Race And Just Us Or Justice For All - 2112 Words

Race and Just-Us or Justice For All Wise Allah ENG 122: English Composition II Prof. Ann Storey October 13, 2014 One out of every three black males born today can expect to go to prison if the trend in America continues at the rate it is right now. With the prison population in U.S. steady on the rise, is the prison industry a big business or a new form of slavery? Thanks to prison labor, the U.S. has become once again since the so-called abolishment of slavery, an attractive location for investment in work that was designed for Third World labor markets. http://www.globalresearch.ca/the-prison-industry-in-the-united-states-big-business-or-a-new-form-of-slavery/8289 Although the image of Lady Justice has a blindfold over her eyes to represent the theory of â€Å"blind justice,† which means that justice should be brought regardless to the victim’s and offender’s identities. We continue to have disparate numbers of minority inmates in the prison population, which is still escalating. Is this a result of a higher rate of minority crimes, or are minorities a victim of a crimin al act due to our judicial system removing the blindfold and is operating outside the realm of justice and equality based on racist ideology and greed? In order for us to diagnose this situation, we must penetrate the American Judicial System in the same manner that a physician cuts and enters a body to extricate cancer. If a physician does not get inside, there is nothing,Show MoreRelatedPoverty Inequality By Harper Lee s Kill A Mockingbird 1644 Words   |  7 Pages Inequality in Justice Equality means for all to be equal. However, this â€Å"equality† that is spoken of hardly exists in our society today and most definitely not in the past. Living in today’s society, many classifications are given to us. Things like gender, race, social status, wealth, background, age, and many other factors have come to define a single person in our world. Sadly, our world is full of prejudice that uses these classifications to it’s advantage. In the justice system, althoughRead MoreFor Liberty And Justice For All1721 Words   |  7 Pagesâ€Å"For liberty and justice for all† (USC 4 Sec. 4). In present day society, it is often assumed mainly by minorities that we live in a racist country despite the claims by higher government organizations that â€Å"fight† for equality. Due to many police brutality cases ranging from the nineties with the Rodney King beating to just recently in 2014 with the Michael Brown shooting, it is clear that racism is s till very present in this country, whether we want to acknowledge it or not. US News even concludedRead MoreDr. Martin Luther King Jr. Essay1134 Words   |  5 Pages History is one of the topics in education, which teaches us important events of the past and helps us to understand the events of the present. Many people can be remembered in history for their past in shaping the world and the lives of some people. Looking back critically at history. One might be tempted to conclude that events in history have always evolved around human rights race relationships and power. In this paper, I will focus on the themes of racism, human rights, and power and howRead MoreRacism : The Criminal Justice System1040 Words   |  5 Pages213 American Federal Government-Online 25th November 2015 Racism in Our Criminal Justice System There are many different types of unlawful racism in the criminal justice system. It goes from back in the early part of our great nation’s birth to the killing of Martin Luther King Jr. to Ferguson, Missouri. The path that racism takes is from old time’s point of view. The way to clear up racism in our criminal justice system is simple and easy. Americans need to fully understand the idea of equalityRead MoreRacial Profiling And Its Impact On Society1209 Words   |  5 Pageswith the government system. Just because a particular person from a particular race does something wrong, everyone from that race is being discriminated by so-called other races. Racial profiling is getting worst by the years go by, it is becoming a hot topic. Ever since the major attack of September 11, 2001 many people have seen Muslims as terrorists. Racial profiling doesn’t just affect Muslims; it affects African Americans and Hispanics. Due to the action of just one individual, and fr om thatRead MoreWhat Would Jesus Do1227 Words   |  5 PagesWhat would Jesus do in regards to the social justice issue of immigration? Would he give immigrants a fair and unbiased opportunity in a new country, or would he turn his back towards these hopeful people? The Catholic Church teaches us that Jesus would support immigrants, live by the Catholic Social Justice Themes and the Christian Feminist model of Justice, and give these people a fighting chance in a new country. These ideologies represent hope, a more promising future for immigration, and a changeRead MoreT Be Used As An Initial Heading1000 Words   |  4 Pageswhat not only the people that surround us, but the people in America and the people in the criminal justice system are victims of by the men and women who swore to protect and carry out the equal human rights of all. Racial bias does not just occur solely within the court system. It occurs from the black men who was racially profiled who randomly got pulled ov er, to jury selections, to the out of proportion prison systems and to the entire criminal justice system, who took the 14th Amendment toRead MoreAnalyzing Rawls Second Principle of Justice1752 Words   |  7 Pagesï » ¿Rawlss Second Principle of Justice Name Institutional Affiliation Date: Rawlss Second Principle of Justice A principle of justice is the most crucial thought written about in past decades. This theory is not exclusively meant for philosophers; it is also beneficial to people engaged in public policy practice, political scientists, judges and lawyers. The text on Rawlss second principle of justice is a necessary tool in understanding political thoughts. As much as the text is complicatedRead MoreLoving vs. The Commonwealth of Virginia: Significance in Marriage Law1174 Words   |  5 Pageslandmark when it produces a precedent that is regarded as law by jurists during other cases. These cases are seen as such, generally, because they change the direction of the people making the laws and sitting on the courts, and forge a new path for justice which is more often than not seen as a perfection of the law. One such case occurred in Loving v. The Commonwealth of Virginia in 1967. The original complaint was made in 1958 during a time when the State of Virginia, which is considered deeply ingrai nedRead MoreProfessional Racism and Discrimination1117 Words   |  5 PagesThe Los Angeles Police Department has a reputation for using race as a basis to catch criminals. Racial profiling is the use of race or ethnicity as grounds for believing an individual is suspicious of committing a crime. Discriminatory or abusive behavior towards people of color affects the justice system and violates people’s human rights. The LAPD continues to use racial profiling against mostly African-Americans and Latinos. The use of racial profiling by the LAPD prevents the police from serving

Concept Of Death in ÂDo Not Go Gentle Into That Good Night...

Who does not cower in fear upon the thought of death? Almost everybody does! However, people have differing views on the abstract idea of dying. In examining the poem Because I Could Not Stop For Death? by Emily Dickinson and Do Not Go Gentle Into That Good Night? by Dylan Thomas, it is evident that the poets use contrasting and comparative techniques in their unique presentations of the concept of death. In the poem Because I Could Not Stop For Death? Emily Dickinson presents the idea of acceptance of death, whereas in the poem Do Not Go Gentle Into That Good Night? Dylan Thomas presents the idea of refusal and opposition to death. Despite the differences in theme, these two poets both use similar figurative language devices, such as†¦show more content†¦Although both poems are written using iambs, a contrasting difference is evident between them; Because I Could Not Stop For Death?is written using an alternating trimetric and tetrametric system while Do Not Go Gentle Into That Good Night?is written in a consistent pentameter form (five feet in each meter). Thomas structures his poem using a simple and tight formal structure to convey a sense of commanding to his father in overcoming death. The differences and similarities in the style and meter structure utilized by each poet, contributes to the presentation of their own unique ideas regarding death. Both of the poems explore the concept of death. However, through careful examination, although they are similar in a sense, one can distinguish the variation of the same theme. Theme is considered the most important element in a poem. In the poem Do Not Go Gentle Into That Good Night? the theme undoubtedly revolves around death but approaches towards the refusal of death, encouraging readers to rage? against the absurdity of death. Conversely, the theme of the poem Because I Could Not Stop For Death?pertains to accepting death peacefully. In the poem Because I Could Not Stop For Death? the speaker of the poem accepts death calmly as He kindly stopped [es] for me [theShow MoreRelatedRace Film : The Great And Only Essay10250 Words   |  41 PagesAfrican American film scholar Thomas Cripps, these early films were not truly Black because their function, more or less, were to enlighten and mollify White people’s curiosity concerning Black culture. The argument presented by Cripps creates an opportunity for speculation on how to categorize a well-known group of films about Black people that in most cases included the participation of White filmmakers. How do we define the term â€Å"race film†? Moreover, can these films be considered a â€Å"genre†Read MoreShould Juveniles Be Tried As Adults?4864 Words   |  20 PagesShould juveniles be tried as adults? In my opinion I think they should because when you turn a certain age, you gain certain privileges. â€Å"You achieve certain rewards such as voting rights, the ability to purchase a house, the ability to pur chase tobacco products at the local gas station, but most importantly the ability to be held responsible for your actions. When you turn 18 a whole other world opens for you, and that’s because an 18-year-old is considered an adult in nearly every state, whichRead MoreDavid Copperfield9349 Words   |  38 Pagesreaders describe this classic to be an autobiography of the writer. All of this because it contains many autobiographical Elements which I tried hardly to discuss in my research . Also there are a lot of similarities between Charles childhood and David Copperfield which really deserve to be clarified as possible as i could . On the other side David Copperfield major themes contains a mixed subjects which mostly go around society and its complexity through its many class and the gap between themRead MoreDefinition of Adolescent Development14194 Words   |  57 Pagesbe the period between 10-19 years of age, which generally encompasses the time from the onset of puberty of the full legal age. Information: During adolescence, children develop the ability to: †¢ Understand abstract ideas, such as higher math concepts, and develop moral philosophies, including rights and privileges †¢ Establish and maintain satisfying relationships by learning to share intimacy without feeling worried or inhibited †¢ Move toward a more mature sense of themselves and theirRead MoreDefinition of Adolescent Development14200 Words   |  57 Pagesthe period between 10-19 years of age, which generally encompasses the time from the onset of puberty of the full legal age. Information: During adolescence, children develop the ability to: †¢ Understand abstract ideas, such as higher math concepts, and develop moral philosophies, including rights and privileges †¢ Establish and maintain satisfying relationships by learning to share intimacy without feeling worried or inhibited †¢ Move toward a more mature sense of themselves and theirRead MoreFor Against by L.G. Alexander31987 Words   |  128 PagesYear Programme for Children LOOK, LISTEN AND LEARNl Sets 1-4 An Integrated Course for Children New Concept English Uniform with this Volume: FIRST THINGS FIRST: An Integrated Course for Beginners PRACTICE AND PROGRESS: An Integrated Course for Pre-Intermediate Students DEVELOPING SKILLS: An Integrated Course for Intermediate Students FLUENCY IN ENGLISH: An Integrated Course for Advance Students New Concept English in two Volume edition FIRST THINGS FIRST PART 1 ·2 PRACTICE AND PROGRESS PART }-2 ForRead MoreLogical Reasoning189930 Words   |  760 PagesStephanie Tucker, California State University Sacramento. Thinking and writing about logical reasoning has been enjoyable for me, but special thanks go to my children, Joshua, 8, and Justine, 3, for comic relief during the months of writing. This book is dedicated to them. For the 2012 edition: This book is dedicated to my wife Hellan whose good advice has improved the book in many ways. vi Table of Contents Preface.....................................................................Read MoreConfucianism in Journey to the West31834 Words   |  128 PagesIntroduction†¦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‚¬ ¦ . 1 2. 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‚¬ ¦ 4 2.1. Discourse theory – A Short Explanation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 2.2. Confucianism†¦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‚¬ ¦ 6 2.2.1. The Principles of Confucianism†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 2.2.2. The Confucian Revival†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 2.3. Human Behavior: Nurture versus Nature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 3. Background Information†¦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‚¬ ¦.. 10 3.1. China’s Media Reform†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 3.1.1. From Class Struggle to Cultural Education: Changes in the Media Landscape†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 3.1.2. The EffectivenessRead MoreCase Study Essay33967 Words   |  136 Pagesoverload, quality of life X Scenario M.G., a â€Å"frequent flier,† is admitted to the emergency department (ED) with a diagnosis of heart failure (HF). She was discharged from the hospital 10 days ago and comes in today stating, â€Å"I just had to come to the hospital today because I cant catch my breath and my legs are as big as tree trunks.† After further questioning, you learn she is strictly following the fluid and salt restriction ordered during her last hospital admission. She reports gaining 1 toRead MoreIgbo Dictionary129408 Words   |  518 Pages6.2.8 Aspect and tense in the indicative mood.....................................................................................................22 6.2.8.1 Simple versus Perfect aspect ................................................................................................ 22 6.2.8.2 The Simple Aspects: Progressive versus Non-Progressive ................................................ 23 6.2.8.3 The Perfect aspects: Completive and Incompletive ........................................

Sample Thesis Free Essays

A Sample Thesis Wit h a Subt it le by Micha elM cNeil Fo rb es B. Sc. , The Univer s ity of Br itis h Co lumbia , 19 99 M. We will write a custom essay sample on Sample Thesis or any similar topic only for you Order Now Sc. , The Univer s ity of Br itis h Co lumbia , 20 01 SUBMITTE D TO THE DE PARTME NT OF P HYSICS AND ASTRO NO MY IN PARTIAL FULFILLME NT OF THE RE Q UIRE ME NTS FO R THE DE GRE E OF MAST E R O F SCIE NCE AT THE MASSACHUSE TTS INSTITUTE OF TE CHNO LO GY cMicha elM cNeil Fo rb es, 20 00. All r ig hts r eser ved. The a utho r her eby gr a nts to MIT p er mis sio n to r epr o duce a nd to distr ibute publicly pa p er a nd electr o nic copies of this thesis do cument in whole or in par t. Sig na ture of Autho r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Depa r tment of P hysics a nd Astr o no my June 2 0 04 Ce r ti? e d by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Fr a nk Wilczek Her ma n Feshba ch Pr o fess or of P hysics Thesis Sup ervisor Accepted by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Tho ma s Gr eytak P ro fessor a nd Asso cia te Depa r tment Head fo r E duca tion 2 In pr esenting this thes is in pa r tia l ful? llment of the r equir ements fo r an a d- va nced deg r ee at the Univer sity of Br itish Co lumbia,I ag r ee tha t the L ibrary sha ll ma ke it fr eely ava ila ble fo r r efer ence a nd study. I further ag r ee tha t p er mis- sio n f o r extensive co pying of this thesis fo r scho la r ly pur p oses may be gr a nted by the hea d of my depa r tment or by his or her r epr es enta tives. It is under s to od tha t co pying or publica tio n of this thesis fo r ? a ncia l ga in sha ll no t be a llowed witho ut my wr itten p er missio n. (Sig na ture) Depa r tment of P hysics a nd Astr o no my Ma ssa chusetts Institute of Techno lo gy Ca mbr idg e, Ma ssa chusetts, USA Da te A Sample Thesis Wit h a Subt it le by Micha elM cNeil Fo rb es Submitted to the Depa r tment of P hysics a nd Astr o no my o n Ja nua ry 5, 20 10 , in pa r tia l ful? llment of the r equir ements fo r the deg r ee of Ma s ter of Science A b stract The ge nt he si s. cls L ATEX class ? le a nd accompanying do cuments, such as this sa mple thesis, ar e distr ibuted in the ho p e tha t it will be useful but witho ut a ny a rr a nty (witho ut even the implied wa rr a nty of ? tness fo r a pa r ticula r pur p ose). Fo r a descr iptio n of this ? le†™s pur p ose, a nd instr uctio ns on its use, see b elow. These ? les ar e dis tr ibuted under the GP L which s ho uld be included her e in the futur e. P lea se let the a utho r know ofa ny cha ng es or impr ovements that sho uld b e ma de. Micha el Fo rb es. mfo rb es@ a lum. mit. edu Thesis Sup ervisor:Fr a nk Wilczek Title: Her ma n Fes hba ch Pr o fess or of P hys ics 4 C h ap ter1 Tabl e of C ontents Abs tract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Tabl e of Contents †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2 List of Tabl es †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 3 Li st of Fi g ures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 4 Pre face . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 5 Acknowl e dg em e nts . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 6 Po em . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 I Thesis 11 7 Thi s is a Chapter †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 7. 1 A Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 7. 1 . 1 This is a Subsection. . . . . . . . . . . . . . . . . . . . . 12 8 Another Chapter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 8. 1 Ano ther Section. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 9 Landscap e Mo de †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 B i bl i o g raphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 A pp endices A First App endix †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20 5 C h ap ter2 L is t of Tabl es 5. 1 Po tentia l so ur ces of info r ma tio n r eg ar ding thesis pr epa ra tio n at MI T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 7. 1 Here is the ca ptio n fo r this wo nder ful ta ble. Text of Ca ptio n.. . 13 6 C h ap ter3 L is t of Fi gures 8. 1 Ha ppy Face:? g ur e exa mple†¦ . . . . . . . . . . . . . . . . . . . 15 7 C h ap ter4 P r efa ce These pa p er s have b een publis hed ea r lier . . .. 8 C h ap ter5 Ack now l edgem ents Tha nk yo u mo ther her e. 9 Di scl ai m er The mi tt h es is L ATEX cla ss a nd the a cco mpa nying sa mple ? les are un o? cial a nd are not supp orted by the Massa chusetts Institute of Technolog y. WhileI have a ttempted to ma ke the style ? le a nd sa mple ? les co nfo rm to a llof the r equir ements set fo r th by the libr ar y,yo u sho uld a lways co nsult o ne ofthe library sta ? memb ers fo r assista nce with pro blems efore s tar ting ? naldr a ft. Yo u sho uld be a ble to ? nd the thesis r equir ements at o ne of the fo llowing sites: h t t p : / /l i b ra r i es . mi t. ed u /a rc h iv es / th es is – sp ec s/ h t t p : / /l i b ra r i es . mi t. ed u /a rc h iv es / in de x. h tml Ta ble 5 . 1:Po tentialso ur ces ofinfo r ma tio n r eg ar ding thesis pr epa ra tio n at MI T. 10 C h ap ter6 A Japanes e I ntro ducti on This is a s ma ll p o em, a little p o em, a Ha iku, to show you how to. —Micha el Forb es. This sma ll p o em shows sever al fea tur es: †¢The ew pa ge co mma nd ha s b een used to fo rce a pa ge br ea k. The pa g estyle ha s b een set to suppr ess the hea der s using the co mma nd th is pa ge s tyle {pla in} . No te tha t using p ag es ty le {p l a in} wo uld have a ? ected a ll of the s ubs equent pa g es. †¢The c ha pt er [P oe m] {A Ja pa ne se In tr od uc ti on} command hasbe en used with an o ptio na l ar g ument to g ener a te a title a nd to list this â€Å" cha p- ter† in the table of contents as â€Å"Po em†. If o ne did no t desir e to have an entr y in the ta ble of co ntents,then o ne wo uld just use the starr ed co m- ma nd ch ap t er *{} . The use of an o ptio nala r g ument is us efulfo r lo ng hapter a nd section titles that take up to o much space in the table of co nte nts. †¢All of this ha s b een do ne before the m ai nm at ter comma nd ha s b een issued to delay nor mal Ara bic numb ering. Thus , this p o em w ill b e num- b ered with lowercase Roman numerals as part of the fr o nt matter. 11 Pa r tI T hes is 12 C h ap ter7 T hi s is a Chapter 7. 1 A S ec tion Her e is a sectio n with so me text. Equations lo ok like this y=x. This is an exa mple of a seco nd pa ra gr a ph in a sectio n so yo u ca n see how much it is indente d by. 7. 1. 1 This is a Subsec t ion Her e is an exa mple of a cita tio n:[1]. The a ctualfo rm of the cita tio n is g ov- er ned by the biblio gr a phys tyle. These cita tio ns ar e ma intained in a BIBTeX ? le s am pl e. bib . Yo u co uld typ e these dir ectly into the ? le. Fo r an exa mple o f the format to use lo ok at the ? le mi ts am pl e. bbl a fter yo u co mpile this ? le. This is an exa mple of a seco nd pa ra gr a ph in a s ubsectio n so yo u ca n see how much it is indente d by. Thi s is a Subsubse cti on Her e ar e so me mo re cita tio ns [2 , 3, 4]. If yo u use the na tb ib packa ge with the s or t co mp re ss optio n,then the fo llowing cita tio n willlo ok the same as the rst cita tio n in this sectio n:[2, 3, 4]. This is an exa mple of a seco nd pa ra gr a ph in a s ubsubsectio n so yo u ca n see how much it is indente d by. Thi s is a Paragraph Pa ra gr a phs a nd s ubpa ra gr a phs ar e the s ma lles t units o f tex t. Ther e is no s ubs ubs ubs ectio n etc. Thi s is a Subparagraph This is the la st level of or ga nisa tio n. If yo u need mo re tha n this, yo u s ho uld co nsider r eo rg a nizing yo ur wo r k. .. f(x)= x e? y2 2dy e ?z 2dz(7 . 1) In order to show you what a separate page would lo ok like (i. e. witho uta cha pter hea ding ) I must typ e so me mo re text. T hus I willba bble a bit a nd keep ba bbling fo r at lea st o ne mo re pa g e. . . Wha t yo u sho uld notice is that the cha pter titles a pp ea r substa ntia lly lower tha n the co ntinuing text. Ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble 7. 1. A Sec tion 13 P ho enix $ 9 60 . 35 C a lg a ry$ 2 50 . 00 Ta ble 7 . 1:Here is the ca ptio n fo r this wo nder ful ta ble. 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It is genera lly no t a go od idea to ma ke the cha pter heading la ndscap e, but it ca n be useful fo r lo ng ta bles etc. This text should appea r rotated, allowing for formatting of very wide tables etc. Note that this might only wo convert the dvi ? le to a postscript (ps) or pdf ? le using dvi ps or dvi pdf etc. 19 Bi bl i ogr aphy [1] Micha el McNeil Fo rb es a nd Ar iel R. Zhitnitsky. Da rk a ntima tter as a ga la ctic he a ter:X-r ays fr om the co re of o ur ga la xy. J CAP, 08 01:0 23, 2 00 8. [2] L. D. La nda u and E. M. Lifs hitz. Qu an tu m Mechan ics:Non -relat ivist ic theory , vo lume 3 of Cou rse of Theoret icalPhys ics . Per ga mo n Pr ess, O xfo r d; New Yo r k, thir d editio n, 19 89 , c1 97 7. [3] R. D. Peccei. Sp ecial topics:The s tr o ng CP pr o blem. In C. Ja r lsko g, edito r, CP violat ion . Wo r ld Scienti? c, Sing ap or e, Ja nua ry 19 89. [4] M. S. Tur ner. Da rk ma tter,da rk ener gy a nd funda mentalphy s ics. a str o- ph/9912211, Decemb er 1999. 20 Ap p end ixA First App endix Here you can have your a pp endices. How to cite Sample Thesis, Papers

Standardized Patients Portraying Mental Illness

Question: Discuss about the Standardized Patients Portraying Mental Illness. Answer: Introduction: Mental illness is a health condition in which a persons thinking pattern and feeling is affected leading to impaired daily life functions. Mental health disorder may not be the results of one event; it may be caused by multiple factors. A person newly diagnosed with mental illness fail to understand the symptoms and manage his condition. However, a person with lived experience of mental illness can understand the effects of mental illness, recovery and the therapeutic intervention to manage daily life activities. According to nursing and midwifery Board, a nurse must deliver care to address complex physical and mental health needs of patients (Halcomb et al. 2016). However, nurses have often been found to be incompetent in mental care and many struggles to provide care to mentally ill patients despite their best efforts. This occurs mainly due to lack of resource and complexities involved in treating people with mental illness (Townsend 2014). Due to this problem, there is increased focus on interaction with patients who have lived experience of mental illness to develop and improve nursing practice. Health care consumers with lived experience of mental illness are becoming a new solution to nursing dilemma. Patients with lived experience help to provide new insight to enhance and maximize care and overcome challenges in mental health treatment. Their self-help skills and interaction with peer support groups gives them the necessary knowledge to understand the complexities involved in mental illness and manage them. A nurse entering mental health care may benefit a lot form interaction with such patients to professionally develop in their job (Light et al. 2014). The purpose of the essay is to understand the benefits of health care consumer with lived experience of mental illness to overcome dilemmas in nursing practice and learn from the experience of patients to enhance and develop nursing competency in treating patients with mental illness. The essay discusses the contribution of patients expert by experience and how they develop nursing practice with support from evidence-based literature. The relevance of the findings from literature related to carers and consumers experience of living with mental illness is examined in relation to own nursing practice. Taking the patients perspective in mental illness can be an effective step to modify nursing intervention to achieve better patient outcome in psychiatric care. Nurses are incompetent in caring for mentally ill patients because they do not get the practical exposure during their nursing graduation program. During the pre-licensure level, nurses are trained to understand vital signs, deliver treatment, assess patient status, and administer medication. Through technical and mechanical skills, nursing students conceptualize nursing practice. Due to little exposure to mental ill patients in pre-licensure stage, nurses face difficulty in the transition to post-licensure stage when they face difficulty in communicating with mentally ill patients and understanding their illness (Sabella Fay-Hillier 2014). Considering the presence of this challenge in mental health nursing, a phenomenographic study was useful in providing insight into the experiences of person living with severe mental illness. Weimand et al. (2013) showed that patients and families with mental illness experience many challenges and complex life situation due to mental disorder. Th e phenomenographic analysis of patients with live experience showed that they either learn to balance multiple health concerns or struggle between opposing feelings and thought patterns. Relative of mentally ill patients mostly revealed that ethical dilemma mostly arise, and lot of love and compassion and sense of duty is needed to take care of mentally ill person. The support from family members followed by adequate follow-up is the key to achieve better outcome for patients with mental illness. Examination of lived experience of consumers is important for nurses as their experience match up with other mentally ill patients in hospitals. Hiring such patients with lived experience may help a nurse to understand the cause of mental disorder and the associated symptom for particular patient. They serve as a recovery role model as they reflect other patients needs through their lived experience with the ailment (Yang et al. 2014). Another research gives insight into the nursing students lived experience with mental illness and how this had impact on their practice. Their personal experience of mental distress either by themselves or through families was analyzed. Interaction with them revealed that certain experience in life such as domestic violence, death of loved ones, relationship and other social issues drive them to extreme depression and eventually mental disorder. Such carers with lived experience can enhance mental health nursing practice because through their personal experience, they develop understanding of others experience and how they feel. This can be useful for nurse to assist patients in developing coping strategies to manage mental illness. Under such circumstances, nurses can easily empathize with patients suffering, understand their mental conflicts and provide necessary nursing intervention (Gilbert Stickley 2012). Lived experience of carers automatically leads to emanation of empathy and developing therapeutic relationship with patients. Hence, through lived experience of mental illness, carers can easily relate to patient issues and think on humanistic level to display sympathy and engage in shared decision making. The interaction with heath care consumer who has lived with experiences of mental illness also helps in understanding of structural vulnerability that exposes them to experiences of stigma. As discrimination often leads to non-adherence to treatment and increased health care spending, gaining knowledge from this group can help to address the barrier involved in effective and appropriate care. Based on this knowledge, nurse can take action to shift users position from area of vulnerability to safer health care outcome (Yang et al. 2014). Apart from the role of experienced health care consumer in developing mental health nursing practice, the performance of nurse is also dependent on their professional skills, personal values and environmental factors in health care setting. Nurse self-awareness and support about the needs of mentally ill patient is most critical in building relationship with patients and providing care according to current needs of patients. It will increase patients satisfaction with the service, reduce symptoms of mental distress and develop an environment to facilitate early recovery of patients (Gunasekara et al. 2014). Another research into experiences of mental health consumers gave the idea that nurses can know about the use and effect of anti-psychotic medications from them. The experience of people undergoing mental care treatment revealed the impact of anti-psychotic medication, attitude towards the use of medication in patients and the coping strategies adopted by them to manage the side-effects. Some participants in the study also revealed that severe side-effects had an adverse impact on their daily life functions. There was a common trend to change the dosage of medication which was also harmful. The presence of side-effects in anti-psychotic medication often lead to non-adherence to treatment and this is often the reason for relapse of symptoms despite continued treatment. Side-effects were regarded by patients as an additional burden for the health care system. Hence, this form of interaction can inform mental health nurses about the common side-effects associated with ant-psychotic medi cations such as dry mouth, locked jaw, nausea, dizziness, vomiting, skin sensitivity, disorientation and many others. It will help them understand the cumulative effect of medication on patients and identify factors that might lead patients to deny medications (Morrison et al. 2015). Based on this understanding, they can take plan strategies to improve adherence and acceptance to treatment regimen. This interaction with lived experience can make nurses aware of erroneous coping strategies adopted by patients to manage side-effects and correcting them by means of relaxation and personal support techniques. Nurse can turn as an advocate for patients through correct information sharing and collaborating with patients to make informed and shared decision making in mental care (Brown Gray 2015). The mental health consumers, expert with experience gives an idea about the health care access issues, feeling of isolation due to stigma, resistance to treatment and any vulnerability and distress in patients with mental illness. Through this knowledge, newly placed nurse can get the necessary exposure to engage in decision making and decide on appropriate nursing intervention for patients. They can develop their competency in mental health nursing to address issues of patients and make a different in the quality of life of patients (Stuart 2014). Hence, expert patients having all knowledge of management of mental illness can help to develop the skills of incompetent nurse to provide a supportive environment for mentally ill patients. A study investigating the impact of patients with lived experience showed that nurse performance improved a lot and they built on confidence to tackle the issues of patients. A systematic method of arrangement to train nurses followed by debriefing wit h patients with lived experience of mental illness can help to achieve mental well-being of patients (Jarosinski Webster 2016). As I am going to be a newly registered nurse soon, the above finding from different evidence regarding the role of patients expert with experience can help me a lot to develop my skills in nursing profession. The first and foremost priority for me will be to engage in professional practice by complying with current legislation in nursing practice, engaging in self-appraisal, critical reflection, developing skills of coordinated care and sustaining therapeutic relation with patients (Melnyk et al. 2014). Through the findings on experience of carers involved in patients living with mental illness, I got an idea about the feelings and issues of patients in care. I will use this information to modify my nursing values in mental care and display empathy and support for such patients to give them relief from their illness. The interaction with such carer will help me to understand factors that lead to non-adherence to treatment and then plan strategies to overcome them. Patient centered ca re is most important in mental illness and the above findings will help me to develop effective relation with patients (Ignatavicius Workman 2015). The findings gave rise to key themes and issues faced by mentally ill patients such as lack of knowledge regarding health care access, low awareness and self-help skills, problems associated with side-effects of anti-psychotic medication, factors leading to non-adherence to treatment and many others. With the knowledge of these issues before my clinical placement, I can prepare myself accordingly. Patients with live experience will also provide me support to develop health assessment skills and continue my focus on treatment. The findings from the study will be useful to promote optimal health and well-being and prevention of mental illness. The training with expert patients and carers will provided opportunities to update skills and knowledge in mental health nursing. This will enable me to overcome theory-practice gap and achieve the recovery of patients (Yong-Shian et al. 2016). From the essay on lived experience of mental illness and developing nursing practice, it can be said that interaction with this health care consumer is fast becoming a solution to overcome nursing dilemmas. The findings from different study revealed that cares with lived experience can better understand the feelings and emotions of other patients due to their own personal experience. Through this experience, they will develop the values of empathy to support patients with mental conflicts. Beside the examination of patients with lived experience gave an idea about the barrier in treatment such as stigma, side-effects of medication, grief and trauma in life, poor self-help skills and management of illness in daily life. Through these findings, personal nursing practice can be improved by getting aware of the problem before becoming a registered nurse. This will help to practice according to professional standards of nursing practice. Reference Brown, E. Gray, R. 2015, "Tackling medication non?adherence in severe mental illness: where are we going wrong?",Journal of Psychiatric and Mental Health Nursing,vol. 22, no. 3, pp. 192-198. Gilbert, P. Stickley, T. 2012, ""Wounded Healers": the role of lived-experience in mental health education and practice",The Journal of Mental Health Training, Education and Practice,vol. 7, no. 1, pp. 33-41. Gunasekara, I., Pentland, T., Rodgers, T. Patterson, S., 2014. What makes an excellent mental health nurse? A pragmatic inquiry initiated and conducted by people with lived experience of service use.International Journal of Mental Health Nursing,23(2), pp.101-109. Halcomb, E., Stephens, M., Bryce, J., Foley, E. Ashley, C., 2016. Nursing competency standards in primary health care: an integrative review.Journal of clinical nursing,25(9-10), pp.1193-1205. Ignatavicius, D.D. Workman, M.L., 2015.Medical-surgical nursing: Patient-centered collaborative care. Elsevier Health Sciences. Jarosinski, J.M. Webster, D.A. 2016, "Acting With a Purpose: The Lived Experience of Actors in the Role of Standardized Patients Portraying Mental Illness",Clinical Simulation in Nursing,vol. 12, no. 12, pp. 539-545. Light, E.M., Robertson, M.D., Boyce, P., Carney, T., Rosen, A., Cleary, M., Hunt, G.E., OConnor, N., Ryan, C. Kerridge, I.H., 2014. The lived experience of involuntary community treatment: a qualitative study of mental health consumers and carers.Australasian Psychiatry,22(4), pp.345-351. Melnyk, B.M., Gallagher?Ford, L., Long, L.E. Fineout?Overholt, E., 2014. The establishment of evidence?based practice competencies for practicing registered nurses and advanced practice nurses in real?world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs.Worldviews on Evidence?Based Nursing,11(1), pp.5-15. Morrison, P., Meehan, T. Stomski, N.J. 2015, "Living with antipsychotic medication side-effects: The experience of Australian mental health consumers: Antipsychotic Medication Side-Effects",International Journal of Mental Health Nursing,vol. 24, no. 3, pp. 253-261. Sabella, D. Fay-Hillier, T., 2014. Challenges in mental health nursing: Current opinion.Nursing: Research and Reviews,4, pp.1-6. Stuart, G.W., 2014.Principles and practice of psychiatric nursing. Elsevier Health Sciences. Townsend, M.C., 2014.Psychiatric mental health nursing: Concepts of care in evidence-based practice. FA Davis. Weimand, B.M., Hall?Lord, M.L., Sllstrm, C., Hedelin, B., Avdelningen fr omvrdnad, Karlstads universitet Fakulteten fr samhlls- och livsvetenskaper 2013, "Life?sharing experiences of relatives of persons with severe mental illness a phenomenographic study",Scandinavian Journal of Caring Sciences,vol. 27, no. 1, pp. 99-107. Yang, L.H., Chen, F.P., Sia, K.J., Lam, J., Lam, K., Ngo, H., Lee, S., Kleinman, A. Good, B., 2014. What matters most: A cultural mechanism moderating structural vulnerability and moral experience of mental illness stigma.Social Science Medicine,103, pp.84-93. Yong-Shian, G.O.H., Selvarajan, S., Chng, M.L., Tan, C.S. Yobas, P., 2016. Using standardized patients in enhancing undergraduate students' learning experience in mental health nursing.Nurse Education Today,45, pp.167-172.