Nursing Reflective Essay Mentorship

Nursing Reflective Essay Mentorship According to the Nursing and Midwifery Council (NMC) (2006) the term mentor is used to denote the role of a registered nurse who facilitates learning and supervises and assesses students in the practice place. They furthermore identify the eight mandatory standards that must be achieved to become a mentor, and within the assignment I shall be referring to the Standards to Support Learning and Assessment in Practice; NMC standards for mentors, practice teachers and teachers, and identifying the standards for mentors required (SM). This assignment will first look at the personal and professional reasons why I wanted to undertake the mentorship module. It will also discuss the importance of a supportive learning environment in the workplace, and how essential it is. My role as a mentor to a nursing student will be evaluated, looking at the way in which I supported her on the ward and how I facilitated this. In conclusion, I will identify my own personal development in undertaking and completing this module. As a registered nurse on a busy Paediatric ward I always enjoy supporting student nurses whilst they are on placement with us. There is an apparent shortage of qualified mentors on the ward, and within my last personal development review with my line manager I identified a need to attain the mentorship qualification. The Nursing and Midwifery Council (NMC) (2004) states, that as a registered nurse, you must keep your knowledge and skills up-to-date throughout your working life. You also have a duty to facilitate nursing students and others to develop their competence. According to Hand (2006), teaching is seen as an important part of the health professionals role, and at some point in their career, members of most healthcare professions are expected to teach other staff, students, patients and relatives. Therefore, the standard of teachers and mentors available in the practice place will have a major impact on the quality of future practitioners, consequently making an improvement in patient care. Most students and many professionals note that learning acquired from placement experience is much more meaningful and relevant than that acquired in the lecture room (Quinn 2000). To ensure any learner has a positive learning experience it is essential that the learning environment is practically, professionally, and psychologically supportive to all who work and learn within it. Clarke et al. (2003) notes that current nurse education puts a high value on learning in the clinical environment and this places numerous demands on clinical areas and staff. The quality of these clinical placements has a significant influence on the learning process for nursing students. The ward on which I work aims to foster a good all-round learning experience to students on placement as we are fortunate to be a well resourced ward with many experienced staff. Although we are an extremely busy ward, students are positively received and supported well, the majority wishing to work with us once qualified. On commencement of the mentorship module it was found that there were no students or learners available to me initially so the time span for my period of mentoring for the purpose of the assignment was limited to just one month. I was however, able to identify my own clinical mentor on the ward, and after analysis of my own strengths, weaknesses, opportunities and threats (SWOT) I decided on my short and long term goals and set a learning contract with my mentor in readiness for the allocation of a student. Jasper (2003) regards SWOT analysis as getting to know yourself. The understanding of our skills and abilities and the awareness of where our limits lie is seen as crucial to being able to act as a professional practitioner. I was finally allocated a first year child branch student, and was informed by the matron that this would be her first clinical placement. It was important to know where she was in her training for me to plan adequately when supporting her on the ward. A frequently used taxonomy in nurse education is the framework by Benner (2001) in which there are five levels; novice, beginner, competent, proficient, and expert. Benner (2001) suggests that nurses may be at different levels in different areas dependent on their previous experiences. It was unfortunate that I was not able to work with her on her first shift as I was finishing the nightshift as she was starting with the dayshift. I did however welcome her to the ward and orientated her to it, ensuring she knew who she would be working with on her first ever clinical shift. Davidson (2005) notes that students can be made to feel welcome by someone simply knowing their name and being expected. He also notes that a physical tour is a good start. This allows for brief introductions to other staff that the student will be working with. On this initial meeting I also gave her the wards student nurse orientation/resource pack. This provided her with basic information about the ward and the different teams and staff within it, this was to provide a good introduction into the environment that she would be learning in during her placement. Two days after she began, we had our first clinical shift together. I was pleased to hear that she had found other members of staff supportive during her first two days on the ward. Cahill (1996) acknowledges that the single most crucial factor in creating a positive learning environment is the relationship between staff and nursing students. She also notes that a common problem for students is that they are unable to work regularly with their mentor, so I took this opportunity to discuss and plan her off-duty taking into account any requests she had. Kenworthy and Nicklin (2000) remark that the more comfortable and safe a student feels within the environment, the more likely it is that effective learning will take place and the student will become motivated to learn. I was also able to discuss the learning pack which I had previously given her and she acknowledged that it appeared to be very informative. Morton-Cooper and Palmer (2000) state that although, in practice the mentor act s as a learning resource, it is necessary for the student to become self directed in the development of their learning needs. An important part of her placement was to establish a learning contract with myself as her clinical mentor. A learning contract is a document used to assist in the planning of a learning project. It is a written agreement negotiated between the learner and the mentor in which learning needs are identified (Lowry 1997). In order to do this successfully we needed to identify her learning objectives which included the learning outcomes of the modules to be assessed in practice. As this was her first attempt to set a learning contract it was important for me to support her through the process. Twentyman et al (2006) discuss assisted learning where the mentor asks the student to identify their goals and aim to secure learning opportunities that support the achievement. Jackson and Mannix (2001) note that amount of interest the nurse shows in the learning needs of the student and the key role he or she plays in their achievement are essential to the students development. During the shifts that I worked with her we discussed her required learning outcomes and during one of our formal meetings we agreed her learning contract. Within this learning contract she had identified that she needed to develop her awareness in the safe use of medical equipment used on the ward and the principles regarding using these. Quinn (2000a) remarks that it is important to have knowledge of the students programme and the required outcomes in order to ensure effective learning. After discussion with her it was decided that a teaching session surrounding the safe use of blood glucose monitoring equipment would be of benefit to her, as it was a procedure that was often required on the ward. It would cover one of her learning outcomes, and I agreed to facilitate this. Wallace (2003) notes, that it is important to reduce the possibility of exposing student or patient to any risk, until the student has acquired sufficient skill and knowledge when carrying out a practical procedure. The importance of assessment by a mentor is therefore crucial to ensure students become proficient in practical skills. The commonly held principle that accountability comes from training and education, is evident within the student nurse role. According to Pennels (1997) if accountability comes with knowledge, students are rightfully protected from full accountability until trained. Although responsible for their actions their knowledge base may be inadequate to allow accountability. Therefore, professional accountability lies with the registered nurse that a student nurse works with. It was reassuring for me that she and I had quickly developed an effective working relationship in which I had confidence in her ability to always ask if she became unsure about a situation. She appeared to fully understand her role as a student nurse as identified in the NMC guide for students of nursing and midwifery (NMC 2006a). Before embarking on any programme of teaching it is important to recognise that there are different learning theories and styles to consider. Reece and Walker (2003) state that there is a great deal written about the way people learn and numerous theories on the methods to teach effectively or guide people in learning. They discuss that the main learning theories are Behaviourism, Cognitivism and Humanism. According to the Behaviourism theory (Skinner 1974), the learning environment is fundamental to learning, and if this environment is right, learning occurs as connections are made between stimulus and response, and response and reinforcement (cited by Quinn, 2000a). The Cognitive theory (Bruner 1966) considers learning as an internal process that involves higher order mental activities such as memory, thinking, problem-solving, perception and reasoning (cited by Hand, 2006). The Humanistic learning theory (Maslow 1968) is based on the belief that humans have two basic needs, a need for growth and a need for positive regard by others. It is seen as the most holistic approach as it takes into account the drive and motivation of an individual to learn. Reece and Walker (2003) suggest that this theory also depends on the overall influence of the environment which may hinder or aid the learning process. Honey and Mumford (1992) discuss four different learning styles, and whenever possible, it is important to allow the students own style to influence your choice of teaching method. They describe learners as activists, pragmatists, theorists or reflectors. They further note that although many people were a mixture they generally had a preference for one style. To ensure her learning experience on the ward was successful it was important for me as her mentor to be aware of her preferred learning style as clinical education is an essential part of the nursing curriculum. During the shifts that I had worked with her, and with discussion it was established that she preferred a more practical experience therefore she favoured a pragmatist approach to learning. I therefore incorporated her preferred learning style into my planned teaching session. To enable an effective teaching session to take place, I as the facilitator needed to select an appropriate environment which was safe, clean, private and comfortable. It was also important that my learner, clinical mentor and myself were guaranteed time free from interruptions. The SWOT analysis that I had completed had highlighted the difficulties on the ward often found when teaching sessions were cancelled due to staff being too busy to attend. I therefore negotiated in advance protected time for all parties for this facilitation of learning and assessment. Davison (2005) notes that mentors need to plan ahead as good preparation can ease the experience for all parties. Watson (1999) also states that if teaching opportunities for students are to be meaningful and productive, planning is an important part of the mentors role. Although I felt I had established a good relationship with her since she had been working with me, it was important for me as her mentor to be aware of learne r anxiety as discussed by Price (2005). Anxiety is seen as disabling and requires mentor support if progress is to be made when learning in practice. Good communication skills are paramount when mentoring students, and diplomacy and tact must be employed when students need extra help in challenging situations. It is also worth noting that as a mentor with good communication and practical skills facilitating a well planned teaching session, I still experienced some anxiety. Price (2005) notes this often happens when your practice is being held up as exemplary and your knowledge may be tested later. On reflection I felt the teaching session achieved all the objectives set, and she was able to demonstrate this to me in both verbal feedback and the self assessment sheet provided. I also received positive verbal and written feedback from my clinical mentor. McAllister et al (1997) suggest the intention of giving positive feedback is to aid the receiver when developing their clinical and interpersonal skills. Reflective practice in nursing has been encouraged since the 1980s (Jasper 2003). Johns (1995) describes the process of reflection as a tool we use to assess, understand and learn through our lived experiences. Jasper (2003) also acknowledges that reflective practice is seen as one of the ways we can learn from our experiences, and in education for healthcare professions it is recognised as an essential tool for assisting students to make the links between theory and practice. As an effective mentor it is important for me to understand the value of supporting her in critically reflecting upon her learning experiences in order that her future learning can be enhanced, and when working with her I have actively encouraged her to do so. In conclusion, through undertaking and completing this module, I have developed an advanced knowledge and critical awareness of mentorship in health care practice. I have been encouraged to look at my own practice, ensuring that it is evidence based at all times, thus enabling me to fully support students in applying evidence base to their own practice. Research into the learning environment has clearly shown the impact that it can have on student learning and I intend to ensure that the ward resources are kept up to date for all learners. The exploration of learning theories and styles within the module has allowed me to acquire valuable understanding of the philosophies and theories surrounding learning, teaching and assessing and when planning learning experiences for students I now feel more equipped to integrate theory into practice. It is also important that once becoming a qualified mentor I attend the regular updates provided by the university, as the role of a mentor will be seen as the gate keeper to the profession. This will in turn enable me to mentor students more effectively on the ward as the importance of the mentors role in assessing practice cannot be over-emphasised.

Theories of Pyramid creation

The Egyptian pyramid construction theories range from simply outlandish to impossible. Almost all Archaeologist and some engineers take a stab at a theory sometime during their career. None have been proven and all are simply an educated guess. No one knows how the pyramids could have been built without today's heavy machinery. It seems Impossible for any group of men to move a 2. 5 ton block from the quarry to the construction site and then manage to lift Into the alarm to stack It precisely on top of each other without machinery and surveying tools. Doesn't It?In order to understand the size and magnitude of these pyramids, for example, the great pyramid of Gaza. This pyramid stood over oft tall and was the largest recorded structure in the world for over 3,800 years. It was made from roughly 2 be a mystery without modern day tools. Whoever built the pyramids employed a technology that far surpasses modern technology In most cases. Some say that present day engineers and architects are at such a complete loss as to how they were built and most admit they remain one of the most complex, sophisticated and receives built structures on earth.Some say that a select group of architects and engineers are at such a loss that they have turned to alien technology as the only possible answer. Theory; aliens built the pyramids, not man. People that believe this theory often base it on the fact that Egyptians had no knowledge of math or geometry and the fact that the pyramids align precisely with the constellation Orient's Belt. â€Å"Gaza consists of two almost equally tall pyramids and a smaller one which is only 53% of the height of the other two. The belt of Orion consists of two almost animally bright stars, and one with only 50% of the brightness of the other two.The smallest pyramid is the one which deviates from the diagonal, as does the dimmest star. † (Mohammad, 2013) It is also impossible to explain how the pyramid of Gaza is aligned perfectly with the m agnetic north pole since they had no use of a compass, especially since it had not even been vented yet. How can anyone explain how they moved such massive blocks of stone without the wheel, it also had not been vented yet. These all are interesting facts that say something out of this world helped theEgyptians build the pyramids, but the most astonishing one was when a reputable Egyptian Archeologist, Dry Ala Shaken told an audience that there might be some truth to the theory that aliens were involved in the construction of the great pyramids of Gaza. In a statement during an interview Dry. Shaken replied to a question from Mr.. Mark Novak that implied that there may be OF technology within Its structure with the following statement â€Å"l cannot confirm or deny this, but there Is something Inside the pyramid that Is â€Å"not of this world. † Dry. Shaken has failed to elaborate on is comment which leaves all of guessing. Michael Cohen, 2010) There are two theories close In similarity that most modern scholars believe to be possible, the external ramp theory and the Internal ramp theory. The first theory, the external ramp theory, Is based on the men pulling the large stone up a ramp that would Increase In height as the pyramid did. â€Å"Historians speculate that the stones were dragged up inclined ramps made of compacted rubble bonded and made slippery theory is it is believed to be impossible for the men to pull the stones up a ramp rater than 8% grade, this would mean the ramp would have to be over a mile long.There is not room, and there is not such a ramp on the Gaza plateau. Because the single straight ramp theory Just doesn't work many have opted for an optional ramp theory. The internal ramp theory combines both theories. It is believed that the bottom third of the pyramid had a single straight ramp that the blocks were dragged up. The internal ramp theory is based on the fact that the incline would never exceed 7%. This would be accomplis hed by building a ramp that wrapped the inside of the Truckee, similar to a spiral staircase.By using this method the blocks were pulled up the bottom 1/3 straight external ramp, they were then pulled inside and pulled up an internal ramp. It is believed that the reason there is not an external ramp in existence today is because it was categorized by using its blocks to create the top the 2/3 of the structure. This theory seems to be the best possible solution on how the pyramids were built, but it still doesn't explain how it was done with such precision and accuracy, which many believe will always remain a mystery.

What Was the Fertile Crescent

The fertile crescent, often referred to as the cradle of civilization, refers to a semi-circular area of the eastern Mediterranean region, including the valleys of the Nile, Tigris  and Euphrates rivers. The region includes parts of the modern countries of Israel, Lebanon, Jordan, Syria, northern Egypt, and Iraq, and the Mediterranean Sea coast lies to its west. To the south of the arc is the Arabian Desert, and at its southeast point is the Persian Gulf. Geologically, this region corresponds with the intersection of the Iranian, African, and Arabian tectonic plates. Origins of the Expression Fertile Crescent American Egyptologist James Henry Breasted (1865–1935) of the University of Chicago is credited with popularizing the term fertile crescent. In his 1916 book Ancient Times: A History of the Early World, Breasted wrote of the fertile crescent, the shores of the desert bay. The term quickly caught on and became the accepted phrase to describe the geographic area. Today, most books about ancient history include references to the fertile crescent. A Bit of Western Imperialism Breasted considered the fertile crescent the cultivable fringe of two deserts, a sickle-shaped semi-circle wedged between the Atlas mountains of Anatolia and the Sinai desert of Arabia and the Sahara desert of Egypt. Modern maps clearly show that the fertile part incorporated the major rivers of the region, and also a long stretch of the Mediterranean Sea coastline.  But the Fertile Crescent was never perceived as a single region by its Mesopotamian rulers. Breasted, on the other hand, had a birds eye view of the map during World War I and he saw it as a borderland. Historian Thomas Scheffler believes Breasteds use of the phrase reflected a zeitgeist of his day. In 1916, the crescent was occupied by the Ottoman Empire, a pivotal geo-strategic piece of the battles of World War I.  In Breasteds historical drama, says Scheffler, the region was the site of a struggle between desert wanderers and the hardy peoples of the northern and eastern mountains, an imperialist concept, building on the Biblical battle of Abel the Farmer and Cain the Hunter. History of the Fertile Crescent Archaeological studies over the last century have shown that the domestication of plants like wheat and barley and animals such as sheep, goats, and pigs took place in the adjacent mountains and plains outside of the boundaries of the Fertile Crescent, not within it. Within the Fertile Crescent, there were plenty of plants and animals available to the residents without going to the trouble of taming them. That need only arose outside of the region, where resources were harder to come by. In addition, the oldest permanent settlements are also outside of the Fertile Crescent: Çatalhà ¶yà ¼k, for example, is located in south-central Turkey, and was founded between  7400–6200 BCE, older than any site in the Fertile Crescent, except possibly Jericho. Cities did though, first flourish in the Fertile Crescent. By 6,000 years ago, early Sumerian cities such as Eridu  and Uruk were built and begun to flourish. Some of the first decorated pots, wall hangings, and vases were created, along with the world’s first brewed beer. Commercial level trade began, with the rivers used as â€Å"highways† to transport goods. Highly decorative temples were constructed to honor many different gods. From about 2500 BCE, great civilizations arose in the fertile crescent. Babylon  was a center for learning, law, science, and mathematics as well as art. Empires arose in Mesopotamia, Egypt, and Phoenicia. The first versions of the Biblical stories of Abraham and Noah were written about 1900 BCE: While the Bible was once believed to be the oldest book ever written, it is clear that many great works were completed long before Biblical times. The Significance of the Fertile Crescent Today By the time of the fall of the Roman Empire, most of the great civilizations of the Fertile Crescent were in ruins. Today, much of what was fertile land is now desert, as a result of climate change and dams being built throughout the area. The area now referred to as the Middle East is among the most violent in the world, as wars over oil, land, religion, and power continue throughout modern Syria and Iraq—often crossing into Israel and other parts of the region. Sources Breasted, James Henry. Ancient Times, a History of the Early World: An Introduction to the Study of Ancient History and the Career of Early Man. Hardcover, Sagwan Press, August 22, 2015. Scheffler, Thomas. ‘Fertile Crescent’, ‘Orient’, ‘Middle East’: The Changing Mental Maps of Southwest Asia. European Review of History: Revue europà ©enne 10.2 (2003): 253-72. Print.dhistoire

The Radical Thinkers Of The 18th And 19th Centuries

Although the radical thinkers of the 18th and 19th centuries who captured the â€Å"zeitgeist† of their era contributed to shaping Western Civilization ideals, many of these radical thinkers were condemned during their lifetimes for their unorthodox views. Around the 17th century, Western European society began to adapt to a new method of thinking known as rationalism, which focused on proving beliefs with rational sources such as data and reasoning instead of faith and tradition. While William Paley was one of the first highly influential rationalist thinkers of his era, he also agreed with the orthodox views of his time. Paley was not significant for challenging his era’s views; rather for representing his era’s views while challenging society’s method of formulating these views. Contrary to Paley, David Hume actually challenged societal norms and traditions by opposing to all of Paley’s ideas with his reason, thus exposing his era to his radical skepticisms. Friedrich Nietzsche was able to criticize traditional principles of morality and culture which sparked conflict for the authoritative entities of his era. While Paley represented his era’s normative beliefs and encouraged rationalism, Hume was able to challenge his society’s religious and moral beliefs prior to Nietzsche’s critique on morality and culture during his era which ultimately influenced future political and artistic figures. In spite of the fact that William Paley differed from many of his contemporaryShow MoreRelatedChanges During The Industrial Revolution1796 Words   |  8 Pageswere at work that led to the emergence of Sociology in the late 18th and early 19th century. Some of these include: the industrial revolution, the French revolution, the Enlightenment and the Counter-Enlightenment. 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Why Discrimination Is Common Among The Racially Different...

Introduction: Discrimination is when an individual is being ridiculed or rejected on the basis of their beliefs or culture. Discrimination is still present in Australian schools and can take place through verbal, written, visual, and emotional. The people who experience discrimination commonly are not often acknowledged by the teacher or counsellor of the school. The risk is that when discriminatory behaviours are permitted to go unchecked in school, an environment develops in the classroom, in which it seems that these actions are considered as normal. The students who have been discriminated against in school are mostly students from different language backgrounds to English. Furthermore, people’s thoughts, beliefs and decisions are often related to being socially accepted by the people around them. Therefore students feel pressured to conform not to work with racially different students in order to be socially accepted in society. The reasons behind discrimination in schools: There are many reasons behind discrimination. These include the following. Racism: Racism is common among the racially different people. According to a book by the Australian government, 2015, ‘Racism is the result of complex attitudes of individuals, social values, and institutional practices. It is expressed in the action of individuals and institutions and it is encouraged in the thought of popular culture. Racism has its roots in the belief that some people are superior because they belong toShow MoreRelatedA Brief Note On Discrimination And Racial Discrimination1532 Words   |  7 PagesDiscrimination made its way to planet earth way before it could be documented. Racial discrimination happens all over the world both consciously and unconsciously, destroying lives every day. 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Although immigrants went through hardships such as harsh living conditions and low status, they didn’t have to go through as much trouble as African Americans did. African Americans who moved into the city were not on top of the priority list to most. They were not given the time of day to their needs. Race affected these urban dwellers because of discrimination, livingRead MoreAffirmative Action : How It Impacted The American Society Essay1628 Words   |  7 Pageswith those possibly less qualified simply due to their gender or ethnicity. Throughout history, people have been categorized into different groups. These groupings were based on certain characteristics people shared, whether it was their ethnicity, race, gender, or religion. Society is notorious for distinguishing among different groups and favoring one or two of them. Undoubtedly, this separation of peoples, led to increased tension between various groups. As time progressed, the conflicts intensified

Shatterer of Worlds Free Essays

Kildare Dobbs Before that morning in 1945 only a few conventional bombs, none of which did any great damage, had fallen on the city. Fleets of U. S. We will write a custom essay sample on Shatterer of Worlds or any similar topic only for you Order Now bombers had, however, devastated many cities round about, and Hiroshima had begun a program of evacuation which had reduced its population from 380,000 to some 245,000. Among the evacuees were Emiko and her family. â€Å"We were moved out to Otake, a town about an hour’s train-ride out of the city,† Emiko told me. She had been a fifteen-year-old student in 1945. Fragile and vivacious, versed in the gentle traditions of the tea ceremony and flower arrangement, Emiko still had an air of the frail school-child when I talked with her. Every day, she and her sister Hideko used to commute into Hiroshima to school. Hideko was thirteen. Their father was an antique dealer and he owned a house in the city, although it was empty now. Tetsuro, Emiko’s thirteen-year-old brother, was at the Manchurian front with the Imperial Army. Her mother was kept busy looking after the children, for her youngest daughter Eiko was sick with heart trouble, and rations were scarce. All of them were undernourished. The night of August 5, 1945, little Eiko was dangerously ill. She was not expected to live. Everybody took turns watching by her bed, soothing her by massaging her arms and legs. Emiko retired at 8:30 (most Japanese people go to bed early) and at midnight was roused to take her turn with the sick girl. At 2 A. M. she went back to sleep. While Emiko slept, the Enola Gay, a U. S. B-29 carrying the world’s first operational atom bomb, was already in the air. She had taken off from the Pacific island of Iwo Jima at 1:45 A. M. , and now Captain William Parsons, U. S. N. ordnance expert, was busy in her bomb-hold with the final assembly of Little Boy. Little Boy looked much like an outsize T. N. T. block-buster but the crew knew there was something different about him. Only Parsons and the pilot, Colonel Paul Tibbets, knew exactly in what manner Little Boy was different. Course was set for Hiroshima. Emiko slept. On board the Enola Gay co-pilot Capta in Robert Lewis was writing up his personal log. â€Å"After leaving Iwo,† he recorded, â€Å"we began to pick up some low stratus and before very long we were flying on top of an undercast. Outside of a thin, high cirrus and the low stuff, it’s a very beautiful day. † Emiko and Hideko were up at six in the morning. They dressed in the uniform of their women’s college-white blouse, quilted hat, and black skirt-breakfasted and packed their aluminum lunch-boxes with white rice and eggs. These they stuffed into their shoulder bags as they hurried for the seven-o’clock train to Hiroshima. Today there would be no classes. Along with many women’s groups, high school students, and others, the sisters were going to work on demolition. You can read also  Similarities and Conflicts in † a Streetcar Named Desire† The city had begun a project of clearance to make fire-breaks in its downtown huddle of wood and paper buildings. It was a lovely morning. While the two young girls were at breakfast, Captain Lewis, over the Pacific, had made an entry in his log. â€Å"We are loaded. The bomb is now alive, and it’s a funny feeling 1 From Reading the Time (1968). knowing it’s right in back of you. Knock wood! † In the train Hideko suddenly said she was hungry. She wanted to eat her lunch. Emiko dissuaded her: she’d be much hungrier later on. The two sisters argued, but Hideko at last agreed to keep her lunch till later. They decided to meet at the main station that afternoon and catch the five-o’clock train home. By now they had arrived at the first of Hiroshima’s three stations. This was where Hideko got off, for she was to work in a different area from her sister. â€Å"Sayonara! † she called. â€Å"Goodbye. † Emiko never saw her again. There had been an air-raid at 7 A. M. , but before Emiko arrived at Hiroshima’s main station, two stops farther on, the sirens had sounded the all clear. Just after eight, Emiko stepped off the train, walked through the station, and waited in the morning sunshine for her streetcar. At about the same moment Lewis was writing in his log. â€Å"There’ll be a short intermission while we bomb our target. † It was hot in the sun; Emiko saw a class-mate and greeted her. Together they moved hack into the shade of a high concrete wall to chat. Emiko looked tip at the sky and saw, far up in the cloudless blue, a single B-29. It was exactly 8:10 A. M. The other people waiting for the streetcar saw it too and began to discuss it anxiously. Emiko felt scared. She felt that at all costs she must go on talking to her friend. Just as she was thinking this, there was a tremendous greenish-white flash in the sky. It was far brighter than the sun. Emiko afterwards remembered vaguely that there was a roaring or a rushing sound as well, but she was not sure, for just at that moment she lost consciousness. â€Å"About 15 seconds after the flash,† noted Lewis, 30,000 feet high and several miles away, â€Å"there were two very distinct slaps on the ship from the blast and the shock wave. That was all the physical effect we felt. We turned the ship so that we could observe the results. † When Emiko came to, she was lying on her face about forty feet away from where she had been standing. She was not aware of any pain. Her first thought was: â€Å"I’m alive! † She lifted her head slowly and looked about her. It was growing dark. The air was seething with dust and black smoke. There was a smell of burning. Emiko felt something trickle into her eyes, tested it in her mouth. Gingerly she put a hand to her head, then looked at it. She saw with a shock that it was covered with blood. She did not give a thought to Hideko. It did not occur to her that her sister who was in another part of the city could possibly have been in danger. Like most of the survivors, Emiko assumed she had been close to a direct hit by a conventional bomb. She thought it had fallen on the post-office next to the station. With a hurt child’s panic, Emiko, streaming with blood from gashes in her scalp, ran blindly in search of her mother and father. The people standing in front of the station had been burned to death instantly (a shadow had saved Emiko from the flash). The people inside the station had been crushed by falling masonry. Emiko heard their faint cries, saw hands scrabbling weakly from under the collapsed platform. All around her the maimed survivors were running and stumbling away from the roaring furnace that had been a city. She ran with them toward the mountains that ring the landward side of Hiroshima. From the Enola Gay, the strangers from North America looked down at their handiwork. â€Å"There, in front of our eyes,† wrote Lewis, â€Å"was without a doubt the greatest explosion man had ever witnessed. The city was nine-tenths covered with smoke of a boiling nature, which seemed to indicate buildings blowing up, and a large white cloud which in less than three minutes reached 30,000 feet, then went to at least 50,000 feet. Far below, on the edge of this cauldron of smoke, at a distance of some 2,500 yards from the blast’s epicenter, Emiko ran with the rest of the living. Some who could not run limped or dragged themselves along. Others were carried. Many, hideously burned, were screaming with pain; when they tripped they lay where they had fallen. There was a man whose face had been ripped open from mouth to ear, another whose forehead was a gaping wound. A young soldier was running with a foot-long splinter of bamboo protruding from one eye. But these, like Emiko, were the lightly wounded. Some of the burned people had been literally roasted. Skin hung from their flesh like sodden tissue paper. They did not bleed but plasma dripped from their seared limbs. The Enola Gay, mission completed, was returning to base. Lewis sought words to express his feelings, the feelings of all the crew. â€Å"I might say,† he wrote, â€Å"I might say `My God! What have we done? ‘† Emiko ran. When she had reached the safety of the mountain she remembered that she still had her shoulder bag. There was a small first-aid kit in it and she applied ointment to her wounds and to a small cut in her left hand. She bandaged her head. Emiko looked back at the city. It was a lake of fire. All around her the burned fugitives cried out in pain. Some were scorched on one side only. Others, naked and flayed, were burned all over. They were too many to help and most of them were dying. Emiko followed the walking wounded along a back road, still delirious, expecting suddenly to meet her father and mother. The thousands dying by the roadside called feebly for help or water. Some of the more lightly injured were already walking in the other direction, back towards the flames. Others, with hardly any visible wounds, stopped, turned ashy pale, and died within minutes. No one knew then that they were victims of radiation. Emiko reached the suburb of Nakayama. Far off in the Enola Gay, Lewis, who had seen none of this, had been writing, â€Å"If I live a hundred years, I’ll never get those few minutes out of my mind. Looking at Captain Parsons, why he is as confounded as the rest, and he is supposed to have known everything and expected this to happen At Nakayama, Emiko stood in line at a depot where rice-balls were being distributed. Though it distressed her that the badly maimed could hardly feed themselves, the child found she was hungry. It was about 6 P. M. now. A little farther on, at Gion, a farmer called her by name. She did not recognize him, but it seemed he came monthly to her home to collect manure. The farmer took Emiko by the hand, led her to his own house, where his wife bathed her and fed her a meal of white rice. Then the child continued on her way. She passed another town where there were hundreds of injured. The dead were being hauled away in trucks. Among the injured a woman of about fortyfive was waving frantically and muttering to herself. Emiko brought this woman a little water in a pumpkin leaf. She felt guilty about it; the schoolgirls had been warned not to give water to the seriously wounded. Emiko comforted herself with the thought that the woman would die soon anyway. At Koi, she found standing-room in a train. It was heading for Otake with a full load of wounded. Many were put off at Ono, where there was a hospital; and two hours later the train rolled into Otake station. It was around 10 P. M. A great crowd had gathered to look for their relations. It was a nightmare, Emiko remembered years afterwards; people were calling their dear kinfolk by name, searching frantically. It was necessary to call them by name, since most were so disfigured as to be unrecognizable. Doctors in the town council offices stitched Emiko’s head-wounds. The place was crowded with casualties lying on the floor. Many died as Emiko watched. The town council authorities made a strange announcement. They said a new and mysterious kind of bomb had fallen in Hiroshima. People were advised to stay away from the ruins. Home at midnight, Emiko found her parents so happy to see her that they could not even cry. They could only give thanks that she was safe. Then they asked, â€Å"Where is your sister? † For ten long days, while Emiko walked daily one and a half miles to have her wounds dressed with fresh gauze, her father searched the rubble of Hiroshima for his lost child. He could not have hoped to find her alive. All, as far as the eye could see, was a desolation of charred ashes and wreckage, relieved only by a few jagged ruins and by the seven estuarial rivers that flowed through the waste delta. The banks of these rivers were covered with the dead and in the rising tidal waters floated thousands of corpses. On one broad street in the Hakushima district the crowds who had been thronging there were all naked and scorched cadavers. Of thousands of others there was no trace at all. A fire several times hotter than the surface of the sun had turned them instantly to vapor. On August 11 came the news that Nagasaki had suffered the same fate as Hiroshima; it was whispered that Japan had attacked the United States mainland with similar mysterious weapons. With the lavish circumstantiality of rumor, it was said that two out of a fleet of six-engined trans-Pacific bombers had failed to return. But on August 15, speaking for the first time over the radio to his people, the Emperor Hirohito announced his country’s surrender. Emiko heard him. No more bombs! she thought. No more fear! The family did not learn till June the following year that this very day young Tetsuro had been killed in action in Manchuria. Emiko’s wounds healed slowly. In mid-September they had closed with a thin layer of pinkish skin. There had been a shortage of antiseptics and Emiko was happy to be getting well. Her satisfaction was short-lived. Mysteriously she came down with diarrhea and high fever. The fever continued for a month. Then one day she started to bleed from the gums, her mouth and throat became acutely inflamed, and her hair started to fall out. Through her delirium the child heard the doctors whisper by her pillow that she could not live. By now the doctors must have known that ionizing radiation caused such destruction of the blood’s white cells that victims were left with little or no resistance against infection. Yet Emiko recovered. The wound on her hand, however, was particularly troublesome and did not heal for a long time. As she got better, Emiko began to acquire some notion of the fearful scale of the disaster. Few of her friends and acquaintances were still alive. But no one knew precisely how many had died in Hiroshima. To this day the claims of various agencies conflict. According to General Douglas MacArthur’s headquarters, there were 78,150 dead and 13,083 missing. 2 The United States Atomic Bomb Casualty Commission claims there were 79,000 dead. Both sets of figures are probably far too low. There’s reason to believe that at the time of the surrender Japanese authorities lied about the number of survivors, exaggerating it to get extra medical supplies. The Japanese welfare ministry’s figures of 260,000 dead and 163,263 missing may well be too high. But the very order of such discrepancies speaks volumes about the scale of the catastrophe. The dead were literally uncountable. This appalling toll of human life had been exacted from a city that had been prepared for air attack in a state of full wartime readiness. All civil defense services had been overwhelmed from the first moment and it was many hours before any sort of organized rescue and relief could be put into effect. It’s true that single raids using so-called conventional weapons on other cities such as Tokyo and Dresden inflicted far greater casualties. And that it could not matter much to a victim whether he was burnt alive by a firestorm caused by phosphorus, or by napalm or by nuclear fission. Yet in the whole of human history so savage a massacre had never before been inflicted with a single blow. And modern thermonuclear weapons are upwards of 1,000 times more powerful and deadly than the Hiroshima bomb. The white scar I saw on Emiko’s small, fine-boned hand was a tiny metaphor, a faint but eloquent reminder of the scar on humanity’s conscience. How to cite Shatterer of Worlds, Papers

Frees Anthony Burgess A Clockwork Orange Essay Example For Students

Frees Anthony Burgess A Clockwork Orange Essay Clockwork Orange EssaysA Clockwork Orange is a very different movie. It has everything a movie should have, but the plot is quite disturbing, especially for the time it came out. I have personally watched this film several times to find the meaning, and every time I watch it I come up with a different one. I am going to try to explain what this film contains as well as try to explain the plot. A Clockwork Orange is a story of a young man whose principle interests are rape, ultra-violence, and Beethoven. Its about a teen named Alex (Malcolm McDowell) who torments people in Britain in the near future. He is then betrayed by his friends and caught by the police, after he had murdered somebody. He was sent to live in a Juvenile Facility where he had to endure a strange torture of being forced to watch horrific movies. When Alex gets home, all the people that had done him wrong had their revenge on a weak, recuperating Alex. Ill let you find out what happened at the end =). A Clockwork Orange is a cult classic. It was Stanley Kubricks 2nd Critically acclaimed film (the first being Spartacus). I was first interested in the book by Anthony Burgess (which in my opinion, is equally as good as the movie). A Clockwork Orange contains only a few of the element that can make a good film. One of them is the makeup. Alex and his gang (droogs) all where a makeup when they go out and do there thing. It gives them all a look of insanity and makes them look disturbed. I think that this was well done because it gives you a feeling of fear. Being afraid of a character in a movie is an excellent way to get to know them. Another element used is the script. Stanley Kubrick used the same special language used in the book. A lot of the words have no real meaning and you still know what they mean. The context the words are used in is very much like the book. Doing this, the book comes to life on the screen. I always enjoy watching a movie the follows the book so close because it doesnt change the story. Another is the theme. The theme of A Clockwork Orange is very hard to explain. However, it still has one if not many. As I stated before, every time I watch it I get something else out of it. That could be why it is such a good film. The first time I watched the movie I found that it was trying to say that not every cure is a good one. The second time I found that if you change your friends may look at you different. I think that the theme may be different to everybody. Lastly, the film uses great actors. The way that Malcolm McDowell can speak the language so fluently, astounds me. I dont know anyone who could pick up that language so quickly and do it so well. There is one part of the film that hes being questioned by the doctor and hes told to say the first thing that comes to his head when he sees a picture, he looks at it and says, No time for the old in-out Love, Ive just come to read the meter. I think that that is one of the funniest parts because you are so used to seeing him beat and rape people. A Clockwork Orange uses many of the basic film techniques. The film transition used throughout the entire movie is a just a cut. It jumps from one scene to the next. The dissolve and wipe are not used. But, the cut is good enough for this movie. However, in one scene Alex is with two young ladies and the film is sped up while they do their thing, which is the extent of the special effects. .u3c7d61542623e79de2e45ca1d5ee306d , .u3c7d61542623e79de2e45ca1d5ee306d .postImageUrl , .u3c7d61542623e79de2e45ca1d5ee306d .centered-text-area { min-height: 80px; position: relative; } .u3c7d61542623e79de2e45ca1d5ee306d , .u3c7d61542623e79de2e45ca1d5ee306d:hover , .u3c7d61542623e79de2e45ca1d5ee306d:visited , .u3c7d61542623e79de2e45ca1d5ee306d:active { border:0!important; } .u3c7d61542623e79de2e45ca1d5ee306d .clearfix:after { content: ""; display: table; clear: both; } .u3c7d61542623e79de2e45ca1d5ee306d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3c7d61542623e79de2e45ca1d5ee306d:active , .u3c7d61542623e79de2e45ca1d5ee306d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3c7d61542623e79de2e45ca1d5ee306d .centered-text-area { width: 100%; position: relative ; } .u3c7d61542623e79de2e45ca1d5ee306d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3c7d61542623e79de2e45ca1d5ee306d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3c7d61542623e79de2e45ca1d5ee306d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3c7d61542623e79de2e45ca1d5ee306d:hover .ctaButton { background-color: #34495E!important; } .u3c7d61542623e79de2e45ca1d5ee306d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3c7d61542623e79de2e45ca1d5ee306d .u3c7d61542623e79de2e45ca1d5ee306d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3c7d61542623e79de2e45ca1d5ee306d:after { content: ""; display: block; clear: both; } READ: The Double Helix EssayThe lighting in this film is mostly low key to add to the mood. This is especially true when the gang is out beating and raping or even just hanging out at the Milk Bar. The end of the movie is high key to make Alex seem like a better person because of his treatment. The director also uses a close-up shot when Alex is talking or thinking. I believe this is done so you can get a feel for what he is saying. This film is definitely a science-fiction film for a few reasons. The setting is in the future. You can tell this because they say they are driving a classic 99 Durango, 1999 is done with and for something to be a classic it has to withstand some time. The doctor uses a special drug to fix Alexs mind and mind control is always part of science-fiction. The way things are done and look also give it a science fiction look and feel. This film screams humanities. The whole movie is about society and culture. It was originally rated NC-17 because people thought it would be too much for society. It was also banned in several countries because of its rape and viol;ence and views. It does contain some relevence to my life because I have changed very much over the years and some of my friends have turned on me but I still have my roots stuck in my head. This film says a lot about its culture and time period. It was needed by society to show them that things that control your mind arent always the best. I think that society rejected because of the way it was brought to them. A Clockwork Orange, when it first came out, was rated NC-17 (X) because of rape, violence, and nudity. I believe that for its time this movie was rated very fairly. Now the movie is rated R. The movie is about a gang that goes around, kill, rape, and vandalize. Without the sexual content and violence, the movie wouldnt be a movie. All of these things are needed to establish a plot. I think this movie is perfect the way it is because it builds the characters and plot so well that it would be hard to edit anything out . And it wouldnt follow the book as well if you cut parts of the movie out. The film was so well done that someone wants to remake it. I feel that this film is a classic film. The plot is one that still exist today. You screw up, go to jail or mental institution, and you feel remorse. This film will teach its lesson for all time. Besides that, the actors and directors make the book come to life. To compare A Clockwork Orange to another movie would be like comparing an apple to a piece of steel, it doesnt make sense. The only thing it can be compared to is itself. This film was nominated for best picture, best director, and best screenplay. I believe that it deserves the awards for best director and best screenplay because it was so well done. If I hadnt seen or read A Clockwork Orange I wouldnt be the same person I am today.