Cuban Revolution By Andrew Caminiti - 1476 Words

Cuban Communist Revolution By Andrew Caminiti The terrible conditions that many Cuban citizens lived under during the Batista regime was unacceptable. The Cuban Citizens wanted a change and started a revolution. To find out why we go all the way back to 1868 when the United States defeated the Spanish Army giving Cuba its independence. The Cubans elected Fulgencio Batista who did not allow any more elections to take place. This angered many and a new revolution leader formed, Fidel Castro. Fidel overthrew the Batista Regime and named himself dictator. He started close economic ties with the Soviet Union. Shortly after this the United States ended any ties with the Cuban government. The causes of the Cuban Revolution were terrible conditions under the Batista regime, the spread of Communism, and the Spanish-American war. The effects of the Cuban Revolution were the downfall of the economy, Cuban missile crisis, and end of any diplomatic relations with the United States. The Cuban Revolution connects to Global citizenship because the citizens fought for their rights which ended up helping their daily life but hurting their economy. One major cause of the Cuban Communist Revolution was the terrible conditions under Fulgencio Batista. The Batista regime was a corrupt presidency. Batista did not allow any other elections to take place while he held office, making him an undeclared dictator. Under this regime many people could not find work except in the summer because of the

The Dilemma Of American National Identity - 855 Words

Prior to the French and Indian War, colonists were somewhat satisfied with Great Britain. The laws imposed on the colonies were usually unenforced giving the colonies free reign over most aspects of their life. Despite the distance between North America and the mother country, colonists considered themselves equal with British citizens living on the other side of the Atlantic Ocean. At this point, the colonists had no intentions of breaking off from the mother country. As John Murrin says in his essay â€Å"The Dilemma of American National Identity†: â€Å"Nothing is more ironic in the entire span of early American history than the way in which Britain finally persuaded her North American settlers to embrace a national destiny that virtually none of them desired before the crisis of 1764-1776 (Murrin).† Britain’s â€Å"persuasion† was their response toward the colonists after the French and Indian War. The heavy involvement of Great Britain after the French and Indian War was the foundation for American Independence. When the Seven Years War reached North America, colonists were very enthusiastic to join Great Britain’s cause. Many signed up to join the British army not only to protect their land, but also to display their loyalty to Great Britain. The colonies embraced their position as an ally in this war. Even after conquering Canada, colonists continued to enlist in the army and were stationed in Cuba, a Spanish territory. This enthusiasm scared Spain so much that theyShow MoreRelatedThe Confl ict Of The Civil War950 Words   |  4 Pagesthesis of This Republic of Suffering is that death created a myriad of dilemmas for the citizenry and the United States Government. This vexing issue was not only a matter of physically disposing of the dead, but a spiritual and moralistic crisis that tore at the religiosity of the citizens of both the North and South. Moreover, death in the Civil War impacted the lives of hundreds of thousands of individuals. Moreover, these Americans lived the rest of their lives in perpetual sorrow, and grief due toRead MoreDiana Der-Hovanessians Personal Influences on her Works1835 Words   |  7 PagesDiana Der-Hovanessian is a contemporary American poet of Armenian descent. Her literary contribution includes 25 books of poems and Armenian poetry translations into English. Der-Hovanessian’s upbringing in Worcester, Massachusetts shaped her early life as her family prospered and helped other Armenian immigrants find work and attend school. He r interest in translating Armenian poetry began when her father asked her to translate works of Armenian poet Daniel Varoujan. Since the 1980s Der-HovanessianRead MoreMy Summer At An Indian Call Center1588 Words   |  7 PagesThe trend of immigration brings out the issue of cultural identity. The controversy concerning tradition and cultural expectation is becoming increasingly fierce. Is it necessary to change one’s own cultural identity in order to fit the working environment and blend into the new society? How do people’s intrinsic cultural identities affect their new lives? Should the way of preserving cultural tradition be altered? How individuals’ cultural expectation influence their attitudes of redefining traditionsRead MoreAnalysis Of The Right Road To America By Amy Chua816 Words   |  4 Pagesto America?,† Amy Chua informs her audience about the possibility of America’s national identity becoming lost due to the influence of immigran ts. Chua’s defines her thesis by stating â€Å"Around the world, nations face violence and instability as a result of their increasing pluralism and diversity,† (336). The key points of the text includes Chua explaining why America and other nations could lose their core identities, how the United States could become unglued from its true meaning, and how citizensRead MoreBlack Of Black And Black Americans870 Words   |  4 Pagesin the United States of America that has always remained consistent is white racial hostility. A history of slavery, segregation, unequal protection of the law, and second class citizenship inflicted by a white power structure that dominates on a national level has created a harmful reality for black people. Every aspect of black public life must either be under the control of or in opposition to white supremacy. Every state-sanctioned institution works to use black bodies as tools for the productionRead MoreEssay on ESPN: The World Wide Lead er in Sports1596 Words   |  7 PagesNorth American sports and all around the world. 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Finding a solution doesn’t mean drawing up a quick law or rule that will slow down the crisis, we must tackle this dilemma head on ethically in a way that is acceptable for both the government and the public. The rule of law and compassion are intertwined when discussing immigration. Rule of law revolves around the responsibility to those in the country

Transplantation Regime In Cornea Graft †Myassignmenthelp.Com

Question: Discuss About The Transplantation Regime In Cornea Graft? Answer: Introduction Eyesight is one the most cherished senses among humanity. Those born without the gift of sight or those whose ability to see is impaired go to unimaginable lengths to restore or improve it. The eye, the organ whose primary function is to see, has various vital parts including the cornea. For various reasons including congenital disabilities, injury and infections, the corneas ability to perform its functions can be compromised. There are various treatment options available for corneal treatment depending on the source of the defect. Over the past half of the century, millions of patients have undergone corneal transplantation around the world due to corneal infection, corneal degeneration and corneal injuries in an attempt to restore and improve vision (Tan et al., 2012). These patients require post-transplantation regimen adherence to improve outcomes. In this paper, we will focus on the post-translation regimen adherence patient education following corneal transplantation in Singap ore. In modern medical care, patients are part of the medical team. They should be involved in every decision made regarding their treatment. This is important because it fosters adherence to treatment regimens and self-care among many other reasons (Davis et al., 2007). However, it is difficult to include patients without conducting proper education. Transplantation of the corneal at times poses complications including graft rejections just like in the other cases of organ transplantation (Panda et al., 2007). Statistics indicate graft rejections following corneal transplantation take place in 5 to 30% of recipients. According to (Bachmann et al., 2008), corneal graft rejection is regarded the severest of the complications occurring after corneal transplantation. One of the common causes of corneal graft rejection is patients non-adherence to the post-transplantation treatment, and it has been known to orchestrate dreadful consequences, including acute rejection and severely reduced quality of life. According to Radhakrishnan, Yadav, and Sachdeva (2009), preparing organ recipients before the procedure puts them on right path to knowing how to take care of their new organ. The efforts to avoid graft rejection need to start immediately when recipient has consented to organ transplant through education. Proper education can enable them to recognize early graft rejection, report it early, improve adherence to the prescribed regimen and schedule checkups with a corneal specialist in case of any complications (Radhakrishnan, Yadav Sachdeva, 2009). In addition, it will make it easier for the patients to take an active role in their journey back to recovery. Various scholars have reviewed literature in which they have asserted that patient education is fundamental in fostering adherence to the post-transplantation regimen; all of which have a substantial anchorage in behavioral, social, cognitive and Rogers learning theories. Ha and Longnecker (2010) note that patient education is geared towards making recipients have knowledge about the disease, acquire precise skills necessary during treatment, and ultimately equip them with coping tactics. It is paramount that that organ recipients and healthcare counselors sustain a cordial relationship, which is instrumental in enhancing adherence to the post-transplantation treatment and improving the quality of life and keeping medical expenses in check. Various theories have been put forward as integral during the teaching process. Teachers, in this case, healthcare practitioners, are at liberty to choose the most suitable theory or theories suitable in the instructional process. Andragogy, unlike pedagogy, focuses on adult teaching. Following an andragogy approach, healthcare practitioners can transfer to corneal transplantation adult patients with ease (Bover Draganov et al., 2013). Principle of Patient Education and Adult Learning Theory Principles of Patient Education Patient learning is guided by various principles. The first principle indicates that the instructor cannot avoid teaching whether intentional or not. Teaching takes place in many ways as healthcare practitioners make contact with their patients including words, actions and nonverbal behavior (Mann, 2011). As such, it is the practitioners choice to teach well or not. The second principle reminds the nursing practitioners that teaching is an integral part of the caring process. Good teachings stay with the patients and their families for a long time (Glanz, Rimer Viswanath, 2008). Studies have established that the impact of teaching is never immediate and may go unnoticed by the healthcare practitioners during physical contact with patients and as such, it should not deter physicians from dispensing the correct amount and quality of education. It is important for the nursing practitioners to assess patients knowledge before dispensing more knowledge. Adult patients are likely to have a lifetime of experience and knowledge. The fourth principle of teaching underscores the fact that a good session must embody an introduction, body, and conclusion. It is important for the instructors to introduce themselves during which they should involve the patients in ice-breaking and establishing the goal of the session. It is this stage that nursing counselors need to build their anticipation of the learning session. For instance, the nurse educators can identify things that they expect the patients to perform at home (Mann, 2011). The second phase is all about the body. The information should be delivered with patient involvement. It should be planned carefully to ensure patients grasped key concepts. Simple information communication materials may be used to convey the main points. The instructor can start the conclusion part of teaching sessions by asking the patients to do what was discussed in the expected outcome. It is important for instructors to offer positive reinforcements even for the smallest of the achi evements realized by the patients. Additional reinforcements can be given alongside further guidance in areas patients make errors. Each session should end with a positive note. Another principle opines that adults tend to be autonomous and self-directed and as such, it is important for the nursing counselor to let them direct their own learning. In cases where the learning exercise is taking place from a classroom, it vital for the facilitator to actively involve the adult learners in the learning process. Adult education facilitators must be specific in guiding the learners rather than just supplying information. It is important that the nursing counselor allows learners assume responsibility in which discussions and group-based presentations are most fundamental in the instructional process (Mann, 2011). Is always advisable to teach the what before the how to hasten to grasp of ideas. Detailed explanation about corneal transplantation can come after the patients have understood what the subject matter is all about. This principle gives leeway for the nursing counselor to teach more than the patient can use at that particular moment. Use of time blocks is highly encouraged when teaching. Here, instructors are discouraged from teaching everything at ones. Teaching one concept per session ensures that patients retain most of the information taught (Freeman Rodriguez, 2011). The last principle encourages the nursing counselors to rehearse. Rehearsing of ones material is beneficial in many ways. It ensures that appropriate time is allocated for each session besides enhancing mastery and delivery of the information. In the event that demonstrations are required, rehearsal ensures that the presenter adequately demonstrates each step having rehearsed it by themselves (Freeman Rodriguez, 2011). In addition, when presenters rehearse, it is quicker for them to solve any problems that may arise because they master the complex steps when rehearsing. Adult Learning Theories The andragogy learning theory has been cited as the best theory in imparting patient education among adults. The theory is anchored on the principle that adults are a rich source of information with wide ranging experiences that offers the basis of new information. As such, the customary tactic instructional process suitable for children is not suitable (Gremigni et al., 2007). The theory emphasizes that the process of teaching about cornea transplantation is important than the actual outcome of avoiding it (Babakhani et al., 2013). As noted earlier, the impact of the education is hardly felt immediately. The information was given, however, stays with the patients and their families years after the fact. The transfer of knowledge is not automatic when applying this theory. It takes patience and continued coaching and support for the patient to master the skills of self-managing and adherence to drug regimens following cornea transplantation (Braungart Braungart, 2007). Constructivist theory (CLT) is similar in approach to andragogy. However, it deviates a little in that it is also applicable to children. When applying CLT in teaching cornea transplant, it is paramount to keep in mind Piagets (1964) who insists of earning by way of discovering. Vgotsky (1962) also asserted that clear instructions and socialization are vital in supporting patients make meaning of the conditions afflicting them. CLT is primarily learner centered. The nursing instructor is regarded as just a facilitator. The facilitator must come up with practical ways of promoting self-care and self-management following corneal transplantation. When the instructor is dealing with multiple patients, he or she must be aware that different patients experience different causes of cornea rejection and as such will require dissimilar approaches (Glanz, Rimer Viswanath, 2008). Components of Effective Patient Education Effective patient education must meet certain parameters in order to foster adherence, self-care, and self-management in post-transplantation regimen in corneal graft failure. The first component relates to the amount time taken per session. Patients are likely to be in discomfort, and therefore their attention spans are likely to be short. Most studies recommend a session spanning between half an hour to one hour (Griffiths et al., 2007). This is critical to ensuring that the patients excitement to learn remaining riveted throughout out the session. During my sessions, I have always found the use of verbal teaching only not enough. It is always important to supplement it with written material and other media to reinforce the information and make it a little more exciting and memorable. For instance, in the case of adults, they are more of visual learners than verbal ones. The instructor ought to provide patients with post-transplantation regimen diaries that comprise activities that can be incorporated into daily routine. When patients reading skills proof inadequate, it is important to provide pictograms that can paint images in patients minds on the steps involved in cornea care following transplantation (Aliakbari et al., 2015). Writing down an action plan has been known to work for most patients. It is used in communicating the anticipated information from the nursing counselors to their patients. It has also been used in emphasizing communication on how organ recipients can identify the peak flow measurements and take the most suitable responses. Organ recipients who comprehend this stand better chances of managing symptoms of graft failure. A well-drafted organ transplant management action plan must incorporate the drugs taken every day and their corresponding dosages. It is important to understand how the drugs are taken and dosages required for each session. The written plan may also entail information that the recipients have a firm grasp the actions required to regulate and keep off triggers completely. Patients readiness to identify and handle deteriorating signs and symptoms is also a part of the action plan in addition to patients comprehension of medication and the dosages needed as a response to aggravating symptoms as emanating from graft failure. Lastly, the patient needs to have emergency contacts for hospitals and even their doctors. Conclusion The review has shown that patient education enables the patients to lead a comfortable life and even without symptoms after cornea transplants. Various parameters have been highlighted as integral to leading symptom-free life after corneal transplantation in graft failure and may embody regular and unhindered access to care, awareness of the prescribed regimens and knowledge on the adjustments of the environment to reduce exposure to unaccommodating conditions. Notwithstanding this, current findings indicate that most people with cornea transplant hardly get the necessary care as specified in most treatment guidelines. On top of that, patients shy away from seeking cornea care on a frequent basis particularly those who come from economically disadvantaged households. The general purpose for expert treatment and enhanced self-management via doctor-patient education is to keep graft rejection under check. Put differently, doctor-patient education is fundamental in the reduction of the graft rejection rates and related morbidity as well as augmented functional ability and a better quality of life. Teaching patients promote avoidance of triggers, raises patient adherence and enhances patient ability to notice the symptoms of graft rejection and seek medical services in timely manner. References Babakhani, A., Guy, S. R., Falta, E. M., Elster, E. A., Jindal, T. R., Jindal, R. M. (2013). Surgeons bring RRT to patients in Guyana.Bull Am Coll Surg,98(6), 17-27. Bachmann, B. O., Bock, F., Wiegand, S. J., Maruyama, K., Dana, M. R., Kruse, F. E., ... Cursiefen, C. (2008). Promotion of graft survival by vascular endothelial growth factor a neutralization after high-risk corneal transplantation.Archives of Ophthalmology,126(1), 71-77. Bover Draganov, P., de Carvalho Andrade, A., Ribeiro Neves, V., Sanna, M. C. (2013). Andragogy in nursing: a literature review.Investigacin y Educacin en Enfermera,31(1), 86-94. Braungart, M., Braungart, R. (2007). Applying learning theories to healthcare practice. https://nursekey.com/applying-learning-theories-to-healthcare-practice/ Davis, R. E., Jacklin, R., Sevdalis, N., Vincent, C. A. (2007). Patient involvement in patient safety: what factors influence patient participation and engagement?.Health expectations,10(3), 259-267. Freeman, H. P., Rodriguez, R. L. (2011). History and principles of patient navigation.Cancer,117(S15), 3537-3540. Glanz, K., Rimer, B. K., Viswanath, K. (Eds.). (2008).Health behavior and health education: theory, research, and practice. John Wiley Sons. Gremigni, P., Bacchi, F., Turrini, C., Cappelli, G., Albertazzi, A., Bitti, P. E. R. (2007). Psychological factors associated with medication adherence following renal transplantation.Clinical transplantation,21(6), 710-715. Griffiths, C., Foster, G., Ramsay, J., Eldridge, S., Taylor, S. (2007). How effective are expert patient (lay led) education programmes for chronic disease?.BMJ: British Medical Journal,334(7606), 1254. Ha, J. F., Longnecker, N. (2010). Doctor-patient communication: a review.The Ochsner Journal,10(1), 38-43. Mann, K. V. (2011). Theoretical perspectives in medical education: past experience and future possibilities.Medical education,45(1), 60-68. Panda, A., Vanathi, M., Kumar, A., Dash, Y., Priya, S. (2007). Corneal graft rejection.Survey of ophthalmology,52(4), 375-396. Radhakrishnan, N., Yadav, S. P., Sachdeva, A. (2009). ORGAN TRANSPLANTATION.INDIAN JOURNAL OF PRACTICAL PEDIATRICS,11(2), 25. Tan, D. T., Dart, J. K., Holland, E. J., Kinoshita, S. (2012). Corneal transplantation.The Lancet,379(9827), 1749-1761.

Skeptical and Layman Competence

Critical thinking is an interesting and important branch of knowledge. The ability to think critically equips one with the knowledge to evaluate and make informed decisions out of situations. Being skeptical, optimistic and confident are all elements of critical thinking that are crucial in decision making.Advertising We will write a custom essay sample on Skeptical and Layman Competence specifically for you for only $16.05 $11/page Learn More Battersby is a university lecturer who teaches critical thinking. His sister-in-law was diagnosed with lung cancer and obviously this sounded like a death penalty warrant. However, Battersby’s extensive critical analysis skills drove him a point further to unearth the finer details of the diagnosis and these turned out to be the basis of appreciation of layman’s competency. More so, in reference to the above scenario as a piece to be analyzed on the basis of critical thinking, the main argument will b e whether Battersby was justified to be skeptical about the pathologist’s diagnosis. Is it right for one to doubt expertise contribution in any given situation? Battersby was right to seek an extra explanation from the initial cancer diagnosis. Further exploration of the argument qualifies it to be a cogent argument. Furthermore, it is relevant to the context of critical thinking and clearly explores issues that sufficiently emphasize the importance of critical thinking thus making it acceptable. An individual is allowed to seek more elaborate explanations of expertise work especially where one is skeptical about the same work. It is also acceptable that doctors, just like any other experts can make mistakes since they might not always be precise and accurate. Nevertheless, one can easily detect such mistakes by critically analyzing the expert’s contribution. When Battersby’s sister in-law was diagnosed with lung cancer, Battersby accepted the results. However, he doubted the fact that the affected cells were not identical meaning the cancer had metastasized and therefore a surgical operation to save her was ruled out. Cancer patients with metastasized conditions do not live beyond five years in this condition. Battersby felt that the doctors had not done enough to save the sister in-law. It is this confidence that prompted him to go an extra mile to ascertain the validity of the diagnosis. Therefore, Battersby and his wife chose to undertake further research about lung cancer and their findings amazed everyone. They discovered that the pathologist had not yet tried the DNA test. Indeed the DNA test revealed that the cancer had not metastasized and an operation was possible to cure the patient. The desire to do this research was solely driven by a desire to have the sister alive and the unwavering hope that something could still be done.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper wit h 15% OFF Learn More The topic of cancer diagnosis is also relevant to the whole issue of critical thinking. Battersby critically thought about the diagnosis before finally developing a skeptical approach. Using critical thinking skills he opted not to carry out a re-diagnosis about the sister’s condition but rather engage his wife to jointly do more research on lung cancer. These are all as a result of critical thinking. Layman competence is also supported by critical thinking. For instance, Battersby is a lecturer who decides to carry out research on a medical condition. These are two independent expertise fields which are not related. Therefore Battersby critically explored all the methods for diagnosing cancer before he finally established that DNA tests give undoubted results. Given that Battersby was not medical personnel, the arrival at DNA test as an alternative method for DNA is purely as a result of critical thinking. The article brings out sufficient groun ds that justify Battersby’s act of doubting the cancer diagnosis on his sister in-law. It was through such skeptic approach that the exact medical condition of the sister in-law was established. Her cancer had not metastasized. Subsequently, a surgical operation was carried out and she is now healthy. This could have been different if Battersby and his wife accepted the initial results as given by the pathologist. The recommendation to have a DNA test carried out was given by Battersby and his wife. Doctors were convinced that they had done their best as far as the diagnosis of cancer is concerned. Thus, it is surprising that such like crucial medical recommendations are made by people outside the field of medicine. Layman competence thus helped to save Battersby’s sister in-law’s life. Battersby thus directed his critical thinking ability on the right path when he chose to seek more elaborate diagnosis besides the doctor’s findings. Conclusively, ideas b rought out from the read article reflect the true picture of what happens in the current society. People will stick to professional expertise contribution and ignore any other contribution from those outside the professional field in question. This article is thus relevant as it draws the readers’ mind to re-evaluate their critical thinking abilities as well as take time thinking about other possible contributions from people who might not be necessarily experts in the said field. The author chose to use a medical example with clearly calculated intend. The medical field is considered the most accurate and precise field. Thus the author insists on the importance of critical thinking. It is possible to identify tiny yet crucial mistakes through critical thinking just like Battersby. This essay on Skeptical and Layman Competence was written and submitted by user Samuel Heath to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.