Assault weapons gun ban Essay Example | Topics and Well Written Essays - 750 words

Assault weapons gun ban - Essay Example The reason for which Jimmy Carter, along with George W. Bush and Bill Clinton, supported this law has to be analyzed. This law got passed in 1994 and expired in ten years. When the law was approaching expiration date various police organizations, including police chiefs and sheriffs, have demanded for its renewal. They called on the President of that time to renew and strengthen the law. But with a sparkle from the White House, protestors demand prevailed and the ban was terminated. Carter personally owned a lot of different types of gun which includes â€Å"two handguns, four shotguns and three rifles, two with scopes† (Carter, n.p.). He and his other friends cherished the ownership of the guns. He used these guns for the purpose of hunting in his family woods and field and occasionally he also took his family along with his friends for hunting. He and his friend used to cultivate innovate ideas to do various things on the gun. He even used to display many of them in the whit e house. According to Carter, in case of hunting if one maintains safety there should not be any problem. But neither Carter nor his friends wanted to posses such an assault gun. Since they believed that the assault guns were used to either kill policemen or any other civilian. He believed that White House should not have given up trying to reinforce the law, even if there were lots of political difficulties. A lot of emotions were also attached with the ban of the Assault Weapons. The N.R.A. leaders were highly influenced by the firearm industry and they started believing that the firearms were being snatched away from them and the house owners were deprived of ways to protect themselves. He argues that the fire industry and other governing authorities should reassess the safety and accountability and should enact the ban again. And if the politicians fear the disapproval of N.R.A during election then it was not at all a solid reason (Carter, n.p.). The view of Wheeler should also be assessed in order to have clear understanding of the law. Wheeler has pointed some predictions by studying the psychology of the criminals. He argues that assault guns were not used by the criminals because they were difficult to hide. The data of National Institute of Justice says that â€Å"Assault Weapons were used in fewer than eight percent of gun crimes even before the ban† (Wheeler, n.p.). Moreover the criminals were more inclined to use high quality hand gun. â€Å"Handgun Epidemic Lowering Plan (HELP Network)† (Wheeler, n.p.) says that the end of the ban over the assault gun would lead to a wave of increase crime. And that the root of all evils was the gun. But this belief had no basis. As the panic of the assault gun faded, the activists try to discover a new type of gun. â€Å"California Gov. Arnold Schwarzenegger’s desk lies a bill to ban .50 caliber rifles† (Wheeler, n.p.). That has resulted into the myth that the terrorists used .50-calib er rifles and assault rifles were used by the criminals. But the reports actually suggested that .50 caliber was used by the criminals also. Wheeler also argues that Assault Weapon was deliberately misrepresented by the anti gunners as machine guns. In the year 2003 CNN showed a video of machine gun and

Woman Changing Tradition Research Paper Example | Topics and Well Written Essays - 1000 words

Woman Changing Tradition - Research Paper Example They have made up their minds to come out of their houses and work like men. They want their rights and want to do all that men are supposed to do because their own gender roles make them feel inferior. They want to be at the workplace, in the politics, and in the armed forces. This has been inculcated in their minds by way of strong feminism which comes with the agenda of women liberation. This paper discusses the hot debate whether women should be allowed to change gender roles or not by shedding light on the way feminist theories are changing the trend. Let’s start with explaining the difference between sex and gender which will show to the reader how gender roles come into existence. Sex refers to physical anatomy and biological differences between male and female; while, gender means the characteristics by which the society defines who is male and who is female (Roughgarden 22). Every culture has different concepts of gender roles that are assigned to males and females, a nd these are the gender roles that define the masculinity and femininity of an individual regardless of his physical anatomy or, in other words, sex. â€Å"Men and women are social categories† and socially â€Å"we have the freedom to decide who counts as a man and who counts as a woman† (Roughgarden 23). ... e main aim of contemporary popular culture is to refigure the body, hence issues regarding the body such as its shape, age and other requirements are the hot subject matter for magazines, books, journals, TV shows and even popular science. He states that these issues regarding the body raise questions about body frailty which creates concerns about gender differences, women being treated differently from men and the inferiority they experience as a result. For this reason, the issues regarding body and the gender differences encompassing the popular culture are the main concern of current feminist theories. Liberal women talk about women being treated differently than men, that is, gender discrimination that is favored basically by male domination. They talk about women’s understanding about sexuality, their experience at the workplace and how they manage their families alongside work. They are also concerned with women working with disciplines like history, social sciences, p hilosophy, arts and anthropology. The other important thing this feminism has to say is that women can tend to change the whole scenario by using their practical and empirical knowledge. This would help construct â€Å"a future non-sexist society† (Humm 5) which is the focus of attention of feminism. There are some feminists who characterize women as slaves in their houses doing work for their families without getting paid and thus their houses become a sort of prison for them. This is often referred to as domesticity. They say that this domesticity has to be ruled out from women’s lives if they want themselves to be treated at an equal status with men and considered as modern. The issues of domesticity and gender discrimination define how today’s woman reacts to her inferior position in

Educational circles Essay Example for Free

Educational circles Essay Lifelong education is a concept not to vague in today’s educational circles. It has been used in many different forms to promote a person’s pursuance to knowledge. It is claimed that life is education, practically speaking when you live you encounter deterrents or resistance in forms of challenges. It is normal for a person to face this situation, in here you will see that ones failure and challenges arise man’s normal tendency is to adapt and move on. Therefore learning and educating himself on the situation he/she has just experienced (Smith M. 1996). The issue that can be seen in pursuing further education is Man’s ability to absorb and effectively comprehending knowledge at a certain age. Man’s psyche changes as it progress deep into the application of his/her field or application. When the application stage of man kicks in he or she finds it difficult to learn new things because his/her paradigm is already stuck on its present state. That’s why preparation to a lifelong education is vital. It features a lot of difference between specializing. Specializing is done when man pursues and therefore encloses himself to a specific study. Not only that, he or she will be engrossed in its application, one reason for this is the field maybe his or her source of income. Examples are doctors, engineers, or architects who pursue to improve knowledge in their respective fields. The difference between lifelong learning and specialization is on it’s the width of its spectrum. A person pursuing a lifelong learning is more open he or she views mistakes as an opportunity of learning. A person pursuing specialization is not close minded but more coherent in their studies, and they usually have a rigid paradigm. The importance of differentiating lifelong learning and specialization is important. Creating standard studies on this topic will give students and educators a point of reference. This point of reference will assist our education system on integrating this to a learner’s life. Show them the advantages and disadvantages of pursuing one side to the other. Or even provide an evolvement study to at some proportion integrate the two different sides together. Reference: Smith M. (1996). Lifelong learning. http://www. infed. org/lifelonglearning/b-life. htm

Factors That Affects the Preference of Online Games Essay Example for Free

Factors That Affects the Preference of Online Games Essay Online gaming can refer to any type of game that someone can play through the Internet or over a computer network. Most of the time, online gaming refers to video games played over the Internet, where multiple players are in different locations across the world. Players also can compete in massively multiplayer games, where dozens of players play an ongoing game in a virtual world. Often times, participants can communicate with other gamers through text chat sessions during online gaming or, sometimes, players can actually speak to other players, using special audio hardware. Online Games are now one of the most popular and fast growing part of the internet based industries. These computer games can be played be many people together in a network like the Internet or any office network. With the growing availability of the World Wide Web, these games have become one of the best ways to relief stress after a busy day. Today, there are many websites that allow people to play online games. Playing online games has many advantages. Users can play multiplayer online games with their friends. Children find multiplayer games more thrilling and entertaining as they compete against their friends. Online games offer a range of entertainment options for people. Online games are an excellent way to escape the â€Å"real world for a while and enter the virtual domain. In addition to providing entertainment, these games help us to be mentally strong. These games are liked by people of different ages, especially as they could be played in the comfort of their homes. The games are quite thrilling as they provide incredible features as well as a user friendly ambiance. These games also build team efforts and team spirits. A bond of togetherness is developed through these games. To cap it all, these games help one to interact and exchange ideas with others while paying multi-player games. The industry of computer games is continuously developing its techniques and strategies in order to make more and more appealing games. However, each company that produces video games is specialized in a certain type of games that address to a certain age group. For this reason, the variety of the existing games and of the games to be created is very notable and we should take it into consideration whenever we speak of this domain

Asthma Case Study Essay

Asthma Case Study Essay This essay is written as a case study referring to a patient from my practice area. As I will be reflecting on my practice in relation to the case study, use will be made of first person writing where appropriate. Hamill (1999) supports the use of first person writing in academic essays such as case studies and suggests it develops self-awareness, reflection, analysis and critique. As this essay is focused on a specific patient from my practice area it is important to consider issues of confidentiality. Therefore, throughout neither my practice area nor the patient name will be identified. However to be able to discuss key issues in relation to the patient I will refer to their age, gender and lifestyle, and use a false name to aid the flow of writing. Introduction Asthma affects 5.2 million people in the UK: 1.1 million children and 4.1 million adults according to Asthma UK in their 2004 report. However, depending which report one reads, this number can almost double to 10.1 million (Masoli et al 2003). This wide variation of prevalence maybe explained by the different studies and reports used to gather the data and differing inclusion criteria used. There is nevertheless agreement on the fact that the numbers of cases of asthma are increasing. Asthma UK (2004) reports a 400,000 increase in the number of adults with asthma in the UK between 2001 and 2004. The rising patterns of asthma prevalence however are not explained by current knowledge of causes of asthma, but are paralleled by increases in other allergic conditions such as eczema and rhinitis (Masoli et al 2003). There is currently no agreed definition of the disease. Widely documented in the literature however, is the National Heart, Lung and Blood Institute (1992) definition who describe it as, a chronic inflammatory disorder of the airways causing widespread but variable airflow obstruction†¦Obstruction is often reversible, either spontaneously or with treatment. The severity of the condition varies significantly (Rees and Kanabar 2000) from mild intermittent asthma, to a distressing disabling condition which results in time off work or school, disturbed sleep, restriction of social and leisure activities and anxiety (Hyland 1998). The main aim of asthma management is to control symptoms, minimise asthma exacerbations and optimise quality of life (Scullion 2005). As a student of the Acute Care Pathway Degree, one of the specific learning outcomes for my pathway is to be able to manage programmes of care for patients with chronic diseases (St Martins College 2006). Hyland (1998) states that the Advanced Nurse Practitioner has become a major provider of asthma care in the UK. Watkins, Edwards and Gastrell (2003) agree, and suggest that currently the management of long-term conditions, including asthma, are a core component of a Advanced Nurse Practitioners work. Therefore it is crucial that I have an understanding of this condition and be able to review patients effectively (Wiggins 1999) using evidence based guidelines, and to have the confidence to provide advice on the management of their condition. I aim to improve my understanding and asthma management skills through critically reviewing key issues of patient care as a case study. The key issues I intend to focus on relating to a specific patient are: Treatment of Asthma in the Emergency Department Patient education Patient concordance Initially this essay will examine my current practice in relation to asthma management through reflecting on my present level of knowledge and understanding, discussing the level of care I can provide for patients with asthma at the moment. I then intend to give a brief outline of the patient chosen for this study, explaining the reasons for that choice and the rationale behind the key issues highlighted for discussion. A critical review of the key issues will follow using up to date evidence based literature and considering relevant policies. The conclusion will summarise the main points, reflect on what I have learned from this module and consider ongoing learning requirements in relation to asthma management. Reflection on current practice At the time of writing I have so far completed 16 hours in practise, Therefore my first few days in practice were spent adjusting to this new and very different area of nursing. Nevertheless I have had the opportunity to observe my mentor assessing patients with asthma and recently have become more involved in the review of these patients, with supervision. Prior to starting the course I did feel I had some understanding of the disease process of asthma from working in the Emergency Department, albeit very fundamental, and some basic knowledge of the management. Some of this understanding comes from personal experience but also through my previous experience working in dermatology. Often patients presenting with atopic eczema would also be asthmatic, there is a well known link between these conditions (Hyland 1998). Some of the advice given in eczema management, for example allergen avoidance, will also be relevant in asthma management (Rees and Kanabar 2000). Using Benners (1984) novice to expert model I would classify myself at present as an advanced beginner. This is someone who has a marginally acceptable performance with some background experience but who still requires supervision. I feel this accurately describes my current ability in practice in relation to asthma management. With supervision I am able to undertake an assessment using a template for guidance, check medication usage, check symptoms and carry out peak flow assessment. However I still find the array of inhalers confusing and dont feel confident in interpreting the information gleaned during assessment into planned care within the time constraints of the clinic. When I have the time to reflect on the information and review the guidelines away from the patient I feel more confident. I need however to be able to make the transition from an advanced beginner to a competent practitioner, increasing my level of proficiency to no longer requiring supervision but being aware of my own limitations. I feel with more experience in practice and by working through this case study I should be able to achieve this. Rationale for choice of patient and key issues Rolfe, Freshwater and Jasper (2001) suggest that choosing an event or incident to reflect upon or analyse is concerned with anything that happens to us that we want to write about for some reason. It is the significance of the experience within our daily lives which helps us choose one experience over another. Having decided to focus on asthma as the topic for my case study, when I looked back at the patients I had seen with asthma, it was the above episode of care which held the most significance for me. Pharmacological management The aims of the pharmacological management of asthma are to control symptoms, prevent exacerbations and achieve the best possible lung function while minimising side-effects and long-term sequelae (Scullion 2005). National clinical guidelines developed in 2003 by the British Thoracic Society (BTS) and Scottish Intercollegiate Guidelines Network (SIGN) were produced in collaboration with, amongst others, Asthma UK and the Royal College of Physicians of London, and have more recently been updated in 2005. They are widely accepted as the Gold Standard of evidence-based asthma care for health care professionals working in the UK (Levy and Pearce 2004). Patient education and concordance The issues of education and concordance will be discussed together as they are inextricably interlinked. It is difficult for the health professional to achieve concordance with the patient without providing education about their disease and its management (Levy and Pearce 2004). It is estimated that one quarter of asthma patients in the UK have a compliance rate of 30% or less (Das Gupta and Guest 2003). The term compliance in health care has become less fashionable recently due to it implying that a patient is perhaps ineffectual and hasnt followed the health professionals instructions (Hyland 1998). Whereas in reality the reasons for non-compliance are complex (Holgate and Douglass 2006) and not necessarily the fault of the patient, for example, not being shown how to use their inhaler device properly (Carter et al 2005). Nevertheless non-compliance is thought to contribute to between 18% and 48% of asthma deaths (Asthma UK 2003). Concordance is the term used to describe a negotiat ed agreement between health professional and patient with regard to the management of their condition (BTS/SIGN 2005). However even when concordance seems to have been achieved a patient still may not adhere to the agreed plan of care for many reasons (Weller and Booker 2006). Ensuring patients are well informed about how their medication works has been shown to improve adherence and control (Boulet 1998). They need to be aware of the risks of taking and of not taking their medication (Levy and Pearce 2004). The latter is of particular concern in asthma in that persistent inflammation of the airways may lead to irreversible obstruction (Rees and Kanabar 2000). Written personalised asthma action plans have been shown to improve outcomes of care (BTS/SIGN 2005). They reinforce verbal education and set out for patients what to do if their symptoms worsen (Roberts 2002). Conclusion Asthma is a frequently seen chronic condition in the Emergency Department and one that Advanced Nurse Practitioners are expected to be involved in the management of (Hampson 2002). Therefore as am Acute Care Pathway Degree Student, I need to develop my knowledge and skills in this condition to enable me to provide a high standard of evidence-based care for patients. Throughout this essay I have endeavoured to demonstrate my understanding of asthma especially in relation to the pharmacological management and issues of education and concordance. These issues have been discussed and have shown to be interrelated; without achieving concordance, adherence to prescribed medication cannot be achieved and without patient education concordance cannot be realised. Although I have been unable to discuss all aspects of asthma management due to word limit constraints, my understanding of asthma medications and the use of the stepwise guidelines has increased significantly to the point where I now feel more confident in practice. More recently when seeing patients with asthma I have been able to visualise which step they are on which has helped me to decide whether they are on the correct medication in relation to the severity of their disease. Reviewing the issues of concordance and education has made me realise how important these aspects of management are; however the time needed to address these issues in practice often doesnt correlate to the time allowed for appointments. To enable me to become a competent practitioner in asthma management I need to consolidate the increased knowledge I have gained from writing this essay with more experience in practice. I need to increase my knowledge in areas not discussed in this essay, such as non-pharmacological management through self-directed study and perhaps consider further education through an accredited asthma diploma course, on completion of my degree course.

The Changing Character Hamlet in Act II and Act IV of Shakespeares Hamlet :: Shakespeare Hamlet Essays

The Changing Character Hamlet in Act II and Act IV of Shakespeare's Hamlet In Shakespeare's Hamlet, although the character Hamlet makes similar points about himself in the soliloquies of Act II and Act IV, he seems to be less self-blaming and more in control of his emotions in the Act IV soliloquy. In the Act IV soliloquy, Hamlet is less self-blaming and more in control of his emotions. In Act II Hamlet blames himself for the delay in his revenge, "O, what a rouge and peasant slave am I!" (2:2:519). He also seems to be more self-abusive in his expressions, "Why, what an ass am I!" (2:2:553). Hamlet's deep depression is expressed through his comparison of himself to the lowest and most worthless things he can think of. However, in the Act IV soliloquy, Hamlet uses logic to reason his delay in killing Claudius, "How all occasions do inform against me and spur my dull revenge!" (4:4:32). While he is still a bit emotional, he is less self-abusive and more in control of his feelings, "How stand I then, that have a father killed, a mother stained." (4:4:56). Hamlet's reproach of his actions is gentler and less derogatory. He uses reason to explain how certain occasions have delayed him rather than blaming himself for backing out on his plans. In both soliloquies Hamlet makes comparisons between himself and other characters. In Act II he compares himself to an actor and in Act IV he compares himself to Fortinbras. In both soliloquies Hamlet uses the comparisons to put himself down for not carrying out his actions. In Act II Hamlet is angry with himself because he doesn't understand how an actor can get so emotional over a speech that he is reading, while Hamlet, who is actually in the real situation, is passive in his emotions, "Is it not monstrous that this player here, but in a fiction, in a dream of passion, could force his soul so to his own conceit." (2:2:520). In Act IV Hamlet expresses admiration for Fortinbras' courage and ambition to succeed and to fight for his name and honor, (".led by a delicate and tender prince, whose spirit, with divine ambition puffed." (4:4:48). Although both comparisons are different, both the actor and Fortinbras serve as role-models to Hamlet. He looks up to their actions to spur his am bition for revenge. At the end of each soliloquy Hamlet reaches a state of resolution, in which he seeks to find certain truths about himself and the outside world.

Napoleon Was NOT a Son of the Revolution Essay -- European History

At the end of the French Revolution, the hopes of the early stages of the Revolution had been mangled, leading into the Reign of Terror. France had dissolved into anarchy, with internal and international turmoil. It was out of the foreign wars that Napoleon came to power. Napoleon Bonaparte rose to power, victory by victory, eventually making himself Emperor of France, creating a strong central government while continuing the foreign wars, creating a mass French Empire. Although Napoleon was a product of the French Revolution and maintained the image as a â€Å"son of the Revolution,† idealism always fell to pragmatism as Napoleon’s main purpose was creating a strong unified France. Napoleon’s policies reflected some of the ideals of Enlightenment thought and he sought to spread them across Europe as he conquered. One of the core beliefs of the Enlightenment is that the universe is orderly and that there are natural laws that apply to everyone. Although what these rights were was up to debate, the central idea was that everyone should have them. As Napoleon conquered Europe he applied the same laws to everybody, everywhere. This set of laws is known as the Code Napoleon. Some of the laws enforced by the Code Napoleon can be seen in Napoleon’s Imperial Decree at Madrid, where Napoleon abolished feudal rights, such as banalities, as well as seizing church lands to be distributed among the people. Other actions he took were creating â€Å"constitutions† that created laws that applied to all people equally and could not be altered on a whim. These are the same actions taken during the French revolution applied to all other areas. In fac t, the promises of these reforms gave Napoleon’s forces supporters in the countries he sei... ...gery he used. Napoleon’s rule was greatly influenced by the Enlightenment ideas, but he was not a â€Å"son of the Revolution.† Louis Bergeron considered Napoleon an enlightened despot, saying, â€Å"the dynamism of Bonaparte and his rigorous administration revived the experiment of enlightened despotism, somewhat belatedly, since in the setting of Western Europe it was already a bit out of date.† Napoleon did resemble an enlightened despot as he upheld absolute power while encouraging legal and social equality for all classes of people (that weren’t him). What makes Napoleon unique among enlightenment despots is that he formatted his image to appear to be something else. The discrepancies between the image he presented and the person he was creates room for interpretation as to whether Napoleon was a dictator, an enlightened despot, or a champion of the revolution.