BARIATRIC SURGERY FOR OBESITY Essay Example | Topics and Well Written Essays - 1250 words

BARIATRIC SURGERY FOR OBESITY - Essay Example Not everybody can undergo bariatric, or weight loss surgery. The prospective patient needs to undergo physical examination to determine whether s/he can qualify for the procedure. One consideration is the person’s body mass index, or BMI. It is the standard way to define overweight, obesity, and morbid obesity. The BMI, according to Torpy (1986), is calculated based on a persons height and weight—weight in kilograms (2.2 pounds per kilogram) divided by the square of height in meters (39.37 inches per meter). The National Institutes of Health (NIH) requires a body mass index (BMI) greater than 40. This is the equivalent of being about 100 pounds overweight for men and 80 pounds overweight for women (Consumer Guide to Weight Loss Surgery (Bariatric Surgery), 2005). Only when a person is found to be morbidly obese is bariatric surgery offered as recourse. If all else has failed ( including medical treatment), as well as lifestyle changes of healthy eating and regular exercise, then bariatric surgery is an option. However, if a person is not found to be morbidly obese, but s/he suffers from health-related illnesses such as diabetes, high blood pressure, or high cholesterol, bariatric surgery can be offered as an option. Otherwise, bariatric surgery will not be considered. Age is another consideration. Adolescents can be considered for the procedure only when they have tried to lose weight for at least six month, but been unsuccessful. Just like the adult candidates, adolescents must be extremely obese, with BMI greater than 40. They must also have reached their adult height. It’s usually 13, or older, for girls; and 15, or older for boys, and have serious weight-related health problems, such as type 2 diabetes, sleep apnea, heart disease, or significant functional or psychosocial impairment (Bariatric Surgery for Severe Obesity, 2009). Further, physical considerations are not enough for adolescent candidates. They, together with their parents, need

Media Paper Essay Example | Topics and Well Written Essays - 750 words

Media Paper - Essay Example Moreover, there was the fear of the nation getting involved in the war that broke in 1931 as Hitler attacked Poland. For these reasons, America tried her best â€Å"to be as unneutral as possible without getting involved† (Viola, 790-793). The United States though, was having its relationship with Japan strained with issues over China and French Indochina. Viola (1998) notes that in November 20, 1941; the last offer of Japan was given to the United States, for her to cut off aid to China and end the embargo. In response, America asked a counteroffer on the 26th of the same month, for Japan to leave the Axis powers and to withdraw from China and the French Indochina. In his speech, Roosevelt mentioned that the final response the Secretary of State received from the Japanese ambassador to the United States implied no threat. Therefore, he described the attack as sudden and deliberate. What the president was trying to tell to the nation in the aforementioned speech was that, the nation tried her best to stay away from the war, that the empire of Japan posed a threat to the nation because of the deliberate bombing of the Pearl Harbor, that America has to do something to protect her people and for the nation to understand and help in the president’s stand. During a tumultuous time like this, the president surely did not need critics but support and encouragement. He needed to tell the people frankly what the state of the nation is and let them see clearly the need to be involved even during a time when no one would like to go to war. Roosevelt ended his speech with an appeal to the Congress to â€Å"declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire†, plainly and simply. As Schlesinger puts it, Roosevelt â€Å"recognized that to mob ilize public

Reflection On A Mentorship Role In Medicine

Reflection On A Mentorship Role In Medicine During this reflective piece of work I will discuss my role, responsibility and accountability as the students assessor and reflect on approaches that I have used within the mentorship role to support and facilitate the student to achieve specified learning outcomes. The ultimate goal of mentorship is for one individual to contribute to the professional development of another. (Lanser 2000) The NMC (2008) defines a mentor as a registrant who facilitates learning, supervises and assesses students in a practice setting. The student spends 50% theory and 50% in practice; practical training is an important and significant part of the nursing students education. I was informed that a third year nursing student would be attending my practice area a number of weeks before the placement start date, I used this to my advantage by contemplating about learning opportunities within the practice area. The NMC states that at least 40% of a students time at the placement should be spent with a mentor. Therefore the off duty had to be worked to reflect this, as now it is an NMC requirement for mentors to prioritise their workload to accommodate support of students. (NMC 2008) From my time as a student nurse the better placement experiences I had were when my mentor was well prepared and had thought about experiences that would enhance my learning. I feel that it is essential that from the first contact with the nursing student you are building an effective relationship. The ultimate goal of mentorship is for one individual to contribute to the professional development of another. Prior to the students start date it is important that the student has been contacted and informed of location, uniform, start time and name of allocated mentor. Fortunately my student contacted my workplace a couple of weeks before her placement began. I took this opportunity to introduce myself and went through a little of what to expect. Baumeister and Leary (1995) suggest that if students feel accepted secure, valued and respected that it motivates the students capacity to learn and instils confidence. I feel that this initial contact takes some of that first day anxiety away. The influence of the mentor on the student begins at first contacvt and forms the foundation upon which the mentor/student relationship will be based upon. The Nursing and midwifery council outlines eight domains of competency that a mentor must achieve in order to perform the role to an appropriate standard. These are: establishing effective relationships, Facillitation of learning, creating a learning environment, context of practice/ evidence based practice, assessment and accountability, leadership and evaluation of learning. On my student Sarahs first day I had allocated time to orientate and introduce her to the practice area. It is the mentors responsibility to establish an effective working relationship with the student and this starts with orientating and the setting of ground rules.(RCN 2007) Whilst going through the formal, professional, legal, national and local requirements I was conscious about making the orientation a positive experience. I introduced Sarah to the rest of the community nursing team. Levett-Jones, Lathlean, Higgins and Mcmillan() in their study discussed the students need to feel like they belonged as when students feel comfortable they engage with learning opportunities. I believe that the attitude and motivation of the mentor are crucial in creating a encouraging start to the placement experience. (cited in Beskine 2009) Reflecting on my experience as a student the negative aspects of work placements were not being supported by my mentor and feeling under valued and by remembe ring such experiences I feel that it influences how I am as a mentor. The benefit of working as a community staff nurse is that when a student is placed you work together on a one to one basis and have time to establish the student mentor relationship. Using this oppotunity to get an insight into her personality aswell as any concerns she has about the placement. Although it is good to achieve a good rapport with your student Wilkes (2006) advised caution during the social development of the relationship as the professional boundries need to be clear, as getting involved with the student socially or emotionally outside of work would influence your integrity when perfoming assessments. Also as a mentor you act as a role model and The Code(2008) requires a nurse to be of good character honest and trustworthy basing this on ones conduct behaviour and attitude. The NMC (2008) defines a mentor as someone who facilitates learning, supervises and assesses students in a practice setting. It also outlines that in order to do this effectively the mentor needs to have knowledge of the students stage of learning therefore selecting appropriate opportunities for that particular students learning needs. After orientation and Sarah shadowing me on a few visits I felt it was important to conduct the initial interview so we could discuss learning needs and opportunities in my particular area. Sarah had not had a previous community placement and didnt know what is available to learn therefore we had an informal discussion to identify the opportunities. During the initial interview I also established the students level of knowledge and expectations. I had noticed that Sarah was quite shy and was quite nervous. We looked through her portfolio from previous placements and she had passed each one. Also by reviewing the university requirements outlined in her portfolio I was able to see if Sarah was aware of her needs from this placement. My initial impression was that she may need more support than I had anticipated at her stage of learning. It appeared that she wasnt confident in her abilities. Sarah did express that she felt she would require support and guidance as the community setting was a completely new experience for her. Its also important to consider that studies have shown that placements can be very stressful for students especially in their first and third years of training.(Stuart 2007 cited in Beskine2009) Taking my concerns into consideration and Sarahs request we then created a learning contract, the goals set were based on mutually identified need. I decided that initially I would become as Berne(1961) described nurturing parent to Sarah to demonstrate boundries to ensure she felt safe. Until her confidence grew, then the relationship would be on an adult-adult basis on the same level for discussions and mutual expectations. Although fluctuations between different ego state as different circumstances arise throughout the mentor student relationship. In order to help Sarah I felt that by acting as an advocate would promote her confidence and self-esteem. (Neary 2000) To formulate an effective learning contract it has to have essential components as de scribed by Stuart (2007) learning objectives, the activities to facilitate these , strategies and resources for learning. As a registered health professional you have a responsibility to ensure the safety of the public. Therefore by mentoring pre-registration nurses you are accountable for ensuring students fulfil their learning outcomes for your practice area and develop practice competence. (NMC 2006) Assessing a students competence can become complicated by the mentors subjective view of what is competent? (Higgins and McCarthy 2005) Duffy (2003) concurs it is often easier to identify clear incompetence than those students borderline on achieving competence. Mentors need to address the issue of non-competence as soon as it is recognised. The study Duffy (2003) carried out found that mentors tended to give students the benefit of doubt. A view which has been highlighted in a recent survey in the Nursing Times (2010) which said 40% of mentors participating in the survey passed students as they could not provide sufficient evidence to back up their concerns. Before meeting with the student to discuss the issue it is important to collect evidence which has lead to your concerns about the students competence. Going through assessment documentation can help highlight if learning outcomes are achievable for that particular students ability. This evidence would be helpful for you to explore/understand reasons why the student is not achieving and early discussion can prompt students to consider their practice thus facilitating progress. (Duffy and Hardicre 2007) As the student doesnt seem to be aware of their limitations, for patient safety it is essential that you gently alert the student of their unconscious incompetence but if the motivation is there I would as a mentor be confident that they could develop competence. Feedback is a large part of assessment and progression and in this particular issue it is important to provide feedback so the student is aware that they are not meeting the required standard. An effective mentor should offer honest and constructive feedback to students (RCN 2007) Constructive feedback is objective and non-judgemental and should be based on specific observation to encourage discussion and allow future learning to take place. (Pearce 2004) It can be tempting to avoid giving negative feedback but performance cannot be improved without knowledge of what was wrong (Stuart 2006) Feedback to the student would be given in the form of the praise sandwich. NMC (2006) uses this form of feedback in its documents where it state that mentors should contribute to the evaluation of student learning and assessment experiences by proposing aspects for change as a result of evaluation. Mentors should remain positive and supportive also try to empathise with the student and how they will be feeling. A learning contract/action plan that is formulated collaboratively with the mentor and student can specify what the student will learn how it will be achieved and the time scale in which its success can be measured. (Nicklin and Kenworthy 2003) The RCN also advises regular meetings between the mentor and student to discuss progression and make adjustments to action plans based on the students learning. (RCN 2007) Ultimately the NMC in safeguarding the wellbeing of the public sets standards for pre-registration theory and practice competency and requires students to be fit for practice and purpose at the point of registration. (NMC 2008) Some of the learning outcomes were easy to facilitate with experiences that were available from a community placement but others not so easily accommodated. In order to address this we discussed other specialisms within the community neighbourhood team where she could spend time to achieve outcomes. In the initial interview with my student it was important to identify what stage of learning she was at and also determine her motivation to learning. Rogers (2002) suggests adults come to learning with intentions and that they have their own personal expectations of the learning process and hold personal reasons why they want to learn. After discussing mutual expectations from the placement it is essential to understand the students style of learning in order to best facilitate learning activities and opportunities and select appropriate learning strategies to integrate her learning practice and academic experience. Also to be effective learners students should also be aware of and understand their own learning style and manage their own learning. (Siviter 2004) There are various theories on learning styles, I chose to give my student a questionnaire based on the theory by Honey Mumford (2000). This model is broken down into four categories Activist, Reflector, Theorist and Pragmatist. The activist is open minded, enthusiastic and enjoys immersing themselves into new experiences. The characteristics of a reflector are cautious observers. Using all the information available to them to make conclusions. Theorists think things through in a logical manner and value rationally and objectivity. Finally pragmatist act quickly on ideas and are keen to put new techniques into practice. My student felt that she was a reflector and was motivated by understanding nursing processes in order to be able to work well and be a valuable team member. I felt that the strategy I would commence in order to meet the needs of a reflective learner would be facilitating experiential learning followed by reflective practice. Students benefit from action planning to assist them through the transitional period onto new placement areas by setting goals (Quinn Hughes 2007) A learning contract that is designed collaboratively by the mentor and student can specify what the student will learn, how it will be achieved and time span. (Nicklin Kenworthy 2003). Considering this we decided to match the nursing procedure to be trained with specific learning outcomes from the students portfolio and discussed in the initial interview process. Urinalysis was the skill that we focused on in this exercise. Therefore it was appropriate to teach this skill in the sluice area which was a quiet and spacious area where we wouldnt be disturbed. We discussed possible reasons why as a nurse you would take this test for example infection and as a reflective learner I felt that I should explain how her ability and knowledge of urinalysis would benefit her when working as a fully qualified nurse. We then went through the procedure showing all the clinical equipment needed and different ways in obtaining a sample. I tried to relate to practice to enable the student to take what she has learnt to future placement areas. In order for us to reflect on the task we went to a quiet office to avoid distraction. Studies have shown having quality time for reflection and one to one discussion with their mentor were very important to the student. Watson(2000) I felt that the student centred teaching strategy worked well with this particular student as she learnt best by doing and reflecting on the procedure afterwards rather than just being informed by others. Kolbs(1984) learning cycle describes four stages in the learning process from the experience to applying the new learnt information to similar situations, and therefore a component of reflective learning. NMC (2006) suggest that prioritised workload while you are mentoring giving you time to carry out the mentor role. I ensured that the allocated workload would enable me to have more time for effective listening and discussion. Also it gave us the opportunity to discuss events of the day and reflect and give feedback on a daily basis. The process of assessment I feel has to be continuous and developing with my student Sarah due to her lack of confidence I didnt want to increase any anxiety by making formal assessments of her practice. As the ENB/DOH( 2001)document that a mentor should observe a students achievement of a period of time to ensure validity in assessment. Having identified the learning that needed to take place from the university portfolio and personal development on the students part as discussed in the learning contract. The NMC (2007) clearly outlines the requirements for assessments of student nurses. The students performance should be assessed in practice with accountability resting with the mentor who is carrying out the assessment. It is important that a student is able to self assess, and after our discussion in the initial interview Sarah did identify that she needs more support to enhance her self-confidence, and due to this we incorporated this in our learning contact along with the learni ng outcomes in her portfolio. It is also important for a student with confidence issues to self assess as they will see that progression is being made in their learning, therefore gaining confidence.(chap. assessment of student practice from uni lib) A continuous assessment of the students practice is a more reliable tool as supervising/assessing the student on a day to day basis in a relaxed environment it is more likely to reflect the true ability of that student. (Stuart 2007) The NMC (2006) under the leadership domain specifies that mentors need to display leadership qualities within the practice environment. I feel that by planning series of learning opportunites for the student and prioritising workload to ensure time to support the student i have achieved this. Without planning or prioritising a busy workload it would inevitabley be to the detriment of the students experience. Interim interview is the first more formal assessment of the students abilities/progress so far. The learning outcomes/competences were discussed and documented at initial interview in the form of a learning contract. I ensured that we had time to discuss Sarahs progress and competences. Although Sarah has made progress with her self-confidence there is still areas to improve therefore a new action plan was formulated and mutually agreed. We clarified the area of weakness and advised how she would progress further and arranged for her to work with other assessors within the team so to ensure fairness. (Gopee 2008) Feedback is essential in the process of formative assessment Pryor (1998) highlighted the importance of feedback not only identifying what the student has learned but also what they may accomplish in future practice. ( cited in Gopee 2008) Feedback should when possible be given in private (RCN 2007) as this would prevent other people from listening to any discussion. There is also the potential for the audience effect (Quinn and Hughes 2007) where the student feels that everyone is watching or listening to the feedback in her performance. Feedback is most effective when given at the time or soon after and activity occurs. This ensures that the experience is still fresh in both mentor and students mind. Therefore the information discussed is more accurate and detailed making it more useful for the student. Not only is a mentor there for supervising and supporting the student it is advantageous to the student when giving detailed feedback it guides the to learn what is expected of them to improve that particular episode of nursing. My main concern was making Sarah feel comfortable when receiving feedback as within the interim interview there still remained things to improve on. I ensured that my body language was warm and open. Giving eye contact and smiling and nodding. It is important that when giving positive feedback she felt that I was honest and w hen discussing feedback on a more constructive basis she felt that I was self-assured in the information that I was imparting. We collaboratively devised an action plan for the last couple of weeks of placement. Involving Sarah enhancing her management skills and to gain confidence in her own decision making. The NMC (2004) state that prior to entry to the register pre-registration students should be able to manage the delivery if care with the scope of ones own responsibility. (cited DuffyMiddleton 20) To facilitate this I delegated the care of patients within a residential home, as working in community it isnt easy for the student to work independently without direct supervision due to visiting patients within their own homes. But in the residential home environment I was around but not directly supervising. At this stage in the placement I felt that Sarah had developed her confidence and that this experience would help in realising her own capabilities. As Sarah had now spent a couple of weeks within the practice environment and within the community nursing team she began to open up about previous experiences whilst on placement. She felt that not all of her relationships with her mentor has not been a positive experience. Darling (1984) did some research about the mentor/mentee relationship and creating the learning environment and those mentors who didnt create a positive environment he described as toxic mentors. Three different forms of the toxic mentor were dumpers, blockers and destroyers. The first of these describes those individuals who dump there students into experiences out of there depth. Blockers were those who didnt allow the student to partake in learning opportunities. Destroyers as the word describes, destroys a student confidence by undermining them and criticising without offering another possibility. Darling (1984) was also able to identify what the basic attributes that a mentor should possess, roles as an insp irer, investor and supporter. (cited in Pellatt 2006) Whilst discussing the subject with Sarah it became apparent that her confidence had been knocked by two negative mentor experiences in the past. As a girl who is quiet in nature was having trouble recovering from this. Refecting on my discussion with Sarah I came to realise the impact the mentor can have on the student and how detrimental this had been for Sarah. I was fortunate enough to be able to take part in all of Sarahs placement and therefore feel that spending time with my student put me in a better position to assess and be content with my evaluation on Sarahs ability. It enabled us to focus on areas were highlighted in the initial meeting. (Stuart 2006) Working in community one of the challenges as a mentor which you have little control over is the learning environment. Whilst for the interviews I was able to ensure we had a quiet room back at base. And reflective discussions took place in the car. The actual learning environment altered every visit to different homes. As Sarah hadnt had a community placement before I felt that I would inform her of problems that may arise. These included poor hygiene, living conditions but also discussed that we live within a culturally and socially diverse environment. The final interview is the only summative part of the assessment process as a mentor it is my job to reflect on the students abilities as a whole in my opinion and also draw on other team members experiences with my student. Therefore being an objective view, also by using the university portfolio as a guide to see if all learning outcomes have been completed. As a mentor I am aware of the accountability that I have when deciding if a student meets the required standard. Especially on a students last placement there can be no benefit of doubt as the pre-registered student will not have time to develop before registration occurs. Time was allocated at the end of the final meeting to ask the student how she had found her experience with me as a mentor . The role of the mentor is very important in the stage immediately prior to student nurses achieving registration is imperative in producing nurses who are fit for practice and purpose. (NMC 2004) The study carried out by Duffy and Middleton(20) concurred that a longer last placement gives students time to settle and become part of the team encouraging their confidence to grow. It enables the student to get their practical skills up to the required standard and also developing their management competences, an essential skill within the staff nurse role. Unfortunately it must be acknowledged that not all students will achieve the required outcomes to become competent and safe practitioners. Duffy (2005) stated that there has to be the recognition that some students need to fail. It is important to be aware as a mentor the assessments that we are taking is to safeguard professional standards, patients and the general public. During my time with my student it was essential that both Sarah and i recognised her lack of confidence and doing so early as possible interventions can be initiated within the work placement to achieve the required competences. As the mentor is accountable it is important that along with the professional standards and competences outlined, the NMC require that the registrants are of good health and character. Another aspect that the mentor is responsible for. Most teaching within the practice area does deal with all those aspects, the clinical skill itself and the interpersonal and management skills involved. The educational taxonomy considers that any learning topic has to be judged from three angles in relation to what the student has to learn. Those being psychomotor; the physical skills to conduct the duty. Cognitive; the understanding of the evidence base for the duty. Affective is the ability to conduct the duty with the appropriate communication and interpersonal skills. The assessment was mainly continuous in a formative basis and using the aids of learning contracts and facilitating achievement of the outcomes by allocating patients and tasks, liasing with professionals. On all the tasks I felt that my student Sarah had arrived with a lack of confidence but through the process of practice feedback and reflection and the support she was given from myself and the community nursing team all of the outcomes were achieved well. As a mentor it is my responsibility to identify and apply research and evidence based practice to my area of practice (NMC 2008) I think it is important that as a mentor you should assess your personal strengths and weaknesses as to me it is important that I gain confidence in my abilities as a nursing student mentor. Feedback from the student perspective on the practice area as a learning environment is advantageous as it is part of the ongoing evaluation of the learning environment. As it reviews the learning opportunities and audits the placement so to develop skills of the professionals within the team. Enabling the workforce to contribute in developing the profession for the next generation of nurses. (ENB/DOH 2001) Also these audits will highlight the practice areas where students are struggling to achieve and thus giving the University opportunity to address the concerns. The University have a responsibility to where possible ensure the placement has the necessary opportunites to facilitate adequate learning experiences to reflect the student experience. (RCN 2006) Action plans are defined as a must achieve device that identifies competences that need to be achieved by an identified date during the practice placement,non achievement of which would lead to a fail mark being awarded. (Gopee 2008) It is essential within any assessment that a mentor perfoms you are prepared, fair ,objective, honest timely and give effective feedback. All these componets ensures that evidence collected and documented within the students portfolio is a true objective illustration of the students competences and ability. Barriers that would affect the mentors role is documented by Gopee (2008) organisation, lack of resources, personality clashes attitude problems either student/mentor. As a mentor the main challenge in being able to perform mentor duties is that there is inadequate time to fulfil this role along with your clinical duties. Obviously on a day to day basis it is hard to forsee how your day may go as you never know what you will find when you open the door to each patient. But to minimalise this as much as possible I put my leadership and management skills into practice so that opportunites /experiences were planned to an extent and timetabled as much as we could with the nature of the profession. Therefore reassuring the student that I my motivation was that she got the best out of her experience within the community nursing team. By setting an action plan also helps promote underlying skills such as planning, scheduling, goal setting, negotiations and management. Skinners theory devised in1974 states that the environment is essential to any learning that takes place and if the environment is suitable then learning will occur as connections are formed from responses to stimuli and reinforcement of these occurs.(cited by Quinn 2000) As part of Sarahs action plan we discussed other resources available to her for example having practice days with other professionals within the neighbourhood teams. Nurses are expected to be able to validate their clinical decisions with research based evidence that results in care should be patient centred and clinically effective. (DOH 2000) Within the community some of the treatments we provide for example compression therapy for treatment of leg ulcers have a large evidence base for that treatment but also as a professional we also use the evience from patients living with these condtion and consider both those as evidence to provide a rational for certain decisions made about treatment. Fitzpatrick(2007) in her literature review found that opinions on what evidence based practice was depended on the perspective of the individual. Evidence can be sourced from experts, literature and views of patients. All assessment descisions must be evidence based. This is seen as crucial as the future of the profession, in both its integrity and knowledge are in the hands of students currently training to become registered nurses. (Hand 2006)

Literary Elements and Time Setting in Ethan Frome Essay -- essays rese

Ethan Frome Love does not always have happy endings. People can fall in and out of love as easily as changing clothes. "Ethan Frome," a novel by Edith Wharton, explains how a married man named Ethan struggles on with his life, secretly distracted by the yearning for his wife's cousin, Mattie Silver. The author uses literary elements and time setting in the story. Wharton has been generous in using literary elements in the novel. She has put together senses of personification and similies to thoroughly describe the plot of the story. In personifying the kitchen ornaments, the author uses "...-were hastily refreshing themselves at one corner of the supper-table which aligned its devastated pie dishes and ice cream saucers on the platform at the end of the hall." In this selection, Whar...

Reaction to Nonfiction Essay

Salvation by Langston Hughes and Who Will Light Incense When Mothers Gone? Are two stories from the text that capture the attention and imagination of the reader. These two are nonfiction short stories that easily relate to the reader as well. Both stories caused a personal reaction as the writer used certain strategies to detail the idea, theme, and purpose behind each of the writings. It is also important to know the difference between a fiction and nonfiction story. The author has to intrigue the reader’s imagination to make the story interesting. Reactions and Strategies Salvation Salvation was written by Langston Hughes in 1940. This is a nonfictional story based on a childhood experience of the authors. Religion was apparently prominent in Hughes childhood and his family seemed to live by God’s word. Religion was so important to his family that he had to make a hard decision on either lying to his family or letting down his Lord. The writer described the day he was to find Jesus as a time to â€Å"bring the young lambs to the fold† (Hughes, 1940. P. 351). The story was moving, intriguing, and heartfelt. The writer made the story believable by giving a detailed setting and theme. The writer also used personal feelings and emotions of others to make this story believable. Who Will Light Incense When Mothers Gone? This short story was written by Andrew Lam in 2003. I was also a nonfictional story based on an experience in Lam’s adult years. Lam’s family were immigrates from Vietnam and the setting is at his mother’s 70th birthday. Lam overheard his mother asking her sister who would continue the tradition of lighting the incense and praying to the ancestors for protection. She seemed to be very concerned as was her sister that this tradition would cease when they passed away. This story was an eye-opener to what one may feel when tradition has been left to the elders and now needs to be passed down to the younger generations. It shows that when one is moved out of their culture they may try to hold on and teach their young, but there is no guarantee that the young will appreciate the values. One line expressed how the writer new his mothers pain, â€Å"mortality never less weighs heavy on her soul† (Lam, 20003. P. 1077). The writer used personal feelings and an insi ght into past and future to guide the reader into a better understanding of the situation. Personal Relation and Intended Purposes Salvation brings back childhood memories of personal experiences with church and family. Memories of summer at vocation bible school camp with friends and the lessons taught by the pastors. Also, movies about African Americans and church in the early and mid 1900’s were thought of during this reading. The purpose of this short story was geared toward understanding the importance of God in the writer’s life and family. The writer also displays the emotional reaction to his decision to lie about finding Jesus. Who Will Light Incense When Mothers Gone?, was a reminder of a military background involved with exposure to many cultures and religious diversities. Every cultures has it’s values and norms. When several generations of a particular culture migrate to America, some of those values will be lost. Individual ambitions will take place of the family traditions and values (Lam, 2003). The mother was upset with the son many times as he grew into an American cowboy, which the Vietnamese identified as being selfish and a rebel (Lam, 2003). The writer’s intent was to inform the reader of a lost tradition with in his family’s culture. Also, to make aware the struggle within to please his mother while upholding his personal ambitions. Nonfiction and Imagination It was apparent that these two stories were nonfiction because both were based on a personal experience that had and emotional impact on their life. The stories related to struggles and decisions that weighed on the consensus. It can be assumed that writing about these events may have taken pressure off the writer. Even with nonfiction the imagination needs to be provoked. The writer must set the theme and give a detailed setting so that the reader can place themselves in the situation. Including emotions of other characters also impact the imagination. If the author is trying to get a certain point across to his readers then they must bring the reader into the scene. Conclusion Both stories were easy to identify with because they were detailed with personal emotions and experiences. The author was aiming for a reaction from the reader that was personal and that was reached. The writer’s intention was clear and understood in both stories and was easy to connect personal experiences with. The two stories were nonfiction and dealt with personal struggles. Being that the two stories were personal it was intriguing to the imagination and simple to relate to. References Barnet, S., Burto, W., & Cain, W. (2011). Literature for Composition (9th ed.). : Pearson.

Cultural Prohibition of Food in Two Societies

Many people of different cultures and religions define themselves not only by what their religious beliefs are but also by what food they eat and the different ways in which they prepare it (Campo 2009). Food is one important factor of everyday life that brings people together and links people to the natural and sacred worlds (Campo 2009). Since the beginning of time dietary practices have been incorporated into the religious practices of different people around the globe. Some religious sects abstain, or are forbidden from consuming certain food and drink. Others restrict food and drink in their holy days, while some associate dietary and food preparation practices with rituals of the faith (Waibel 2004). These dietary practices are known as the cultural prohibition of food. In this essay I will discuss the Islamic dietary laws and the Hindu dietary requirements that are practiced around the world. The Muslim cultural prohibition of food plays a very significant role in the lives of Muslims around the world . The Islamic dietary laws are a matter of both social custom and religion (Campo 2009). In Islamic dietary laws, foods are categorized into different groups. These groups include those that are lawful (HALAL), those that are forbidden (HARAM) and those that are pure (tahir, tayibb) and those that are impure (rajis, najis). These divisions of what foods are lawful-pure and what foods are forbidden-impure are based on the QURAN and HADITH, the Islamic sources of revelation (Campo 2009). The Quran instructs people to eat only lawful and good things from the earth and not to â€Å"follow in Satan’s footsteps† (Q 2:168). The most general statement in the Quran about food is one that was intended for â€Å"children of Adam†: â€Å"Eat and drink, but do not be wasteful, for god does not like wasteful people† (Q 7:31) (Campo 2009). It is clear from both of these verses that ethics plays a major role in the practicing of the Islamic dietary laws. The Quran also identifies specific foods that God has provided for people to eat. These include the following; dates, grapes, olives, pomegranates, grains and the flesh of domestic sheep, goats, cattle and camels (Q 6:99, 141-145; 80:25 -32) (Campo 2009). Muslims can only consume meat where the animal has been slaughtered or sacrificed in accordance to specific rules: â€Å"The name of God (BASMALA) must be invoked (Q 6:118, 121), and a deep incision with a sharp knife must be made across the throat. Most seafood can be eaten (Q 5:96; 16:14), as well as hunted animals as long as the name of God has been pronounced when the hunting weapon is discharged (Q 5:4)† (Campo 2009). The Quran also forbids believing Muslims from eating carrion (Meat from unsacrificed dead things), spilt blood, pork and food that has been offered to idols rather then God (Q 5:3; 6:145). Other forbidden food such as the flesh of predators (animals with fangs or talons) is also included in the HADITH. The Muslim jurists consider meat from an animal that has not been correctly slaughtered as carrion (inedible). This includes animals that have been beaten to death, strangled, killed by a fall, or gored to death (Q 5:3). Wine is also prohibited along with other intoxicating substances. All of these forbidden foods and substances are said to be impure and can prevent Muslims from fulfilling their religious duties unless removed or avoided. Sometimes exceptions can be made when the situation is dire (Campo 2009). Specific dietary rules can also apply when it comes to worshipping and other activities in Muslim life. Prayer, fasting during Ramadan, Almsgiving, and the Hajj all involve restrictions and procedures concerning food that people are meant to abide by (Campo 2009). The offering of food is considered an important act of charity, but the food that is offered cannot be forbidden. Rules of etiquette are also recommended for special occasions involving hospitality and feasting as well as ordinary meals (Campo 2009). Hindu dietary requirements, like those of the Islamic dietary laws play a major role into the lives of many Hindus around the world. According to Arjun Appadurai â€Å" The density, scope and taxonomic complexity of Hindu symbolic thought in regard to food is difficult to capture in a brief space† (Appadural 1981). A love of nature and the importance of living a simple, natural life are the basis of Hinduism, which is a faith that originated in India (ElGindy 2010). The Hindu faith promotes a vegetarian lifestyle and encompasses a number of health beliefs and dietary practices. These practices arise from the idea of living in harmony with nature and having mercy and respect for all of God’s creations (ElGindy 2010). Devout Hindu’s believe that all of God’s creations including both humans and animals are worthy of respect and compassion. Therefore Hinduism promotes a vegetarian lifestyle with avoidance of eating animal meat or flesh (ElGindy 2010). However some Hindu’s choose not to practice vegetarianism and may adhere to the Hindu dietary codes in different degrees of strictness. For example, some Hindu’s avoid eating beef and pork (which are strictly prohibited in the Hindu diet code, especially beef because cows occupy a special place in the Hindu religion), but will eat all other meats (ElGindy 2010). Hindu’s believe that food affects both the body and the mind and a proper diet is considered to be vital for spiritual development in Hinduism. The Hindu diet code divides food into three separate categories, based on the foods effect on the body and the temperament (ElGindy 2010). The first is known as Tamasic food. This is food that is leftover, stale, overripe, spoiled or other impure food, which is believed to produce negative emotions such as jealousy, anger and greed. The second is known as Rejasic food. This is food that is believed to produce strong emotional qualities, passions and restlessness in the mind. The food in this category includes eggs, meat, fish, garlic, onions, spices, hot peppers, pickles and other pungent spicy foods. The last is known as Satvic food. This is the most desirable food and is food that is non-irritating to the stomach and purifying to the mind. The foods in this category include fruits, nuts, whole grains and vegetables. These foods are believed to produce calmness and nobility (ElGindy 2010). Hindu’s believe that for true service to God, purity of food is necessary to maintain the desirable state of mind that leads to enlightenment† (ElGindy 2010). Food is consumed to achieve mind/body equilibrium and good pure food promotes a peaceful – non agitated-mind. â€Å"Sin or an agitated state of mind, prevents the journey to moksha (divine supreme knowledge, which leads to freedom from the cycle of birth, life, death and rebirth† (ElGindy 2010). Religion is the major factor when it comes to the prohibition of food around the world. Both the Muslim culture and the Hindu culture promote Holiness and pure lives through the prohibition of certain foods. A question of ethics arises from the practicing of such laws in both cultures. They also promote kindness and charity among people. There are many similarities between the two cultures in both the way they live their lives and the way in which they consume food according to their dietary laws and requirements. One major similarity is that both cultures categorize foods into groups, with certain foods being classified as being either pure or impure. Another similarity then arises from this as there are similar foods that are classified as pure, good foods to eat in both societies ,for example fruits and grains. Both cultures have specific foods that are forbidden, such as, meat that has not been slaughtered in accordance with specific rules for Muslims and Stale, leftover, overripe and spoiled food for Hindu’s. The main similarity between the two cultures is that they both strive to live pure, spiritual lives through the practicing of their dietary laws. For both cultures, if they do not abide by their dietary laws they cannot live fulfilled religious lives. As well as many similarities between the two cultures of Muslim and Hindu, there are also a few differences between the way in which they live their lives and dietary laws that they follow. One of the main differences between them is that Muslims can eat meat, as long as the animal has been slaughtered in the correct way, whereas Hindu’s promote a vegetarian lifestyle because they believe that all of God’s creations are equal. Although some Hindu’s may choose to eat meat (apart from beef and pork), depending on the level of strictness in which they follow their dietary laws. Another difference is that Islamic dietary laws are a matter of social custom and religion. Special etiquette is required at social gatherings such as feasts, as well as ordinary meals, for example, â€Å"pronouncing the basmala, taking food and drink with the right hand and not reclining while eating† (Campo 2009). Another difference between Muslims and Hindus is that Hindus believe that food is good for both the body and the mind. They believe that certain foods can create different emotions when consumed. For example, they believe that impure food can make someone angry, jealous and greedy (ElGindy 2010). The cultural prohibition of food in both the Muslim society and the Hindu society is a very strong element in the religious lives of those who practice these faiths. Firstly I would like to point out that ethics appear to be a major influencer into the practicing of dietary laws and codes in these religions. This is because people of both religions strive to live a fulfilled spiritual life, which they cannot have if they eat foods, which are not considered as being pure. This brings me to my next point, which is, both Muslims and Hindu’s classify foods into groups based on whether the food is pure or impure. In both societies people want to eat pure food and avoid impure food so that they can live a pure life. Certain rituals and rules apply to both cultures when it comes to how food is prepared before it is consumed. Sometimes in both cultures exceptions can be made to these laws in dire circumstances. In conclusion the cultural prohibition of food in the Muslim society and the Hindu society helps people to reach religious equilibrium, which is something that all people who practice the faith strive to achieve. From the research that I have conducted into the study of the prohibition of food I have found that both the Muslim faith and the Hindu faith follow similar morals and belief systems and place significant importance on the key ideas of holiness, pure, impure, kindness, generosity, equality and charity.

The Life of Benito Juarez essays

The Life of Benito Juarez essays For the pass couple of weeks I had read about a president of Mexico. His named is Benito Pablo Juarez Garcia. He was born in the village of San Pablo Guelatao, Oaxaca. Both his parents die before he turn four. He worked in the corn field and as shepherd until the age of 12 then on December 17, 1818, he walk to the city of Oaxaca with a wish to educate himself and find a better life. At the time he was illiterate and could not speak Spanish, only Zapotec. In the city he took a job as a domestic servant, and eagerly made up for his previous lack of education. He work in a church and meet a lay Franciscan named Antonio Salanueva was impressed with young Benitos intelligence an thirst for learning, and helped arrange for him to be accepted at the city seminary. Salanueva, who was to employ Benito as a servant from 1819 to 1821, was a devout Catholic whose liberal views on politics and education profoundly influence the young man. He knows that if he work in a church, there a chance that he could learn read and write. At the time the Roman Catholic church controlled most of the country s school, owned huge amounts of property, and had an income estimated to be five times greater than the governments. Benito was accepted to the Holy Cross Seminary. It was the largest and best school in the area. As a Church they did not discriminate between rich and poor, everyone was equal there and all were taken seriously. The world in which Benito grew to manhood was changing at a rapid pace. After 11 bloody years of the Mexico war for Independence against its Spanish rulers drew to a close. At the age of 15-year old seminarian Benito was almost untouched by the political storms raging in Mexico. He was still too busy establishing his own independence and equality to be much troubled by the nation difficulties. Later he studied there but decided to pursue the law rather than the priesthood. He work hard as a student and stu...