The differences between Shia and Sunni Essay Example

The differences between Shia and Sunni Essay Example The differences between Shia and Sunni Paper The differences between Shia and Sunni Paper I. The differences between Shia and Sunni A. History The struggle within Islam arose after Prophet Muhammad died in A.D. 632. When the Prophet died, the followings of Muhammad could nt hold on the issue of who should go the first calif after Muhammad. One group, subsequently know as Shia, insisted that the Prophet had already picked that Ali will be first Imam after him ( Eckman 31 ) . This means the Prophet intended that calif should go on within the Prophet s lineage. So, they admired Ali, who was the Prophet s cousin and hubby of the Prophet s girl, Fatima to be the first 1 ( Abdulwaheed 30 ) . While another group, subsequently known as Sunni, claimed that the Prophet had left this issue to them, his followings, to make up ones mind whether who should go the first calif. Sunni selected Abu Bakr, the Prophet s male parent in jurisprudence, to go first Imam. This unresolved issue led to a civil war between Sunni and Shia for many old ages. As a consequence, Abu Bakr won and became the first Imam ( Eckman 31 ) . After Bakr died, there were 2 more Imams, Umar and Uthman, before Sunni decide to choose Ali to go the calif ( Abdulwaheed 30 ) . But, Shia did non accept this determination and refused to fall in with Sunni. They continued their belief that the leaders of the Islamic universe should stay within the Prophet s household through Ali and Fatima and that they recognized Ali to be the first Imam ( Abdulwaheed 30 ) . After Ali died, Shia believed that there were 11 more Imams after Ali within the Prophet s household. Unexpectedly, the 12th Imams, Al-Mahdi, disappeared after he became a calif for a few yearss. Shia refused to accept that Mahdi had died, but they insisted that he really hid himself and he will return one twenty-four hours to restore a new order and Islamic jurisprudence in the Earth once more ( Eckman 32 ) . B. Theological Belief Although Shia and Sunni are Muslim, and both of them believe in the Quran and the Five Pillars, the nucleus cardinal belief of Islam, they are wholly different from each other in many ways. First, there are differences between clerical and church construction. ( Abdulwaheed 33 ) . Shia Islam is seen to similar to Catholic Church in the manner that their construction of their church are both really hierarchal, while Sunni Islam are more resemble to the Protestant Church with trusting more on self-independent ( Abdulwaheed 33 ) . Like Pope, Shia Imam is divinely divine and infallible in any judgements. Unlike Shia Imams, this belief does non look among Sunni ( Eckman 34 ) . The belief that Shia Imam is divinely divine came from the Shia Muslim believe Muhammad designated all 12 sucessors by name and that they inherited a particular cognition of the true significance of the Bible that was passed through the Prophet s descendent ( Dallal 27 ) . Second, Shia strongly holds the value an d the importance of the thought of sufferer and agony ( Abdulwaheed 33 ) . This thought of sufferer and agony appear and express in many of Shia s ritual and presentation while Sunni rejects to accept this thought ( Eckman 34 ) . Third, Shia and Sunni both acknowledge the thought of the terminal times harmonizing to the Quran says, but the Suuni refused to admit the thought about the Expected and Awaited Imam which is taught among Shia that he will return one twenty-four hours to vaticinate the terminal of times to his people ( Eckman 34 ) . C. Practical Differences The Shias have a different manner to make the rite to the Sunni, wudu and salat patterns performed by them differ from the 1s practiced by the Suuni, for case of Shias, brow is placed onto a piece of hard-boiled clay from Karbala, and non straight onto the supplication mat when they perform worship ( Abdulwaheed 51 ) . Prayers are frequently combined by the Shias besides, and sometimes merely three ( alternatively of five ) worshipping is performed per twenty-four hours. The Shias prefer some different ahadith, particularly the 1s narrated by Ali and Fatima instead than the 1s by other comrades of the Prophet ( pbuh ) ( Abdulwaheed 51 ) . The 1s narrated by Aisha are one of the least preferable due to her resistance to Ali. Shia Islam besides allowed a fixed-term impermanent matrimony called muttah which is presently prohibited by the Sunnis ( Abdulwaheed 51 ) . II. The predicament of Shia minority There are 2 chief spiritual subdivisions in Saudi Arabia which are Sunni and Shia. The bulk one is Sunni while the minority is Shia ( Al Qudaihi 1 ) . Shia in Saudi Arabia consists of about 15 per centum of its whole population and they largely live in eastern portion of the state, such as, Qatif, Dammam, and Al-Hasa, the oil-riches country. ( Al Qudaihi 1 ) In 1930, when King AbdulAziz Ibn Saud found Saudi Arabia, he declared his land to be free to pattern Shia ( Al Qudaihi 1 ) . But, King AbdulAziz Ibn s purpose to make free spiritual state does non truly travel into consequence. Obviously, Shias still have a really rough life as they have to confront persecution and favoritism mundane life by Saudi Sunnis who views them as treasonist and heretic ( Megalommatis 49 ) . Furthermore, in some country, Shias even have to hide their religion in secret making the ritual as they are frighten that their unrecorded might non be safe from those extremist Sunni people who hate them ( Al.Has san 16 ) . From these grounds, many Saudi Shias are really connected with Shias in Iran who portion similar belief ( Yamani 8 ) . As Saudi authorities sees this closely relationship between Iranain Shias and Saudi Shias, they perceive it as a menace to national security. Therefore, the Saudi authorities acts more suppressive to Shias than of all time. Because of the oppressive Acts of the Apostless committed by the authorities, the Saudi authorities has been universe widely recognized as the most anti-Shia authorities in the universe ( Megalommatis 49 ) . A. Religious Freedom The tenseness between Sunni and Shia in Saudi Arabia reaches its flood tide these past few old ages ( Al Qudaihi 1 ) . During February 2009, Shia Pilgrims from eastern portion of Saudi Arabia came to Medina to mark the day of remembrance of the Prophet Muhammad s decease , but they were refused by the Sunni spiritual constabularies to fall in the ceremonial due to their different belief in philosophy and ritual. This brought Shia Pilgrims to clash with Sunni spiritual constabularies who were at the front gate. ( Human Right Watch 4 ) At a consequence, many Shia Muslims were wounded and captured and 3 of them died ( Yamani 7 ) . After the confrontation between Shia and Sunni spiritual constabularies, many Shias in London, Berlin and the Hugue came out and protested in forepart of Saudi consulate to name for their independency province from Saudi Arabia ( Yamani 8 ) . Since the state of affairs both in the state and outside the state became worse and worse, King Abdullah decided to let go of the spiritual captives. Still the jobs remain explosive ( Al Qudaihi 1 ) . In March 2009, Saudi Shias, populating in Qutif and Safwa, protested against unjust intervention by its authorities. Many of them were arrested and detained for many months ( Human Right Watch 5 ) . In May, June and July 2009, the governments were ordered by Eastern Province governor to shut down private halls and besides imprison many Shias in Kholar and Ahsa because they had in secret pattern spiritual activities where it banned by the authorities ( Human Right Watch 5 ) . In April 2010 in Khobar, Eastern Saudi Arabia, a Shia English instructor, Hussan Al Makki, was arrested by Intelligence Administration force. Makki was charged of go againsting the authorities s prohibition to pattern any Shia rite. Furthermore, there were other 3 people that were arrested on the same charge as Makki ( Rasid News Network 28 ) . Although Shia s ritual and public jubilation of their spiritual events are considere d illegal to execute, but Shias still continue to pattern both publically and in secret. ( Human Rights First Society 38 ) .Moreover, Shias mosques are forced to close down often. Harmonizing to the Saudi jurisprudence, to open the mosque, it has to acquire a licence from authorities foremost. It is frequently the instance that the authorities will non allow this licence, peculiarly, to Shia mosque. Therefore, it becomes a common and legal thing for the Saudi authorities to close down the Shia mosque under the charge of non holding licence to run ( Human Rights First Society 38 ) . In add-on, the authorities besides restricts on how Shia can construct their house. The authorities prohibits the Shia from holding cellar within their house because the authorities does non desire Shias to turn it into supplication hall, Hussueniyas ( Jafariya News 47 ) . Up to today, the authorities does non let publication of Shia spiritual books, it blocks their web sites, and does non let them any look in the public media. ( Human Rights First Society 38 ) . Many spiritual books, used in universities for classs, disrespect Shia at all by utilizing bad and humbling words to depict them and even mentioning them as Rafuda which means rejectionists of faith. ( Al.Hassan 13 ) . B. Education Not merely Shias are limited the right to pattern spiritual freedom, but besides in instruction ( Human Right Watch 5 ) . From the statistic, there are merely 7 Shia schoolmasters out of 319 male child schools and no Shia headmistress in miss schools at all in Eastern Province where bulk of Shias live. Besides King Faisal University, where its headquarter located at Ahsa in Eastern Province, is consisted of merely 7 professors out of 287 professors ( Human Rights First Society 37 ) . Furthermore, any private schools or babys rooms operated by Shia people are non allowed be opened. ( Al.Hassan 16 ) . Shia s theological belief is non allowed in Teach in school ( Human Right Watch 6 ) . Furthermore, in the school, it becomes a normal thing that many Sunni instructors publically condemn and look down on Shia pupils sing them as heretic ( Wikipedia 12 ) . Dr. Mohamed J. Al.Hassan, a professor at King Saud University, one time said that his girl was insulted by Sunni instructor and he call ed the school to name for justness by firing the instructor, but nil happened to the instructor. Furthermore, some extremist people saw that the instructor should hold done more than that ( Al.Hassan 18 ) . But this can non merely be blamed on those instructors themselves. As throughout of the instructors lives, they have been brainwashed to detest and diss Shia Muslims so when they become a instructor, they will go through their belief to their childs. This will go on from coevals to coevals ( Al.Hassan 16 ) . Not merely Shia pupils are insulted by Sunni instructors, but even Shia instructors or professors are besides insulted by Sunni pupils every bit good ( Al.Hassan 16 ) . C. Social Opportunity Socially, Shias sometimes have to conceal their religion and in secret worship to forestall them from any persecution. Furthermore Shias are ever treated as a 2nd citizen by their authorities. For illustration, the Fatima Shia of Najaran, an ancient native community, received really bad dainty from the authorities. More Than 3000 members from the community were forced to go forth their place to travel to else without any good ground ( Megalommatis 50 ) . The authorities besides limits their freedom on how Shia named their kids in order to deter them from demoing their individuality. ( Wikipedia 12 ) before tribunal where everyone claims a justness section. For illustration, Sunni justice will non let or accept the informant who is Shia. Furthermore, the tribunal Judgess any instances based on Sunni spiritual jurisprudence. Furthermore, no Saudi Shias have right to function as a justice in tribunal and besides in any high-rank place within authorities and military ( Human Right Watch 6 ) . Government passes out several edicts that encourage people with hatred, force and favoritism against Shia. Some edicts recognize Shia as illegal and non-Muslim and can non populate harmoniously with Shia. ( Al.Hassan 13 ) Other edicts claim Shia to deviate the existent significance of Islam and polytheists. ( 14 ) This type of favoritism and hatred besides widely appear on the cyberspace advancing violent and segregation against Shia. Surprisingly those violent Sunni web site are allowed to travel on while Shia website which advancing peace and integrity are blocked really fast by Saudi authorities. ( J, 25 ) Saudi Shia are out to take any senior place in Government. There are no Shia curates, diplomats, security officers, ground forces commanding officer, air force pilots, spiritual instructors, caput of authorities bureaus, Judgess, city managers, official imaums, Royal officers, caput of public company and many other senior authorities. ( Megalommatis 49 ) . III. Chemical reaction A. Shia All the Saudi Shia wants is for their authorities to esteem their individuality and handle them every bit. Yet, Saudi governments routinely treat these people with scorn and intuition. ( Human Right Watch 4 ) . Shia Muslims in Saudi Arabia have been so long looking for more equality in their day-to-day life in society including freedom to idolize. They want to hold legal right to hold their ain mosque, Shia spiritual book, and besides are accepted by everyone ( Al Qudaihi 2 ) . Saudi Shias has set up a new resistance group to name for more equal intervention for their people called Khalas . This group claims that the authorities has opportunities to reform its society to be more openness toward Shia, but they are merely non willing to make it so ( Al Qudaihi 3 ) . Tawfik al-saif, a Saudi political militant, states that to stop these drawn-out struggles, the Saudi authorities should present both political and societal reforms to do Sunni and Shia much more integrate to each othe r ( Al Qudaihi 2 ) . To stop these jobs, Mai Yamani, a Saudi bookman, suggests that Saudi should alter from molithic Wahabi national individuality to be more unfastened and inclusive everyone. This means that Saudi Arabia has merely 2 picks to take either stoping favoritism against Shia and giving them their right socially and politically, or sitting down and watch them to derive their strength from foreigners and the state go decomposition ( Yamani 9 ) . Recently, King Abdullah has tried to promote Saudi people to pattern spiritual tolerance and unrecorded together peacefully, but a big figure of province establishments still commit to know apart Shias non to be able to keep any public offices ( Human Right Watch 4 ) . D. King and the Saudi authorities In 2003, Prince Abdullah began the thought to acquire both Sunni and Shia Clerics to come together for the first clip. 5 old ages subsequently, Prince Abdullah besides supported a pan-Muslim World meeting for Shia and Sunni keeping in Mecca ( Financial Times 25 ) . Since 2001, Saudi authorities stated that they have prepared to redact text editions, curricular, learning method to recommend tolerance and take dissing word from the book. Despite their effort to alter the prejudice position toward Shia, text editions used in schools still contain the words that show intolerance position toward Shia advancing force and hatred against Shia. ( Scripture Seed Foundation 42 )

How to Make Deep Copies in Ruby

How to Make Deep Copies in Ruby Its often necessary to make a copy of a value in Ruby. While this may seem simple, and it is for simple objects, as soon as you have to make a copy of a data structure with multiple array or hashes on the same object, you will quickly find there are many pitfalls. Objects and References To understand whats going on, lets look at some simple code. First, the assignment operator using a POD (Plain Old Data) type in Ruby. a 1b aa 1puts b Here, the assignment operator is making a copy of the value of a and assigning it to b using the assignment operator. Any changes to a wont be reflected in b. But what about something more complex? Consider this. a [1,2]b aa 3puts b.inspect Before running the above program, try to guess what the output will be and why. This is not the same as the previous example, changes made to a are reflected in b, but why? This is because the Array object is not a POD type. The assignment operator doesnt make a copy of the value, it simply copies the reference to the Array object. The a and b variables are now references to the same Array object, any changes in either variable will be seen in the other. And now you can see why copying non-trivial objects with references to other objects can be tricky. If you simply make a copy of the object, youre just copying the references to the deeper objects, so your copy is referred to as a shallow copy. What Ruby Provides: dup and clone Ruby does provide two methods for making copies of objects, including one that can be made to do deep copies. The Object#dup method will make a shallow copy of an object. To achieve this, the dup method will call the initialize_copy method of that class. What this does exactly is dependent on the class. In some classes, such as Array, it will initialize a new array with the same members as the original array. This, however, is not a deep copy. Consider the following. a [1,2]b a.dupa 3puts b.inspecta [ [1,2] ]b a.dupa[0] 3puts b.inspect What has happened here? The Array#initialize_copy method will indeed make a copy of an Array, but that copy is itself a shallow copy. If you have any other non-POD types in your array, using dup will only be a partially deep copy. It will only be as deep as the first array, any deeper arrays, hashes or other objects will only be shallow copied. There is another method worth mentioning, clone. The clone method does the same thing as dup with one important distinction: its expected that objects will override this method with one that can do deep copies. So in practice what does this mean? It means each of your classes can define a clone method that will make a deep copy of that object. It also means you have to write a clone method for each and every class you make. A Trick: Marshalling Marshalling an object is another way of saying serializing an object. In other words, turn that object into a character stream that can be written to a file that you can unmarshal or unserialize later to get the same object. This can be exploited to get a deep copy of any object. a [ [1,2] ]b Marshal.load( Marshal.dump(a) )a[0] 3puts b.inspect What has happened here? Marshal.dump creates a dump of the nested array stored in a. This dump is a binary character string intended to be stored in a file. It houses the full contents of the array, a complete deep copy. Next, Marshal.load does the opposite. It parses this binary character array and creates a completely new Array, with completely new Array elements. But this is a trick. Its inefficient, it wont work on all objects (what happens if you try to clone a network connection in this way?) and its probably not terribly fast. However, it is the easiest way to make deep copies short of custom initialize_copy or clone methods. Also, the same thing can be done with methods like to_yaml or to_xml if you have libraries loaded to support them.

The Differences Between Islam And Christianity Essay

The Differences Between Islam And Christianity - Essay Example One of the reasons of the success of the Muslim conquest was that they were aided by the Christian and the Jews when Heraclius tried to attack the Muslims at a;-Yarmuk, due to the aid of the Christians and the Jews, the Muslim army outnumbered the army of Heraclius (FORDHAM, 2012). The Christians and the Jews decided to aid Muslims in their conquest when the Muslims threatened to return them to their former condition, at that time the Christians and the Jews decided to help the Muslims as they preferred living under Muslim Rule rather than Byzantine Rule. The second reason of the Muslim conquest during the war of al-Yarmuk was the unity among the Muslims, although the army led by al-Ghassani outnumbered the Muslim fighters by a great deal, still, the Muslims ended up being victorious. An instance that supports this reason is the participation of the Muslim females in the war. Ans 4.In accordance to the insulting stories produced by Christians during the 9th and the 10th century, the view they had about the Prophet Mohammed was a mass murderer and terrorist like (Constable 48). This can be seen through the views that he was provided with arms and swords to treat the Gog in a very cruel manner so the Cog would bow in front of him and perform activities which he wanted them to perform. Similarly, these stories state that he had ordered the followers of the religion of Islam to kill those who were not ready to accept Islam as their religion and to make sure that people accepted Islam with the aid of sword.

Apple Inc. in 2010 Case Brief Essay Example | Topics and Well Written Essays - 750 words

Apple Inc. in 2010 Case Brief - Essay Example However, ranking it as the industry leader would have a great challenge especially due to its performance in the mid-1980s and early 1990s when it registered great fluctuations in profit. At some time, they even ran at a loss of $1.6 billion under the watch of one Amelio (Yoffie & Kim, 2). It enjoyed a considerable market price share of about 16% in the 1980s, which would gradually reduce to about 2% in 2007 before starting to rise slowly. Apple transcended the market due to the uniqueness of their products as compared to its competitors. They invested more on R & D as compared to the rest of the providers to ensure that efficiency was the key to their product. They integrated their OS with other providers like Microsoft and UNIX to come up with a better processor. This satisfied the taste of different customer leading to greater and variable sales (Yoffie & Kim, 5). The introduction of the digital hub saw a big improvement in the microprocessor products. Products like the iPod, iTunes, and iPads revolutionized the industry and were a big challenge to the smartphones. They also introduced PCs that were convenient to use and save much of the customers working space. This was contrary to what other competitors had provided. Apple works in a dynamic market that needs creativity and innovation to succeed. The players in the market are so competitive that failure to come up with a new and different product will lead to the company’s downfall. This is a type of market where weakened companies are bought with stronger ones to help beat their competitors. Alternatively, the providers have to venture into many products to survive. Apple would not survive on PCs alone, which led to their venture in other products like phones, MP3s, PlayStations, and even online clip sales.  

Communication Is Important In Nursing And Nursing Process Nursing Essay

Communication Is Important In Nursing And Nursing Process Nursing Essay This essay will look at the importance of communication in nursing. To begin, the essay will consider the use of communication in nursing in the general context. The latter section will go on to reflect on the application of communication in practice in relation to conversation and basic psychotherapeutic support within the dementia care environment. Introduction Communicating is a fundamental skill in nursing. It governs every task a nurse undertakes from the point of admission to the point of discharge. There are a number of levels from simple phatic exchanges used to initiate conversation, extending to complex counselling techniques. Effective use of communication has been shown to benefit the nurse-patient relationship, contributing to overall well-being and accelerating the process of treatment. It is therefore an essential aspect of the nursing process. In some cases, it can even mean the difference between life and death. Good communication is often regarded as a delicate and complex art, requiring a good understanding of the interplay between numerous factors. This essay intends to provide a definition and to highlight a number of important professional, ethical, legal and moral responsibilities of the nurse in relation to communication (Sheldon, 2005). Discussion There are numerous definitions for communication. Potter and Perry (2001 p.445) offer a definition for communication as a process in which people affect one another through the exchange of information, ideas, and feelings. Thus, it is about sending and receiving a message, both verbally and non-verbally, with a shared goal of conveying a mutual understanding. In general regard to the verbal domain, the process is often reciprocal in nature as both informant and referent change role, seek clarification and offer an acknowledgement of understanding throughout the exchange. It is imperative to be aware of the effect that body language and paralinguistic features have on communication. Thinking about body posture and implementing the principles of SOLER (identified by Egan (1982) cited in Burnard and Gill (2009)) is useful in nursing. A relaxed posture can help in the process of active listening, helping to convey an empathic response to the patient. Argyle (1994) points out that people are often unaware of their own non-verbal communication, whilst it is clearly visible to the receiver. Incongruence between what is being said verbally and what otherwise is perceived does not help in facilitating a positive relationship from a patients perspective. However, for a nurse who is trained to be sensitive to such cues (particularly in mental health settings), it can sometimes present useful information about a patients mental state and is a possible indicator of deterioration. The Fundamentals of Care (2003) document published by the Welsh Assembly Government highlights that communication should take place using appropriate language and in a sensitive manner. Care should be taken to communicate effectively with people who are mentally impaired. In all patient communication the use of medical jargon should be limited wherever possible. As the Department of Health Valuing People Now (DH 2007) points out, as cited in Baillie (2009), people with learning disabilities have a right to healthcare just as much as other people and it should be just as accessible. In essence, nurses have to be open, flexible and versatile in their approach. Stuart and Laraia (2005) cited in Riley (2008) suggest that communication facilitates the development of a therapeutic relationship. Nurses should adopt a suitable style of questioning, using open and closed questions appropriately depending on the situation. It is always important to convey a warm and accepting attitude that is objective and value free, taking into account the different cultural variations that exist. Nursing is increasingly recognised as a holistic and person-centred process, with so many aspects of a patients life regarded as important to the process of recovery that communication in itself forms a significant aspect of treatment. Caris-Verhallen et al. (1999), cited in Crawford et al (2006), imply that communication promotes an increased level of self-esteem and reduces stress. These benefits also promote staff wellbeing. In addition, Watkins (2002) mentions the usage of self-disclosure as a factor that helps develop therapeutic relationships with patients, parti cularly within mental health settings. Teamwork is a factor too which relies heavily on good communication. Nurses are surrounded by different types of health care professionals and as Peate (2006) acknowledges, interdisciplinary communication can be difficult. The Nursing and Midwifery Council (2008) Code of Conduct states that, as a nurse you must work cooperatively within teams and respect the skills, expertise and contributions of your colleagues. It is often the nurse that acts as an intermediary between the patient and another healthcare professional, disseminating information and explaining it in terms suitably appropriate to the understanding of the patient. Poor communication creates barriers which can often lead to patients feeling alienated and making complaints as well as often being a significant factor in cases of malpractice, neglect and negligence. Within many clinical settings, a lack of time presents difficulties in utilising effective communication. Nurses often have to take opportunities to build rapport using synchronous communication whilst carrying out other tasks and duties. As Crawford et al. (2006) point out, healthcare professionals are increasingly task driven and laden with administration which prevents them from spending time talking with patients using the ideal but time consuming counselling type communication. Therefore, in modern healthcare settings, they suggest a newer model is used that encompasses Brief, Ordinary and Effective (BOE) communication Crawford et al. (2006). With regard to written communication, the NMC Code of Conduct (2008) highlights that nurses are expected to ensure that accurate and up to date records are maintained, with clear information about when the entry was made together with a signature of the person making the entry. Not only is this therapeutically useful, it is also an essential legal requirement and offers evidence that treatment has been carried out. Finally, Baillie (2009) explains that the telephone also forms an important, often overlooked mode of communication. As with all clinical work, it is essential for nurses to maintain professional etiquette and confidentiality, as well as acknowledge their level of competence to the caller and ensure that the call is documented where necessary (Baillie, 2009) Conclusion Communication has been demonstrated to have an important positive influence on treatment outcome. Nurses as a collective group represent a substantial aspect of all clinical health care professionals. They probably spend the most amount of time with a patient. As such, there is an enormous capacity for influence on treatment. It is therefore clear why there is a need for significant emphasis on this matter in nurse pre-registration programmes. Encouraging future and present generations of nurses to communicate more effectively could have a significant influence on increasing patient satisfaction and recovery time. It is therefore suggested that promoting effective communication has potential cost saving implications for local healthcare authorities too. This is important given the enormous strain that the NHS is under in the current economic climate. From a wider perspective, it could be speculated that effective communication indirectly has some bearing on aspects of future health a nd social policy. Reflection: Communication in The Dementia Care Context This next section looks reflects on communication within a dementia care setting and utilizes a Reflective Cycle model (appendix 1) adapted from Gibbs et al (1988) as cited in Bulman and Schutz (2008). The model begins by using a description about what has happened and then encourages the person whom is reflecting to acknowledge their feelings about the situation/event. From this, the evaluation phase encourages the reflector to make value judgements and to say what was good or bad about the experience. Next, an analysis can be made about the situation and this should hopefully generate ideas and themes about the situation. Through doing so, conclusions can be drawn both in the general sense and in terms of the reflectors specific personal experience. The final part of the reflection process with this model is the personal action plans stage whereby the reflector can suggest different, perhaps better ways of doing things in a similar future situation. Description The placement was a dementia care ward which was all-female bedded with people who were at various stages in terms of the development of their dementia condition. The majority of the patients were still relatively active in a physical sense and often quite talkative. I spent a significant amount of time sitting with various patients in the dayroom, often for observation reasons to help ensure their safety. This enabled frequent opportunity to talk to the patients and also to gain some insight into the nature of how dementia can affect people. There was one patient that particularly concerned me. In the interests of preserving confidentiality I will change her name and refer to her as Abigale. Although this reflection is predominantly focused on my interaction with Abigale, much of what I mention is relevant to the patient population at large in respect of dementia care. Abigale was an elderly lady, perhaps in her early 70s, who used to be a school teacher during her working years. Her condition was such that she was often quite talkative although the conversation was very much disjointed. She conveyed a range of emotions and often talked to me as if I resembled a particular character in her former life. Sometimes she spoke in a manner that suggested that she was seemingly happy about something and then for no apparent reason, she would become very upset and tearful. This happened on a frequent basis, with her emotions appearing to cycle between positive and negative affect in relatively short periods of time. Feelings Throughout the time I spent talking with Abigale, I always tried to talk warmly to her and convey an accepting attitude along with empathy, interest and compassion, reflecting the core principles of Rogers client centred therapy. I was aware that my non-verbal communication was very important both to her and other patients. Within the dementia care setting, non-verbal communication is often even more important because it is often relied to a great extent. I always tried to portray openness in my body language, using the SOLER principles acronym outlined by Egan (1994), (see appendix 2). I found that she often used the mode of touch to communicate when sitting and/or talking with people and I attempted to replicate this in a similar, acceptable manner. I found this to be very effective which did surprise me. With a younger generation, touch tends to be a form of communication that I tend to perceive as not working very well for me. This maybe because I just havent utilised this method very much outside of friendship and family settings. I enjoyed spending time talking with Abigale. I particularly liked the way she continued to speak with a degree of authority that would perhaps be commensurate with her former role as a teacher. Even though her conversation was markedly unfocused and incongruent, she spoke in a very articulate manner. When I was able to answer her with a response she appeared to find satisfactory, it felt quite rewarding and it was good to see when she appeared to be happy. Sometimes she acted as if I resembled various people from her life. It was difficult to know whether to simply accept these non-sequiturs and go along with them, or correct her and risk upsetting her. Unfortunately, there were also times when I could not give her a response that she needed. I occasionally found it difficult to determine what she was actually talking about and I didnt want to respond with something that wasnt relevant. Despite my best efforts, it was difficult to seek clarification from her as she would often move on to some other topic. I also found it emotionally challenging at the times where she was upset for no apparent reason and I would have liked to have been able to offer more support. Sometimes, I have observed staff using diversion techniques to help distract patients from distressing situations. I have tried to use these occasionally. However, I tend to be a little uncomfortable doing this and I would rather be able to help somehow by having a greater understanding of the person and addressing their questions and concerns more directly. Finally, not having access to the computerised notes system (PARIS) was very frustrating as it meant that I only had information passed verbally from staff. Evaluation Whilst communicating with Abigale and indeed, other patients within the setting, I tried to maximise my listening capacity by blocking out noises that were external to interactions. However, because I felt I had a duty to the other patients, blocking all noises was impracticable. The dayroom tended to be a difficult place to have a conversation. The television appeared to be more or less continually switched on, and there were often domestic staff performing various cleaning duties. The ambient noise levels tended to be quite high and somewhat distracting both for myself and no doubt, the patients. Access to PARIS would have allowed me to gain a greater awareness about the patient as I would have been able to read comments and assessments made by the whole multidisciplinary team. Analysis Good communication forms an intrinsic part of the nursing process and is part of many nursing models. Roper et al. (1996) as cited in Peate (2006) list it as an aspect of daily living. Unfortunately, people who suffer with dementia experience a number of cognitive difficulties according to Mace (2005) as cited in Adams (2008) (see appendix 3) which make communication very difficult. The associated pathological diseases and consequences of aging also exacerbate these difficulties making effective communication even more problematic (Adams, 2008). The role of communication is therefore especially important for dementia patients as they are likely to have difficulties with interpretation of messages (Kitwood, 1997 as cited in Adams (2008)). Indeed, I often found that what Abigale said and how she acted on the responses that I gave was often incongruent suggesting there was a problem with interpretation. However, when I attempted to seek clarification, it was very difficult or indeed imp ossible. According to Cheston and Bender (2003), dementia care can be improved by beingpsychotherapeutic and using every interaction as an potential opportunity to help and support them. The humanistic and Rogerian aspect of empathic listening is particularly important and provides clues about embedded emotional messages according to Cheston and Bender (2003). However, they go on to suggest that in order to be psychotherapeutic in an approach requires a good understanding of a persons life history. Unfortunately, the short term nature of the placement meant that I was likely to remain relatively naive in terms of understanding her history and condition to any useful extent, so being truly psychotherapeutic in my actions was difficult. Nevertheless, I attempted to provide a contribution to the nursing process. I found that some of the communication strategies that nurses are encouraged to use in many settings need to be changed when consideration is given to the dementia care environment. Watkins (2001) suggests that clients respond better when nurses ask open questions. However, for dementia patients, asking open questions would appear to have a tendency to induce cognitive overload. As such, the Alzeimers Society Advice Sheet (2000) recommends that carers should ask short questions, one at a time which require only short answers. The Alzheimers Society (2000) also highlight the need to try and see the person behind the illness: Interests, likes and dislikes, hopes and fears, early life, places they have lived and visited, working life, people they love/have loved, friendships and personality. I did try to find out from Abigale aspects of her former life but in truth, I had very little understanding about these factors. Abigale tended not to respond directly to questions but rather hinted certain aspects on an adhoc basis. Therefore, hypothetically, if I was a named nurse for Abigale in the future, it would perhaps be useful to speak to her close family to gain some insight and as well as potential stimulus for conversations. Perhaps a reminiscence box containing various items such as photographs and objects would be useful in terms of triggering memories and developing conversations. I think it is important to acknowledge that it would have been better to take Abigale to somewhere quieter when she was upset. This would have been more conducive to conversation as well as offering some level privacy for Abigale. However, in the reality of the situation, there were limited places that were actually available on the ward. In addition, it was likely there were other patients that were also episodically distressed that made it difficult to devote full time to Abigale. The other patients tended to demonstrate similar emotions which coincided with the majority; hence there were good and bad days in terms of patient behaviours. Overall, I feel that on balance I offered a good level of support for Abigale. At times, I believe that I could have offered her more in terms of conversation if I had a better level of knowledge about her background. Indeed, sometimes I felt that I lacked the relevant stimulus to have a lengthy conversation. Despite it being my first placement, there were times where I would have liked to have had the knowledge to use certain basic level therapeutic approaches that are applicable to patients whom suffer from dementia. My mentor also mentioned an interest in validation therapy and I am aware too of the existence of other forms of therapy such as pre-therapy, reminenscence therapy, resolution therapy and the person-focused approach. However, I can clearly appreciate that as a 1st year nursing student, to gain such knowledge is totally impracticable, as well as potentially unethical and unprofessional if actually used without proper registered status. Indeed, under the NMC Code of Cond uct (2008) I must recognise and practice within the limits of competency. As such, in order to be in a position to use many therapeutic techniques effectively, I would need significant further training and/or further professional accreditation. Conclusion (General) Communication with patients who have dementia is an extremely difficult and complex process. It is absolutely essential that nurses practice effective communication to help maintain the quality of life of the patients in their care. In practice, it is very difficult to ensure that psychotherapeutic support is well provided, particularly as psychological needs are more subtle and discrete. It could be argued that relatively low levels of staff and the often high levels of physical interventions often found within dementia settings means that the provision for effective communication regarding psychological care presents a significant challenge. I think the psychotherapeutic aspect of care is a important issue, particularly with the number of cases of dementia predicted to rise to almost 1 million in the UK by 2020 (according to Alzeimers Disease International, 1999, cited by Burgess, 2003). Conclusion (Specific) Overall, I feel quite positive about my experience on placement and about the use of communication. I believe that I worked to the best of my ability. Abigale and many other patients appeared to be quite advanced in terms of their dementia condition. This proved to be quite a challenge. I would like to have had more awareness about Abigales history. I can now more readily appreciate the importance of family and friends, not only in terms of direct contribution to care but also the indirect contributions that they make through providing information about the patient. Early recognition of emotional distress helps with the nursing process. It could have made it more feasible for me to talk to Abigale to provide reassurance and limit the likelyhood of her becoming upset, therefore preserving her dignity. I have gained a great deal of insight into dementia care both through the placement experience and through the process of reflection. In retrospect, I would like to have been able to offer more in terms of psychological support and this provides some insight into the psychotherapeutic aspect of care for future placements. Action Plan In future, I would like to have acquired a higher level of therapeutic skills to enhance my ability to communicate with people who have dementia. The predicted rise in dementia cases as previously mentioned means there is a greater likely hood of coming into contact and providing nursing care for a patient who has dementia. I think it would therefore be useful to develop a greater awareness into the condition, especially from a psychological perspective. I also hope to have training and therefore approved access to PARIS computerised notes system. References Adams T (2008) Dementia Care Nursing: Promoting Well-Being in People with Dementia and Their Families. Hampshire: Palgrave Macmillan Alzeimers Society (2010) Factsheet 500: Communicating. Alzeimers Society: London. http://www.alzheimers.org.uk/factsheet/500 Accessed: 30.06.10 Argyle M (1994) The Psychology of Interpersonal Behaviour (5th Edn). London: Penguin Books Baillie L (2009) Developing Practical Adult Nursing Skills (3rd Edn). London: Hodder Arnold. Bullman C Schutz S (2008) Reflective Practice in Nursing (4th Edition). Oxford: Blackwell Publishing. Burgess L (2003) Changing attitudes in dementia care and the role of nurses. Nursing Times, 99 (38) 18. http://www.nursingtimes.net/nursing-practice-clinical-research/changing-attitudes-in-dementia-care-and-the-role-of-nurses/205196.article Accessed: 30.06.10 Burnard P Gill P (2009) Culture, Communication and Nursing. Essex: Pearson Education Limited. Cheston R Bender M (2003) Understanding Dementia: The Man with the Worried Eyes. London: Jessica Kingsley Publishers. Crawford P Brown B Bonham P (2006) Foundations in Nursing and Health Care: Communication in Clinical Settings. Cheltenham: Nelson Thorns Ltd. Nursing and Midwifery Council (NMC) (2008) The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwifes. NMC, London http://www.nmc-uk.org/aDisplayDocument.aspx?documentID=5982 Accessed: 12.04.2010 Peate I (2006) Becoming a Nurse in the 21st Century. West Sussex: Wiley. Potters P A Perry A G (2001) Fundamentals of Nursing (5th Edn). St Louis: Mosby. Riley J B (2008) Communication in Nursing (6th Edn). United States of America: Mosby. Sheldon L K (2005) Communication for Nurses: Talking With Patients. Massachusetts: Jones and Bartlett Publishers Watkins P (2002) Mental Health Nursing: The Art of Compassionate Care. Edinburgh: Butterworth-Heinemann. Welsh Assembly Government (2003) Fundamentals of Care: Guidance for Health and Social Care Staff. Welsh Assembly Government: Cardiff. http://www.wales.nhs.uk/documents/booklet-e.pdf Accessed: 12.04.2010 Bibliography Ellis R B Gates B Kenworthy N (2003) Interpersonal Communication in Nursing: Theory and Practice (2nd Edn). Churchill Livingstone: London. Hamilton S J Martin D J (2007) Clinical Development: A framework for effective communication skill. Nursing Times, 103: 48, 30-31. Appendix 1 The Reflective Cycle (adapted from Gibbs et al.1988) cited in Bulman and Schutz, (2008). Appendix 2 Egans SOLAR Principles (Egan, 1994) as cited in Crawford et al. (2006) S Face people Squarely O Maintain an Open shape to the body L Lean forward slightly E Use appropriate Eye contact R Relax

Practical Education vs Theoretical Education Essay

Nepal is backward in education system till today’s modern times due to the theoretical knowledge and rote learning. Theoretical education is based on text books and Practical education is based on various types of skills and technique. In Nepal, most priority is given to the theoretical education rather than practical as curriculum is based on it. Some of schools has adopted the practical approach of teaching-learning activities but majority are lacking. Theoretical education priorities only on the texts books and it is exam-oriented as well. Most of the contents or topics of our curriculum is not useful in our very life. Moreover, one of my friends told me that Nepal can never make a progress until and unless this (theoretical) education system is modified. I’m too totally agree with my friend view that if the curriculum or education pattern is not alter, country would be in same condition as it is, for more few years. Till now, we are adopting traditional approach of educational practice based on theory. Likewise, Rote Learning is an technique which avoids understanding of a subject and instead focusing on memorization. Rote learning is often view as a bad practice which is not good for the students. It makes students dull, unskilled, less creativity and many more. In Nepal, If the students don’t understood the topic, teacher encourages students for rote learning rather teaching the contents thoroughly from the first. In addition to, Practical education supports students’ to grab up skills which helps them to stand independently in any jobs and works. They will able to learn by understanding and doing practically in their life. Teachers also must use the practical methods of teaching day to day which helps to bring creativeness to students and make the students provide suitable logic and understanding about the subject matter. Rote Learning is practiced in subjects like Science, Social and Nepali. However, the new trend has been discovered which involves the rote learning  of subjects like Math. Students couldn’t understand the methods taught by teacher because of less practical method. So, they rote learn them by mathematical methods. To conclude, it seems that the necessity of the practical based education in Nepal is a must. For that, the main role that our government can play is to change present curriculum and bring about changes which includes 80% practical knowledge and remaining as theoretical. Also, there can be a class where students are taught on the international and national issues.

Who Is Lying to Us About Case Western Ppsp Supplemental Essay Samples?

Who Is Lying to Us About Case Western Ppsp Supplemental Essay Samples? The Honest to Goodness Truth on Case Western Ppsp Supplemental Essay Samples With regard to our academic requirements, it's not just about having a set of required classes below your belt. There are a lot of levels of questions which may be asked during program evaluation. In cases, where the issue of raising enrollment perseveres, it's usually essential to get the info in conditions of inputs and corresponding outputs. Though the performance system becomes better, there may be some other discrimination problems regarding unfair treatment applicable to employee benefits or awards that can be led to turnover. Essay writing is so crucial, so here is what you can do to assist your son or daughter write terrific ones! The essay intends to examine. Therefore, you've found that you're ready to compose your homework papers. How to compose an essay handout. 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