Siddhartha Definition Essay Example for Free

Siddhartha Definition Essay Siddhartha, in the awakening, learns that the life of pleasure isn’t always the best life. In fact the life of pleasure can always bring you pain and sometimes more suffering. Siddhartha had to learn that the hard way because he felt disgusted in himself of what he had become. Just as Siddhartha was about to suicide he heard a voice. He heard the ancient holy word â€Å"Om†. Just from that word his whole life changed. Siddhartha also learned that there was more to the world then having pleasure and goods and that that the world was a beautiful piece of work. Siddhartha learned from the river who he really was and that he shouldn’t just give up because of a mistake, Siddhartha learned that he has to learn from it and take his mistake as an experience. The only way to succeed in life is to have experiences and learn from your mistakes. Although Siddhartha learned something from the river, he still needs to learn more and he does as he meets the ferry man. Siddhartha learned to love the river and treat the river with respect. The river saved him from his death and Siddhartha shall be with the river at all times. The river taught him how to become patient again and helped him awaken from his bad period of time. The river was also Siddhartha’s turning point in because Siddhartha was about to give up and just throw away his goal but he realized his mistake and became a new Siddhartha. The river was a similar to a teacher, it taught Siddhartha more and more about the world so much that his knowledge on the world expanded even more. Siddhartha took things more serious because everything the river taught him, he didn’t judge like his old teachers, he listened and trust the river’s knowledge. Siddhartha taught me a lot of new knowledge and wisdom. Although all the chapters taught me something, the one that taught me the most was the awakening. The Awakening taught me that making a mistake is one thing, but learning from it is another thing and that it is the key to success in life. How I learned this is that Siddhartha had to do all those things to reach Nirvana. Siddhartha also taught me that listening and patience can help you in life because if u can’t listen or be patient, then you won’t get anywhere in life. This novel taught me that you can’t learn anything, if you haven’t tried it out. Meaning if you want become good at a game, you have to try it out. Although the life of pleasure is beneficial, it’s not always the best idea because it  can bring you much pain and suffering because once you lose it, you won’t be able to get it back and that you have to learn how to live without it. When Siddhartha was about to give up and die, but learned from his mistake, it inspired me because it taught me that I shouldn’t give up without a fight. Meaning that even if times are worst, I shouldn’t give up without trying because I would never know the result if I did tried. It also inspired me because it means that I should try harder and harder in school and become successful when I grow up. Another chapter that taught me something is â€Å"The Son†. It taught me that I should act like a spoil little brat and shouldn’t disrespect my parents, because my parents have to go through a lot to keep me who I am and how I live today. Siddhartha reminds me of my dad, although he yells and put me down, he does it because he loves me and wants me to become successful. If my dad didn’t do all those things, I would become another Siddhartha Jr. but worst. This novel inspired me to read more and more novels like this, because there are always morals and lessons that are being taught throughout the story. I hope we read more novels like Siddhartha because it keeps me thinking and it keeps motivated to try harder in life and school.

Loyalty in Julius Caesar :: Julius Caesar Essays

A Question of Loyalty in Julius Caesar Loyalty defined means faithfulness to one's friends, country, ideals, etc. What should one do when these loyalties conflict with one another? One would have to choose. A choice that can make or break a man, which I believe broke many men in the play Julius Caesar. One did not know who was friend or foe. One's dearest friends actually your foes? Not possible, is it? Yes, it is. That is the story of Julius Caesar. Julius Caesar, a great, noble man. A man for his country. A man loved by many and respected by all. Even respected by the men that cursed him with death. Why would men that loved and respected one kill them? Loyalty is the answer. A feeling of loyalty for your country that surpassed the loyalty of righteous virtues. Perhaps if loyalty had not been involved, the country of Rome would not have been torn apart. Or perhaps if loyalty to all and everything had been involved a great ruler named Caesar would have reigned for years. If the people of Rome would have remained loyal to Caesar perhaps a war would not have occurred, in fact, it most certainly would not have. After the death, the angry mob should have put the conspirators to death, not let them toy with their minds as they would a five year old. The mob, like a great many people, believe what is easiest to hear. In the mob of people did loyalty exist? Doubtful, little if any. What coexisted in the crowd with that little loyalty was ignorance, and much of it. I believe that Brutus showed the greatest amount of loyalty to his country. He just went about showing it in a corrupt manner. He sacrificed a great friend for what he thought would better Rome. Perhaps Brutus was one of the most noble in the play, but he was also the most misled. He was noble for assassinating not for selfish needs, but for the needs of the country. However, I believe he was weak. Weak for believing that Caesar was "ambitious". Brutus believed the one side of things that he heard, and that was from Cassius. Brutus is a prime example of people believing what

Understand Health and Safety Essay

A description of four different examples of accidents and/or sudden illnesses that might occur 1) The individual that you are supporting on an outing may choke on their food. This is usually caused by an object getting stuck in the back of your throat, this needs to be dealt with fast as it can result in the person stopping breathing if it is blocking their airways. 2) The individual that you are supporting on an outing may be epileptic and while you are out they could have an epileptic seizure. Epilepsy is a medical condition which causes a disturbance to the brain, this results in the individual becoming unconscious and having involuntary convulses of the body. People that have epilepsy have no control on when it is going to happen and sometimes can cause themselves harm when falling during the seizure. 3) The individual that you are supporting on an outing may have a cardiac arrest. A cardiac arrest occurs when an individual’s heart stops, this can happen for different reasons, this is mainly due to a heart attack but can also be because of shock, an electric shock, a convulsion or other illnesses or injuries 4) The individual that you are supporting on an outing may fall over and have severe bleeding. Severe bleeding is usually the result of a fall or injury, being the most common cause being glass. Aii An outline of the Procedure to follow if an accident or sudden illness should occur Choking and difficulty with breathing 1) You need to make sure the individual has nothing in their mouth and remove any dentures, use one finger with a glove on to sweep through the mouth and remove anything that is in there. 2) Encourage the individual to cough as  this might help move the object at the back of the throat. 3) Give the individual 5 back blows, bend the individual slightly forward and with the heal of your hand give the back blows in the middle of the shoulder blades. 4) If the object is still stuck then you should use the Heimlich manoeuvre also known as abdominal thrusts. To do this you need to stand behind the individual and put your arms around them, joining your hands just below the breastbone with one hand as a fist and the other covering it. 5) You need to pull your hands into the person’s body and upwards at the same time, with the force it should push the object out of the throat. 6) You should alternate between the back slaps and the thrusts until the object is removed. Epileptic seizure When an individual has an epileptic seizure you need to make sure that the area around them is as safe as possible and loosen all clothing. Once the seizure has stopped you need to check the individuals airways are clear and then put them into the recovery position. Try to make sure the individual is safe and comfortable and especially try to prevent head injury. You need to follow the protocol of the medication that can be given to help with a seizure such as at the support I work an individual has epilepsy and our protocol is if he is still in seizure after 10 minutes then we administer 0.5ml of madazolam buccal and then leave him for another 10 minutes and if he is still in seizure we need to give him the other 0.5ml if this doesn’t work then we are to phone an ambulance. Cardiac Arrest If an individual goes into cardiac arrest you need to call for medical help straight away. You need to give the individual mouth to mouth resuscitation, and chest compressions to stimulate the heart known as CPR (cardio-pulmonary resuscitation) The supporting staff should have had attended a first aid course which will have taught them how to resuscitate. CPR is hard work and the compressions need to be in the correct place. Firstly you should check if the individual has a pulse and whether they are breathing, if not call for medical help and then start CPR which is two mouth to mouth breaths and then 30 chest compressions and you should carry this on until medical help arrives. Severe Bleeding If an individual has a severe bleed then you will need to apply pressure to the wound, if it is possible use a sterile dressing but if this isn’t available use any material that is absorbent. You will need to apply pressure to the wound for about 10 minutes to allow the blood to clot. If there is an object in the wound do not try to remove it but apply pressure to the sides of the wound. If it is possible lie the individual down and raise the affected part of the body. When dealing with individuals with severe bleeding you need to protect yourself. Your skin acts as an excellent barrier to infections, but if you have any broken skin then you must be careful, if the blood of another individual comes into contact with your eyes, nose or mouth then you must seek medical advice. Blood-borne viruses such as HIV or hepatitis can only be passed on if the blood of someone who is already infected comes into contact with broken skin. If available you should wear gloves, if not available cover broken area with a waterproof plaster. If possible wash your hand before and after coming into contact with blood Aiii A list of the principles to be followed for safer moving and handling 1) When making a decision on the best way to move an individual they must discuss this with the individual it concerns. 2) The individual should be encouraged to do as much as possible for themselves and only use minimum manual handling 3) Where able to you should use the aids to support individuals to move themselves 4) The employer has a statutory duty to provide lifting and handling equipment, but it is the responsibility of the staff to use it 5) You have the right to be safe but individuals also have the right to be moved with dignity and as safely as possible. Aiv An explanation of why it is important to follow the care plan and communicate with each individual when assisting and moving It is important to follow the care when assisting and moving an individual as these plans have been put in place to ensure the safety of the individual and yourself while you are  assisting them. You can have an input in the decision on how this should be carried out but it is the professional that makes the decision. It is important that you communicate with the individual while assisting and moving as this will help them to feel more relaxed and you should explain each stage of the move to them so that they are prepared for it. It will also help to stop the individual from becoming anxious as they don’t know what is happening. Av An outline of staff responsibilities for medication in a social care setting Staff responsibilities for medication in a social care setting are that they need to check that they are giving the medication to the correct individual so check that on the box or bottle of the medication the name matches the individual you are administering the medication to. Check that the medication sheet also has the correct person’s name on it. Check that you have the correct amount of the medication that it says to administer on the mar sheet. You should also get another member of staff to check the amounts you have got out to make sure they are correct to prevent a medication error. While administering the medication you should wear personal protective equipment such as gloves. Before giving the medication you should explain to the individual what the medication is for and what it is they are taking. You should then check the area around the individual to make sure they have swallowed them all and none have been dropped. If medication has been missed or medication has been given when it shouldn’t have been then you should let your manager know and phone NHS direct to seek professional advice. You should also then phone on call and let them know what has happened and what the health professional has advised. Avi A brief description of the agreed procedures for obtaining, storing, administering and recording the medication needed for the outing. a) Obtaining When obtaining the medication you should make sure that you are getting the correct medication for the individual that you are taking out on  an outing, you need to with gloves remove the tablets from the box and put them into a medication box that you can take out with you. If you need to take liquid medication with you then you should take the bottle with you and a meds tub to allow you to measure out the correct amount that the individual will need. If you do not know them amounts then you should write this down and take it with you. If the individual takes their medication with something such as yoghurt (this must be stated in their support plans) then you should either take this with you or ensure that you go somewhere where you will be able to buy some to use for giving the medication. b) Storing When going out you should store the medication safely, such as the tablets should be in a meds tub that fastens and is secure to make sure that the medication isn’t lost. c) Administering When administering the medication on an outing you should check that all the medication is still there and again check that it is correct. You should give the medication still respecting the individuals dignity to try and do it somewhere quiet and away from a busy place. If the medication is liquid form then you should put the meds tub on a flat surface to ensure that you pour out the correct amount. d) Recording When you get back home you should fill in the mar sheet to make sure the next time someone comes to give the individual medication they know that it has been administered, as if you forget to sign that it has been given another member of staff may think that they haven’t had it and seek advice on what to do, they may be then told o administer it as soon as possible and then this could result in an overdose all of this would be a medication error. Avii An explanation of why the social care workers accompanying the individuals on the outing should have specialist training before each of the following: a) Carrying out emergency first aid Staff that support an individual on an outing should have training for emergency first age first as without this they do not have the knowledge of what to do in an emergency correctly, such as what to do if an individual chokes or has severe bleeding. If they have had first aid training then the will be aware of what to do in the different situations that may occur while on an outing. By having this training it is  more likely that the individual will be given the correct support that is needed in the situation. b) Assisting with moving and handling Staff that support an individual on an outing should have training in assisting with moving and handling as this will result in the safety of both the staff and the individual that they are supporting as they will have a better knowledge of how they sho uld support the individual safely. If they do not have the training then they may do something wrong when assisting the individual and this could result in harming either themselves or the individual that they are supporting and by not doing it correctly they may not do it in a dignified way and this could upset the individual that they are supporting. c) Handling medication Staff supporting an individual on an outing should have training on handling medication to ensure that the medication is given to the correct person with the correct amount and in the way that the individual prefers. It will also mean that the individual is supported with medication in the best possible way and that there are no medication errors. Task B – Guide Bi A list of the laws relating to: a) General health and safety in the setting Manual Handling Regulations 1992 (amended 2002) Control of Substances Hazardous to Health 2002 (COSHH) Reporting of Injuries Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) Health and Safety First Aid Regulations 1981 Electricity at Work Regulations 1989 Personal Protective Equipment 1992 b) Moving and handling Health and Safety at work Act 1974 Manual Handling Operations Regulations 1992 (amended 2002) Management of Health and Safety at Work Regulations 1999 Provision and Use of Work Equipment Regulations 1998 Lifting Operations and Lifting Equipment Regulations 1998 Bii A list of the food standards that relate to social care settings Food Standards Act 1999 Food Safety Act 1990 Food Hygiene Regulations 2005 Biii An outline of the main health and safety responsibilities of: a) the social care worker The responsibilities of the social care worker are to keep themselves and the individuals that they are supporting safe. Social care workers should make sure that they follow all procedure that are in place when supporting individuals and when doing anything that has risks of harm. Staff should make sure that they use any equipment safely and only use it if they have had the specialist training on how to use the equipment. Staff when using equipment should make sure hair is out of the way to prevent it from becoming stuck in the equipment, You should communicate with you manager and make sure that you have adequate training and understand and follow the company’s policies and procedures around health and safety. You should report any illness, strains or injuries that you suffer as a result of doing your job as your employer may need to make changes to the way you work. If you become pregnant then you should inform your manager as it may mean that you are unable to do some of the things within your job role or may need to move somewhere where the chance of harm coming to you is slimmer. b) the employer or manager The responsibilities of the employer or manager are to make the workplace safe, they need to prevent risks to health, ensure that the equipment that is used is safe and that safe working practices are set up and followed by the staff, they need to ensure that all materials are handled, stored and used safely. Employers should inform you of any potential hazards from the work you carry out, chemicals and any other substances used by the employer. They should check that the right equipment is supplied for the work and that staff use it correctly and that the equipment is regularly maintained. They need to avoid potentially  dangerous work involving manual handling and if it cannot be avoided then they should take precautions to reduce the risk of injury. Employers need to supply staff with protective clothing free of charge. c) individuals using the service The responsibilities of individuals using the service are to make sure that they agree and follow their tenancy agreement. They should speak with staff to make it aware of the way that they would like to be supported when using assistive technology to reduce the risk of harm coming to themselves or the supporting staff. They should report any faults within their home so that it can be resolved before any injury or harm is caused to themselves or the supporting staff. If they do not have understanding of what faults are then supporting staff should make these known to the individual and support them to make the calls needed to get these fixed. Biv A description of the main points of health and safety policies and procedures To ensure the health, safety and welfare of everyone To protect people from hazards that might occur To control the keeping and use of dangerous substances Bv A list of work activities that should only be carried out after special training Manual Handling First Aid Clinical tasks such as taking temperature or blood pressure, changing dressings Giving Medication Bvi A description of how to access additional support and information in relation to health and safety Health and Safety is very important so it is always better to ask for more information than to guess and get things wrong. You might need extra information relating to legislation and guidelines, actions to take to ensure safety, concerns you have about a situation or person,  unhappy about the risks from a piece of equipment or another hazard or unclear about who has responsibility. If you need additional advice or support you should talk to your line manager, if your manager is unavailable and you are unable to find the information you need in your employers policies then the health and safety executive (www.hsc.gov.uk) should provide all the information you need. Trade Unions may also have the information that you need. Task C – Case Studies Ci Define the term ‘hazard’ and ‘risk’ The term hazard means something that could cause harm, danger or adverse health effects to an individual and the term risk means the likelihood or probability of a hazard causing harm to the individual. Such as a spill on the floor is a hazard and slipping on the wet surface is the risk. Cii Identify the hazards and risks in the case study above The hazard is a burs pipe in the roof and water running down the light fitting and onto the bathroom floor. The risks are that the individual that Winston is visiting may slip on the water and harm himself or he may get an electric shock as water is running into electricity or due to the water in the roof it may cause the ceiling to fall in. Ciii Explain how and when you would report the risks you have identified Firstly Winston should make sure his client is in a safe place and then turn off the water and electric at the mains. He would need to then report this straight away to his line manager and then get in touch with either the landlord or a plumber and an electrician and inform them of the burst pipe so that they can make arrangements for it to be fixed as soon as possible. Civ Describe how a risk assessment might help reassure Ellie’s mum and ensure Ellie’s safety By having a risk assessment in place for Ellie making her own way on the bus to the group the social worker will of identified all of the possible hazards and the level of risks connected with these. The social care worker will have come up with ways of avoiding these hazards which will ensure Ellis safety and Ellie’s mum will feel reassured Cv Describe how a social care worker should use the risk assessment to ensure Ellie is safe during the journey To make sure Ellie is safe during the journey the social care workers should follow the risk assessment as it will state all the risks to Ellie during her journey and will include what needs to be done to reduce the likelihood of the risks. It is the responsibility of the social care worker to make sure that they are aware of the risk assessment and if there is anything that they do not understand then they should seek additional advice from their line manager straight away. It is also the responsibility of the social care worker to report any changes that need making to the risk assessments as soon as possible to their line manager. The risk assessment must be up to date and revised as often as necessary for the safety of Ellie and the people that are working with her. Task D – Short Answer Questions Di List three hazardous substances that can be found in an adult social care setting 1. Cleaning Chemicals 2. Medication 3. Clinical Waste Dii Use the table below to describe safe practice for the handling of each hazardous substance Medication Body Waste Cleaning Fluids Storage The medication should be stored in a locked cabinet out of reach, only the authorised person should have the key for the locked cabinet, the cabinet should be at the correct temperature the medication needs to be stored at. The medication must stay in the packaging the pharmacy dispensed it in Body waste should be stored in a yellow bag sealed and put into the designated place ready for collection somewhere that will not cause infection risks. Cleaning fluids should be kept in a safe place preferably in a locked cupboard and in line with the manufacturer’s instructions. All cleaning fluids should be stored in the correct bottles with the correct labels on them. Use The staff giving medication must have appropriate training in the administering of medication. When handling body waste you should always be wearing protective clothing such as gloves and aprons, you should also make sure you wash your hands after handling body waste. When using cleaning fluids you should always follow the manufacturer’s instructions and wear protective clothing such as gloves and aprons. Disposal The correct method of disposal is to return any unused medication back to the pharmacy and not put in the bin. Body waste will be picked up from designated area by specialist waste contractors. You should always follow the manufacturer’s instructions when disposing cleaning fluids Diii Identify three common hazards related to handling and storing food 1. Poor hygiene so there is a risk of infection 2. Not reheating food to the correct temperature 3. Storing uncooked meat on the top shelf in the fridge Div Explain how to: a) Store food safely You need to ensure when storing food that you store it at the correct temperature, cover and label the food so that others know when it has been opened and when it will no longer be edible. You need to make sure that uncooked and cooked foods are kept separately to avoid contamination. b) Handle food safely When handling food you should keep yourself clean, you should wear protective clothing, keep the workplace you are working in clean and tidy, you should use separate utensils and other equipment for different types of food such as chopping boards with different colours for cooked meat and vegetables etc, You should wash your hands regularly and thoroughly. c) Dispose of food safely When disposing food you should make sure leftover food is disposed quickly, ensure that the bins are emptied frequently and that and anything that is dropped or spilt is cleaned up quickly. Dv Identify three common signs or indicators of stress 1. Feeling tense, uptight or angry 2. disturbance of sleep pattern 3. headaches/migraines Dvi Give two examples of circumstances or situations that may cause a person to feel stressed 1. One example of circumstances or situations that may cause a person to feel stressed is work pressure, such as if someone has been set some targets to meet within a given time and they are struggling to meet these targets they may become tired and anxious and this may result in them becoming stressed due to a build up of work and feeling that it is on top of  them. 2. Another One example of circumstances or situations that may cause a person to feel stressed is being in debt as this may make them feel that they are unale to cope and, they may be worrying all the time where they are going to get the money from to pay the debt and this may result in a decrease in their self esteem and self worth and make them question their ability to support a family. They may also be worrying that they may be kicked out and have nowhere to live with their family if they dont find the money to pay. Dvii Identify and describe two ways of managing stress 1. One way in which an individual can manage stress is by physical activity, as this uses up the extra energy the body produces when they are stressed, this could be things such as walking, jogging, going to the gym, boxing etc. 2. Another way in which an individual can manage stress is by taking your mind off of the issue for a while by doing something else, by doing this it allowes you to come back to the problem with a clear head later on. This could be doing things such as gardening, going to the cinema, pampering etc. Task E – Leaflet Infection Control Ei A list of the routes by which infection can enter the body Infection can enter the body down the respiratory tract into the lungs. Illnesses such as coughs, colds, influenza and other common airborne infections are usually passed on this way. Infection can enter the body through breaks in the skin. You skin works as an excellent barrier against infection but if you have an open cut then infection can enter the body through the cut. Infection can enter the body down the digestive tract. If you have a drink or eat any food that is contaminated then this can infect your stomach or bowels. This kind of infection usually results in vomiting  or diarrhoea Infection can enter the body through the urinary and reproductive system. This kind of infection can remain localised or sometimes can then get into the blood. Most commonly sexually transmitted diseases infect the genitals. HIV and the AIDS virus is carried in bodily fluids and can be passed on through coming into contact with an infected persons saliva, seminal fluid or blood. Eii A description of how our own health or personal hygiene may place others at risk in the workplace Our own health or personal hygiene may put others at risk in the workplace as it is very important that you wash your hands regularly as if you have come into contact with infections and bacteria and then touch other things then you are leaving them all over and then when others touch things such as the banister on the stairs then they are also picking this bacteria up which could cause infection. You should always wear personal protective clothing when supporting an individual with any form of personal care where you come into contact with bodily fluids such as saliva or urine, this is not just to protect you but to protect the individual you are supporting from any infection that you may have picked up. You take care not to sneeze or cough on others as this could pass on infections to others, You should constantly using antibacterial spray to wipe down all surfaces to prevent cross con tamination. Eiii An explanation of the most effective ways to wash hands 1) Remove any rings or jewellery from the hands or wrists 2) Using warm running water thoroughly wet your hands 3) Squirt liquid soap onto the palm of one of your hands 4) Rub your hands together until you make a lathers 5) Scrub your hands with the palm of your hand over the back of the other hand and making sure you rub between the fingers, the wrists, forearms and under your nails. 6) Rinse off the soap with clean water 7) When turning off the taps use a paper towel to avoid getting bacteria back on your hands 8) When drying your hands use a single use towel or an air dryer 9) When leaving the bathroom try to prevent touching dirty surfaces as you are leaving the bathroom. Eiv A description of how and when to use personal protective equipment You should use personal protective equipment for any procedure that involved bodily contact or means that you will be coming into contact with anybody waste or fluids. This is because it will reduce the risk of infections spreading such as if you get it on your clothes and then come into contact with another person. At the end of each procedure you should take off the protective clothing such as aprons and gloves and dispose of them correctly. You should use new protective clothing when coming into contact with each different individual. Environmental Safety An outline of how to prevent and what to do in the event of: Ev Fire To prevent a fire you should fit smoke alarms and test then regularly and change the batteries annually, never leave the stove unattended when using it, keep portable heaters away from furniture, furnishings and flammable items and when leaving the house make sure you turn them off, Do not leave any electrical turned on when not in use and turn the main switches off when not using them and at night unplug all electrical items that are not being used, if possible do not use multi-way socket adapters and do not run electrical leads under the carpet. In the event of a fire you should call the fire service straight away when the fire alarm sounds. You should try to evacuate the building as fast as possible following the personal emergency evacuation plans for each of the individuals in the building and also following the fire safety procedure. If possible you  should try to get the individuals out of the building if it is safe for you to do so. Before entering any of the rooms with the back of your hand you should touch the door handle to see if it is hot, if it is then you should not open this door as it will let oxygen in and make the fire worse. You should always stay close to the floor if there is a lot of smoke as it raises so you are safer the closer to the floor you are as you won’t be inhaling as much smoke. If possible have a wet towel over your mouth to prevent the smoke getting into your lungs. Keep all doors closed as if you have fire doors then this can give you extra time to get out of the building. Evi Gas Leak To prevent a gas leak you should check that all appliances that use gas are turned off e.g. cooker, fire, radiators. In the event of a gas leak you should dial 999 for help and/or inform your health and safety officer/manager straight away, You should not turn any switches on or off, you should go to the assembly point and remove yourself and others from the building immediately, the incident should also be recorded. Evi Flood To prevent a flood you should make sure that everyone knows where and how to turn the water off and all taps should not be left running in the bath or sink. In the event of a flood you should turn off the water supply, call 999 or inform your health and safety officer immediately, do not turn switches on or off and remove yourself and others from the building as quickly as possible in case water and electric mix as this can be very dangerous. Evii Intrusion To prevent an intrusion you should being vigilant of security of building  i.e. doors, windows and make sure these are shut and locked when you are not home and at night. Do not give out spare keys to others or key codes and follow a procedure check list such as at night going round and making sre all windows and doors are shut and locked. In the event of an intrusion dial 999 and tell them what has happened, if possible go to a room with a lock and lock yourself in there, if not try to get out of the building and take others with you. Eviii Security Breach To prevent a security breach keep all confidential information locked away or passworded on the computer, keep all documents out of sight and never leave them laying about. Keep all doors and windows locked. In the event of a security breach try to leave the building safely with others, dial 999 and report to them.

Ezeulus Defeat in Chinua Achebes Arrow of God Essay

Ezeulus Defeat in Chinua Achebes Arrow of God When the Umuaro people began to encounter the spreading European colonialists, most realized that the colonialists were not like their other enemies and that they could not be defeated in the same way. So, even those most fiercely opposed to the colonial presence at first eventually conformed to its power. However, Ezeulu, the tragic hero of Chinua Achebes Arrow of God, was not the typical Umuaro villager. As the chief priest of the powerful deity Ulu, Ezeulu felt that he could be subordinate to no one and accordingly rose up in direct confrontation with both the colonialists and his own community. Even as strong of a man as Ezeulu could not fight successfully against such outnumbering†¦show more content†¦Captain Winterbottom stepped in, used colonial soldiers to stop the fighting, took the villagers guns away, and held a trial to determine which village rightfully owned the farmland in dispute. Winterbottom later explained to a colleague that during the trial, Only one man ... witnessed against his people (17). The man was, of course, Ezeulu who disagreed with the warlike actions of his village. Winterbottom interpreted Ezeulus refusal to defend the actions of his village as great honesty and, accordingly, held Ezeulu in high esteem. Because of his trust in Ezeulu and a misinterpretation of the chief-priests role in the community, Captain Winterbottom selected Ezeulu to serve as a puppet chief under the new system of indirect rule promoted by Lord Lugard. Winterbottom thought that the title Eze was that of a priest-king and did not realize that it was only that of a chief and held no political power. Although Ezeulu did indeed have political aspirations, others in the village, such as Nwaka, were quick to prevent any takeover by a religious leader. Nwaka says of Ezeulu, He is a man of ambition; he wants to be king, priest, diviner, all then said that the village must hold him in check (27). It would seem as though a man with political aspirations would have been thrilledShow MoreRelatedArrow of God - Paper7783 Words   |  32 PagesAfrika Focus, Vol. 5, Nr. 3-4, 1989, pp. 153-165 CONFLICT AND ITS MANIFESTATIONS IN ACHEBES ARROW OF GOD Owen G. MORDAUNT English Department University of Nebraska at Omaha Omaga, Nebraska 68182-0175 USA SUMMARY Mordaunt describes how the Nigerian author Chinua Achebe deals with the problem ofpersonal conflict in his novel Arrow of God. The main character in this novel is Ezeulu, who is chiefpriest of the god Ulu, of the village of Umuaro. Ezeulu comes into conflict with himself in a quest to

Psychology Paper and Self Reflection - 1978 Words

Self-Reflection Related to Influential Psychology Theories When psychologists were first acknowledged they began studying behaviors and biological processes. There are numerous recognized psychologists that have contributed to the seven major perspectives of today’s modern psychology. These theories include: Evolutionary theory, sociocultural theory, biopsychological theory, psychoanalytic theory, cognitivism, humanistic theory and behaviorism. The three theories that I would like to describe, analyze and reflect upon are the behaviorism, cognitivism and psychoanalytic. The term â€Å"behaviorism† developed from the renowned behavioral psychologist named John B. Watson (Molm, 2005). Many influential theorists became associated with†¦show more content†¦The cognitivism theory emphasizes on thoughts, perception and information processing. It is one of the most influential modern-day approaches to psychology and one that I find very interesting. Jean Piaget â€Å"generated the most influential and comprehensive theory of cognitive development† (Dewolfe, 2005, p.173). His perspective involved describing how the maturing child interacts with the environment resulting in predictable sequences of changes in certain crucial understandings of the world (Dewolfe, 2005). He focused his research on children from birth to adolescence. Using these concepts Piaget developed stages of cognitive development (Younger et al., 2010). This consists of four stages of cognitive development that everyone goes through as children. The first is sensorimotor from birth to age two. In this stage senses and motor skills are developing the most and you lack object permanence. The second is preoperational from age two to seven where symbols and language begin to take shape. Next is the concrete operational stage from age seven to eleven where you can perform concrete operations on concrete objects but you can’t yet think abstractly or hypothetically. Finally, the formal operational stage from age eleven and up is where abstract knowledge and thinking hypothetically is developed (Younger et al., 2010). This can be a very useful tool to betterShow MoreRelatedReflection Paper On Psychology Of Women1334 Words   |  6 PagesRunning Head: SELF-REFLECTION 1 Self-Reflection: Psychology of Women Critical Thinking Paper 1 Hillary Cohen University of Maryland SELF-REFLECTION 2 My name is Hillary Cohen and I identify as a Jewish straight American woman. I grew up in a Conservative community surrounded by people who were a little more and a little less religious than I was. While growing up, my parents always made sure to let me and my sisters know that we could do anythingRead MoreThe Profession Of Counselling Psychology1582 Words   |  7 PagesIntroduction The profession of counselling psychology has developed hugely during the past decade, this paper aims to provide a concise and general exploration of the nature of counselling psychology, it’s development history, where it stands among other traditional approaches, and how disciplines of psychology is linked with a range of models of psychotherapy. In 1982 counselling psychology started developing as a section within the British Psychological Society, and in 1994 it was then recognizedRead MoreReflection Of A Group Of Middle Aged Adults Essay1438 Words   |  6 PagesThis paper is a reflection of a group of middle-aged adults that discuss the biological, cognitive and psychological issues this group experiences. It is based on my observations and my interactions during my assignment one and from assignment two, the readings and lectures this research will describe the most important issues this life span is facing. These issues are evidence based from interactions, observations, and readings. I have, had interaction with this life span segment and reviewed literatureRead MorePersonal Reflection Paper1149 Words   |  5 PagesPersonal Reflection Paper Chris Sanchez January 5, 2011 Psychology 400 David Lagerson Personal Reflection paper Self and the concept of self is an interesting topic to many including, psychologist sociologist, philosophers and countless others trying to define the idea of self and what it means to each individual. Every individual has a different idea and thought about self and how self makes up their entire being. 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I/O PSYCHOLOGY FINAL PAPER 2 Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Review of Major Theory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Review of Chosen studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4-7 Rà ©fà ©rences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 Author’s Reflection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 RAFAEL Z. 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High School Should Be The Four Best Years Of My Life

When I was thirteen, I remember people telling me to prepare for high school to be the four best years of my life. Looking back, it saddens me that I can barely identify a single day that is anything worth remembering. Since I was six years old, I had struggled with accepting my body. Many of my earliest fears are ones regarding weight, fat, how people gain weight, and how being overweight is â€Å"bad†. It’s difficult to pinpoint exactly when my issues with food began to surface; however, I think it’s roots can trace back to when I was only twelve. I can vividly recall asking my mom what foods contained sugar as I was secretly trying to avoid the sweet â€Å"calorie-laden† substance. I never would have guessed at the path that this process of†¦show more content†¦These rules ensured I would forever remain in control, thus preventing the possibility of this â€Å"average† persona from encroaching on my life. I wouldn’t eat any more t han one thousand calories, I wouldn’t snack, nor would I ever eat out. My nighttime reading became internet searches on low-calorie meals and desserts, workout routines that â€Å"shredded† calories and weight-loss â€Å"tips and tricks†. I quickly became obsessed with food; most of which I would never allow myself to eat. The eating disorder I had developed to help control my life soon became my whole life. My health began to deteriorate along with my energy. My teammates whom were all previously much slower runners than myself started to pass me on the track; yet, despite my fear of becoming weak, my eating disorder gave me confidence. In a sense, my disease became my new best friend, offering comfort that I could get from nowhere else. In my warped way of seeing the world, I was the only one in control. When my friends would eat â€Å"junk food† or skip a day at the gym, I laughed to myself at their â€Å"innocence†. I would think, â€Å"Clearl y, I know something about control that you guys do not. This is what will make me better, stronger and more successful. This is what will prevent average.† Although, as I continued to starve myself and lose weight, surpassing my goal of five pounds, it wasn’t enough. Losing weightShow MoreRelatedMy First Day Of Freshman1494 Words   |  6 Pageslittle kid, I always loved counting down the years to certain events. Some of those would be; high school, getting my license, turning sixteen and eighteen, or even graduating high school. They always seemed so far away and out of reach, but they were upon me, even when I wasn’t ready. It seems like just yesterday, I was out on the playground enjoying recess and making up games like, little house on the prairie with my friends. 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Chapter 32 Flesh, Blood, and Bone Free Essays

Harry felt his feet slam into the ground; his injured leg gave way, and he fell forward; his hand let go of the Triwizard Cup at last. He raised his head. â€Å"Where are we?† he said. We will write a custom essay sample on Chapter 32 Flesh, Blood, and Bone or any similar topic only for you Order Now Cedric shook his head. He got up, pulled Harry to his feet, and they looked around. They had left the Hogwarts grounds completely; they had obviously traveled miles – perhaps hundreds of miles – for even the mountains surrounding the castle were gone. They were standing instead in a dark and overgrown graveyard; the black outline of a small church was visible beyond a large yew tree to their right. A hill rose above them to their left. Harry could just make out the outline of a fine old house on the hillside. Cedric looked down at the Triwizard Cup and then up at Harry. â€Å"Did anyone tell you the cup was a Portkey?† he asked. â€Å"Nope,† said Harry. He was looking around the graveyard. It was completely silent and slightly eerie. â€Å"Is this supposed to be part of the task?† â€Å"I dunno,† said Cedric. He sounded slightly nervous. â€Å"Wands out, d’you reckon?† â€Å"Yeah,† said Harry, glad that Cedric had made the suggestion rather than him. They pulled out their wands. Harry kept looking around him. He had, yet again, the strange feeling that they were being watched. â€Å"Someone’s coming,† he said suddenly. Squinting tensely through the darkness, they watched the figure drawing nearer, walking steadily toward them between the graves. Harry couldn’t make out a face, but from the way it was walking and holding its arms, he could tell that it was carrying something. Whoever it was, he was short, and wearing a hooded cloak pulled up over his head to obscure his face. And – several paces nearer, the gap between them closing all the time – Harry saw that the thing in the persons arms looked like a baby†¦or was it merely a bundle of robes? Harry lowered his wand slightly and glanced sideways at Cedric. Cedric shot him a quizzical look. They both turned back to watch the approaching figure. It stopped beside a towering marble headstone, only six feet from them. For a second. Harry and Cedric and the short figure simply looked at one another. And then, without warning, Harry’s scar exploded with pain. It was agony such as he had never felt in all his life; his wand slipped from his fingers as he put his hands over his face; his knees buckled; he was on the ground and he could see nothing at all; his head was about to split open. From far away, above his head, he heard a high, cold voice say, â€Å"Kill the spare.† A swishing noise and a second voice, which screeched the words to the night: â€Å"Avada Kedavra!† A blast of green light blazed through Harry’s eyelids, and he heard something heavy fall to the ground beside him; the pain in his scar reached such a pitch that he retched, and then it diminished; terrified of what he was about to see, he opened his stinging eyes. Cedric was lying spread-eagled on the ground beside him. He was dead. For a second that contained an eternity, Harry stared into Cedric’s face, at his open gray eyes, blank and expressionless as the windows of a deserted house, at his half-open mouth, which looked slightly surprised. And then, before Harry’s mind had accepted what he was seeing, before he could feel anything but numb disbelief, he felt himself being pulled to his feet. The short man in the cloak had put down his bundle, lit his wand, and was dragging Harry toward the marble headstone. Harry saw the name upon it flickering in the wandlight before he was forced around and slammed against it. TOM RIDDLE The cloaked man was now conjuring tight cords around Harry, tying him from neck to ankles to the headstone. Harry could hear shallow, fast breathing from the depths of the hood; he struggled, and the man hit him – hit him with a hand that had a finger missing. And Harry realized who was under the hood. It was Wormtail. â€Å"You!† he gasped. But Wormtail, who had finished conjuring the ropes, did not reply; he was busy checking the tightness of the cords, his fingers trembling uncontrollably, fumbling over the knots. Once sure that Harry was bound so tightly to the headstone that he couldn’t move an inch, Wormtail drew a length of some black material from the inside of his cloak and stuffed it roughly into Harry’s mouth; then, without a word, he turned from Harry and hurried away. Harry couldn’t make a sound, nor could he see where Wormtail had gone; he couldn’t turn his head to see beyond the headstone; he could see only what was right in front of him. Cedric’s body was lying some twenty feet away. Some way beyond him, glinting in the starlight, lay the Triwizard Cup. Harry’s wand was on the ground at Cedric’s feet. The bundle of robes that Harry had thought was a baby was close by, at the foot of the grave. It seemed to be stirring fretfully. Harry watched it, and his scar seared with pain again†¦and he suddenly knew that he didn’t want to see what was in those robes†¦he didn’t want that bundle opened†¦. He could hear noises at his feet. He looked down and saw a gigantic snake slithering through the grass, circling the headstone where he was tied. Wormtail’s fast, wheezy breathing was growing louder again. It sounded as though he was forcing something heavy across the ground. Then he came back within Harry’s range of vision, and Harry saw him pushing a stone cauldron to the foot of the grave. It was full of what seemed to be water – Harry could hear it slopping around – and it was larger than any cauldron Harry had ever used; a great stone belly large enough for a full-grown man to sit in. The thing inside the bundle of robes on the ground was stirring more persistently, as though it was trying to free itself. Now Wormtail was busying himself at the bottom of the cauldron with a wand. Suddenly there were crackling names beneath it. The large snake slithered away into the darkness. The liquid in the cauldron seemed to heat very fast. The surface began not only to bubble, but to send out fiery sparks, as though it were on fire. Steam was thickening, blurring the outline of Wormtail tending the fire. The movements beneath the robes became more agitated. And Harry heard the high, cold voice again. â€Å"Hurry!† The whole surface of the water was alight with sparks now. It might have been encrusted with diamonds. â€Å"It is ready. Master.† â€Å"Now†¦Ã¢â‚¬  said the cold voice. Wormtail pulled open the robes on the ground, revealing what was inside them, and Harry let out a yell that was strangled in the wad of material blocking his mouth. It was as though Wormtail had flipped over a stone and revealed something ugly, slimy, and blind – but worse, a hundred times worse. The thing Wormtail had been carrying had the shape of a crouched human child, except that Harry had never seen anything less like a child. It was hairless and scaly-looking, a dark, raw, reddish black. Its arms and legs were thin and feeble, and its face – no child alive ever had a face like that – flat and snakelike, with gleaming red eyes. The thing seemed almost helpless; it raised its thin arms, put them around Wormtail’s neck, and Wormtail lifted it. As he did so, his hood fell back, and Harry saw the look of revulsion on Wormtail’s weak, pale face in the firelight as he carried the creature to the rim of the cauldron. For one moment, Harry saw the evil, flat face illuminated in the sparks dancing on the surface of the potion. And then Wormtail lowered the creature into the cauldron; there was a hiss, and it vanished below the surface; Harry heard its frail body hit the bottom with a soft thud. Let it drown, Harry thought, his scar burning almost past endurance, please†¦let it drown†¦. Wormtail was speaking. His voice shook; he seemed frightened beyond his wits. He raised his wand, closed his eyes, and spoke to the night. â€Å"Bone of the father, unknowingly given, you will renew your son!† The surface of the grave at Harry’s feet cracked. Horrified, Harry watched as a fine trickle of dust rose into the air at Wormtail’s command and fell softly into the cauldron. The diamond surface of the water broke and hissed; it sent sparks in all directions and turned a vivid, poisonous-looking blue. And now Wormtail was whimpering. He pulled a long, thin, shining silver dagger from inside his cloak. His voice broke into petrified sobs. â€Å"Flesh – of the servant – w-willingly given – you will – revive – your master.† He stretched his right hand out in front of him – the hand with the missing finger. He gripped the dagger very tightly in his left hand and swung it upward. Harry realized what Wormtail was about to do a second before it happened – he closed his eyes as tightly as he could, but he could not block the scream that pierced the night, that went through Harry as though he had been stabbed with the dagger too. He heard something fall to the ground, heard Wormtail’s anguished panting, then a sickening splash, as something was dropped into the cauldron. Harry couldn’t stand to look†¦but the potion had turned a burning red; the light of it shone through Harry’s closed eyelids†¦. Wormtail was gasping and moaning with agony. Not until Harry felt Wormtail’s anguished breath on his face did he realize that Wormtail was right in front of him. â€Å"B-blood of the enemy†¦forcibly taken†¦you will†¦resurrect your foe.† Harry could do nothing to prevent it, he was tied too tightly†¦.Squinting down, struggling hopelessly at the ropes binding him, he saw the shining silver dagger shaking in Wormtail’s remaining hand. He felt its point penetrate the crook of his right arm and blood seeping down the sleeve of his torn robes. Wormtail, still panting with pain, rumbled in his pocket for a glass vial and held it to Harry’s cut, so that a dribble of blood fell into it. He staggered back to the cauldron with Harry’s blood. He poured it inside. The liquid within turned, instantly, a blinding white. Wormtail, his job done, dropped to his knees beside the cauldron, then slumped sideways and lay on the ground, cradling the bleeding stump of his arm, gasping and sobbing. The cauldron was simmering, sending its diamond sparks in all directions, so blindingly bright that it turned all else to velvety blackness. Nothing happened†¦. Let it have drowned. Harry thought, let it have gone wrong†¦ And then, suddenly, the sparks emanating from the cauldron were extinguished. A surge of white steam billowed thickly from the cauldron instead, obliterating everything in front of Harry, so that he couldn’t see Wormtail or Cedric or anything but vapor hanging in the air†¦.It’s gone wrong, he thought†¦it’s drowned †¦please†¦please let it be dead†¦. But then, through the mist in front of him, he saw, with an icy surge of terror, the dark outline of a man, tall and skeletally thin, rising slowly from inside the cauldron. â€Å"Robe me,† said the high, cold voice from behind the steam, and Wormtail, sobbing and moaning, still cradling his mutilated arm, scrambled to pick up the black robes from the ground, got to his feet, reached up, and pulled them one-handed over his master’s head. The thin man stepped out of the cauldron, staring at Harry†¦and Harry stared back into the face that had haunted his nightmares for three years. Whiter than a skull, with wide, livid scarlet eyes and a nose that was flat as a snakes with slits for nostrils†¦ Lord Voldemort had risen again. How to cite Chapter 32 Flesh, Blood, and Bone, Essay examples