Why did Australia become involved in the Vietnam War?

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Australia became involved in the Vietnam War because Australia felt threatened by the expansion of communism. Many people within Australia believed that if South Vietnam became a communist country, other countries would soon follow. Some Australians saw what was happening in Vietnam as a threat to Australia's security. This was called the "domino effect."

Growing tension between The USSR and the USA In the fifties And sixties was another reason too strengthen Australia's defence alliance.

The SEATO treaty of 154 was, the South East Asia Collective Defence Treaty provided for collective defensive action to be taken in the event of an attack on the United States, Britain, France, Australia, New Zealand, Thailand or Pakistan.

The possibility of communism spreading to Australia from Asia was regarded with increasing seriousness as political change came to the region. It was believed that if one nation fell under communist domination, its neighbours would fall like in a line of dominoes. In 155, Australian troops were sent to Malaya to assist the British against communist guerrilla forces. In March 160, there were strong communist influences in the Indonesian Government giving rise to sense of threat of communist aggression close to Australian territory.

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The Indo-Chinese region had been a colony of France during the nineteenth century. During this time and early twentieth century, resentment against French rule was growing. By 10 only twenty five percent of Vietnamese farmers owned their own land. A national movement of independence and freedom from foreign rule began.

In 141, Ho Chi Minh founded the League for Vietnamese Independence. This movement aimed to free Vietnam from the French and Japanese, who were taking their place.

By 145 the Japanese were withdrawing, Ho Chi Minh declared the free public of Vietnam. The French refused to recognize the new republic and war broke out. From 145 to 154 the Vietminh fought the French, finally defeating them.

In July 154 the Geneva Accords were signed to conclude the Indochina War and Vietnam was temporarily partitioned, at the 17th parallel, into a Communist-ruled north, backed by the USSR and China, and non-Communist south, supported by the United States. Under the terms of the accords national elections were to be held by July 156 to decide on the unification of the country. When the elections were stalled, North Vietnamese forces and Communist guerrillas resumed an insurgency war of terror and political indoctrination against the government and people of South Vietnam.

In 16 was Australia's first active involvement in Vietnam when a group of military advisors were sent to train the South Vietnamese army. From 155 to May 160 the USA sent three hundred, then up to six hundred and eighty five advisors to train the South Vietnamese army. In 160 the USA's President Kennedy increased the number of advisors to three thousand two hundred. By 168 five hundred US troops were involved.

The first Australian troops were sent in nineteen sixty five, the first infantry battalion and HMAS Sydney were sent to Vietnam. Around this time war escalated on North Vietnam and the commitment of allied troops in South Vietnam rose.

Later in nineteen sixty six, the majority of the Australian people were seen to support the war so the number of troops in South Vietnam were increased.

The main objection the Australian people had against the war was the conscription of young men.

Australians who supported the war claimed that the communist governments of China and the Soviet Union were planning to take over the whole of South-East Asia. It was believed if South Vietnam fell to communism, then one Asian country after another would continue to fall, another example of the 'domino theory.'

After World War two, a great struggle developed between the United States and the Soviet Union. The United States supported anti communist governments in many nations, and the Soviet Union obviously supported Communist governments. The two superpowers didn't fight each other directly; they fought through support towards other countries. This was known as the Cold War, it occurred from nineteen forty five till 18. Australia was on the United States side, and this strengthened our defensive alliance with the superpower, and our defensive alliance would strengthen even more if we offered support at the Vietnam War.

The Korean War had also been a big step in securing a firm alliance for Australia and the United States.

The SEATO alliance treaty of 154 also granted protection for South Vietnam, Cambodia and Laos under the treaty's security arrangements.

The ANZUS agreement of 151 was Australia, New Zealand and the United States agreed to come to one another's aid in the event of an attack. These two treaties gave a good reason for Australia to support its allies in Vietnam to stop communism.

The involvement of Australian forces in Vietnam was a gradual process of escalating commitment which took place over a period of several years against a background of Cold War concerns with regional security and fear of Communist expansion. The cornerstone of Australian defence planning in the early 160s was forward defence, a concept which complemented the United States policy of containment of Communism in south-east Asia and embraced Australias obligations under the South-East Asia Treaty Organisation (SEATO). Australia went into Vietnam to show the United States that Australia was a good ally, and to stop the spread of communism getting any closer to Australia. Many people didn't question the war; they either supported it or saw that Australia was doing its duty to support the war effort. As the war dragged on, some people questioned Australia's role in the war. This war split our nation's people and provoked violent confrontations. The Vietnam War was Australia's longest war, and the only war in which we fought on the losing side. It was also our only 'unofficial' war, where Australia didn't declare war on the Viet Cong or North Vietnamese.

The Vietnam War was in some ways pointless and in other ways a war that Australia needed to take part in. It split our nation, but didn't split our strong alliance with the United States.

Charlie H Australia and the World in the twentieth century. 18 McGraw Hill booksPlease note that this sample paper on Why did Australia become involved in the Vietnam War? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Why did Australia become involved in the Vietnam War?, we are here to assist you. Your cheap research papers on Why did Australia become involved in the Vietnam War? will be written from scratch, so you do not have to worry about its originality.

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Research critique on childhood pain managment

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Assessment and management of pain in children 1

Running headCRITIQUE ON ASSESSEMENT AND PAIN MANAGEMENT IN CHILDREN

Critique on assessment and management

Custom Essays on research critique on childhood pain managment

Of pain in children

Assessment and management of pain in children

I. Eufemia Jacob, PhD, RN and Kathleen Puntillo, DNSc, RN; Pediatric Nursing May/June 1; A survey of nursing practice in the assessment and management of pain in children

A. Jacob, E. & Puntillo, K. (1). A survey of nursing practice in the assessment and management of pain in children. Pediatric Nursing Journal.

B. General Information

1. Jannetti Publications, Inc.

. Eufemia Jacob is an RN with a PhD, and is an Adjunct Assistant Professor at Samuel Merritt College in Oakland, California.

Kathleen Puntillo is an RN with a DNSc who is an Associate Professor at the University of California San Francisco in San Francisco, California.

. No, there was no funding received for the research.

4. Yes, the title clearly indicates the content.

5. No, the article is printed in MLA format.

6. Yes, but the abstract states that questionnaires were distributed to 60 nurses, but in reality the questionnaires were distributed to 480 nurses and 60 nurses returned them.

II. Clarity and Relevance of the Study Purpose

A. Children experiencing varieties of painful procedures while hospitalized and not receiving consistent analgesics prior to these procedures. Also, children's pain levels not being assessed and managed properly during hospital stays. And the fact that nurses do not consistently use developmentally suitable tools

Assessment and management of pain in children

for assessing pain levels, and that nurses overall have not used their pain management strategies to the fullest extent in their practice of controlling pain.

B. To communicate nurses' understanding of their practices in assessing and managing pain in children.

C. Yes, the purpose is clearly stated.

D. Yes, the study is very relevant to nursing in the fact that it may help nurses understand their practice of pain management more, or possibly even open their eyes to the fact that they need to learn to assess and manage pain in children a little bit better than they currently do.

III. Background of the Study

A. Literature Review

1. The literature review is somewhat logically organized and is mostly

referenced in dated order. Most of the literature review seems to be

objective. The review seems to determine what is known and unknown

about this subject. It also determines gaps, consistencies, and inconsis-

tencies within the study. The literature review has discovered some

unanswered questions about this subject of pain management, and has

discovered the need for a refinement of this study. The review also seemed to identify the strengths and weaknesses on this topic.

. Yes, I believe this literature review provided a very succinct critique of all

of the listed relevant studies.

Assessment and management of pain in children 4

. Some references seem relevant to prove the authors point, but others do

not. The most current studies the author referenced were from 16.

4. The major concepts the author of the literature review was trying to point

out, was the fact that most of the literature that has been previously avail-

able on pain management and assessment in children was outdated. And that most all of the previous literature available only addressed and "explored factors, such as beliefs, knowledge, and attitudes that affect nurses' choices and decision making regarding pain in children" (Jacob and Puntillo, p.). As quoted by Jacob and Puntillo, p. "There were no studies found in the literature that surveyed the nurses' perceptions of their practices in the assessment and management of pain in children. It is important for nurses to examine their assessment and management practices in order to determine whether their practice contributes to the under medication of pain in children, as well as to determine if their practice incorporates the latest advances and progress made in pain research. The purpose of this study was to describe nurses' perceptions of their practices in the assessment and management of pain in children."

5. Yes, I do believe that the rationale for the study is supported by the

Literature review.

6. Yes, references are appropriately cited.

B. Theoretical/Conceptual Framework

1. I believe that this study has a conceptual framework. It also seems to me

Assessment and management of pain in children 5

that this is a nursing framework in the fact that it has to do with an ongoing problem in pediatric nursing today. However, there really doesn't seem to be a model. Unless it is the nurse in relation to the clients in relation to assessment and management of pain techniques.

. I believe this study has a conceptual framework, not a theoretical one. I

dont believe that this takes away from the usefulness or significance of this research in any way.

. I think that this framework is easily linked to the problem since it is

conceptual in nature. Although, with this framework being conceptual it actually means that this is a loosely related collection of concepts that really have not yet been tested. I believe that if the framework for this research was theoretical it would seem more forced to be met with the problem.

4. Yes, the concepts are adequately defined in the fact that this study has

only concepts that can be measured and turned into numbers. The surveys were distributed and collected and in turn placed in a statistical format for the purpose of research.

5. Yes, the relationships among concepts in this article seem to be clearly identified. This approach seems to yield results that are clearly defined and easily interpreted.

C. Problem Statement/Research Variables/Hypothesis

1. The specific research question is Do nurses examine their assessment

Assessment and management of pain in children 6

and pain management practices in order to determine whether their

practice incorporates the latest advances and progresses made in pain

research today?

. The dependent variable in this study is pain. The independent variables are the pharmacologic interventions, and the non-pharmocologic interventions such as distraction techniques, relaxation techniques, music, and guided imagery. Two other independent variables would be how accurately a nurse identifies a child's pain, and the reaction of a parent to the child's pain. The change of the independent variables may have a profound effect on the dependent. So, if any of the independent variables are changed, the question is How does it effect the dependent one? This studies independent and dependent variables were operationally defined by the questionnaire that was distributed to the nurses. The questionnnarie contained checklists and open-ended questions for the nurses to answer based methods used for pain management, the type of paitnet the nurses usually work with, and the nurses perceptions of factors that affect their management and assessement of pain in children. This study does not present a formal hypothesis, however, if we change the nurses perception and assessement techniques used to identify a child's pain, the outcome of pain management will be improved. Yes, this hypothesis relates to the problem and the literature research. The research relates to the problem because the nurses were given a questionnaire to identify things, (1) identifiying painful procdures performed on children, () doing a checklist of the most frequesntly used medications for these painful producures, () the nurses actual methods used for assessment of pain in children such as facial expression, parental input, verbal expressions, physiological changes, etc. The hypothesis, problem, and literature research all come full circle since they are all interrelated.

Please note that this sample paper on research critique on childhood pain managment is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on research critique on childhood pain managment, we are here to assist you. Your persuasive essay on research critique on childhood pain managment will be written from scratch, so you do not have to worry about its originality.

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To kill a mocking bird Discuss the relevance of the title to the novel's central theme.

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I consider the main theme of To kill a mocking bird by Harper Lee to be prejudice. Most of the characters within the novel experience prejudice from others and are to some degree prejudiced to others.Prejudiced beliefs are directed towards groups and individuals in the tired old town of Maycomb.

The title appears throughout the novel and plays a big part in the moral of the story. Atticus Finch has very strong moral beliefs and teaches his children that it is a sin to kill a mocking bird.

Shoot all the blue jays you want, if you can hit em, but remember, its a sin to kill a mocking bird.

The meaning behind this significant quote is mocking birds dont do one thing, but sing their hearts out for us. If you kill a mocking bird it is like killing an innocent human being and that is Harper Lees most important message.

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The mocking bird symbol is kept alive for the reader throughout the narrative, therefore constantly reminding us of the main theme, although the word mocking has been considered in different aspects.The children mock Boo Radleys life, Mayella accuses Atticus of mocking her and the trial is a mockery of justice.

There is no quick and easy way to solve prejudice, and the best way is to break it up into baby steps. When there is a lack of understanding it leads to fear, stereotyping and superstitions, these can spark prejudice and injustice. To stop injustice and prejudice you have to,climb into someones skin and walk around in it, this way you can truly understand a person.

Some characters can be regarded as mocking birds. Two of the most obvious are Tom Robinson and Boo Radley. Society doesnt see things from their point of view so they are judged as evil people, although no-one really knows them.

Boo Radley is a target for prejudice because he has not left his home for twenty five years. He is a largely mysterious character, who is judged unfairly on false rumours. Boo is a kind, loving character who truly emerges when Scout sees him for the first time, not as she has imagined him, but as a human being.

His kindness is shown when he rescues Jem from Bob Ewell. Atticus and the sherriff debate over whether to turn Boo Radley into a celebrity, but realise it would be like killing a mocking bird. Boo has been hidden and shunned from society for so long that to bring him into the lime light would be,sort of like shootin a mockingbird. He is a lonely figure and not used to getting much attention.

As his character gradually emerges he starts to leave gifts for the children which one could see a baby step to gain Scout and Jems friendship.

Another character who one can see as a mocking bird is Tom Robinson. Although Tom is an individual person he is considered by prejudiced people as just part of a group. Toms character is crucial in development of the overall theme of the novel.

Tom is married and his family is part of a respectable church-going black community. In court he acts polite and honourable. He sees Mayella as a lonley and needy girl,perhaps evan lonlier than Boo, but his perception gets him into trouble. He was found guilty due to prejudice beliefs.

Tom Robinson was dead the minute Mayella openend her mouth and screamed, simply because she was a white woman and her opinion would always be seen as more important than a black mans.

Toms death was described in the novel as the senseless slaughter of songbirds which also links to the title.

The symbol for Tom and Boo is not drawn together until Scouts comment at the end when she recognises that the public exposure of Boo Radley would be Sort of like shootin a mocking bird.However it is not obvious during the beginning of the novel, it is visible that both characters have mocking bird traits. They are both victims of prejudice and are both innocent. Boo is innocent of the evil image of which people asscociate with him and Tom of the crime of rape. Both of these characters are also imprisoned. Boo is imprisoned in his own seperate world and literally in his house, Tom is imprisoned and later killed as a result of the peoples narrow mindedness, unfairness and ignorance.

Prejudice is arguably the most prominent theme of the novel, it is directed to people who dont fit in with expected behavioural patterns an about whom very little is known. These beliefs are fed by fear, rumours and apperances.

Although Boo and Tom play a big part in the novel, other characters are targeted by prejudiced people. Aunt Alexandra has very strong views about Atticus maid Calpurnia. She treats her as just a maid , and not as a member of the family as Atticus does. Dolphus Raymond is another target, he is white and lives with a black woman. The community frown upon him as he seems permanently drunk, but that is just a cover-up excuse for his chosen way of life.

The novel shows that in our society we are prejudiced and we should learn to accept people for who they are and try to understand their point of view. To kill a mocking bird gives examples of racial, class and gender prejudice.Class prejudice is closely linked to racial prejudice as lower classes were usually negros. Gender also causes inequality in the novel. When it was set women were still regarded as unequal to men. It was seen that women should be protected by men so Tom Robinsons case was more complicated than just racial prejudice. To some extent class and gender prejudice lead to the injust verdict, guilty.

To kill a mocking bird generally gives the idea that prejudiced ideas are no way to judge people, and as you grow and your experience of the world increases you can learn not to criticize people until you know them. The central theme is reinforced throughout and basically concludes when Scout understands the mocking bird idea. She looks back at the past incidents that have happened from Boos viewpoint and thinks about Atticuss moral of seeing things as if in standing in others shoes. Everything has been concluded, Scout has seen Boo, Robert Ewell is dead and justice has been achieved.

Please note that this sample paper on To kill a mocking bird Discuss the relevance of the title to the novel's central theme. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on To kill a mocking bird Discuss the relevance of the title to the novel's central theme., we are here to assist you. Your cheap research papers on To kill a mocking bird Discuss the relevance of the title to the novel's central theme. will be written from scratch, so you do not have to worry about its originality.

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In the waiting room by Elizabeth Bishop

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Miranda Linden

English 55

Paper # 1

10//0

In the Waiting Room

The journey to becoming a grown adult can often be surprising and hard to handle. When we are young the venture is intimidating and seems to never get any easier throughout its course. Our hardest feats differ from person to person. And even after the lessons of life are learned, we often have to look back at the lesson's inception to reinstall its values during the course of our lifetime. This is what happens in Elizabeth Bishop's poem, In the Waiting Room. In this poem we see that Elizabeth's struggles came with identification and placing herself in the world as a woman. She shows us, through this writing, the struggle she has to identify herself with the world and its population. With a fine line between reality and imagination, and a structure catering to her story, Bishop has created a poem that gives us not only a strong image, but also a great sense of emotion.

This poem tells the story of Bishop, as a seven-year old, realizing her place in life. She does not only become aware that she is part of a much larger population, but also that she is a woman. Her epiphany of self is not welcomed kindly. She has a lot of trouble dealing with the situation, even saying, "I scarcely dared to look/ to see what I was" (64 & 65). This line shows her fear of what she has come to realize; the world was much bigger than what she has seen. She describes volcanoes, cannibalistic explorers, and babies wound in string. But with all of these upsetting images, the one that affects her the most is a picture of a naked woman. This is interesting because she disregards the images that most would find disturbing, and is disturbed by the one image that seems to be the least controversial of them all. This is because she not only misunderstands the other images, but she is also seeing herself for the first time as a woman in a very large world. The importance of this epiphany was so strong that after reading the of the magazine, she states, "Suddenly, from inside,/ came an oh! of pain/ - Aunt Consuelo's voice - " (6 & 7). With this she continues on to say that the sound came first from inside, then from her Aunt, and then thinks that it may have actually been her, returning to the idea of it coming from inside.

I might have been embarrassed,

but wasn't. What took me by surprise

was that it was me

my voice, in my mouth.

Without thinking at all

I was my foolish aunt. (4- 4)

This shows her connection with being a woman even further. Because she does not seem to agree with the way her Aunt conducts herself as weak, it allows the reasoning for displeasure of being a woman.

With all of these ideas slowly invading her mind, Elizabeth fades off into a sort of daze. She tries to get a hold of reality by telling herself that her eighth birthday is in a few days and that she is one of "them," (6) but still struggles to understand why she is in this categorization, allowing disorientation to take hold of her.

I knew nothing stranger

had ever happened, that nothing

stranger could ever happen.

Why should I be my aunt,

or me, or anyone?

What similarities-

boots, hands, the family voice

I felt in my throat, or even

the National Geographic

and those awful hanging breasts-

held us all together

or made us all just one? (7-8)

This passage further shows her confusion for being in a category with the women like her Aunt and the woman in the magazine. She doesn't understand the ways of woman yet and finds the whole thing to be "'unlikely'" (85) for her to be like the women of the world. Then she finally accepts this fate with concluding that the cry could have gotten worse.

The problem of identification is also shown in the way Elizabeth tells us this story. In the beginning of this poem, Bishop names everything with capitalized titles such as "Aunt Consuelo," () "Worcester, Massachusetts," (1) "Osa and Martin Johnson," (1) and even "February" (5). This identification are used frequently during the times when she is secure with herself, and less so when she is a little lost in her insight of her station in life. Things are identified as "it" in several occasions where she cannot name the idea or item. She states "It got dark/ early," (5 & 6) "I read it straight through," () "I was saying it to stop," (56), and even "Then I was back in it," (line 5) towards the end. This need for naming shows her battle with trying to identify herself and the world around her. It is apparent through this language how young and insecure Elizabeth is during this time.

With this language, we can also feel her emotion. When she has the things she feels confident with capitalized, we feel confident as well, but when she labels something as "it," we are confused just she is as well. Even when she misunderstands "Long Pig," (5) for the name of the pictured dead man, instead as a label for food, we feel like we are secure with what he is because he has a title. There is no room for confusion or insecurity when things have their labels, and we feel this way by the end of the poem. We want to know all of the things that she doesn't know as well.

The structure of the poem helps us feel where Elizabeth's state of mind is at each moment of the poem. In the first stanza she is firmly grounded in the doctors office's waiting room reading the National Geographic. Then as her thoughts take over, she is sliding off into an unconscious state in the next stanza, and Bishop is desperately trying to keep with reality. It is this offset paragraph that we begin to follow Bishop's swirl of emotions off being cast off as something apart from the rest. These feelings of difference are actually physically set off from the rest of the poem, giving the ideas more impact and feeling. There is then a short stanza that Elizabeth actually blacks out, "It was sliding/ beneath a big black wave,/ another, and another" (-4). For a girl of seven years this is very interesting. Most children of that age are not expected to feel so deeply about something that they would faint or black out like this. This may be why this poem was written. Bishop may have wanted to show that she has always been different than other women, she is a poet, and stronger than the average woman, even if she does have her moments of weakness. Then last stanza brings us back to reality, and back to the waiting room in "Worcester, Massachusetts" (7). We feel safe and secure with things that we can identify with her such as the "War," (6) and "February" (100)in this stanza. These things solidify that the the waiting roomreality that she wanted to get back to for us, as well as it does for her.

Although the poem is structured as such, it is read like a story. Within this story there is music that allows the story to become a poem. When Bishop is lost in her imagination of connectedness, the music is weakly heard, but while she is in reality, it is strong. In the beginning she shows some music by connecting the sounds of certain words such as "Worcester…Massachusetts…Consuelo," where the "s" is dominant (1, ). Here she is in reality and continues the connection of sounds like "I read it right straight through," () with the "r" stringing the words along in a melody. When Bishop is in her state of delirium however, her music is more sporadic, and helps show her state of confusion. She uses repetition of words instead to show the music in these areas of the poem.

How- I didn't know any

Word for it- how "unlikely"…

How had I come to be here, (84-86)

The use of "how" is threading the ideas together in music here instead of just using the sounds that replicate in several different words. It is almost like a stuttering music in the situations where she is uncomfortable and a soothing sound of words when she is calm.

Elizabeth's epiphany of self is illustrated with extraordinary talent. In this poem she is able to tell us exactly how it felt to realize how uncomfortable she was when she discovered her place in life. Her experience is shown through her language and structure of her ideas throughout the story. The poem is read as if it was a story and not a poem at all, but the music creates a song of emotion that denotes its strong poetry characteristics. Her identification with herself as a woman in the world is understood and shines a new light on the poet herself. The ideas of her strong sense of awareness so early on easily names Elizabeth Bishop as someone extraordinary. It is amazing how something shallowly read can be so deeply awakening.

Please note that this sample paper on in the waiting room by Elizabeth Bishop is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on in the waiting room by Elizabeth Bishop, we are here to assist you. Your cheap custom college paper on in the waiting room by Elizabeth Bishop will be written from scratch, so you do not have to worry about its originality.

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Tetraplegia

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Tetraplegia. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Tetraplegia paper right on time.

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Tetraplegia Total or partial impairment of the sensory and motor functions of the body including all four limbs. The person looses control over bowel and bladder functions, posture and even in few cases respiratory functioning.

Spinal cord injury (SCI), from impact to rehabilitation is a family affair. The family can be the single most important resource in dealing with a devastating trauma, and as such, plays a central and crucial role in the social and emotional stabilization of someone with SCI.

The sudden impact of SCI places overwhelming stress on the family, which has had no time to prepare. It can throw off the balance of even the strongest families. At the time of injury, the family enters into an interdependent partnership with the injured person and becomes an integral and contributing part of the clinical team. The family provides support and empathy.. The family passes through stages to re-establish its balance after trauma. During the acute stage, the family is overwhelmed, fearful, confused, out of control, powerless, and numb. The family needs clear and accurate information because, in most situations, the family has not had a previous experience with a catastrophic injury; it has no reference points to build from and must rely on strangers speaking in medical terminology. During the adjustment or rehabilitation stage, the family actively works with the family member and the rehab team to become educated about SCI. The family members become learners and teachers, coaches and boosters to the survivor as he or she struggles to rebuild a life.

Problems facing the SCI Caregiver

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It is important to understand that the concerns and problems of the individual with SCI and the concerns and problems of the caregiver usually are not the same. Results from a recent research project show that caregivers see their problems as

1. the negative attitude of the person with SCI;

. caregivers feelings of guilt;

. lack of appreciation for the caregiver;

4. not enough time to do their own activities;

5. having to say no to the person with SCI; and

6. feeling overwhelmed.

What the caregivers saw as problems mainly focused on the patient and what the caregiver had to manage.

On the other hand the concerns of individuals with SCI were related to

1. wanting to walk again;

. their lack of sexual function;

. pain;

4. bowel and bladder function;

5. lack of money;

6. not being able to do simple tasks; and

7. being anxious.

Their problems were more self-oriented.

When individuals are aggravated and frustrated in the pursuit of their goals or routine activities, they are more apt to act in a hostile manner. The caregiver is often the person who is there and becomes the target of their hostility.

Tetraplegia Total or partial impairment of the sensory and motor functions of the body including all four limbs. The person looses control over bowel and bladder functions, posture and even in few cases respiratory functioning.

Spinal cord injury (SCI), from impact to rehabilitation is a family affair. The family can be the single most important resource in dealing with a devastating trauma, and as such, plays a central and crucial role in the social and emotional stabilization of someone with SCI.

The sudden impact of SCI places overwhelming stress on the family, which has had no time to prepare. It can throw off the balance of even the strongest families. At the time of injury, the family enters into an interdependent partnership with the injured person and becomes an integral and contributing part of the clinical team. The family provides support and empathy.. The family passes through stages to re-establish its balance after trauma. During the acute stage, the family is overwhelmed, fearful, confused, out of control, powerless, and numb. The family needs clear and accurate information because, in most situations, the family has not had a previous experience with a catastrophic injury; it has no reference points to build from and must rely on strangers speaking in medical terminology. During the adjustment or rehabilitation stage, the family actively works with the family member and the rehab team to become educated about SCI. The family members become learners and teachers, coaches and boosters to the survivor as he or she struggles to rebuild a life.

Problems facing the SCI Caregiver

It is important to understand that the concerns and problems of the individual with SCI and the concerns and problems of the caregiver usually are not the same. Results from a recent research project show that caregivers see their problems as

1. the negative attitude of the person with SCI;

. caregivers feelings of guilt;

. lack of appreciation for the caregiver;

4. not enough time to do their own activities;

5. having to say no to the person with SCI; and

6. feeling overwhelmed.

What the caregivers saw as problems mainly focused on the patient and what the caregiver had to manage.

On the other hand the concerns of individuals with SCI were related to

1. wanting to walk again;

. their lack of sexual function;

. pain;

4. bowel and bladder function;

5. lack of money;

6. not being able to do simple tasks; and

7. being anxious.

Their problems were more self-oriented.

When individuals are aggravated and frustrated in the pursuit of their goals or routine activities, they are more apt to act in a hostile manner. The caregiver is often the person who is there and becomes the target of their hostility.

Tetraplegia Total or partial impairment of the sensory and motor functions of the body including all four limbs. The person looses control over bowel and bladder functions, posture and even in few cases respiratory functioning.

Spinal cord injury (SCI), from impact to rehabilitation is a family affair. The family can be the single most important resource in dealing with a devastating trauma, and as such, plays a central and crucial role in the social and emotional stabilization of someone with SCI.

The sudden impact of SCI places overwhelming stress on the family, which has had no time to prepare. It can throw off the balance of even the strongest families. At the time of injury, the family enters into an interdependent partnership with the injured person and becomes an integral and contributing part of the clinical team. The family provides support and empathy.. The family passes through stages to re-establish its balance after trauma. During the acute stage, the family is overwhelmed, fearful, confused, out of control, powerless, and numb. The family needs clear and accurate information because, in most situations, the family has not had a previous experience with a catastrophic injury; it has no reference points to build from and must rely on strangers speaking in medical terminology. During the adjustment or rehabilitation stage, the family actively works with the family member and the rehab team to become educated about SCI. The family members become learners and teachers, coaches and boosters to the survivor as he or she struggles to rebuild a life.

Problems facing the SCI Caregiver

It is important to understand that the concerns and problems of the individual with SCI and the concerns and problems of the caregiver usually are not the same. Results from a recent research project show that caregivers see their problems as

1. the negative attitude of the person with SCI;

. caregivers feelings of guilt;

. lack of appreciation for the caregiver;

4. not enough time to do their own activities;

5. having to say no to the person with SCI; and

6. feeling overwhelmed.

What the caregivers saw as problems mainly focused on the patient and what the caregiver had to manage.

On the other hand the concerns of individuals with SCI were related to

1. wanting to walk again;

. their lack of sexual function;

. pain;

4. bowel and bladder function;

5. lack of money;

6. not being able to do simple tasks; and

7. being anxious.

Their problems were more self-oriented.

When individuals are aggravated and frustrated in the pursuit of their goals or routine activities, they are more apt to act in a hostile manner. The caregiver is often the person who is there and becomes the target of their hostility.

Please note that this sample paper on Tetraplegia is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Tetraplegia, we are here to assist you. Your cheap custom college paper on Tetraplegia will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Plato's Republic vs. 1984

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Philosophy could be defined as the highest level of true clarity and understanding human thought can aspire to. It would thus seem strange to compare the ideal philosophical kingdom of Plato's Republic with George Orwell's 184. Plato's writings form the cornerstone of Western philosophy, while Orwell's text tells of a totalitarian society where all free thought is stifled. However, the two men's versions of government, one utopian, the other horrific, spanning centuries of time, contain certain connections that will be elucidated over the course of this paper.

Both writers focus on a society in which repression is one of the main functions of government. Plato views this repression in a positive fashion, Orwell in a negative fashion. Plato and Orwell both illustrate a society in which power is held by a few, by individuals deemed to be superior, and a place where truth, rather than encouraged, is stifled for fear of the discord and the danger it will bring to society. The greater good Plato attempts to uphold through this oppression, however, is higher philosophical understanding in the mind of the human animal. In contrast, the focus of the repression detailed in Orwell's society is that of protecting the security of the nation against others.

The repressive quality of Plato's society is presented in an apparently reasonable fashion in the Second Book of the Republic. Plato, through the mouth of Socrates, suggests in an ideal society, all individuals should be relegated to doing what they are best at doing. Well, we forbade our shoemaker to try his hand at farming or weaving or building and told him to stick to his last, in order that our shoemaking should be well done. (..75.b-c, p.14) Those who are best at a certain occupation ought to be the only ones who do that occupation. This apparently reasonable justification, however, is really being used as a defense that those who are best at something, such as governing, ought to be the only ones who rule. Thus democracy is bad because it allows all to have a voice in the state's future, as opposed to merely those who are deemed most fit to govern. Democracy, in Plato's view is a bit like having individuals who are shoemakers herd sheep. Of course, in practice, this apparently reasonable prohibition results in the state prohibiting a shoemaker from herding sheep if that shoemaker wishes to try his hand at a different occupation, of making a different personal choice. It also begs the question�who is to chose those who are best at governing? Who decides who is the best at making a decision for all?

Plato creates a division in humanity. He suggests there is an elite group of individuals, known as the Guardians, who will serve as the protectors and governors of this new, perfect world he is attempting to create. [T]here are natures which combine the qualities we thought incompatible…In different kinds of animal, but particularly in the watch-dog to which we have compared our Guardian. For you must have noticed that it is a natural characteristic of a well-bred dog to heave with the utmost gentleness to those it is used to and knows, but to be savage to strangers?' (.75.e, p.17) These Guardians will be selected because of their unique, superior natures (savage and intelligent, yet gentle at times) and raised as an elite.

In Book Three, Plato continues, explaining the education these rulers will receive. Then it seems that our first business is to supervise the production of stories, and choose only those we think suitable, and reject the rest. We shall persuade mothers and nurses to tell our chosen stories to their children, and by means of them to mould their minds and characters which are more important than their bodies. The greater part of the stories current today we shall have to reject. (.77.e., p.11)

This division of society into classes is reminiscent of 184's division between the highly controlled upper classes, of whom the protagonist Winston is a member of, and the 'proles' or lower classes, whom are largely uncontrolled in terms of their thoughts, except through state-sanctioned ignorance. It was only an 'opeless fancy, /It passed like an Ipril dye, /But a look an'a word an' the dreams they/They 'ave stolen my 'eart awye! This driveling song reflects Winston and Julia, had outlived the 'Hate Song' created by the elite powers to perpetuate their regime. (180) If there was hope, it lay in the proles! Winston thinks this because unlike the culture of the children of his own class, the culture of the proles has been allowed to remain relatively intact. (181)

The class divisions in the society of 184, like the class divisions of Plato's Republic in theory, are based on merit rather than upon birth. This 'merit' is determined by examination, taken at the age of sixteen, much as Plato's Guardian class is determined by recognition by adults of the current the governing classes. (17) Yet the governing class is still an oligarchy. A ruling group is a ruling group so long as it can nominate its successors. The Party is not concerned with perpetuating its blood but with perpetuating itself. (17) It is concerned with perpetuating the ideology that allows it to remain in power. The pervasiveness of this ideology in the minds of the elite rulers is evidenced in the fact that Julia, Winston's younger lover, although she harbors seditious thoughts, still has little sense of the division between fact and fiction. She has known nothing else than the state-sanctioned lies of her culture. She believed, for instance, having learnt it at school, that the Party had invented airplanes. (17) This is evidence of the power, acknowledged by Plato, of what can occur when the state or some outside, governing entity has power over the stories told to children when they are very young. This power is even more sinister and more blatantly in evidence in 184 by the spectacle of children gleefully informing upon their parents and neighbors. The child's loyalty is not to blood or love, but to the state and to their class and status in the hierarchy

The society of 184 is utterly dependent upon lies. The state continually feeds its citizens different versions of the truth, of who is an ally and who is an enemy, of how the war is going, and expects its ignorant and fearful citizenry to swallow these constantly differing truths as whole. Even language is a lie. The populace must accept that the Ministry of Truth solely created to alter information for propagandistic consumption is always right, even when it changes its story from day to day. In the world of 184 even language is a lie. The contradiction that Ignorance is Strength and that War is Peace is accepted because that is what is disseminated throughout the society�if the lie is large enough, people believe it. The inner self of belief is controlled, the inner self that is of such concern for Plato in Book Five of the Republic, through the outer policing of action. In part five of Book Four, Plato even states Our whole object was to steep them in the spirit of our laws like a dye. (4.40.a, p.00)

Plato claims that the purpose of his Republic shall be truth. Children shall be told monitored myths, carefully edited so that no fantastic acts of the gods, for instance, are passed on to the next generation. we must forbid anyone who writes a plat about the sufferings of Niobe…to say they are acts of god, (.80.a, p.15) Yet as is evident from his policing of the expression of individuals, his society would be dependent upon censorship to function. The individual's expression, even to the individual's own children, would be so controlled that freedom of thought and speech would be impossible. Truth was not the objective of the society delineated in 184, but the determination of truth in Plato's Republic is formed by such a narrow oligarchy that it would seem free debate would be an impossibility, deemed a luxury only for the individuals in control of the society. And for those individuals to maintain their control, it would be in their interests to keep society and even perhaps their own philosophical within quite narrow terms, for that society to continue to function intact.

At the end of 184, it is revealed that even those leading the repressive regime know the absurdity of what they do, yet continue to maintain the lies because they believe lies are necessary for society to function. Human life is misery, yet O'Brien's insistence that four is five is considered a necessary misery for the world to continue. Plato seeks truth yet the limits he creates for a society designed to protect and disseminate philosophical truth seem so frighteningly limited that four becoming five seems like the inevitable outcome of the restrictions he imposes.

Please note that this sample paper on Plato's Republic vs. 1984 is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Plato's Republic vs. 1984, we are here to assist you. Your cheap custom college paper on Plato's Republic vs. 1984 will be written from scratch, so you do not have to worry about its originality.

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Athlete's and Steroids

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The major social problem in which I decided to use is Steroid abuse and the Athlete. The first article I used is "Abusing Anabolic Steroids"; this article discussed the facts of steroids and their effects. Some athletes over abuse steroids by taking hundreds of milligrams a day. This is called mega dosing; mega dosing is taking massive amounts of steroids by injection or pill. (www.doctorwhoswho.com) All athletes who are mega dosing on steroids are at great risks of side effects. Here are examples of side effects found commonly in males who abuse steroids shrinking of testicles, reduced sperm count, impotence, baldness, difficulty or pain in urinating, development of breasts, and enlarged prostate. I funny but disturbing image of the side effects of steroids is shown in the movie "Fight Club" there is a ex-weightlifter who abused steroids, and the side effect of the abuse he had size DD breasts. Even though that was just a movie there are many abusers in the world who probably do suffer from this deformity. There are also side effects that men and women endure and are can be seen physically High Blood Pressure, liver damage, acne, trembling, and aching joints. (www.doctorwhowhos.com) The article concluded that it is up to the athlete to find a way out of steroid abuse, and sometimes there are many athletes who have an addiction. It is just like the addiction to Marijuana, Cocaine, or any other type of Narcotic. The major addiction to steroids is the craving in which an athlete receives when he/she cannot acquire the steroid. Lastly this article gave me a good look on what to for when finding a person abusing or having the side effects of steroids.

The second article I used is "Hazard Alert" by Pennsylvania State University professor Charles Yesalis. Yesalis identified some interesting points into his findings about the steroids Creatine and Androsteine. Yesalis at the beginning of the article discussed some financial facts on the black market of steroids in the United States. "Steroid sells in 18 topped $100 million, and that was up from $5 million in 17." ("Hazard Alert") Yesalis went on from there to give a proper definition of both Creatine and Androsteine. The quote on quote legal definition of Creatine, which not a defined a drug, is a food supplement. Yesalis thinks that it is "bunk", Creatine should really be defined as muscle enhancing drug. Creatine proper definition is an amino acid that enhances the fuel, which allow people to work out longer and more intensively. ("Hazard Alert") There are also side effects to Creatine also, some being; gastrointestinal gas and muscle cramping. The problem with Creatine side effects, the users will not go through any until 5-10 years later on in life. Yesalis lastly explains to parents of teenagers who are starting to use steroids, not to use it!! It will stunt growth of boys, and deepen the voices of the girls. ("Hazard Alert")

Yesalis also described "Androsteine", this steroid became popular when St. Louis Cardinal superstar Mark McGwire was question on whether he was using it or not. The definition of Androsteine is a sex steroid hormone, which converted your body to testosterone. Some of the side effects of Androsteine are liver damage, and also the risk of stroke. Yesalis says in his words "Androsteine should be outlawed." ("Hazard Alert")

Lastly in the article Yesalis stated some facts and figures on why professional sports have banned or put restrictions on certain steroids. Yesalis says "NBA, MLB, and the NHL, have kept their heads in the sand about major steroids and the abusers, but the NFL haven't kept their heads out of the sands." ("Hazard Alert") Yesalis stated some findings on steroid abuse "10%-0% of MLB players have abused steroids, while the NFL has 50%-80% of their players abuse steroids." The facts from the NBA and NHL were unavailable.

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In conclusion Yesalis just wants the public to get a better understanding of the risks of abusing steroids.

The third article in which I used is "Throwing in the Towel" by Steve Rushin. This article was about doping in the NFL, and how it doesn't matter what you can do, there nothing much really to prevent it! Rushin brings up the statements on what doping in the NFL means "Doping is everything that first, is harmful to an athlete's health, and second artificially augments their performances." (Throwing in the Towel) Rushin also expressed that drug testing in the NFL is obscure and unheard of, meaning there basically is none. Rushin at the end of his article summed it up by saying "Throwing in the Towel" formally means who cares about drug testing, its almost impossible to prevent, and nobody really gives a rat's ass about anyway!" ("Throwing in the Towel")

The 4th article I came across is "Girls on Steroids" by Christine Gorman. How many people in the world would realize that steroid abuse is not only a man problem? Not many would care to realize that, but there are about 175,000 or more women use steroids nationwide. Gorman also used a statement by a familiar person which I have used one of his articles in this paper, it is Professor Charles Yesalis. Yesalis reports "that many young women athlete's view steroid use as a straight forward investment into their future." (Girls on Steroids) Gorman uses the fact that since 17 scholarships for women athletes have risen more than $0,000. This gives a woman something to work for, but thinking steroids are a better to work harder can bring about abuse. Gorman also included into the article some side effects, which can hinder a women physical being. Some of the side effects being; voice gets deeper, facial hair, changes in cessation of menstrual cycle, and enlargement of the clitoris. As we can see in Gorman article that females not have the abuses, but they have the same side effects.

The 5th article is a recent one taken from excite.com newsreel. It talks about Romanian Gymnastics star Andrea Raducan, and how she tested positive for a post Olympics drug test. Raducan did win a gold medal, but it was stripped from her due to the drug test. She also cannot participate in the 004 Olympic games.

There was another person in the Olympics who also tested positive was U.S. shot puter C.J. Hunter. He was tested 4 times for using the anabolic steroid nandrolone. The Olympics have been cursed of steroid abuse since Canadian sprinter Ben Johnson tested positive. I picked this article because it was produced and shown to the public all over the world. I think this article can send listens to people trying or engaging in some kind of steroid abuse in any types of sports.

My position on steroid abuse and athlete's who them are, why? Why do they continue to use something that in fact will help for a short amount a time, but could hurt them forever! I asked myself the question, why do athlete's seem to think that these drugs will help them be a new person. Being an athlete myself, I do not turn to steroids of any kind to help me in my career. I think that some athletes hide behind the steroids, instead of bringing their real person out. I like to know when I am out in the field of play that I am working hard because I pushed myself to, not because some strength enhancer helping me. I have friends who think that the stuff they are using like Creatine, Rip Fuel, or any other sort of enhancer is helping them out, and making them work harder. Determination to me is my steroid. I love to abuse it, working hard, listening, and doing the right thing, that my abuse!

As a law, 188 Anti-Drug Abuse Act made distribution and possession of any anabolic steroid for non-medical reasons a federal offense. Also many states have begun to make laws in which regulates Steroids abuse. I don't think law matters to many athletes who are using steroids. Athletes will do whatever they feel like doing. Until they get caught there no wrong doing. I found a quote that best suits my paper in its entirety " We see…people not being able to see their lives falling apart, people trying to get off the drug and not being able to!" �Kenneth Yashkin and Herbert Kleber, Yale University.Works Cited

1. "Abusing Anabolic Steroids" http//doctorwhoswho.com/health

. "Doping and Sports" http//bew.excite.calnews/r/0006/15/news-olympic-col

. Gorman, Christine "Girls on Steroids" Time 8-10-8 Page

4. Rushin, Steve "Throwing in the Towel" Sports Illustrated 8-10-8 pg 17

5. Yesalis, Charles "Hazard Alert" People 10-1-8 vol 50 pg 14Please note that this sample paper on Athlete's and Steroids is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Athlete's and Steroids, we are here to assist you. Your cheap custom college paper on Athlete's and Steroids will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!