Emily Brontes Wuthering Heights - Not a Romance Novel :: Free Essay Writer

Wuthering Heights - Not a Romance Novel Emily Brontà «, author of Wuthering Heights, grew up in isolation on the desolate moors of Yorkshire, knowing very few people outside of her family. In the book, Brontà « contradicts the typical form of writing at the time, the romance, and instead composed a subtle attack on romanticism by having no real heroes or villians, just perceivable characters, and an added bit of a Gothic sense to the whole thing. Brontà « accomplishes this by presenting us with the anti-romantic personalities of Heathcliff and Edgar, main characters who are brutal and immoral monsters, who eventually die in the end. The novel's generally tedious atmosphere hardly creates a parallel to the typical romance where everything is laid out nice and neat and "near-perfect" to the reader, but rather takes place on the barren grasslands of England, where dreary weather and something else are present. Emily Brontà «'s utilization of the character Heathcliff contradicts the impression of romance. Heathcliff's pessimism and self-absorbtion is evident when he says, "Linton would be nothing, nor Hindley, nor all the dreams that ever I dreamt. Two words would comprehend my future - death and hell" (147, Brontà «). Heathcliff never reveals any "charm" like a romantic hero would, instead, he is abussive to everyone, " . The character Heathcliff is definitely not a romantic hero.   Edgar is also a very unromantic character. He really doesn't care what his love wants and becomes jealous and arrogant when he suggests that, "The kitchen [be] a more suitable place for [Heathcliff]" (96). Edgar hates the idea of Heathcliff being happy so he practically disallows Catherine from seeing him. Brontà «'s creation of a bleak mix of bad weather and a setting of barrenness in the story do not fit the romantic guidelines. This point is brought to attention early in the novel when Lockwood thinks that Wuthering Heights is, "So completely removed from the stir of society. A perfect misanthropist's heaven" (1). Here, she is describing what characters think of the country side, "Yesterday afternoon set in misty and cold. I had half a mind to spend it by my study fire instead of wading through heath and mud to Wuthering Heights" (14). Here again the country side is described, " there was no moon and everything beneath lay in misty darkness" (125).

How do the Writers Show a Clash of Cultures in Dead man’s path and the Train from Rhodesia Essay

In Dead man’s path, there is a new headmaster who is educated and over ambitious and wants to turn his under-achieving school into a modern, top quality institution. He says â€Å"everything shall be just modern and delightful†. There is an old path that the villagers use to communicate to spirits and for babies to enter the world which the headmaster closes as it runs through his school. He is unwilling to allow the villagers to use the path and he is inconsiderate about their beliefs. This is shown when he says â€Å"we cannot allow people to make a highway of our school compound†. He is patronising and doesn’t care about how other people feel as he says â€Å"the whole purpose of our school is to eradicate such beliefs†. Whereas the villagers try to compromise and they are more understanding. This is shown when the village chief says â€Å"what you say may be true, but we follow the practices of our fathers†. The writer shows a clash of cultures because there is a young, modern and sophisticated headmaster who disregards traditional beliefs and there are traditional villagers who rely on the path for religious customs. When a woman dies in child birth, the villagers believe the spirits are angry. This is shown when it says â€Å"heavy sacrifices were prescribed to propitiate ancestors insulted by the fence†. They blame the headmaster for closing the path, so they vandalise the school compound. This is shown when it says â€Å"flowers were trampled to death, and one of the school buildings were pulled down†. The writer also shows a clash of cultures when there is a white supervisor who comes to inspect the school. This is because he is shown to be very important and superior to the black Africans who do the work for the white people who in turn make the profits. This is shown when it says â€Å"the white supervisor came to inspect the school and wrote a nasty report of the state of the premises and of the tribal-war situation developing between the school and the village.† In The Train from Rhodesia, there is a train which stops briefly in a small station in the desert. There are some very poor people living near the station and they rely on the visitors from the train to buy there goods, so they can make a living. They are shown to be very poor because it says the children walk barefoot and live in mud huts. This is shown because it says â€Å"the stationmaster’s barefoot children wandered over from the grey mud huts.† They also don’t seem have enough food, because their animals are skinny and bony. This is shown because it says â€Å"chickens and dogs with their skins stretched like parchment over their bones.† When the train comes into the station, all the villagers waste no time, to sell their goods to the tourists. This is shown because it says â€Å"all up and down the length of the train in the dust the artists sprang, walking bent to exhibit the fantasy held towards the faces on the train.† This shows how much the villagers depend on the train. A young lady notices a wooden lion carved with incredible detail, and looks very realistic. This is shown when it says â€Å"a lion, carved out of soft dry wood with impressionistic detail.† The lady’s husband bargains with the old man selling the lion and buys it for much lower than he was asking for, just as the train was about to go. The young lady is unhappy with her husband for buying the lion at such a low price. This is because she says â€Å"why didn’t you pay for it? Why did you have to wait for him to run after the train with it and give him one-and-six? One-and-six! The writer shows a clash of cultures because the villagers are shown to be very poor and dependant on the train and also beg for money. This is shown because it says â€Å"give me penny, said the ones with nothing to sell.† The villagers are desperate. This is shown when the old man decides to sell his lion for one-and-six. It says â€Å"questioning for the last time at the widows, here one-and-six baas!† whereas the people in the train are very well off compared to the villagers and to them the cost of the villagers goods is not very much and bargain for fun, but the villagers are dependant on anything they can get. This is shown when the young man says â€Å"I was arguing for fun, when the train pulled out, he came tearing after†¦one-and-six†. The young lady realises how well off she is and feels the shame of buying the lion for one-and-six. This is shown when it says â€Å"To give one-and-six for that, she sat there, sick, and the heat of shame mounted through her legs and body.†

Perioperative nursing

Perioperative nurses take the responsibility of safeguarding the rights of surgical patients before, during and after his surgery. The nurse’s decisions during this period of the patient’s institutionalization are based on universal moral principles. As the patient’s advocate or representative during this crucial period, the nurse ensures the quality and continuity of care that a surgical patient needs.This is simply based on the premise that patients during this period cannot functionally and actively participate, decide and monitor the regimen of care that best suits them particularly during and after sedation. Often, Perioperative nurses are faced with decisions necessary when caring for surgical patients. They are therefore necessarily prepared to recognize that soon ethical dilemmas will occur and the nurse must take appropriate courses of action through responsible nursing decisions. Not only are they expected to make clinical and technical decisions but al so ethically and morally sound decisions suitable for the treatment of their patient.In a daily encounter and exchange with the patient, nurses often have the potential to develop relationships with their patients based on trust. Patient’s trust that nurses will support and follow through with any concerns or issues that have been discussed ((Seifert, 2002: 306). At the same time nurses provide a listening ear  Ã‚   to their patient while providing encouragement and support.Likewise, nurses are provided with the opportunity to learn and gather information essential to the health concerns of their patients including fears and apprehensions. This provides an ample opportunity for nurses to exact information that could be relayed to physicians and other family members pertinent to the regimen of treatment acceptable to the patient. Base on the parameter of therapeutic use of self, nurses are encouraged to maintain a professional and therapeutic relationship between nurses and patients and their family members (Rushton et al, 1996: 186).The Nurses’ RoleWithin the framework of the nursing process, nurses’ work in collaboration with the other health team members in order to achieve desirable patient outcomes (AORN, 2004:16). They are enjoined to use the tools of the nursing process to meet the needs of the patient undergoing invasive procedures. Although much of the practice involves technicalities, the patient is still the main focus of the perioperative nurse rather than on her technical functions. The goal is still to provide care and support for the patient and for their families (Spry, 2005:3).As the perioperative nurse, one is likewise expected to assist the patient and their families in making sound decisions to meet the overall desired outcome of wellness after surgery and a healthy return to normal life. Along the lines of perioperative nursing, care is provided in various settings based on three major aspects of providing direct care ; coordinating comprehensive care and educating patient and their families (Spry:3).The impact of illness particularly when invasive procedures are due usually limits the patients’ individual autonomy and ability to make decisions, thereby placing the perioperative nurse in a powerful position.   Patients and family members often feel helpless in a health care setting; how much more when a love one is scheduled for operation? The patient is therefore vulnerable at this stage so the role of the nurse as an advocate for the patient is stressed as vital to patient care.It would most likely help the patient and his family t know that the nurse during a perioperative setting and procedure ensure a continuous assessment of care for the patient while in the OR, thereby providing ample assurance that the patient’s needs are being met. The nurse, as a moral agent of the patient, must therefore be ready and be able to act and advocate for the patient’s needs whenever ne cessary while providing perioperative care.In addition, the nurse’s role includes informing patients of their rights and to ensure that patients are given all the necessary information necessary to make/participate in the decision making and likewise support them in whatever decision they undertake. Although the nurse has a responsibility in safeguarding the patient from the incompetence of other health care professionals her main ethical duty is the prevention of a potential injury to the patient and to third parties (Kohnke, 1980: 2039).Nurses in general and in particular perioperative nurses must act as an advocate for the patient, co-worker, family members and students (Seifert, 2002: 307). By virtue of her relationship with the patient, her obligation is to provide a safe, professional and ethical care particularly during the perioperative phase when the patient and family members are most vulnerable. Likewise, technically, the patient and the family member are not equip ped to understand the aspect of perioperative invasive procedures which is why the nurse should come as an advocate for the rights of the patient and their families. Thus it is in principle the duty of the nurse to provide patients with ethical care they ought to receive during this particular phase of their treatment.Promoting perioperative nurses’ safetyIt is therefore another vital job of a perioperative nurse to ensure and create an environment that fosters ethical behavior. As a duty to herself, the nurse must engage in a life-long learning experience, maintaining competence, and promoting personal and professional values, supports the establishment and maintenance of an ethical workplace (Seifert, 2002:306).Nurses must be able to establish, maintain, and improve the work environment and maintain an ability to preserve their integrity and moral self respect. Other virtues and excellence of character like loyalty and honesty further promote nurses’ abilities to ful fill moral obligations and cited as exemplary qualities of the moral person to behave in an ethical manner (ANA, Sec.20). The environment strongly influences in the acquisition of virtues and excellence that may support or impedeethical behavior. Certain policies, procedures and position often help in influencing behavior that can affect the delivery of care. Certain intolerable policies that become inconsistent with a nurse job like mandatory overtime can greatly become an impediment to an employee’s ethical performance.When nurses are exposed under a strong foundation of ethical practice, standards can positively guide in her performance in the surgical setting. Not only will she be able to identify activities and interventions that help her achieve specific patient outcome but also link her actions t ethical behavior. Most set standards are often based on clinical mandates with virtues of wisdom, honesty, loyalty and courage that are the same qualities of the moral person (AORN, 2002: 492). Nurses who are exposed to this professional standard are likely to employ these standards and view them as a normal practice essential to improve unethical and unsafe practices within her responsibility.Providing a therapeutic work setting or enhancing a safe environment will likewise be a concern to all perioperative nurses. Potential hazards, risks, and unsafe conditions abound in the surgical arena where constant distractions, excessive noise, hasty reviews of patient records, and frequent interruptions can produce situations where the likelihood of error increases. It is always right to alert physicians and others within the health team of any unsafe or deteriorating patient condition that can lead to an active error like sending the wrong patient for surgery; patient morbidity and perhaps mortality. An enlightened approach to this error is to replace blame and punishment with learning and improving (Reeder, 2001:117).Facing Ethical DilemmasA nurse, for exampl e, has a statutory duty to report suspected cases of abuse or potential for injury, and this situation may arise when a coworker demonstrates incompetent practice. This is an ethical dilemma facing nurses and it seems that nurses are no closer to a solution of how they can be effective advocates for patients without compromising their working identity or facing conflicts of loyalty (Martin, 1998:156). In essence, the nurse would exercise moral alignment with the patient rather than with the physician or the hospital.The nurse will not do any injustice if she takes on the role as the patient’s advocate in all aspects of health care (Seifert, 2002:309). In truth, all health care providers should function as patient advocates (Kohnke, 1980:2040). In instances such as clarifying consent issues, perioperative nurses may act as advocates in a potential ethical conflict (Spry, 2005:3). It may be that all cases in which nurses advocate involve ethical action, but not all cases may ne cessarily involve ethical conflict (Seifert, 2002:309).The nurse’s role in perioperative practice has two components which implies supporting the patient’s autonomy or his right to choose freely, regardless of whether the nurse is in agreement with the patient’s decision. One of the fundamental duties of nursing is to promote and defend patients’ rights (Segesten and Fagring, 1996:142). The act of suppressing an individual’s rights serves as the catalyst response of the nurse to act as the patient’s advocate which is her second role.If advocacy implies speaking up for someone, then it is her duty to speak up for the welfare and benefit of the patient. Again, this could be an identifiable problem because not all nurses are comfortable with conflict situations. Others may not recognize any rights violations; the nurse may not have a level of experience or communication skills that will facilitate advocacy; they may not be empowered as related to a restrictive care environment; or they just may not have a level of understanding about advocacy in general (Seifert, 2002:308).During an error occurrence during the perioperative phase communication and interdisciplinary relationships is the common cause coupled with disruptive physician behavior; institutional responses to such behavior; and the effects of such behavior on nurse satisfaction, morale, and retention (Rosenstein, 2002: 34).When errors or mistakes do occur, it is imperative that nurses learn what occurred, identify systems gaps that represent latent conditions that can lead to errors, collectively review the causes of the error, and share lessons learned.(Reeder, 2001 118). Unfair, illegal, or unethical practices challenge the creation of a moral environment thus collaboration, fairness, and respect for patients and all members of the health care team are more likely to support fulfillment of ethical obligations(Reeder, 2001:118).Conclusion:As an ethical practice, the nurse acts in behalf of the patient, the institution and for herself. This creates confusion particularly when the nurse is faced with a dilemma that conflicts between her personal values and professional obligations (Segesten and Fagring:144). Nurses must therefore act in accordance with the practice standards and code of ethics in coordination with her own values. Speaking up in behalf f the perioperative patient suggest that she is favorably acting as the patient’s advocate particularly during the perioperative phase.This should be viewed as her essential role as a professional and should base her actions according to ethical principle and values. She should speak up when an injustice occurs although in some cases, she would face danger for her actions such as loosing her job. Insofar as ethical practice is concern, an individual must be able to choose whether to sacrifice oneself for her patient and follow a principle of justice. Otherwise if a nurse has any problems with this, she can choose a field that may not compromise her personal beliefs, values or ethics when challenged.The advocacy training for nurses starts within the confines of the nursing education and working environment for the nurse. The philosophy of nursing in which nursing practice stems from supports an individual to promote his/her well-being which is the ethics f practice (Gaylord, 1995:18). In the nursing school, one must be prepared to identify the ethical issues in patient care and understand the ethical principles and philosophies found in the daily practice and be trained to recognize the patient’s rights, wishes and care issues (Seifert, 2002:312). The knowledge of such ethical principles allows the nurse to stand as an advocate for the patient and speak in his behalf using effective communication skills. Related essay: â€Å"Ati RN Community Health Online Practice 2016 B†Works CitedSpry, Cynthia. (2005). Essentials of Perioperative Nursing (3rd ed.) Aspen: Jones and Barlett.Rushton, C., Armstrong, L., McEnhill, E.(1996,June).Establishing therapeutic boundaries as patient advocates. Pediatric Nursing 22, 185-189.Seifert, P.C. and American Nurses Association. (2002, August). Ethics in perioperative practice: Duty to self. AORN Journal 76, 306-313.United States. American Nurses Association. Code of Ethics for Nurses with Interpretive Statements, 20.Segesten, K. and Fagring, A. (1996, October). Patient advocacy: An essential part of quality nursing care. International Nursing Review 43, 142-144.Gaylord,N. and Grace, P.(1995,March). Nursing advocacy: An ethic of practice. Nursing Ethics 2, 11-18.Martin, G. (1998, March). Communication breakdown or ideal speech situation: The problem of nurse advocacy. Nursing Ethics 5, 147-157.Rosenstein, A. (2002, June). Original research: Nurse-p hysician relationships: Impact on nurse satisfaction and retention. American Journal of Nursing 10, 26-34.Reeder, J. (2001,April). Patient Safety, Errors and mistakes, and perioperative Nursing. Seminars in Perioperative Nursing 10, 115-118.Kohnke, M.(1980, November). The nurse as advocate. American Journal of Nursing 80,2038-2040. Perioperative nursing Perioperative nurses take the responsibility of safeguarding the rights of surgical patients before, during and after his surgery. The nurse’s decisions during this period of the patient’s institutionalization are based on universal moral principles. As the patient’s advocate or representative during this crucial period, the nurse ensures the quality and continuity of care that a surgical patient needs.This is simply based on the premise that patients during this period cannot functionally and actively participate, decide and monitor the regimen of care that best suits them particularly during and after sedation. Often, Perioperative nurses are faced with decisions necessary when caring for surgical patients. They are therefore necessarily prepared to recognize that soon ethical dilemmas will occur and the nurse must take appropriate courses of action through responsible nursing decisions. Not only are they expected to make clinical and technical decisions but al so ethically and morally sound decisions suitable for the treatment of their patient.In a daily encounter and exchange with the patient, nurses often have the potential to develop relationships with their patients based on trust. Patient’s trust that nurses will support and follow through with any concerns or issues that have been discussed ((Seifert, 2002: 306). At the same time nurses provide a listening ear  Ã‚   to their patient while providing encouragement and support. Likewise, nurses are provided with the opportunity to learn and gather information essential to the health concerns of their patients including fears and apprehensions. This provides an ample opportunity for nurses to exact information that could be relayed to physicians and other family members pertinent to the regimen of treatment acceptable to the patient. Base on the parameter of therapeutic use of self, nurses are encouraged to maintain a professional and therapeutic relationship between nurses and patients and their family members (Rushton et al, 1996: 186).The Nurses’ RoleWithin the framework of the nursing process, nurses’ work in collaboration with the other health team members in order to achieve desirable patient outcomes (AORN, 2004:16). They are enjoined to use the tools of the nursing process to meet the needs of the patient undergoing invasive procedures. Although much of the practice involves technicalities, the patient is still the main focus of the perioperative nurse rather than on her technical functions. The goal is still to provide care and support for the patient and for their families (Spry, 2005:3). As the perioperative nurse, one is likewise expected to assist the patient and their families in making sound decisions to meet the overall desired outcome of wellness after surgery and a healthy return to normal life. Along the lines of perioperative nursing, care is provided in various settings based on three major aspects of providing direct ca re; coordinating comprehensive care and educating patient and their families (Spry:3).The impact of illness particularly when invasive procedures are due usually limits the patients’ individual autonomy and ability to make decisions, thereby placing the perioperative nurse in a powerful position.   Patients and family members often feel helpless in a health care setting; how much more when a love one is scheduled for operation? The patient is therefore vulnerable at this stage so the role of the nurse as an advocate for the patient is stressed as vital to patient care. It would most likely help the patient and his family t know that the nurse during a perioperative setting and procedure ensure a continuous assessment of care for the patient while in the OR, thereby providing ample assurance that the patient’s needs are being met. The nurse, as a moral agent of the patient, must therefore be ready and be able to act and advocate for the patient’s needs whenever necessary while providing perioperative care.In addition, the nurse’s role includes informing patients of their rights and to ensure that patients are given all the necessary information necessary to make/participate in the decision making and likewise support them in whatever decision they undertake. Although the nurse has a responsibility in safeguarding the patient from the incompetence of other health care professionals her main ethical duty is the prevention of a potential injury to the patient and to third parties (Kohnke, 1980: 2039).Nurses in general and in particular perioperative nurses must act as an advocate for the patient, co-worker, family members and students (Seifert, 2002: 307). By virtue of her relationship with the patient, her obligation is to provide a safe, professional and ethical care particularly during the perioperative phase when the patient and family members are most vulnerable. Likewise, technically, the patient and the family member are not eq uipped to understand the aspect of perioperative invasive procedures which is why the nurse should come as an advocate for the rights of the patient and their families. Thus it is in principle the duty of the nurse to provide patients with ethical care they ought to receive during this particular phase of their treatment.Promoting perioperative nurses’ safetyIt is therefore another vital job of a perioperative nurse to ensure and create an environment that fosters ethical behavior. As a duty to herself, the nurse must engage in a life-long learning experience, maintaining competence, and promoting personal and professional values, supports the establishment and maintenance of an ethical workplace (Seifert, 2002:306). Nurses must be able to establish, maintain, and improve the work environment and maintain an ability to preserve their integrity and moral self respect.Other virtues and excellence of character like loyalty and honesty further promote nurses’ abilities to fulfill moral obligations and cited as exemplary qualities of the moral person to behave in an ethical manner (ANA, Sec.20). The environment strongly influences in the acquisition of virtues and excellence that may support or impede  ethical behavior. Certain policies, procedures and position often help in influencing behavior that can affect the delivery of care. Certain intolerable policies that become inconsistent with a nurse job like mandatory overtime can greatly become an impediment to an employee’s ethical performance.When nurses are exposed under a strong foundation of ethical practice, standards can positively guide in her performance in the surgical setting. Not only will she be able to identify activities and interventions that help her achieve specific patient outcome but also link her actions t ethical behavior. Most set standards are often based on clinical mandates with virtues of wisdom, honesty, loyalty and courage that are the same qualities of the moral person (AORN, 2002: 492). Nurses who are exposed to this professional standard are likely to employ these standards and view them as a normal practice essential to improve unethical and unsafe practices within her responsibility.Providing a therapeutic work setting or enhancing a safe environment will likewise be a concern to all perioperative nurses. Potential hazards, risks, and unsafe conditions abound in the surgical arena where constant distractions, excessive noise, hasty reviews of patient records, and frequent interruptions can produce situations where the likelihood of error increases. It is always right to alert physicians and others within the health team of any unsafe or deteriorating patient condition that can lead to an active error like sending the wrong patient for surgery; patient morbidity and perhaps mortality. An enlightened approach to this error is to replace blame and punishment with learning and improving (Reeder, 2001:117).Facing Ethical DilemmasA nurse, for example, has a statutory duty to report suspected cases of abuse or potential for injury, and this situation may arise when a coworker demonstrates incompetent practice. This is an ethical dilemma facing nurses and it seems that nurses are no closer to a solution of how they can be effective advocates for patients without compromising their working identity or facing conflicts of loyalty (Martin, 1998:156). In essence, the nurse would exercise moral alignment with the patient rather than with the physician or the hospital. The nurse will not do any injustice if she takes on the role as the patient’s advocate in all aspects of health care (Seifert, 2002:309). In truth, all health care providers should function as patient advocates (Kohnke, 1980:2040). In instances such as clarifying consent issues, perioperative nurses may act as advocates in a potential ethical conflict (Spry, 2005:3). It may be that all cases in which nurses advocate involve ethical action, but not all case s may necessarily involve ethical conflict (Seifert, 2002:309).The nurse’s role in perioperative practice has two components which implies supporting the patient’s autonomy or his right to choose freely, regardless of whether the nurse is in agreement with the patient’s decision. One of the fundamental duties of nursing is to promote and defend patients’ rights (Segesten and Fagring, 1996:142). The act of suppressing an individual’s rights serves as the catalyst response of the nurse to act as the patient’s advocate which is her second role. If advocacy implies speaking up for someone, then it is her duty to speak up for the welfare and benefit of the patient. Again, this could be an identifiable problem because not all nurses are comfortable with conflict situations. Others may not recognize any rights violations; the nurse may not have a level of experience or communication skills that will facilitate advocacy; they may not be empowered as related to a restrictive care environment; or they just may not have a level of understanding about advocacy in general (Seifert, 2002:308).During an error occurrence during the perioperative phase communication and interdisciplinary relationships is the common cause coupled with disruptive physician behavior; institutional responses to such behavior; and the effects of such behavior on nurse satisfaction, morale, and retention (Rosenstein, 2002: 34). When errors or mistakes do occur, it is imperative that nurses learn what occurred, identify systems gaps that represent latent conditions that can lead to errors, collectively review the causes of the error, and share lessons learned.(Reeder, 2001 118). Unfair, illegal, or unethical practices challenge the creation of a moral environment thus collaboration, fairness, and respect for patients and all members of the health care team are more likely to support fulfillment of ethical obligations(Reeder, 2001:118).Conclusion:As an ethical practice, the nurse acts in behalf of the patient, the institution and for herself. This creates confusion particularly when the nurse is faced with a dilemma that conflicts between her personal values and professional obligations (Segesten and Fagring:144). Nurses must therefore act in accordance with the practice standards and code of ethics in coordination with her own values. Speaking up in behalf f the perioperative patient suggest that she is favorably acting as the patient’s advocate particularly during the perioperative phase. This should be viewed as her essential role as a professional and should base her actions according to ethical principle and values. She should speak up when an injustice occurs although in some cases, she would face danger for her actions such as loosing her job. Insofar as ethical practice is concern, an individual must be able to choose whether to sacrifice oneself for her patient and follow a principle of justice. Otherwise if a nurse has a ny problems with this, she can choose a field that may not compromise her personal beliefs, values or ethics when challenged.The advocacy training for nurses starts within the confines of the nursing education and working environment for the nurse. The philosophy of nursing in which nursing practice stems from supports an individual to promote his/her well-being which is the ethics f practice (Gaylord, 1995:18). In the nursing school, one must be prepared to identify the ethical issues in patient care and understand the ethical principles and philosophies found in the daily practice and be trained to recognize the patient’s rights, wishes and care issues (Seifert, 2002:312). The knowledge of such ethical principles allows the nurse to stand as an advocate for the patient and speak in his behalf using effective communication skills.Works CitedSpry, Cynthia. (2005). Essentials of Perioperative Nursing (3rd ed.) Aspen: Jones and Barlett.Rushton, C., Armstrong, L., McEnhill, E.(1 996,June).Establishing therapeutic boundaries as patient advocates. Pediatric Nursing 22, 185-189.Seifert, P.C. and American Nurses Association. (2002, August). Ethics in perioperative practice: Duty to self. AORN Journal 76, 306-313.United States. American Nurses Association. Code of Ethics for Nurses with Interpretive Statements, 20.Segesten, K. and Fagring, A. (1996, October). Patient advocacy: An essential part of quality nursing care. International Nursing Review 43, 142-144.Gaylord,N. and Grace, P.(1995,March). Nursing advocacy: An ethic of practice. Nursing Ethics 2, 11-18.Martin, G. (1998, March). Communication breakdown or ideal speech situation: The problem of nurse advocacy. Nursing Ethics 5, 147-157.Rosenstein, A. (2002, June). Original research: Nurse-physician relationships: Impact on nurse satisfaction and retention. American Journal of Nursing 10, 26-34.Reeder, J. (2001,April). Patient Safety, Errors and mistakes, and perioperative Nursing. Seminars in Perioperative Nursing 10, 115-118.Kohnke, M.(1980, November). The nurse as advocate. American Journal of Nursing 80,2038-2040. Perioperative nursing Perioperative nurses take the responsibility of safeguarding the rights of surgical patients before, during and after his surgery. The nurse’s decisions during this period of the patient’s institutionalization are based on universal moral principles. As the patient’s advocate or representative during this crucial period, the nurse ensures the quality and continuity of care that a surgical patient needs.This is simply based on the premise that patients during this period cannot functionally and actively participate, decide and monitor the regimen of care that best suits them particularly during and after sedation. Often, Perioperative nurses are faced with decisions necessary when caring for surgical patients. They are therefore necessarily prepared to recognize that soon ethical dilemmas will occur and the nurse must take appropriate courses of action through responsible nursing decisions. Not only are they expected to make clinical and technical decisions but al so ethically and morally sound decisions suitable for the treatment of their patient.In a daily encounter and exchange with the patient, nurses often have the potential to develop relationships with their patients based on trust. Patient’s trust that nurses will support and follow through with any concerns or issues that have been discussed ((Seifert, 2002: 306). At the same time nurses provide a listening ear  Ã‚   to their patient while providing encouragement and support. Likewise, nurses are provided with the opportunity to learn and gather information essential to the health concerns of their patients including fears and apprehensions. This provides an ample opportunity for nurses to exact information that could be relayed to physicians and other family members pertinent to the regimen of treatment acceptable to the patient. Base on the parameter of therapeutic use of self, nurses are encouraged to maintain a professional and therapeutic relationship between nurses and patients and their family members (Rushton et al, 1996: 186).The Nurses’ RoleWithin the framework of the nursing process, nurses’ work in collaboration with the other health team members in order to achieve desirable patient outcomes (AORN, 2004:16). They are enjoined to use the tools of the nursing process to meet the needs of the patient undergoing invasive procedures. Although much of the practice involves technicalities, the patient is still the main focus of the perioperative nurse rather than on her technical functions. The goal is still to provide care and support for the patient and for their families (Spry, 2005:3). As the perioperative nurse, one is likewise expected to assist the patient and their families in making sound decisions to meet the overall desired outcome of wellness after surgery and a healthy return to normal life. Along the lines of perioperative nursing, care is provided in various settings based on three major aspects of providing direct ca re; coordinating comprehensive care and educating patient and their families (Spry:3).The impact of illness particularly when invasive procedures are due usually limits the patients’ individual autonomy and ability to make decisions, thereby placing the perioperative nurse in a powerful position.   Patients and family members often feel helpless in a health care setting; how much more when a love one is scheduled for operation? The patient is therefore vulnerable at this stage so the role of the nurse as an advocate for the patient is stressed as vital to patient care. It would most likely help the patient and his family t know that the nurse during a perioperative setting and procedure ensure a continuous assessment of care for the patient while in the OR, thereby providing ample assurance that the patient’s needs are being met. The nurse, as a moral agent of the patient, must therefore be ready and be able to act and advocate for the patient’s needs whenever necessary while providing perioperative care.In addition, the nurse’s role includes informing patients of their rights and to ensure that patients are given all the necessary information necessary to make/participate in the decision making and likewise support them in whatever decision they undertake. Although the nurse has a responsibility in safeguarding the patient from the incompetence of other health care professionals her main ethical duty is the prevention of a potential injury to the patient and to third parties (Kohnke, 1980: 2039).Nurses in general and in particular perioperative nurses must act as an advocate for the patient, co-worker, family members and students (Seifert, 2002: 307). By virtue of her relationship with the patient, her obligation is to provide a safe, professional and ethical care particularly during the perioperative phase when the patient and family members are most vulnerable. Likewise, technically, the patient and the family member are not eq uipped to understand the aspect of perioperative invasive procedures which is why the nurse should come as an advocate for the rights of the patient and their families. Thus it is in principle the duty of the nurse to provide patients with ethical care they ought to receive during this particular phase of their treatment.Promoting perioperative nurses’ safetyIt is therefore another vital job of a perioperative nurse to ensure and create an environment that fosters ethical behavior. As a duty to herself, the nurse must engage in a life-long learning experience, maintaining competence, and promoting personal and professional values, supports the establishment and maintenance of an ethical workplace (Seifert, 2002:306). Nurses must be able to establish, maintain, and improve the work environment and maintain an ability to preserve their integrity and moral self respect.Other virtues and excellence of character like loyalty and honesty further promote nurses’ abilities to fulfill moral obligations and cited as exemplary qualities of the moral person to behave in an ethical manner (ANA, Sec.20). The environment strongly influences in the acquisition of virtues and excellence that may support or impede  ethical behavior. Certain policies, procedures and position often help in influencing behavior that can affect the delivery of care. Certain intolerable policies that become inconsistent with a nurse job like mandatory overtime can greatly become an impediment to an employee’s ethical performance.When nurses are exposed under a strong foundation of ethical practice, standards can positively guide in her performance in the surgical setting. Not only will she be able to identify activities and interventions that help her achieve specific patient outcome but also link her actions t ethical behavior. Most set standards are often based on clinical mandates with virtues of wisdom, honesty, loyalty and courage that are the same qualities of the moral person (AORN, 2002: 492). Nurses who are exposed to this professional standard are likely to employ these standards and view them as a normal practice essential to improve unethical and unsafe practices within her responsibility.Providing a therapeutic work setting or enhancing a safe environment will likewise be a concern to all perioperative nurses. Potential hazards, risks, and unsafe conditions abound in the surgical arena where constant distractions, excessive noise, hasty reviews of patient records, and frequent interruptions can produce situations where the likelihood of error increases. It is always right to alert physicians and others within the health team of any unsafe or deteriorating patient condition that can lead to an active error like sending the wrong patient for surgery; patient morbidity and perhaps mortality. An enlightened approach to this error is to replace blame and punishment with learning and improving (Reeder, 2001:117).Facing Ethical DilemmasA nurse, for example, has a statutory duty to report suspected cases of abuse or potential for injury, and this situation may arise when a coworker demonstrates incompetent practice. This is an ethical dilemma facing nurses and it seems that nurses are no closer to a solution of how they can be effective advocates for patients without compromising their working identity or facing conflicts of loyalty (Martin, 1998:156). In essence, the nurse would exercise moral alignment with the patient rather than with the physician or the hospital. The nurse will not do any injustice if she takes on the role as the patient’s advocate in all aspects of health care (Seifert, 2002:309). In truth, all health care providers should function as patient advocates (Kohnke, 1980:2040). In instances such as clarifying consent issues, perioperative nurses may act as advocates in a potential ethical conflict (Spry, 2005:3). It may be that all cases in which nurses advocate involve ethical action, but not all case s may necessarily involve ethical conflict (Seifert, 2002:309).The nurse’s role in perioperative practice has two components which implies supporting the patient’s autonomy or his right to choose freely, regardless of whether the nurse is in agreement with the patient’s decision. One of the fundamental duties of nursing is to promote and defend patients’ rights (Segesten and Fagring, 1996:142). The act of suppressing an individual’s rights serves as the catalyst response of the nurse to act as the patient’s advocate which is her second role. If advocacy implies speaking up for someone, then it is her duty to speak up for the welfare and benefit of the patient. Again, this could be an identifiable problem because not all nurses are comfortable with conflict situations. Others may not recognize any rights violations; the nurse may not have a level of experience or communication skills that will facilitate advocacy; they may not be empowered as related to a restrictive care environment; or they just may not have a level of understanding about advocacy in general (Seifert, 2002:308).During an error occurrence during the perioperative phase communication and interdisciplinary relationships is the common cause coupled with disruptive physician behavior; institutional responses to such behavior; and the effects of such behavior on nurse satisfaction, morale, and retention (Rosenstein, 2002: 34). When errors or mistakes do occur, it is imperative that nurses learn what occurred, identify systems gaps that represent latent conditions that can lead to errors, collectively review the causes of the error, and share lessons learned.(Reeder, 2001 118). Unfair, illegal, or unethical practices challenge the creation of a moral environment thus collaboration, fairness, and respect for patients and all members of the health care team are more likely to support fulfillment of ethical obligations(Reeder, 2001:118).Conclusion:As an ethical practice, the nurse acts in behalf of the patient, the institution and for herself. This creates confusion particularly when the nurse is faced with a dilemma that conflicts between her personal values and professional obligations (Segesten and Fagring:144). Nurses must therefore act in accordance with the practice standards and code of ethics in coordination with her own values. Speaking up in behalf f the perioperative patient suggest that she is favorably acting as the patient’s advocate particularly during the perioperative phase. This should be viewed as her essential role as a professional and should base her actions according to ethical principle and values. She should speak up when an injustice occurs although in some cases, she would face danger for her actions such as loosing her job. Insofar as ethical practice is concern, an individual must be able to choose whether to sacrifice oneself for her patient and follow a principle of justice. Otherwise if a nurse has a ny problems with this, she can choose a field that may not compromise her personal beliefs, values or ethics when challenged.The advocacy training for nurses starts within the confines of the nursing education and working environment for the nurse. The philosophy of nursing in which nursing practice stems from supports an individual to promote his/her well-being which is the ethics f practice (Gaylord, 1995:18). In the nursing school, one must be prepared to identify the ethical issues in patient care and understand the ethical principles and philosophies found in the daily practice and be trained to recognize the patient’s rights, wishes and care issues (Seifert, 2002:312). The knowledge of such ethical principles allows the nurse to stand as an advocate for the patient and speak in his behalf using effective communication skills.Works CitedSpry, Cynthia. (2005). Essentials of Perioperative Nursing (3rd ed.) Aspen: Jones and Barlett.Rushton, C., Armstrong, L., McEnhill, E.(1 996,June).Establishing therapeutic boundaries as patient advocates. Pediatric Nursing 22, 185-189.Seifert, P.C. and American Nurses Association. (2002, August). Ethics in perioperative practice: Duty to self. AORN Journal 76, 306-313.United States. American Nurses Association. Code of Ethics for Nurses with Interpretive Statements, 20.Segesten, K. and Fagring, A. (1996, October). Patient advocacy: An essential part of quality nursing care. International Nursing Review 43, 142-144.Gaylord,N. and Grace, P.(1995,March). Nursing advocacy: An ethic of practice. Nursing Ethics 2, 11-18.Martin, G. (1998, March). Communication breakdown or ideal speech situation: The problem of nurse advocacy. Nursing Ethics 5, 147-157.Rosenstein, A. (2002, June). Original research: Nurse-physician relationships: Impact on nurse satisfaction and retention. American Journal of Nursing 10, 26-34.Reeder, J. (2001,April). Patient Safety, Errors and mistakes, and perioperative Nursing. Seminars in Perioperative Nursing 10, 115-118.Kohnke, M.(1980, November). The nurse as advocate. American Journal of Nursing 80,2038-2040.

The Vampire Diaries: The Awakening Chapter Five

The full moon was directly overhead when Stefan came back to the boarding house. He was giddy, almost reeling, both from fatigue and from the glut of blood he'd taken. It had been a long time since he'd let himself feed so heavily. But the burst of wild Power by the graveyard had caught him up in its frenzy, shattering his already weakened control. He still wasn't sure where the Power had come from. He had been watching the human girls from his place in the shadows when it had exploded from behind him, sending the girls fleeing. He had been caught between the fear that they would run into the river and the desire to probe this Power and find its source. In the end, he had followedher , unable to chance her getting hurt. Something black had winged toward the woods as the humans reached the sanctuary of the bridge, but even Stefan's night senses could not make out what it was. He had watched while she and the other two started in the direction of town. Then he had turned back to the graveyard. It was empty now, purged of whatever had been there. On the ground lay a thin strip of silk that to ordinary eyes would have been gray in the dark. But he saw its true color, and as he crushed it between his fingers, bringing it slowly up to touch his lips, he could smell the scent of her hair. Memory engulfed him. It was bad enough when she was out of sight, when the cool glow of her mind only teased at the edges of his consciousness. But to be in the same room with her at the school, to feel her presence behind him, to smell the heady fragrance of her skin all around him, was almost more than he could bear. He had heard every soft breath she took, felt her warmth radiating against his back, sensed each throb of her sweet pulse. And eventually, to his horror, he had found himself giving in to it. His tongue had brushed back and forth over his canine teeth, enjoying the pleasure-pain that was building there, encouraging it. He'd breathed her smell into his nostrils deliberately, and let the visions come to him, imagining it all. How soft her neck would be, and how his lips would meet it with equal softness at first, planting tiny kisses here, and here, until he reached the yielding hollow of her throat. How he would nuzzle there, in the place where her heart beat so strongly against the delicate skin. And how at last his lips would part, would draw back from aching teeth now sharp as little daggers, and- No . He'd brought himself out of the trance with a jerk, his own pulse beating raggedly, his body shaking. The class had been dismissed, movement was all around him, and he could only hope no one had been observing him too closely. When she had spoken to him, he had been unable to believe that he had to face her while his veins burned and his whole upper jaw ached. He'd been afraid for a moment that his control would break, that he would seize her shoulders and take her in front of all of them. He had no idea how he'd gotten away, only that some time later he was channeling his energy into hard exercise, dimly aware that he must not use the Powers. It didn't matter; even without them he was in every way superior to the mortal boys who competed with him on the football field. His sight was sharper, his reflexes faster, his muscles stronger. Presently a hand had clapped him on the back and Matt's voice had rung in his ears: â€Å"Congratulations! Welcome to the team!† Looking into that honest, smiling face, Stefan had been overcome with shame. If you knew what I was, you wouldn't smile at me, he'd thought grimly. I've won this competition of yours by deception. And the girl you love-you do love her, don't you?-is in my thoughts right now. And she had remained in his thoughts despite all his efforts to banish her that afternoon. He had wandered to the graveyard blindly, pulled from the woods by a force he did not understand. Once there he had watched her, fighting himself, fighting the need, until the surge of Power had sent her and her friends running. And then he'd come home-but only after feeding. After losing control of himself. He couldn't remember exactly how it had happened, how he'd let it happen. That flare of Power had started it, awakening things inside him best left sleeping. The hunting need. The craving for the chase, for the smell of fear and the savage triumph of the kill. It had been years-centuries-since he'd felt the need with such force. His veins had begun burning like fire. And all his thoughts had turned red: he could think of nothing else but the hot coppery taste, the primal vibrancy, of blood. With that excitement still raging through him, he'd taken a step or two after the girls. What might have happened if he hadn't scented the old man was better not thought about. But as he reached the end of the bridge, his nostrils had flared at the sharp, distinctive odor of human flesh. Humanblood . The ultimate elixir, the forbidden wine. More intoxicating than any liquor, the steaming essence of life itself. And he was so tired of fighting the need. There had been a movement on the bank under the bridge, as a pile of old rags stirred. And the next instant, Stefan had landed gracefully, catlike, beside it. His hand shot out and pulled the rags away, exposing a wizened, blinking face atop a scrawny neck. His lips drew back. And then there was no sound but the feeding. Now, as he stumbled up the main staircase of the boarding house, he tried not to think about it, and not to think about her-about the girl who tempted him with her warmth, her life. She had been the one he truly desired, but he must put a stop to that, he must kill any such thoughts before they were started from now on. For his sake, and for her own. He was her worst nightmare come true, and she didn't even know it. â€Å"Who's there? Is that you, boy?† a cracked voice called sharply. One of the second-story doors opened, and a gray head poked out. â€Å"Yes,signora -Mrs. Flowers. I'm sorry if I disturbed you.† â€Å"Ah, it takes more than a creaky floorboard to disturb me. You locked the door behind you?† â€Å"Yes,signora . You're†¦ safe.† â€Å"That's right. We need to be safe here. You never know what might be out there in those woods, do you?† He looked quickly at the smiling little face surrounded by wisps of gray hair, the bright darting eyes. Was there a secret hidden in them? â€Å"Good night,signora .† â€Å"Good night, boy.† She shut the door. In his own room he fell onto the bed and lay staring up at the low, slanting ceiling. Usually he rested uneasily at night; it was not his natural sleeping time. But tonight he was tired. It took so much energy to face the sunlight, and the heavy meal only contributed to his lethargy. Soon, although his eyes did not close, he no longer saw the whitewashed ceiling above him. Random scraps of memory floated through his mind. Katherine, so lovely that evening by the fountain, moonlight silvering her pale golden hair. How proud he had been to sit with her, to be the one to share her secret†¦ â€Å"But can you never go out in sunlight?† â€Å"Ican , yes, as long as I wear this.† She held up a small white hand, and the moonlight shone on the lapis ring there. â€Å"But the sun tires me so much. I have never been very strong.† Stefan looked at her, at the delicacy of her features and the slightness of her body. She was almost as insubstantial as spun glass. No, she would never have been strong. â€Å"I was often ill as a child,† she said softly, her eyes on the play of water in the fountain. â€Å"The last time, the surgeon finally said I would die. I remember Papa crying, and I remember lying in my big bed, too weak to move. Even breathing was too much effort. I was so sad to leave the world and so cold, so very cold.† She shivered, and then smiled. â€Å"But what happened?† â€Å"I woke in the middle of the night to see Gudren, my maid, standing over my bed. And then she stepped aside, and I saw the man she had brought. I was frightened. His name was Klaus, and I'd heard the people in the village say he was evil. I cried out to Gudren to save me, but she just stood there, watching. When he put his mouth to my neck, I thought he was going to kill me.† She paused. Stefan was staring at her in horror and pity, and she smiled comfortingly at him. â€Å"It was not so terrible after all. There was a little pain at first, but that quickly went away. And then the feeling was actually pleasant. When he gave me of his own blood to drink, I felt stronger than I had for months. And then we waited out the hours together until dawn. When the surgeon came, he couldn't believe I was able to sit up and speak. Papa said it was a miracle, and he cried again from happiness.† Her face clouded. â€Å"I will have to leave my papa sometime soon. One day he will realize that since that illness I have not grown an hour older.† â€Å"And you never will?† â€Å"No. That is the wonder of it, Stefan!† She gazed up at him with childlike joy. â€Å"I will be young forever, and I will never die! Can you imagine?† He could not imagine her as anything other than what she was now: lovely, innocent, perfect. â€Å"But-you did not find it frightening at first?† â€Å"At first, a little. But Gudren showed me what to do. It was she who told me to have this ring made, with a gem that would protect me from sunlight. While I lay in bed, she brought me rich warm possets to drink. Later, she brought small animals her son trapped.† â€Å"Not†¦ people?† Her laughter rang out. â€Å"Of course not. I can get all I need in a night from a dove. Gudren says that if I wish to be powerful I should take human blood, for the life essence of humans is strongest. And Klaus used to urge me, too; he wanted to exchange blood again. But I tell Gudren I do not want power. And as for Klaus†¦Ã¢â‚¬  She stopped and dropped her eyes, so that heavy lashes lay on her cheek. Her voice was very soft as she continued. â€Å"I do not think it is a thing to be done lightly. I will take human blood only when I have found my companion, the one who will be by my side for all eternity.† She looked up at him gravely. Stefan smiled at her, feeling light-headed and bursting with pride. He could scarcely contain the happiness he felt at that moment. But that was before his brother Damon had returned from the University. Before Damon had come back and seen Katherine's jewel-blue eyes. On his bed in the low-roofed room, Stefan moaned. Then the darkness drew him in deeper and new images began to flicker through his mind. They were scattered glimpses of the past that did not form a connected sequence. He saw them like scenes briefly illuminated by flashes of lightning. His brother's face, twisted into a mask of inhuman anger. Katherine's blue eyes sparkling and dancing as she pirouetted in her new white gown. The glimmer of white behind a lemon tree. The feel of a sword in his hand; Giuseppe's voice shouting from far away. The lemon tree. He must not go behind the lemon tree. He saw Damon's face again, but this time his brother was laughing wildly. Laughing on and on, a sound like the grate of broken glass. And the lemon tree was closer now†¦ â€Å"Damon-Katherine-no!† He was sitting bolt upright on his bed. He ran shaking hands through his hair and steadied his breath. A terrible dream. It had been a long time since he had been tortured by dreams like that; long, indeed, since he'd dreamed at all. The last few seconds played over and over again in his mind, and he saw again the lemon tree and heard again his brother's laughter. It echoed in his mind almost too clearly. Suddenly, without being aware of a conscious decision to move, Stefan found himself at the open window. The night air Was cool on his cheeks as he looked into the silvery dark. â€Å"Damon?† He sent the thought out on a surge of Power, questing. Then he fell into absolute stillness, listening with all his senses. He could feel nothing, no ripple of response. Nearby, a pair of night birds rose in flight. In the town, many minds were sleeping; in the woods, nocturnal animals went about their secret business. He sighed and turned back into the room. Perhaps he'd been wrong about the laughter; perhaps he'd even been wrong about the menace in the graveyard. Fell's Church was still, and peaceful, and he should try to emulate it. He needed sleep. September 5 (actually early September 6-about 1:00 a.m.) Dear Diary, I should go back to bed soon. Just a few minutes ago I woke up thinking someone was shouting, but now the house is quiet. So many strange things have happened tonight that my nerves are shot, I guess. At least I woke up knowing exactly what I'm going to do about Stefan. The whole thing just sort of sprang into my mind. Plan B, Phase One, begins tomorrow. Frances's eyes were blazing, and her cheeks were flushed with color as she approached the three girls at the table. â€Å"Oh, Elena, you've got to hear this!† Elena smiled at her, polite but not too intimate. Frances ducked her brown head. â€Å"I mean†¦ can I join you? I've just heard the wildest thing about Stefan Salvatore.† â€Å"Have a seat,† said Elena graciously. â€Å"But,† she added, buttering a roll, â€Å"we're not really interested in the news.† â€Å"You-?† Frances stared. She looked at Meredith, then at Bonnie. â€Å"You guys are joking, right?† â€Å"Not at all.† Meredith speared a green bean and eyed it thoughtfully. â€Å"We have other things on our minds today.† â€Å"Exactly,† said Bonnie after a sudden start. â€Å"Stefan's old news, you know. Passe.† She bent down and rubbed her ankle. Frances looked at Elena appealingly. â€Å"But I thought you wanted to know all about him.† â€Å"Curiosity,† Elena said. â€Å"After all, he is a visitor, and I wanted to welcome him to Fell's Church. But of course I have to be loyal to Jean-Claude.† â€Å"Jean-Claude?† â€Å"Jean-Claude,† said Meredith, raising her eyebrows and sighing. â€Å"Jean-Claude,† echoed Bonnie gamely. Delicately, with thumb and forefinger, Elena drew a photo out of her backpack. â€Å"Here he is standing in front of the cottage where we stayed. Right afterward he picked me a flower and said†¦Ã¢â‚¬ Well,†-she smiled mysteriously-â€Å"I shouldn't repeat it.† Frances was gazing at the photo. It showed a bronzed young man, shirtless, standing in front of a hibiscus bush and smiling shyly. â€Å"He's older, isn't he?† she said with respect. â€Å"Twenty-one. Of course,†-Elena glanced over Tier shoulder-â€Å"my aunt would never approve, so we're keeping it from her until I graduate. We have to write to each other secretly.† â€Å"How romantic,† Frances breathed. â€Å"I'll never tell a soul, I promise. But about Stefan†¦Ã¢â‚¬  Elena gave her a superior smile. â€Å"If,† she said, â€Å"I am going to eat Continental, I prefer French to Italian every time.† She turned to Meredith. â€Å"Right?† â€Å"Mm-hmm. Everytime.† Meredith and Elena smiled knowingly at each other, then turned to Frances. â€Å"Don't you agree?† â€Å"Oh, yes,† said Frances hastily. â€Å"Me, too. Every time.† She smiled knowingly herself and nodded several times as she got up and left. When she was gone, Bonnie said piteously, â€Å"This is going to kill me. Elena, I am going to die if I don't hear the gossip.† â€Å"Oh, that? I can tell you,† Elena replied calmly. â€Å"She was going to say there's a rumor going around that Stefan Salvatore is a narc.† â€Å"A what !† Bonnie stared, and then burst into laughter. â€Å"But that's ridiculous. What narc in the world would dress like that and wear dark glasses? I mean, he's done everything he can to draw attention to himself†¦Ã¢â‚¬  Her voice trailed off, and her brown eyes widened. â€Å"But then, that may bewhy he does it. Who would ever suspect anybody so obvious? And he does live alone, and he's awfully secretive†¦ Elena! What if it's true?† â€Å"It isn't,† said Meredith. â€Å"How do you know?† â€Å"Because I'm the one who started it.† At Bonnie's expression, she grinned and added: â€Å"Elena told me to.† â€Å"Ohhhh.† Bonnie looked admiringly at Elena. â€Å"You're wicked. Can I tell people he's got a terminal disease?† â€Å"No, you cannot. I don't want any Florence Nightingale types lining up to hold his hand. But you can tell people whatever you want about Jean-Claude.† Bonnie picked up the photograph. â€Å"Who was he really?† â€Å"The gardener. He was crazy about those hibiscus bushes. He was also married, with two kids.† â€Å"Pity,† said Bonnie seriously. â€Å"And you told Frances not to tell anyone about him†¦Ã¢â‚¬  â€Å"Right.† Elena checked her watch. â€Å"Which means that by, oh, say two o'clock, it ought to be all over the school.† After school, the girls went to Bonnie's house. They were greeted at the front door by a shrill yapping, and when Bonnie opened the door, a very old, very fat Pekingese tried to escape. His name was Yangtze, and he was so spoiled that no one except Bonnie's mother could stand him. He nipped at Elena's ankle as she went by. The living room was dim and crowded, with lots of rather fussy furniture and heavy curtains at the windows. Bonnie's sister Mary was there, unpinning a cap from her wavy red hair. She was just two years older than Bonnie, and she worked at the Fell's Church clinic. â€Å"Oh, Bonnie,† she said, â€Å"I'm glad you're back. Hello, Elena, Meredith.† Elena and Meredith said â€Å"hello.† â€Å"What's the matter? You look tired,† said Bonnie. Mary dropped her cap on the coffee table. Instead of answering, she asked a question in return. â€Å"Last night when you came home so upset, where did you say you girls had been?† â€Å"Down in the-Just down by Wickery Bridge.† â€Å"That's what I thought.† Mary took a deep breath. â€Å"Now, you listen to me, Bonnie McCullough. Don't youever go out there again, and especially not alone and at night. Do you understand?† â€Å"But why not?† Bonnie asked, bewildered. â€Å"Because last night somebody was attacked out there, that's why not. And do you know where they found him? Righton the bank under Wickery Bridge .† Elena and Meredith stared at her in disbelief, and Bonnie clutched at Elena's arm. â€Å"Somebody was attacked under the bridge? But who was it? What happened?† â€Å"I don't know. This morning one of the cemetery workers spotted him lying there. He was some homeless person, I guess, and he'd probably been sleeping under the bridge when he was attacked. But he was half dead when they brought him in, and he hasn't regained consciousness yet. He may die.† Elena swallowed. â€Å"What do you mean, attacked?† â€Å"I mean,† said Mary distinctly, â€Å"that his throat was nearly ripped out. He lost an incredible amount of blood. They thought it might have been an animal at first, but now Dr. Lowen says it was a person. And the police think whoever did it may be hiding in the cemetery.† Mary looked at each of them in turn, her mouth a straight line. â€Å"So if youwere there by the bridge-or in the cemetery, Elena Gilbert-then this person may have been there with you.Get it ?† â€Å"You don't have to scare us anymore,† said Bonnie faintly. â€Å"We get the point, Mary.† â€Å"All right. Good.† Mary's shoulders slumped, and she rubbed at the back of her neck wearily. â€Å"I've got to lie down for a while. I didn't mean to be crabby.† She walked out of the living room. Alone, the three girls looked at one another. â€Å"It could have been one of us,† said Meredith quietly. â€Å"Especially you, Elena; you went there alone.† Elena's skin was prickling, that same painfully alert feeling she'd had in the old graveyard. She could feel the chill of the wind and see the rows of tall tombstones all around her. Sunshine and Robert E. Lee had never seemed so far away. â€Å"Bonnie,† she said slowly, â€Å"did you see somebody out there? Is that what you meant when you said someone was waiting for me?† In the dim room, Bonnie looked at her blankly. â€Å"What are you talking about? I didn't say that.† â€Å"Yes, you did.† â€Å"No, I didn't. I never said that.† â€Å"Bonnie,† said Meredith, â€Å"we both heard you. You stared out at the old gravestones, and then you told Elena-† â€Å"I don't know what you're talking about, and I didn't sayanything .† Bonnie's face was pinched with anger, but there were tears in her eyes. â€Å"I don't want to talk about it anymore.† Elena and Meredith looked at one another helplessly. Outside, the sun went behind a cloud.

Criminal Justce Tools Assignment Example | Topics and Well Written Essays - 250 words

Criminal Justce Tools - Assignment Example rst pioneered through the use and acceptance of the Uniform Crime Report (UCR) by both federal police agencies (such as the Federal Bureau of Investigation) and by local and state police organizations of the United States of America which enabled law enforcement organizations to enhance their crime fighting strategies based on effective criminal information gathering methods and effective analyst of data. As technology continues to evolve, the advent of the computer and consequently, the creation and use of advance analytical software or programs have greatly influenced the further effectiveness of police information management systems. Police intelligence or Law Enforcement Intelligence is a relatively new concept of policing since by tradition, most police agencies do not maintain a dedicated unit with full time intelligence officers and analysts, nor does most police agencies involved in the collection, collation, management or even share criminal information with appropriate members of the intelligence community. The need however for a police agency to have a dedicated intelligence capability have become more relevant with the advent of transnational crime and terrorism in the global scene, with law enforcement becoming more integral and dynamic with the continuing refinement of police methodologies and access to resources that better allows the police to more effectively serve the community. One of the most significant strides in technology which contributed to relevance of law enforcement intelligence is the existing and emerging technologies brought about by custom made software dedicated for law enforcement analytical functions, data management, intelligence production and dissemination. The dissemination of much needed intelligence by means of the internet makes its easier for large, medium and small police agencies to share intelligence and disseminate the same to other police agencies or jurisdiction, therefore directly contributing not only in

Movie Review on Seperate but Equal Example | Topics and Well Written Essays - 2250 words

On Seperate but Equal - Movie Review Example When Clarendon County, South Carolina's the black students are not given the right for a school bus, a harsh and brave fight for justice as well as equality begins. The Thurgood Marshall is a lawyer for the NAACP and he put up a frantic fight for the civil rights and these rights were not given when slavery was abolished, the whole fight turns into a grand fight both in his private life and the court (Separate but equal. 1996). Sidney Poitier, also a DGA director member, starred in the film as Thurgood Marshall, the NAACP lawyer who successfully argued the Brown case and later himself famously served on the Supreme Court (Jerry 2004). John W. Davis is Marshall's opponent; both of them argue keenly and fluently in front a Supreme Court that is led via Chief Justice Earl Warren. Separate But Equal is a touching human performance of a very important court case in American history. The prosecuting attorney and the protagonist in the movie was Thurgood Marshall, the famous black lawyer who was played by Sidney Poitier. Defense lawyers headed by Thurgood Marshall were invited by the local black citizens of kansas so that they could represent them in NAACP. The case is lost in the Federal District Court thus they give a plea to the Supreme Court. ... Board of Education, Delaware, as well as Virginia, all these cases had the same mission . Through strong actors such as Poitier, the movie was very well done. John W.Davis John W. Davis portrayed by Burt Lancaster,one of the top litigator, hired by school board of Clarendon County, South Carolina to argue their case before the Supreme Court, opposed Thurgood Marshall's effort to turn over the Supreme Court decision that gave the verdict of segregation being legal in public schools . The case is bought in the Court, before any decision can be made Chief Justice has a heart attack and dies. His place is taken by Earl Warren, this character is played by Richard Kiley (Goldberg 1993). Earl Warren Earl Warren, played by Richard Kiley appointed as a Chief Justice of the Supreme Court after the death of the last Chief Justice. Warren is extremely strong character, he is successful in convincing the court's other members to make a unanimous decision along with him to eliminate the tradition of segregation in the public schools all over the nation (Leonard, 1991). He had a diffcult time trying to convince one of the justices but finally he got him to agree with his decision. Kiley gives a brilliant and powerful performance, but the importance on Warren in Stevens' script seems like it is unpredictable. Harry Briggs Harry Briggs, the father of a black student in the movie. His original name was Tommy Hollis. He is sick and tired of watching his son walk long distances home from school, he feels sorry for his son, as his son is too tired too even do his home work after such a long and tiring walk (Brigid 2005). He enrolls his son's teacher to plead the local supervisor of schools to give a bus. The movie is

Chemical equations, enthalpy changes and chemical equilibrium, acid, Assignment

Chemical equations, enthalpy changes and chemical equilibrium, acid, base and pH, and chemical reactions, chirality, simple organic functional groups and their reactions - Assignment Example State which functional group(s) on Compound  B  could exhibit each of these interactions and describe the properties of each interaction. In your answer make it clear which complementary functional group would need to be present in the receptor for the interaction to occur. From the description and given function of Compound A., it is easy to tell which compound it is since only amino acids and sugars are natural chiral molecules produced in both animals and plants and beyond that, we can tell that the compound is indeed Amino acid since amino acids not sugars are used to treat Parkinson’s Disease. Ligand binding will mostly be either ionic or hydrogen bonds. However, at times, the intermolecular forces of the van der waals will be used to bind the copound to the target receptor. The carboxylic group will exhibit the hydrogen intermolecular bonds due to presence of the hydrogen molecule while the amino group will exhibit the ionic intermolecular bonds since they form the ions and could also use the van der waals at times. Draw the product of this reaction, name the new functional group produced, state the type of reaction that has occurred, name any other products of the reaction and briefly explain how you arrived at your answer. The presence of the double bond (C=C) in Compound  C  means that the molecule can exist in two different forms, identified by the prefix  cis  or  trans, depending upon the arrangement of the functional groups and hydrogen atoms around the double bond. Draw the two possible forms of Compound  C  showing the positions of the functional group and hydrogen atoms. Assign each the appropriate prefix that would distinguish one from the other and briefly explain what these prefixes indicate. Equal moles of nitric acid (HNO3) and formic acid (HCOOH) were each dissolved in equal volumes of water. State and explain which of the resulting solutions would have the higher pH.