didnt communicate with her anymore. I believe that Shakespeare has presented Macbeth as some one who you can feel sympathy for, as he seems to be pushed in to killing Duncan by Lady Macbeth. I think that he never had any intentions of killing Duncan it was because his wife drove him so that he could gain power. He was not as strong as he seems, his wife bullies him into killing Duncan but he is a hero on the battlefield. Also if he had not seen the witches then I do not think that he would have any thoughts of killing the king.

Oral Hygiene during Placement Simulation

Oral Hygiene during Placement Simulation In this essay, I will be reflecting on the importance of oral hygiene and my experience of giving and receiving oral hygiene care whilst on placement simulation. In conclusion, I will identify my own personal development in undertaking and completing this skill and achieving it. The care of a patients mouth forms an important component of assisting hygiene needs and yet is an aspect of practice which is not always afforded the attention it fully deserves. It is also a role which too often delegated to health care assistants. Research shows that, in the United States, nosocomial pneumonia ranks second in morbidity and first in mortality among nosocomial infections. The treatment of nosocomial pneumonia adds 5 to 7 days to the hospital stay of surviving patients and billions of dollars to healthcare costs. REFLECTION There are different models of reflection one of which is Gibbs (1988). Reflection is the process of reviewing an experience in order to describe, analyses, evaluate and so inform learning about practice (Reid1993). I will use this reflection model in guiding me because it has helped focusing on different aspects of an experience, and exploiting their full potential for learning will be more appreciated. Reflection in professional practice, however, gives back not what it is, but what might be, an improvement on the original (Moon 1999). Description As part of placement simulation, I was part of a group introduced to oral hygiene care. It is one of the core requirements in maintaining the hygiene needs of a patient. When we were told to bring in a towel and tooth brush, I was taken aback as to what was the need for them? I went to the multi-skills laboratory not knowing what will befall me. My lecturer introduced us to a range of chemicals for oral hygiene. I had used some before but on this occasion, there was one I had not tried and used before. I was assigned a colleague to have the opportunity of experiencing the giving and receiving of oral hygiene by cleaning his teeth with toothbrush and pepsodent and vice versa.We performed as instructed. Feelings Upon commencement of activity, my views of healthy oral care were not very clear to me. Generally I perceived cleaning your teeth as being much like washing a face. I felt very embarrassed and inadequate and consequently, felt very uncomfortable as I have not done this to anyone outside of my family. On his part, it was obvious from his reaction that he had no confidence in me, thinking I was going to brush his teeth hard. It highlighted the complex problems I have to solve in practice and the provision of care needs to patients for whom I may not have had contact with before. I thought my pride and dignity had been taken away from me but later felt comfortable having understood what it was generally. Critical Analysis Helping patients/service users to meet their hygiene needs is a fundamental component of nursing care. Again, helping patients to meet their personal hygiene needs provides any nurse with an ideal opportunity to undertake a thorough physical, emotional and cognitive assessment of the patient. Although it seemed difficult at the beginning, by the time we performed on each other for the third time with encouragement we had developed a good working relationship. Encouraging students to acknowledge their intuitive capacity helps them to appreciate their strengths and weaknesses (SWOT). Jasper (2003) regards SWOT analysis as getting to know yourself. The understanding of our skills and abilities and the awareness of where our limits lie is seen as crucial to being able to act as a professional practitioner. After identifying and analyzing of my own strengths, weaknesses, opportunities and threats, I showed no more discomfort and shown more interest in the activity as our lecturer continued talked us through. Jackson and Mannix (2001) note that amount of interest the nurse shows in the learning needs of the student and the key role he or she plays in their achievement are essential to the students development. It is strange that sometimes you do things or know what things are without ever really stopping and analysing it. Most students and many professionals note that learning acquired from placement experience is much more meaningful and relevant than that acquired in the lecture room (Quinn 2000). Boud et al 1985 argue: it is common for reflection to be treated as if it were an intellectual exercise a simple matter of thinking rigorously. However, reflection is not solely a cognitive process; emotions are central to all learning. Conclusion Caring for a patient requires a relationship and empathy. By developing collaborative relationship with patients, I can provide prompt and focused interventions which can limit illness. Action Plan My aim is to be proactive in the future by promptly opening up. I aim to develop the skill of emotional resilience to be able to deliver and receive any care. Conclusion Like many others on the group, I thought that students were there through choice, they wanted to learn. As a result of this I expected the group to be mature and behaved. Due to my lack of experience in care and the job title of student nurse, I perceived that most sessions would run in a lecture format. This was probably a very naive move on my part, however following my first two sessions, I realised that if I was to be a successful student nurse, I had to adapt my approach. I needed to focus more upon my involvement and participation, getting the group involved in sessions would help to improve my learning process. However as I develop my nursing skills and also my ability to reflect, I have begun to realise that the process of reflection is more complex than Gibbs (1988) suggests. Whilst Gibbs highlights key areas of the process, I feel that reflection is not as cyclical as this model implies. As my reflective skills develop, I am finding myself jumping some stages of the cycle, revisiting others and in some instances digressing in different directions. I feel that this represents my views of reflection as I have a start point (the experience) and an end point (the outcomes/actions), but how I get there is down to my trail of thought. Whilst at this stage of my development I would not class myself as a successful, I believe I am working to develop the skills required to be successful.

Theories of Emotional Intelligence (EI)

Theories of Emotional Intelligence (EI) Discuss how intelligence and emotion are linked and refer to the differing theories that unite these features in order to assess their relevance for adults. Introduction In 1990, Mayer and Salovey wrote, ‘Emotional Intelligence‘[1] (E I) which gave rise to this concept as a medium of individual assessment that accurately describes the attributions for responses to successes and failures in life. In 1995, Daniel Goleman wrote his popular follow-up to this work, entitled, â€Å"Emotional Intelligence, Why it can Matter More than IQ. †[2] Here Goleman, expanded upon this concept and provided it with an often criticised[3] and lay version of the earlier notions of Mayer and Salovey. This paper, concentrates largely on the works of Mayer and Salovey and Goleman as a tool to establishing the inherent link between emotion and intelligence. This paper will therefore begin by giving an overview of the origins of the concept of Emotional Intelligence and how these two attributes of the human condition are linked. There will be a description and critique of the meaning, distinctive nature and importance of E I. Following this, there will be exploration of Mayer and Salovey’s four areas of E I, which are assessed on the basis of the MSCEIT ability test. These four areas will be compared with the five areas stated by Goleman and each will be critically assessed. Finally there will be a discussion of the practical applicability of E I to the education of adults and its relevance in various genres of the workforce. A. The Origins of E I 1. Emotion Mayer and Salovey stated that the traditional image of emotion is as a vice of human nature that is to be controlled as it was perceived to have the capability of fully possessing the individual to create â€Å"a complete loss of cerebral control,[4]† thus depriving him of his rationality. This was then turned on its head with the new concept of emotion as the motivating force which for the first time gave insight into emotion as an integral function of the human condition. Emotion is therefore a response mechanism whereby the appropriateness of its intensity has been determined through natural selection. 2. Intelligence The same professors then turned their attentions to intelligence, which they acknowledge the definition provided by Wechsler, which describes intelligence as: â€Å"the aggregate of global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. [5]† 3. Emotional intelligence The concept of emotional intelligence was therefore created by Mayer and Salovey as a means of identifying types of intelligences that go further to identify the social context of intelligence beyond that of the conventional IQ intelligence. They did this because they noticed that the two concepts are not wholly separable but their work was largely unnoticed at the time of its publication in 1990. Indeed, it was not until Goleman’s publication in 1995 when the E I concept finally gained popular recognition. The reason for this was the appeal of everyday life, and adult referencing to the E I concept, which provided it with a more workable model for the lay person. B. The Link between Emotion and Intelligence 1. What is E I? Salovey and Mayer define E I as a subset of social intelligence, namely, the ability to understand, manage and manipulate the responses of others[6]. E I is a sub-set of this concept that is defined as the ability for the individual to understand ones own feelings and the feelings of those around them: â€Å"the ability to monitor one’s own and others feelings and emotions, to discriminate among the and to use this information to guide one’s thinking and actions. †[7] The ability itself is a measurement of how an individual is able to make decisions based on their own and other’s personal, emotional responses throughout life. Goleman noticed profound differences in test groups of children in relation in simple temptation exercises when he referred back to his subjects fourteen years after the initial tests[8]. The result was a profound tangent of social maladjustment in those who acted on impulse and profound social adjustment in those who were able of overcome emotional urges. [9] 2. The Distinctive Nature of E I Unlike the conventional IQ concept, E I deals with emotion, which is given driver status as a key element to the personal influences that affect our lives. In contrast, the conventional IQ deals specifically with intellectual abilities such as dimensional perception, numerical ability, literacy and problem solving. Unlike emotional intelligence, the vital social dimension is not provided for. This means that IQ, although accurate in the determination of intelligence, provides no indication of success in life and emotional intelligence is a more complete picture[10]. 3. The Importance of E I Goleman’s writing on the subject of Emotional Intelligence has found its way into the main curricular of schools in deprived areas of the USA. An example is that of the New Haven, Connecticut Public Schools[11] with large scale unemployment and poverty. The result is an inherent need to diffuse the types of social problems that depressed areas such as these can create. The ability to understand ones own emotion, those of others around you and make decisions rationally based on these responses is vital to social wealth. This expands throughout all human, emotive concepts such as self esteem and confidence to interact with others, which inherently lead to improved abilities in leadership and teamwork. C. The three Areas of E I according to Mayer and Salovey in 1990 In order to fully understand the origins of E I, it is essential to draw upon the original three branch model of firstly, appraisal and expression, secondly, regulation and thirdly, utilization of E I that are present in the 1990 paper[12]. In 1997[13], these concepts were re-devised to encompass identification, use, understanding and management of emotion but they came after the publication of Goleman’s book, â€Å"Emotional Intelligence,† and contain the same broad concepts of the original 1990 paper. Another reason for scrutiny of the earlier work is that the 1990 text was the primary inspiration for Goleman. Explanation of the 1990 categories below does refer to the four branch model devised in 1997. 1. Appraising and Expressing Emotions in the self and others This is a double pronged notion of firstly identifying emotions in oneself and others and then using them to achieve a specific goal, which are facilitated through verbal and non-verbal communication. To understand others, perception is facilitated through body-language and empathy, all of which are key social skills. Mayer and Salovey state that clear communication of emotion is necessary in order to effectively convey feelings as well as be able to decipher emotive responses. The verbal version of clarity is therefore the use of coherent language as a way of expressing emotion. The non-verbal version of emotive expression is as far more widely used tool in emotive expression and appraisal as our specie is well adapted in the art of producing many facial expressions. E I is a recognition of the assessment level in ability to both express and empathetically decipher this non-verbal method of emotive communication. Empathy in particular is regarded by Mayer and Salovey as one of the most base and essential tools in any social specie[14]. 2. Regulating emotion in the self and others This is the process of understanding emotions in order to, ‘monitor, evaluate and regulate,’ them[15]. Mayer and Salovey also refer to the longer lasting ‘mood’ as a key facet of the emotional spectrum that also requires regulation. Moods and emotions tend not to be conscious decisions but are states of minds that the individual can learn from in order to ascertain for the future the precise environments and situations that will bring about these moods. This results in conscious efforts to either avoid or seek the behaviour that will trigger the mood. The complexity of this model is added to by further notions of social association so as to avoid jealousy and promote pride and also to more prominently recall positive mood stimulants as opposed to negative ones[16]. Further to this is the inherent desire to know full sorrow, which although somewhat baffling, is in its own right an educator as to the potential extent of profound joy[17]. Regulation of emotions in others is an essential tool for the workforce as it is key to the employer’s ability to pick out the best employees. This is determinable from indications such as appearance and grooming in the workplace, attention to work ethic, punctuality and contribution to the working environment[18]. 3. Utilization Utilization relates to the management of emotions and in the self. Mayer and Salovey refer to the varied ability in us all to ‘harness emotions in order to solve problems. ’[19] The mood that we are in will draw attention to different solutions that are dependent on a requisite mood as inspiration. This has the result that multiple moods create varied solutions that give way to skills in creativity, flexibility of planning and motivation. 5. The Meyer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) In 1999, Mayer and Salovey’s 1997 four branch model of Emotional Intelligence was developed from an earlier test to measure performance tasks that assessed the ability to perceive the intensity of emotion. The test takers are required to answer questions relating to the outcome of increased intensity of emotion and changes in mood and the predominant task is to therefore select the correct course of action in a given situation. This is the E I equivalent to the IQ test and is a clear indication of the technical stance of Mayer and Salovey. D. The five Areas of E I according to Goleman 1. Self Awareness This is very similar to Mayer’s observation of the identification of emotion in oneself. Goleman points to the maxim of Socrates, â€Å"know thyself[20]† as a major key to the fulfilment of life. ‘Metacognition’ or ‘Self Awareness,’ are essential in order for us to be able to recognise our emotions and, more importantly, the thoughts that these generate: â€Å"being aware of our mood and our thoughts about that mood,† Goleman, accurately draws upon the profound spectrum of differences that are inherent among us in our ability to be self aware. He states that, on the one hand, some of us can be engulfed by our emotive responses and others can be accepting of them but neither of these groups is active in the pursuit of escape from emotional extremity[21]. On the other hand, the self aware individual applies rationality to the emotion in order to aid in its diffusion[22]. 2. Self Regulation An awareness of the self is a fundamental requirement towards self regulation which will allow us, not only to ‘know ourselves,’ but also regulate or control our emotive responses. The afore mentioned, self aware group, who actively rationalise their emotions are the most sophisticated self regulators. Plato himself made the definition between, ‘passion’s slave’ and sophrosyne[23] or: â€Å"care and intelligence in conducting one’s life; a tempered balance and wisdom,[24]† The ability to temper such emotions as rage is regarded as the forefront emotions to which escape is sought. [25] 3. Motivation Positive thinking is a further sophistication of E I that extrapolates from Mayer and Salovey’s notion on seeking specific moods. Goleman uses the concept of ‘hope,’ whose intensity in the individual will determine the outcome following a failure[26]. In simple terms, the defeatist will be utterly demoralised whereas students of a high hope will have the will power to motivate themselves to try harder. High commitment to motivation through hope will most certainly yield a positive outcome. In addition, the status of flow, which Goleman describes as the ’zone[27]’ between boredom through lack of personal stimulus and overwhelming sensations intrinsic to acute difficulty is the exact wavelength that teachers should seek in order to obtain optimum motivation. The problem however is that this is profoundly difficult in large classrooms where the state of ’flow’ is different for each student. 4. Empathy This is one of the most fundamental of emotive skills[28]. This represents his designation of the attributes that Mayer and Salovey described in their account of the ability to recognise the emotions of others. Empathy is the awareness to register the pains and the joys of others, which Goleman determines as essential for the development of ability to caring for the feelings of others and solidifies relationships between family, friends and partners. Without empathy, serious deficits of human compassion are noticeable and these can manifest in sociopath behaviour, child abuse and other acts that are inherent in a lack of empathy. 5. Social Skills The ability to determine the social structure of ones surroundings is a key skill in the development of knowing the emotions of those around us and being able to shape them. Goleman refers to the specific model of an argument between two toddlers and their mother as an illustration of sophisticated handling of emotional perception in others at extremely young ages[29]. This is related to Mayer and Salovey’s concept of appraising, expressing and regulating the emotions in others in order to achieve a specific goal. The adult counterpart is what Goleman describes as the ‘mastery’ of being able to diffuse the extreme emotions of others. E. Critical Assessment of the works The concept that Goleman adds little to the insights of Mayer and Salovey is to ignore the importance of creating a general work that is accessible to the lay individual. Emotional Intelligence is a scientific study of the interaction of the emotional and rational portions of the brain and any attempt to communicate such study and findings to the general public is surely the ultimate goal of the social science of psychology! Education in this field provides the individual with a greater understanding of how they think and react to life and it is essential that such knowledge become just as integral to the well being of basic fundaments of life as are the more practical skills of reading and writing. Further to this, the concept that Goleman is suggesting that we ‘be nice’ is an overly simplistic summary of his writings. Goleman describes intricate flaws that can occur in the neurological communication between the emotive and rational portions of the brain. He accurately describes the effect that long or short term deficits in either emotional or rational awareness can have on the personality and social, interactive skills of the individual. Meyer and Salovey argue profusely that there is more to E I than the simple feature of being nice and far from being contradicted by Goleman, he extrapolates upon this point. This is accurately illustrated by Goleman’s constant reference throughout the five elements of E I to the subjective decision making that is determined by dominance by the mind of either the emotional or rational brain portions. The result is that an argument to be nice contradicts the internal and external factors related to awareness of emotion in ourselves and others that lead to profound differences in displays of characteristics such as niceness. Goleman argues that a normative balance and sophisticated grasp of the above five skills will lead to the most positive response to a given situation and lead to the greater success in present and future life. These positive responses are not confined to displays of nicety. This is merely a common fiction that results from external perception of constant nic eness in individuals who in reality are highly attuned to their E I and reserve negative emotions for extreme situations. F. The Practical Application of E I as it applies to the education of adults The application of good E I in the work place is of fundamental importance. All five elements of E I contribute to a rounded perception of both the self and others that ensures a sophisticated navigation through the roadmap of social interaction, in which sophisticated levels of E I act to facilitate successful completion of the task in hand. The following are two key examples of how this operates in adult life. 1. Military Sophistication the Canadian Armed Forces Livingstone, Nadjiwon-Foster and Smithers prepared a on the use of Emotional Intelligence in the leadership skills of the Canadian Armed Forces[30]. The Forces are an ideal premise from which to analyse E I as they draw upon the two key areas of social interaction that are dependent on E I, namely, leadership and teamwork but that such skills are essential in all adult groups. Livingstone, Nadjiwon-Foster and Smithers draw upon Mayer and Salovey’s later four branch model of E I and identified key uses for leadership such as idealized influence of the role model and inspirational motivation that create the role model and encourage teamwork under the proficient and respected leader. Further to this, individualised consideration through attention by the leader to the individual skills and needs of each team member are fundamental to the utilization of the full potential of a company of soldiers. The intellectual stimulation required in the location of ‘flow’ and tran sformational leadership as a tool for the creation of job satisfaction are also fundamental to efficient armed forces that thrive on teamwork and leadership. 3. Sales Sales instils a third prong of skill sourced from E I and is highly useful for the adult world. This is the power of persuasion. In no other profession is the skill of establishing fast rapport and engaging in emotional sale through the rapid identification of a buying need more profound and acute than in the sales environment. This is because the hard sale technique, unlike the widespread application of E I for teamwork and leadership, requires the sales person to utilize persuasion in order to harness the emotional impulse. This carries with it a more passionate and more definite decision to make a purchase. Conclusion Analysis of both Mayer and Salovey and Goleman have revealed two outcomes. Firstly there are two versions of the E I concept of which the former is both intellectualised and scientific and the latter, by Goleman, is simplified and popular with greater reference to real scenarios as a tool to illustration. Secondly, it is emphasised that both schools are in harmony and each fulfil the two different yet essential goals for the use and teaching of E I, namely, a technical framework from which to develop further intellectual discourse in the highly relevant application of E I to adult life and secondly, a popular outreach those same adults which facilitates them with the opportunity to soul search their own personal endeavours with Emotional Intelligence. Bibliography Articles Mayer, J. D. , DiPaolo, M. T. , Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781. Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) N. Cantor and J. F. Kihlstrom, â€Å"Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) 15-33 Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence) Salovey, P, C. , Mayer, J. D. (1993). Emotional intelligence and the self- regulation of affect. In D. M. Wegner J. W. Pennebaker (Eds. ) Handbook of mental control (Pp. 258-277). Englewood Cliffs, NJ: Prentice-Hall. Mayer, J. D. , Stevens, A. (1994). An emerging understanding of the reflective (meta-) experience of mood. Journal of Research in Personality, 28, 351-373. Salovey, P. , Mayer, J. D. , Goldman, S. , Turvey, C, Palfai, T. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed. ) Emotion, disclosure, and health (pp. 125-154). Mayer, J. D. , Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4. 197-208. Mayer, J. D. , Salovey, P. , Caruso, D. R. (2000) Models of emotional intelligence. In R. J. Sternberg (Ed. ). Handbook of Human Intelligence (2nd ed), pp 396-420. New York: Cambridge. Mayer, J. D. (2000). Spiritual Intelligence or spiritual consciousness? Journal of Psychology and Religion, 10, 47-56. Text Books D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. Steve Hein, â€Å"E Q For Everybody† (1996) Full text available at http://eqi. org/eqe96_1. htm Video Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) Footnotes [1] Imagination, Cognition and Personality, 9 185-211 [2] (Bloomsbury, 1995) [3] See Steve Hein’s article at http://www. eqi. org/hrcom1c. htm [4] Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, at p187 [5] D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) [6] ibid 4 at p 190 [7] N. Cantor and J. F. Kihlstrom, 2Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) at pp 15-33 [8] D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) chapter 3 [9] ibid [10] ibid chapter 6 at pp 80-83 [11] See â€Å"Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) [12] ibid 1 [13] See Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. [14] ibid 1 at p 192 [15] ibid 1 [16] ibid 1 at p 195 [17] ibid 1 at p 196 [18] ibid [19] ibid 1 at p 199 [20] See Goleman chapter 4 [21] ibid p 48 [22] ibid [23] See Goleman at p 56 [24] Quoted from the translation of the ancient Greek by Page DuBois. See Goleman at p 56 (ch 5) [25] Goleman at p 59 [26] Goleman at p 89 [27] Goleman at pp 93-95 [28] Goleman at Chapter 7 [29] Goleman at pp 111-113 [30] Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence)

Argument for Increasing American Immigration Essay -- Argumentative Ess

Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me. I lift my lamp beside the golden door. This inscription, which is found on the Statue of Liberty, greeted years of immigrants who passed through Ellis Island to America. It describes the idealized view of the United States as a nation of immigrants, where anyone can achieve the American dream. However, does this accurately describe our immigration policy today? Our current policy is better described by this version, written by Chris Willey (Willey et al.): Give me your athletes, your scientists, Your artists, writers, and actors, Your politicians and businessmen. Send these, the best and brightest, to me. To these lies open the golden door: You can keep the rest. Under current U.S. immigration laws, it is not difficult for those immigrants labeled as desirable to receive admittance. The Immigration Act of 1990 created new categories of immigrants. "Within the employment category, first preference was given to aliens ‘with extraordinary ability, outstanding professors and researchers, multinational executives'..." (Richmond 143). It may be true that these creative and skilled people have just as much of a right to pursue the American dream as anyone else. But do we, as Americans, have the moral right to exclude the needy from our country? Refugees have two basic choices. They can return to their home country, or they can try to settle in another country. Most refugees, however, cannot return home because conditions in their native country have not changed sufficiently to eliminate the problems from whi... ...ess, Boulder, CO, 1996. The Holy Bible. New Revised Standard Version. Thomas Nelson Publishers, Nashville, 1989. Hunter, Gordon, ed. Immigrant Voices. Signet Classic, New York, NY, 1999. North Carolina Division of Pollution Prevention and Environmental Assistance. Environmental Facts. http://ntbox.owr.ehnr.state.nc.us/earthday/facts.htm. Rachels, James. The Elements of Moral Philosophy. 3rd edition. McGraw-Hill, Boston, 1999. Richmond, Anthony. Global Apartheid. Oxford University Press, Toronto, 1994. Singer, Peter. Practical Ethics 2nd edition. Cambridge University Press, Cambridge, UK 1993. Social Contract Press. The Social Contract Archives. http://www.thesocialcontract.com Willey, Chris; Saunier, David; and Mendez, Garry. Reinscribing the Statue of Liberty. Horizon Magazine, Jan 1998. http://www.horizonmag.com/pictorial/liberty.htm