We Should Not Put Our Families in Nursing Homes

We should not put our families in nursing home Purpose To persuade my audience why they should not put their family members in a nursing home. Introduction Do you have a disable or elderly family member that can not do for themselves? We as people need to think about where we place our family members as far as nursing homes and facilities. Many of you may not have any disable family members, but I know you may have elderly family members, and you do not need to put your family member in a nursing home.I know this because I have been a nursing assistant for four years and I also have a sister who has been a nursing assistant for three years and has done home health care and nursing home services. I had two family members in a nursing home. One passed away and the other one did not start to recover until she came home. Central Idea I am here to convince you to that you should not put your family members in a nursing. Preview You should not put your family member in a nursing home becau se in a nursing home the ratio is 1 caregiver to 10-15 patients, your independence is limited, and the chances of your love ones improving are little to none.Body I. The first reason why you should not put your family member in a nursing home is because in a nursing home the ratio is one caregiver to ten to fifteen patients. A. The biggest problem in a nursing home is that they are short of registered nurses and nurse aides. 1. According to AHCA (American home care association) as of 2007 the vacancy rate for registered nurses at a nursing home was 16. 3% yet some nursing homes have only one registered nurse for 50 to 70 patients notes Charlene Harrington, a professor of sociology and nursing at the University of California. . For nursing assistants, they have the most work. 3. They have the task of feeding, clothing, bathing, hygiene care, transporting, and these are just a few are the task done on a daily basis. 4. A caregiver does these tasks for more then six patients and over n ight may have the minimum of ten. Subpoint: Now that you have learned about this first risk taking at a nursing home, lets move on to my second reason I. The second reason why you should not put your family member in a nursing home is because their independence is limited. . When being in a nursing care facility your time is limited. You have to get up, eat, and go to bed, etc. at a certain time. 2. When in a home care setting, you can get when you want or go wherever you want without having someone telling you. This gives your family member a chance to live a normal life everyone else. 3. According to the book Elder care: Choosing & Financing Long-Term Care by Joseph Matthews, one advantage of homecare is that you and family can better control the care you receive and avoid the care you do not need or would not need. 4.In homecare services you can also avoid the risks of a family being abused, neglected, and thief. Subpoint: Now that you have learned about these two risks of sendin g your family members to a nursing home, lets move on to my third reason. II. The third reason why you should not put your family reason member in a nursing home is because their chances of improving are little to none. 1. If it is not in the care plan the staff will not do it. This statement says that a caregiver will not take care of the family member any further than then what is on a piece of paper. 2.Failure to provide comprehensive care plans was among was among the top most frequently cited deficiencies in nursing homes facilities in 2008, according to a November 2009 report co-authored by Harrington of UC San Francisco. 3. They may also not provide the care for your family member of their particular need, for example, physical therapy. If a patient is paralyzed on one side or waist down, they may be ridding. In a home care setting, you will have your own social worker, a registered nurse that comes to the home to check on you, and can have therapy at your home or sign yourse lf up for therapy services.Being able to get out and move around whether the family member is in a wheelchair or not can help create a less risk of things like depression, cancer, and bedsores. Conclusion In conclusion, you should not put your disable or elderly family members in a nursing home because in a nursing home the ratio is one caregiver to ten to fifteen patients, your family member independence are limited, and the chances of someone improving in a nursing home are little to none.I am here to convince you that you should not put your family members in a nursing home, if you care about the needs for your love ones and want to avoid the risk of thief, neglect, and abuse. I urge you to better options for your loved ones and not a nursing home. Work Cited Page Matthews, Joseph. Beat the nursing home trap: A consumer’s guide to choosing & financing long-term care. Berkeley, CA: Nolo press, 1990. Print. Matthews, Joseph. Elder Care: A consumer’s guide to choosing & financing long-term care.Berkeley, CA: Nolo press, 1990 and 1993. Print. Bornstein, Robert F. and Languirand, Mary A. When someone you love needs nursing home care. New York, NY. NewMarketPress, 2001. Print. Strickland, Britney. Personal Interview. 2 Nov. 2012. Scherzer, Lisa Ph. D. and Stives, David Ph. D. 10 things nursing homes won’t tell you. N. P. 15 April 2010. Web. 29 Oct 2012

A last ditch effort to rescue the River Jordan Essay

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Juvenile Justice Essay Crimes are usually assumed to have been committed by adults, unfortunately, in today’s society; crimes are committed by juveniles at a growing rate. Maybe juveniles are viewing too many violent television shows or movies, playing too many violent video games, or maybe juveniles are committing crimes out of boredom. Nevertheless, the pertinent issue is the fact that juveniles are participating in the commission of criminal activity at an adult level. Juveniles are no longer stealing candy bars from the local grocery store, but they are committing violent crimes against other people. Even more astounding is the fact that these same juvenile offenders are walking away with only probation as their punishment. For the most part, juveniles commit offenses pertaining to property, public nuisances, and underage drug and alcohol related crimes. Violent crimes against other persons such as assault and battery and murder are now included in the list of crimes committed by juveniles (Torbet, 1996). In order to understand why specific crimes are committed, one must carefully examine the juvenile offender. Juvenile offenders are both male and female. Some come from broken or single-parent homes lacking adequate supervision of the juvenile during the evening hours. Some juveniles are suffering from an undiagnosed psychological disorder whereby making it difficult for the juvenile to understand the consequences of his or her criminal actions. Finally, some juveniles have become associated with local gangs or gang members as a means of joining the group. Probation is a necessary factor within the juvenile justice system. There is however, the lingering question as to what crimes constitute a probationary sentence and what crimes mandate incarceration. First time offenders have almost always been guaranteed probation as a means of scaring the juvenile into straightening out their life (Gaines Miller, 2008). Juveniles having committed petty larceny, underage drinking violations, and simple assaults may also be good candidates for probation, but juveniles who have committed felonies should not be afforded probation. Juvenile probation enacts specific mandates in order to retrain and discipline the offender for his or her wrongdoing against society. Community service and attending school are most common requirements of probation. Some courts even order the juvenile to pay restitution to the victims. Curfews are strictly enforced as are daily or weekly reporting to the assigned probation officer (Torbet, 1996). In certain cases, substance abuse counseling and attending groups such as narcotics anonymous or alcoholics anonymous are provisioned. Counseling is generally enforced as a condition of probation and may include anger management classes and social skills building therapy (Gaines Miller, 2008). If a juvenile fails to meet any provisions set forth by the probation officer, the juvenile’s probation could ultimately be revoked. It is difficult to combat or devise a universal solution to the juvenile delinquency problem in this country. Many programs have been created in order to aid the juvenile justice system by attempting to discourage repeat offenders. Some courts may find it necessary to require random urinalysis screenings of any or all juvenile offenders. Juvenile probation officers may discover in the course of monitoring certain juveniles that family counseling may be necessary in order to provide the juvenile with structure and stability. In more severe cases, it could be suggested that the juvenile may need to be removed from the home and placed into foster care in order to protect the juvenile from imminent danger created by addicted parents or crime filled neighborhoods. The juvenile justice system is in dire need of reorganization, and the best starting point would definitely be in the juvenile probation department.

Coaching Theoretical Principles And Models Physical Education Essay

Coaching Theoretical Principles And Models Physical Education Essay Coaching is a multi-disciplinary science, enabling the production of a strategy to enhance performance effectively by co-ordinating fundamental features. The coach is required to develop an athletes physical/technical/tactical skills. They should be able to enhance an individuals psychological/theoretical knowledge/ of a particular sport. As suggested by Bompa(1994), the optimisation of these factors is important to an athletes readiness for competition. The coach should treat each individual athlete as unique and plan training accordingly. As confirmed by Russhall(1985), the principle of training is one of seven principles of coaching. Additionally, Cross(1999), suggests individualisation is a vital component of the coaching process. The majority of coaches would consider individual athletes in their charge to be unique. Savage et al(1981) produced research data that highlighted all athletes are physiologically unique. As suggested by RushellPike(1990);Cross(1999) they will have dif ferent physiological characteristics, psychological traits and social lifestyles. The findings of McGowan et al(1990) concludes that some individualisation occurred in the training of the 1984 united states volleyball team, indicating once again the importance of identifying these traits in coaching. Therefore, coaches will obviously have to accommodate the differing needs of individual athletes, operating within a variety of environments and encountering constraints such as numerous athletes at any one time. Subsequently, these constraints may affect the overall efficacy of the coaching. As supported by Lyle(1997), each coaching process is unique for a number of reasons, an athletes differing aspirations, capabilities, personal circumstances, resources, organisational/occupational conditions within which the coach operates. As a result of various coaching demands, coaches should be able to apply numerous strategies to deal with varying situations, applying relevant experience. This aspect has been studied by Cox Noble(1989);Gould,Gianni,KraneHodge(1990), in order to obtain a clearer understanding of coaching demands, investigators have requested information from coaches about their attitudes towards coaching/adequacy of educational background/needs. In general, the studies suggest coaches face changing demands and that their educational capabilities are not clearly defined. Further studies, as suggested by Gould,Hodge,PetersonGianni(1989);Weinberg,GroveJackson(1992), identified that mental strength, positive attitude, motivation and concentration were the most important attributes needing to be addressed by coaches in order to develop an individual athletes overall skills/success. Coaching can be defined as a beneficial factor to improve competitive sports performance via a detailed planned programme of preparation/competition, Lyle (1999). This aspect, needs input from a variety of specialists in order to maintain effective coaching behaviour contributions, an athletes development may also need to be monitored. Dependent on the requirements of a particular sport, these areas may include technique/skill learning. Other factors to be considered are physiology, psychology, theoretical knowledge of a particular sport, lifestyle management to include time-management/tactics. Coaches will also be required to address the difference between the varying factors, which include the type of sport i.e. team/individual, age/gender, as some female athletes may be susceptible to certain traits such as eating disorders. There are other relevant principles for the coach to consider, some of which may be in depth. These include issues such as law, ethics, mentoring techniques, communication, detraining, injuries/overtraining and environmental safety in which the athletes perform. As suggested by Sherman Sands(1996), the principle consequence requests coaches to deliberate the potential findings, for example injury, may occur following immense training programmes. Smith,SmollHunt(1977) utilised The Coaching Behaviour Assessment (CBAS) to undertake studies to examine the impact a coachs influence may have psychologically on youngsters through sport. Subsequently, studies using this technique or an adapted version do according to AllenHowe(1998);BlackWeiss (1992) illustrates coaching behaviours do have significant influence on an athletes psychological profile. They clearly affect self-esteem, capabilities and overall fulfilment. In relation to data obtained for the CBAS, SmollSmith(1984;1989), a proposed model to study coaching behaviours in youth sport was developed. The model actually specifies in addition to the individual coach, athlete/environment that coach behaviour is influenced by player perception/recall and the ability of the coach to evaluate reactions. Furthermore, observations of a players attitude/mood state is particularly important. Subsequently, leadership style is an important factor as it enhances an individual athletes confidence and creates a quality social environment in which to learn. If a coach is able to provide effective social support for an athlete it illustrates that there is a good understanding of resources available to assist with various demands in competitive sport. If handled correctly these problems can be addressed through team building/education. Consequently, coaches will need to be flexible in order to influence an athletes perception of control. If for example, a coach adopts a collaborative style and uses it effectively, one would be able to develop confidence to achieve shared goals, helping to provide contingent reinforcement and informative feedback. The introduction of the Multidimensional Model of Leadership, Chellandurai (1984;1993) implemented a large quantity of coaching effectiveness studies. The main component of this model identifies three types of behaviour in coaches, those preferred by athletes, actual/required behaviour. These are influenced by three precedent variables, the characteristics of the coach/athletes, together with the actual situation. Subsequently, The Leadership Scale for Sport(LSS) was developed by ChellanduraiSaleh(1980) to test the specified relationship in the multidimensional model and whether it is applicable in predicating leadership effectiveness in sport. This method has been utilised extensively in sport to assess the influence of gender, age, or personality on preferred/perceived leadership. Age is key factor when planning, as it has a tremendous bearing on optimal training loads. As suggested by Hagger(1999), it is critical that coaches recognise that biological age is more relevant when pla nning training loads than chronological age. According to RushallPike (1990), athletes may respond differently to the physical environment, therefore, coaches must be able to modify training programmes to suit an individual athletes tolerance. However, as suggested by Fairs(1987), this model also has limitations that accompany a model for coaching. Lyle(1999),also suggests that difficulties may occur in a model of this type when put into practice, as its assumptions may not match existing parameters. Therefore, Cote et al(1995) devised a model of coaching with the advantage of empirical based research. This model does have similarities to the multidimensional model in that it recognises both personal characteristics and contextual factors of the coach/athlete. However, Cote et al(1995) developed this model further by adding a group of central components to include competition, training/organisation. Furthermore, a lack of theoretical structures outlining the key variables affecting the work of coaches has been identified as a critical issue lacking research. The theoretical structures proposed by SmollSmith(1984;1989);Chelladurai(1984;1993) Cote,Salmela,Trudel et al(1995) share common variables. However, they do not provide a complete account of all points affecting the coaching process. Thomas (1992) suggests by providing an account of the most important issues in the coaching process, identifying a base for establishing a general theory of coaching is achievable. In order to accomplish this goal a more comprehensive framework is required, therefore, the Coaching Model(CM) is utilised. The CM is able to recognise theoretical knowledge of coaching and incorporates six components, namely competition, organisation, training, coaches/athletes personal characteristics/ background. A cognitive approach in organising these components and their actual relationship is used to describe h ow coaches proceed to obtain their objectives of an athletes development. In general, a coach should be able to evaluate their own personal attributes and the individual athletes characteristics to establish an estimation of an athletes potential. This mental model can then be used as a tool to illustrate what types of knowledge/behaviours are essential for competition, organisation skills and training regimes. Identifying objectives can be assisted by the use of The Objectives Model, Fairs(1987), with the use of a simplistic five-step objectives model of coaching, to include the collection of data, diagnosis, planning, execution and evaluation. The fourth step, execution, is important as this provides the plan of action and at this stage the coach needs to be acquainted with the athletes overall ability. The final step, evaluation is another key point, this being when the coach needs to critically appraise the effectiveness of the coaching by assessing whether the set objectives were actually achieved. This method is founded on the understanding of the coaching process being orderly and based on a problem solving approach. If for example, the plan of action is unsuccessful, any problems need to be identified through reassessment and a revised plan prepared, as situations are currently changing. Therefore, this model is a useful tool for the education/training of coaches. Fairs(1987) suggests that a major role of the coach is to be able to recognise and solve an athletes problems and establish a scientific foundation for the method to assist in coaching, attaining a status as an independent profession. However, although simplistic in nature it does have some disadvantages, being a little limited, as suggested by Lyle(1999), this model fails to consider long-term planning, complexity o f performance and interpersonal nature of coaching relationship. Individuals drive the coaching process. Fairs(1987) suggests the method fails to appreciate the inconsistencies within this predictive model. Obviously, it is difficult for a coach to mentally maintain an athletes potential in their mind but they should be able to retain a mental representation of an athlete, images or assumptions. These models enable the coach to interact with the athlete to determine what course of action to undertake and how to behave with a particular athlete. They may consist of generalisations or complex theories. Therefore, two coaches with different mental models working with similar athletes may be able to identify various details and this information will help provide effective coaching, as they look at each situation differently. As suggested by Dishman(1983) sport psychology may suffer from an identity crisis. However, it is a noted tool to provide athletes/coaches with the required mental skills to manage the demands within training/competition, helping them to reach their full potential. FeltzKontos(2002) describes sport psychology as the study of peoples behaviour/thoughts in a sporting context. The model of Cote et al(1995) is a valuable example in this respect, as it is derived from empirical data. Within this model the prioritising of the coaching process components is important and it is evident there are significant limitations in the degree to which teaching paradigm conceptualisations of coaching adequately represent its complexity. The distinction between core/peripheral process fundamentals is similar to the distinction between direct/support intervention/ constraints management. However, the most interesting contribution is the centralisation in the model of the coaches mental mode of athlete potential. Whereas, Franks(1986), set out to propose a means of assessing the effectiveness of coaching. Although, again the focus being on direct intervention, providing the model with an episodic importance centred on skill development. One key issue of this model is the recognition of performance criteria and its use to regulate progression. Vital issues, such as performanc e are identified in a quantitative fashion both in training/competition, training being focused around incremental/differential improvements over time. With the use of continuous evaluation it is suggestive that this model would be most suited to league sports, where there is a regular cycle of preparation/competition, and performance is complex and not vulnerable to complete measurement. Therefore, the objective for a coach is to understand the value of psychological knowledge and provide theoretical context for application within a particular sport. They should be able to offer an athlete with a sense of control in an environment that promotes personal perceptions of competence and the opportunity to set goals and judge performance against realistic objectives. Coaches should allow athletes to gain confidence by achievement/personal management, together with social interaction. They should attempt to manage anxiety at an environmental/organisational level. Coaches should perhaps try to incorporate an element of fun into their training regimes. As suggested by GilbertTrudel(2004), fun is considered a key component, however, if an athlete displays any unacceptable behaviour they would undoubtedly be disciplined. Lifestyle variations will affect athletes, and coaches will need to take into account underlying stress problems. Anxiety can change in intensity/frequency and may be detrimental to performance. As stated by Hanton et al(2004);Thomas et al(2004), findings suggest that athletes can alter the way they view their mental status during lead-up to performance. Therefore, coaches need to identify and address this problem by integrating psychological skills such as goal-setting/cognitive restructuring seven days pre-competition. A positive motivational climate is another key factor in sports coaching. It refers to personality traits, social variables and is fundamental in competition. As suggested by Kingston et al(2006), the personal drive that leads individuals to innate, direct and sustain human behaviour. It can be viewed from various points, self-determination theory, DeciRyan(1985) and achievement goal theory Nicholls(1989). Both of these theories emphasise how an individual perceives certain social factors and apply themselves, both physically and quantitatively to an activity. The self-determination theory is based on the fact that individuals have a tendency towards psychological development. As suggested by DeciRyan(1985), three universal psychological needs are fundamental to motivation and mental well-being. The achievement goal theory has become one of the most popular approaches when researching motivation in sports coaching. According to Nicholls(1989) an individuals perceived competence is central to determining motivation when partaking in a coaching exercise. Confidence in sport is important too, and two approaches are relevant to the coaching process, self-efficacy Bandura(1977) and sport-confidence, Vealey,(1986;2001). Banduras(1977), self-efficacy theory is concerned with an athletes perceived ability to perform specific sports skills at a given time. This theory indicates that self-efficacy will predict performance if the athlete feels appropriate skill levels/incentives are present, thereby making it a good indicator in the coaching process. As there are obvious limitations to this theory, Vealey(1986) proposed a sport specific model of confidence. This model indicates that self-regulation;achievement and social climate are true predictors of performance through their impact on effect, behaviour and cognition. It also takes into account the indirect influence of gender, age and personality together with social and organisational factors of the development and maintance of sporting-confidence. As suggested by Vealey(2001), self-regulation is the management of ones behaviours, thoughts and feelings provide a further domain, which the coach can use to strive to foster performers confidence. Coaches should also be able to identify/analyse an athletes personality traits and work capability to find their optimum tolerance effort according to Bompa(1999). This evidence should help assist the coach in the decision making process in regards to relevant training loads. However, it should be considered that there is a limit to the physiological, anatomical development that can be achieved through training. This is confirmed by Costill et al(1992), in which suggests this is a factor probably determined by genetics. Obviously, athletes may have varying abilities with regards to strength, endurance, co-ordination and timing as a consequence of genetic/physiological development, which will play an important role the planning of coaching. In conclusion, when a coach is planning an optimal training programme individualisation is a key concept to be considered. As discussed, athletes are unique both physiological/psychologically, are able to tolerate varying environments and training regimes, together with competition goals. Therefore, the role of the coach is to direct, manage and apply relevant theories in order for them and athletes under their control to achieve their objectives and reap the rewards of success. As suggested by Fairs(1987), the intention of the model for coaching is to aid the coach in identifying/solving any problems the athlete may have whilst creating a scientific foundation in support of future research and the overall profession. The coaching process ought to be able to embrace the coach, athlete, form and nurture a good working relationship between them. To accomplish this, the coach needs to identify/enhance an athletes goals, aspirations and physical/mental abilities and apply them correctly taking into account the working environment. Once this is completed, the required intervention programme to include coordination and integration can be implemented by the coach in order to regulate progression, enhance overall performance and achieve set goals. The role of the coach, as suggested by Franks(1986), is a planner and manager of direct intervention.

Photography and Art Essay -- Technology Essays

Photography and Art In the United States today, technology is all-important to a great deal of the population, whether it is a means of communication or an aid for national security. Technological devices and terminology are ubiquitous and have become a part of everyday life. On the road, many drivers can be found talking and chattering away into their cell phones. At business meetings, many executives will present presentations in PowerPoint, while others will jot down notes in their Personal Digital Assistants, or PDAs. Many people have their own websites on the Internet, and even more people communicate through electronic mail. Tourists can be found snapping shots of landscapes and buildings with digital cameras or recording the scenery with digital camcorders. There is no end to the number of examples of how technology has touched our lives. This essay will delineate the development of the digital camera and digital art as a representation of the digital world, since the digital world is much too large of a subject to encompass in one essay. Two influences on the development of digital photography and art are late-Victorian construction of the machinery of information organization and Modernist visual forms. However, it is not sufficient to stop with these two forces, for advanced digital programs have also played a key role in the shaping of digital photography and art. Within the context of the current technological age, digital photography has been developed, modified, and brought into the lives of everyday people. In some shape or form, photography has importance to everyone. At its simplest level, photography allows people to remember their pasts and to share experiences with others. To some, it is way to see ... ...6. "Further Developments." <http://encyclopedia.com/html/section/photogrph_FurtherDevelopments.asp> 7. Hoy, Anne H. Fabrications: Staged, Altered, and Appropriated Photographs. New York: Abbeville Press, 1987. 8. Manovich, Lec. "New Media from Borges to HTML," 2001. <http://manovich.net/DOCS/manovich_new_media.doc> 9. Marshall, Alfred. Principles of Economics, Book IV, 1890. <http://www.socsci.mcmaster.ca/%7Eecon/ugcm/3ll3/marshall/prin/prinbk4> 10. Stevens, Harold. Design in Photo-Collage. New York: Reinhold Publishing Corporation, 1967. 11. "The Impact of Early Photography." <http://encyclopedia.com/html/section/photogrph_TheImpactofEarlyPhotography.asp> 12. "The Invention of Photography." <http://encyclopedia.com/html/section/photogrph_TheInventionofPhotography.asp> 13. Venn, John. "On The Forms of Logical Proposition." 1880.

Russo Japanese War Essay -- Russian Defeat, Distance

Is distance an insurmountable problem, judging from the Russian Experience in this conflict and the British experience in the War of American Independence? In order to clearly understand the points presented, insurmountable must first be clearly defined and understood in relation to the case. For this essay insurmountable means that Russia and the British were unable to overcome distance. Distance was the single factor that led to their inability to successfully wage war and defeat their opponents baring all other difficult matters were achievable. In the Russo-Japanese War, distance from theater and within theater was not an insurmountable problem for the Russians. In contrast, distance from and within theater proved an insurmountable problem for the British during the War of American Independence. The Russian’s defeat was a combination of a unaffectionate value of the object (government & people), inadequate leadership (government & forces), and a poorly trained and equipped force that could not t unite their land and sea forces (government & forces). However, the British were severely handicapped by vast area of operations; this impacted their ability to receive supplies, guidance, and reinforcements, as well as project its sea power effectively. By the late 1800’s Russia had infiltrated the Far East, with two naval stations, Port Arthur and Vladivostok, forces based in Manchuria as well as the construction of the Trans-Siberian Railroad. Russia military desires in Asia were not of national security importance but that of imperialism and wealth, the former was most important to Nicholas II and the latter of Witte. The Far East expansion would allow Russia to initially capitalize on Manchuria and Korea’s resourc... ... the war (Fuller, pg. 406). The trading capacity of Russia was also in shambles. Domestic trading and trading with Siberia was halted to support the sole use of Trans-Siberian railway for military transport (Warner and Warner, p.317). Revenue was down and the hatred for Nicholas II had increased. Nicholas II was warned that an object so remote and out of touch with the national spirit would only fan the flames of revolution (Koda, p.397). The Revolution was fully blown and the political and economic reform was being demanded. Boycotts and attacks on public officials were common. Nichols II content to lead a nation without the interest of his people, led Russia into war with itself. Russia was losing face value with the world. Matters on the home front needed immediate attention and the war was a distraction that could no longer be afforded or tolerated.

Minor capacity judgement Essay

Mohori Bibee and another Vs. Dharmodas Ghose Mohori Bibee and another Vs. Dharmodas Ghose Options Dock Print PDF Court :  Kolkata Reported in :  (1903)30IndianAppeals114 Judge :  Lord Macnaghten; Lord Davey; Lord Lindley; Sir Ford North; Sir Andrew Scoble; Sir Andrew Wilson, JJ. Decided On :  Mar-04-1903 Acts :  Indian Evidence Act, 1877 – Section 115; Indian Contract Act – Sections 41, 19, 64, 65 Appellant :  Mohori Bibee and another Respondent :  Dharmodas Ghose Advocate for Respondent :  W. W. Box, Adv. Advocate for Appellant :  Watkins; Lempriere, Advs. Judgment: SIR FORD NORTH, J. On July 20, 1895, the respondent, Dhurmodas Ghose, executed a mortgage in favour of Brahmo Dutt, a money-lender carrying on business at Calcutta and elsewhere, to secure the repayment of Rs. 20,000 at 12 per cent. interest on some houses belonging to the respondent. The amount actually advanced is in dispute. At that time the respondent was an infant; and he did not attain twenty-one until the month of September following. Throughout the transaction Brahmo Dutt was absent from Calcutta, and the whole business was carried through for him by his attorney, Kedar Nath Mitter, the money being found by Dedraj, the local manager of Brahmo Dutt. While considering the proposed advance, Kedar Nath received information that the respondent was still a minor; and on July 15, 1895, the following letter was written and sent to him by Bhupendra Nath Bose, an attorney:— â€Å"Dear Sir,—I am instructed by S. M. Jogendranundinee Dasi, the mother and guardian appointed by the High Court under its letters patent of the person and property of Babu Dhurmodas Ghose, that a mortgage of the properties of the said Babu Dhurmodas Ghose is being prepared from your office. I am instructed to give you notice, which I hereby do, that the said Babu Dhurmodas Ghose is still an infant under the age of twenty-one, and any one lending money to him will do so at his own risk and peril. † Kedar Nath positively denied the receipt of any such letter; but the Court of first instance and the Appellate Court both held that he did personally receive it on July 15; and the evidence is conclusive upon the point. On the day on which the mortgage was executed, Kedar Nath got the infant to sign a long declaration, which, he had prepared for him, containing a statement that he came of age on June 17; and that Babu Dedraj and Brahmo Dutt, relying on his assurance that he had attained his majority, had agreed to advance to him Rs. 0,000. There is conflicting evidence as to the time when and circumstances under which that declaration was obtained; but it is unnecessary to go into this, as both Courts below have held that Kedar Nath did not act upon, and was not misled by, that statement, and was fully aware at the time the mortgage was executed of the minority of the respondent. It may be added here that Kedar Nath was the attorney and agent of Brahmo Dutt, and says in his evidence that he got the declaration for the greater security of his â€Å"client. † The infant had not any separate legal adviser. On September 10, 1895, the infant, by his mother and guardian as next friend, commenced this action against Brahmo Dutt, stating that he was under age when he executed the mortgage, and praying for a declaration that it was void and inoperative, and should be delivered up to be cancelled. The defendant, Brahmo Dutt, put in a defence that the plaintiff was of full age when he executed the mortgage; that neither he nor Kedar Nath had any notice that the plaintiff was then an infant; that, even if he was a minor, the declaration as to his age was fraudulently made to deceive the defendant, and disentitled the plaintiff to any relief; and that in any case the Court should not grant the plaintiff any relief without making him repay the moneys advanced. By a further statement the defendant alleged that the plaintiff had ubsequently ratified the mortgage; but this case wholly failed, and is not the subject of appeal. Jenkins J. , who presided in the Court of first instance, found the facts as above stated, and granted the relief asked. And the Appellate Court dismissed the appeal from him. Subsequently to the institution of the present appeal Brahmo Dutt died, and this appeal has been prosecuted by his executors. The first of the appellants’ reasons in support of the present appeal is that the Courts below were wrong in holding that the knowledge of Kedar Nath must be imputed to the defendant. In their Lordships’ opinion they were obviously right. The defendant was absent from Calcutta, and personally did not take any part in the transaction. It was entirely in charge of Kedar Nath, whose full authority to act as he did is not disputed. He stood in the place of the defendant for the purposes of this mortgage; and his acts and knowledge were the acts and knowledge of his principal. It was contended that Dedraj, the defendant’s gomastha, was the real representative in Calcutta of the defendant, and that he had no knowledge of the plaintiff’s minority. But there is nothing in this. He no doubt made the advance out of the defendant’s funds. But he says in his evidence that â€Å"Kedar Babu was acting on behalf of my master from the beginning in this matter†; and a little further on he adds that before the registration of the mortgage he did not communicate with his master on the subject of the minority. But he did know that there was a question raised as to the plaintiff’s age; and he says, â€Å"I left all matters regarding the minority in the hands of Kedar Babu. † The appellants’ counsel contended that the plaintiff is estopped by s. 115 of the Indian Evidence Act (I. f 1872) from setting up that he was an infant when he executed the mortgage. The section is as follows: â€Å"Estoppel. When one person has by his declaration act or omission intentionally caused or permitted another person to believe a thing to be true, and to act upon such belief, neither he nor his representative shall be allowed in any suit or proceeding b etween himself and such person or his representative to deny the truth of that thing. † The Courts below seem to have decided that this section does not apply to infants; but their Lordships do not think it necessary to deal with that question now. They consider it clear that the section does not apply to a case like the present, where the statement relied upon is made to a person who knows the real facts and is not misled by the untrue statement. There can be no estoppel where the truth of the matter is known to both parties, and their Lordships hold, in accordance with English authorities, that a false representation, made to a person who knows it to be false, is not such a fraud as to take away the privilege of infancy: Nelson v. Stocker. 0 The same principle is recognised in the explanation to s. 19 of the Indian Contract Act, in which it is said that a fraud or misrepresentation which did not cause the consent to a contract of the party on whom such fraud was practised, or to whom such misrepresentation was made, does not render a contract voidable. The point most pressed, however, on behalf of the appellants was that the Courts ought not to have decreed in the respondent’s favour without ordering him to repay to th e appellants the sum of Rs. 0,500, said to have been paid to him as part of the consideration for the mortgage. And in support of this contention s. 64 of the Contract Act (IX. of 1872) was relied on:— â€Å"Sect. 64. When a person at whose option a contract is voidable rescinds it, the other party thereto need not perform any promise therein contained of which he is promisor. The party rescinding a voidable contract shall, if he have received any benefit thereunder from another party to such contract, restore such benefit, so far as may be, to the person from whom it was received.    Both Courts below held that they were bound by authority to treat the contracts of infants as voidable only, and not void; but that this section only refers to contracts made by persons competent to contract, and therefore not to infants. The general current of decision in India certainly is that ever since the passing of the Indian Contract Act (IX, of 1872) the contracts of infants are void able only. This conclusion, however, has not been arrived at without vigorous protests by various judges from time to time; nor indeed without decisions to the contrary effect. Under these circumstances, their Lordships consider themselves at liberty to act on their own view of the law as declared by the Contract Act, and they have thought it right to have the case reargued before them upon this point. They do not consider it necessary to examine in detail the numerous decisions above referred to, as in their opinion the whole question turns upon what is the true construction of the Contract Act itself. It is necessary, therefore, to consider carefully the terms of that Act; but before doing so it may be convenient to refer to the Transfer of Property Act (IV of 1882), s. of which provides that every person competent to contract and entitled to transferable property. . . . is competent to transfer such property. . . . in the circumstances, to the extent, and in the manner allowed and prescribed by any law for the time bring in force. That is the Act under which the present mortgage was made, and it is merely dealing with persons competent to contract; and s . 4 of that Act provides that the chapters and sections of that Act which relate to contracts are to be taken as part of the Indian Contract Act, 1872. The present case, therefore, falls within the provisions of the latter Act. Then, to turn to the Contract Act, s. 2 provides: (e) Every promise and every set of promises, forming the consideration for each other, is an agreement. (g) An agreement not enforceable by law is said to be void. (h) An agreement enforceable by law is a contract. (i) An agreement which is enforceable by law at the option of one or more of the parties thereto, but not at the option of the other or others, is a voidable contract. Sect. 0 provides: â€Å"All agreements are contracts if they are made by the free consent of parties competent to contract for a lawful consideration and with a lawful object, and are not hereby expressly declared to be void. † Then s. 11 is most important, as defining who are meant by â€Å"persons competent to contract†; it is as follows; â€Å"Every person is competent to contract who is of the age of majority according to the law to which he is subject, and who is o f sound mind, and is not disqualified from contracting by any law to which he is subject. † Looking at these sections, their Lordships are atisfied that the Act makes it essential that all contracting parties should be â€Å"competent to contract,† and expressly provides that a person who by reason of infancy is incompetent to contract cannot make a contract within the meaning of the Act. This is clearly borne out by later sections in the Act. Sect. 68 provides that, â€Å"If a person incapable of entering into a contract, or any one whom he is legally bound to support, is supplied by another person with necessaries suited to his condition in life, the person who has furnished such supplies is entitled to be reimbursed from the property of such incapable person. It is beyond question that an infant falls within the class of persons here referred to as incapable of entering into a contract; and it is clear from the Act that he is not to be liable even for necessaries, a nd that no demand in respect thereof is enforceable against him by law, though a statutory claim is created against his property. Under ss. 183 and 184 no person under the age of majority can employ or be an agent. Again, under ss. 47 and 248, although a person under majority may be admitted to the benefits of a partnership, he cannot be made personally liable for any of its obligations; although he may on attaining majority accept those obligations if he thinks fit to do so. The question whether a contract is void or voidable presupposes the existence of a contract within the meaning of the Act, and cannot arise in the case of an infant. Their Lordships are, therefore, of opinion that in the present case there is not any such voidable contract as is dealt with in s. 64. A new point was raised here by the appellants’ counsel, founded on s. 5 of the Contract Act, a section not referred to in the Courts below, or in the cases of the appellants or respondent. It is sufficient to say that this section, like s. 64. starts from the basis of there being an agreement or contract between competent parties, and has no application to a case in which there never was, and never could have been, any contract. It was further argued that the preamble of the Act shewed that the Act was only intended to define and amend certain parts of the law relating to contracts, and that contracts by infants were left outside the Act. If this were so, it does not appear how it would help the appellants. But in their Lordships’ opinion the Act, so far as it goes, is exhaustive and imperative, and does provide in clear language that an infant is not a person competent to bind himself by a contract of this description. Another enactment relied upon as a reason why the mortgage money should be returned is s. 41 of the Specific Relief Act (I. of 1877), which is as follows: â€Å"Sect. 41. On adjudging the cancellation of an instrument the Court may require the party to whom such relief is granted to make any compensation to the other which justice may require. Sect. 38 provides in similar terms for a case of rescission of a contract. These sections, no doubt, do give a discretion to the Court; but the Court of first instance, and subsequently the Appellate Court, in the exercise of such discretion, came to the conclusion that under the circumstances of this case justice did not require them to order the return by the respondent of money advanced to him with full knowledge of his infancy, and their Lordships see no reason for interfering with the discretion so exercised. It was also contended that one who seeks equity must do equity. But this is the last point over again, and does not require further notice except by referring to a recent decision of the Court of Appeal in Thurstan v. Nottingham Permanent Benefit Building Society21, since affirmed by the House of Lords. 22 In that case a female infant obtained from the society of which she was a member part of the purchase-money of some property she purchased; and the society also agreed to make her advances to complete certain buildings thereon. They made the advances, and took from her a mortgage for the amount. On attaining twenty-one she brought the action to have the mortgage declared void under the Infants Relief Act. The Court held that, as regards the purchase-money paid to the vendor, the society was entitled to stand in his place and had a lien upon the property, but that the mortgage must be declared void, and that the society was not entitled to any repayment of the advances. Dealing with this part of their claim Romer L. J, says23: â€Å"The short answer is that a Court of Equity cannot say that it is equitable to compel a person to pay any moneys in respect of a transaction which as against that person the Legislature has declared to be void. So here. Their Lordships observe that the construction which they have put upon the Contract Act seems to be in accordance with the old Hindu Law as declared in the laws of Menu, ch. viii. 163; and Colebrooke’s Dig. liii. 2, vol. ii. p. 181; although there are no doubt, decisions of some weight that before the Indian Contract Act an infant’s contract was voidable only in accordance with English law as it then stood. The appeal, therefore, wholly fails; and their Lordships will humbly advise His Majesty that it should be dismissed. The appellants must pay the costs of the appeal.

APA Essay Format †Most Commonly Used Citations

APA Essay Format – Most Commonly Used Citations Full APA Referencing and Formatting Guide for College StudentsWhat is APA Referencing Style using APA Essay Format?The APA referencing style refers to the American Psychological Association format that is used in colleges and universities around the worlds for writing essays, dissertations, and coursework. It is more common college writing formats in nursing colleges, business-related, or social sciences courses. The latest guide of APA essay format is the 6th edition, and has strict rules on citing a research paper sources, formatting reference lists, and creating chapters, sub chapters, and figures. Below, you will learn how to format your APA essay format using 6th edition and list your sources.General Rules of APA 6th StyleThe main parts of your APA paper are: Title page Abstract (if required) Body of the essay References List of figures (if required) List of tables (of required) Appendices (if required)Title Page in APA Referencing StyleIn APA style, you will need to include a title page that includes the following APA headings section: Title of the paper The author’s name Institution On the title page, you will need to format your header differently than the rest of the paper as follows: â€Å"Running head: TITLE OF YOUR PAPER† on the top right corner of the page. On the rest of the paper, you will only have to include the title, without the â€Å"Running head†.For additional details, you can review a title page template right here:What is an abstract page and how to write good Abstract APAAPA Essay FormatThe abstract of your essay needs to include the page header, and the keywords along with a short synopsis of the essay, in 150-250 words.How to Format Your APA Paper – Essay BodyThe main body of the APA paper has to include headings to correctly format the content. Level 1 headings are centred, bold, and title case. Level 2 headings are aligned left and bold. Level 3 headings are bold, indented, and lowercase, with a full stop at the end. Indent all new paragraphs when introducing a new idea. Do not add extra space between paragraphs.References: APA Bibliography FormatYou always have to include your references in your APA style paper. The general rules of referencing are as follows: Reference all authors consulted writing the paper. List your sources in an alphabetical order Use the following format:APA in text Citation – Referencing StyleGeneral APA referencing rules Provide the page number for all direct quotes, and use quotation marks If direct quotations are longer than 40 words, use a ? inch indentation for the entire quote If you are paraphrasing a statement made by an author, always include the page number. If there are no page numbers as you are citing a website, use the paragraph number instead in the following format: â€Å"para. 1†. Citing more than one source If you would like ot know how to cite more than one source in a sentence apa then remember that you shoudl list all the sources separated by â€Å";†. Referencing work with one author When referencing a work with one author, you simply use their surname. For two authors, connect the two names with a â€Å"&† sign. Referencing multiple authors When mentioning the work of three to five authors, mention all of their surnames the first time, and only write the first author’s name when you mention the same work again, followed by the â€Å"et al.† abbreviation. Make sure that you do not put a period after the â€Å"et†. For six or more authors, always use â€Å"et al.† after the first author’s name from the first instance. Referencing an unkown author When referencing a work from an unknown author, use the title of the paper instead. If the paper is written by an author identified as â€Å"Anonymous†, use this instead of the surname. Referecning personal communication If you are referring to personal communication, reference it with the name, followed by â€Å"personal communication†, and the exact date.Reference Page APA 6th Referencing GuideWhen writing your reference page, make sure you keep an alphabetical order based on the last name of the authors. If you quote multiple sources from the same author, list the references in chronological order. The name of the authors in APA 6th referencing is inverted, therefore, you list the surname first, and the first name second. Use a hanging indentation for each reference, with no indent on the first line and indentation for the following lines that belong to the same source. See an some APA citation examples and reference list below:Listing Special SourcesMotion Pictures APA Referencing List the name of the directors and producers followed by â€Å"(director)† and â€Å"(producer)†, followed by the production date. the title of the movie in Italics, and the location of the file, DVD, online resource, or tape. Music Recordings APA Citation Use the songwriter’s and the singer’s name followed by the year and title, format, and location of the recording. If the recording has a publisher, list this, as well as the city where the music was publisted, Online Periodicals APA Essay format Use the same APA Essay format for listing the source as normal journal articles, however, if there is a DOI assigned, this is required in the reference. If there is no DOI, you must list the url where the article is available, after adding â€Å"Retrieved from†.Word of Caution when Using APA Bibliography FormatWhen citing longer works, such as journals or books, use italics for the title. Do not use quotes for titles, or italicise the title of shorter works. Never abbreviate the name of the journal: always list it as full, with title case. In APA Essay Format 6th edition, not all online journal articles need a URL address, and if you can locate the DOI number, you need to use this instead. Make sure that when you list unpublished manuscripts, you state this in your APA reference list. Check the special requirements for each paper before starting to write your APA paper.Where to Get More Help on How to Write an APA essay?There are so many resources on the web that goes into a lot of detail about APA format. We feel that students struggle the most with time or in the case of dissertation writing, they struggle with coming up with Dissertation Topics. From that point onwards, students can either manage OR for more precise help they can reach out to one of our site qualified writers. Just to give you an example Owl at purdue and their writing lab has done a lot of work to provide good resources. You can check it out by reviewing Owl at Purdue link provided here. In some cases, APA referencing and formatting can be challenging for students, and they come across sources they are not sure how to reference. While Cite This for Me is a good tool, it does not include all types of APA references. our site has several qualified and experienced academic writers, researchers, and guides who are happy to answer your questions. Submit your query on the our site website and get help with APA referencing and formatting. Our friendly writers and support staff are happy to assist you. Related Articles – https://our site.com/journal/2013/03/how-to-use-references-in-your-essays/Do you need help writing your Dissertation? Order Dissertation Today OR Call Now 855-997-2158Summary Article Name APA Essay Format Description Learn how to use APA style to reference using most commonly used sources. Author Laura our site Admin Publisher Name our site Publisher Logo

Succubus Dreams CHAPTER 4

The next day, I went to the address on Dante's business card. It was in Rainier Valley, which wasn't exactly rundown but wasn't upwardly mobile either. The directions led to a narrow shop jammed in between a barber and a shady-looking convenience store. PSYCHIC hung in red neon letters in the window. The â€Å"I† had burned out. Underneath it, a handwritten sign read: PALM READING & TAROT CARDS. I stepped through the door, making bells ring. The interior proved to be as barren as the exterior. A narrow counter flanked one wall. The rest of the small, stark space was empty, save for a round table covered in red velvet that had cigarette burns on it. A tacky crystal ball sat on top. This place was a wasteland compared to Erik's warm, inviting shop. â€Å"Just a minute,† a voice called from an open doorway in the back. â€Å"I've just got to – â€Å" A man entered the room and stopped when he saw me. He was about six-foot, with black hair pulled back in a ponytail. Two days worth of facial hair covered his face, and he wore jeans and a plain black T-shirt. Early forties, maybe, and pretty cute. He looked me over from head to toe and gave me a sly, knowing smile. â€Å"Well, hello. What do we have here?† He tilted his head, still studying me. â€Å"Not human, that's for sure. Demon? No, not strong enough. Vampire? No†¦not this time of day.† â€Å"I†¦Ã¢â‚¬  I stopped, surprised that he'd sensed something in me. He had no immortal signature; he was definitely human. He must be like Erik, I realized. A mortal who could sense the immortal world, though he didn't have enough skill to pinpoint what I was exactly. Deciding there was no point in subterfuge, I said, â€Å"I'm a succubus.† He shook his head. â€Å"No, you aren't.† â€Å"Yes, I am.† â€Å"You aren't.† I was a bit surprised to be having this conversation. â€Å"I am too.† â€Å"No. Succubi are flame-eyed and bat-winged. Everyone knows that. They don't wear jeans and sweaters. At the very least, you should have a bigger chest. What are you, 34B or something?† â€Å"C,† I said indignantly. â€Å"If you say so.† â€Å"Look, I am a succubus. I can prove it.† I let my form change, shifting through several different female variations before returning to my usual one. â€Å"See?† â€Å"Well, I'll be damned.† I had a feeling he was playing with me. â€Å"Are you Dante?† â€Å"For now.† He approached and shook my hand, holding on to it. He flipped it over. â€Å"You here for a palm reading? I'll show you how to shape-shift your hand to get a good future.† I took my hand back. â€Å"No, thanks. I'm here because I have some questions†¦questions that Erik Lancaster thought you might be able to answer.† Dante's smile dropped. He rolled his eyes and walked over to the counter. â€Å"Oh. Him.† â€Å"What's that supposed to mean? Erik's my friend.† Dante leaned his back against the counter and crossed his arms over his chest. â€Å"Of course he's your friend. He's everyone's friend. Fucking boy scout. If he could have shaken his holier-than-thou attitude and worked with me, we could have made a fortune by now.† I remembered what Erik had said about Dante being a con artist and a Hell-bound person. I didn't pick up any evil vibes off him, but there was a definite abrasiveness to his attitude that made Erik's assessment more plausible. â€Å"Erik has standards,† I declared. Dante laughed. â€Å"Oh, great. A holier-than-thou succubus. This is going to be fun.† â€Å"Look, can you just answer my questions? It won't take long.† â€Å"Sure,† he said. â€Å"I've got time – at least until the next rush of customers.† The bitter tone in his voice as he gestured to the empty room indicated that there hadn't been a rush in a very long time. â€Å"I had a dream the other night,† I explained. â€Å"And when I woke up, all my energy was gone.† â€Å"You're a succubus. Supposedly. That kind of thing happens.† â€Å"I wish everyone would stop saying that! This wasn't normal. And I'd been with a man the night before. I was charged up, so to speak.† â€Å"You do anything afterward that would have depleted the energy?† Everyone kept asking that too. â€Å"No. I just went to bed. But the dream†¦it was really strange. I don't know how to explain it. Really, really vivid. I've never felt anything like it.† â€Å"What was it about?† â€Å"A, um, dishwasher.† Dante sighed. â€Å"Did someone pay you to come here and mess with me?† Through gritted teeth, I related the dream. â€Å"That's it?† he asked when I finished. â€Å"Yup.† â€Å"Lame dream.† â€Å"Do you know what it means?† â€Å"Probably that you need to fix your dishwasher.† â€Å"It isn't broken!† He straightened up. â€Å"Sorry. Can't help you then.† â€Å"Erik said this was your specialty.† â€Å"It is, I suppose. But, sometimes a dream is just a dream. You sure you don't want me to read your palm? It's all bullshit, but I can at least make something up so you feel like the trip wasn't wasted.† â€Å"No, I want to know about my fucking dream. How can it be just a dream if I woke up with no energy?† Dante walked back over to me and flicked a piece of escaped hair out of his face. â€Å"I don't know. You aren't giving me enough to go on. How many times has it happened?† â€Å"Just the one time.† â€Å"Then it may be just a fluke, kiddo.† I turned toward the door. â€Å"Well, thanks for the ‘help.'† Hurrying over to my side, Dante caught my arm. â€Å"Hey, wait. You want to go get a drink now?† â€Å"I – what?† â€Å"I'll risk upsetting the masses and close up shop for the day. There's a great bar around the corner. Draft Budweiser – only a dollar a glass during happy hour. My treat.† I scoffed. I didn't know what was more absurd. That Dante thought I'd go out with him or that he thought I'd drink Budweiser. His attractiveness wasn't enough to make up for his weird personality. â€Å"Sorry. I have a boyfriend.† â€Å"I'm not looking to be your boyfriend. Cheap sex is fine with me.† I met his eyes. They were gray, similar to Carter's but without the silvery hue. I expected a joke here, but despite the perpetual smirk, Dante appeared to be perfectly serious. â€Å"Why on earth do you think I'd have cheap sex with you? Do I look that easy?† â€Å"You say you're a succubus. You're easy by definition. And even without the bat-wings and flame-eyes, you're pretty cute.† â€Å"Aren't you worried about your soul?† Even if he was as corrupt as Erik had insinuated – and I still wasn't really seeing that – Dante would take some kind of hit from sleeping with me. All mortals did. Of course, I'd met plenty of men – good and evil alike – who'd been willing to risk their souls for sex. â€Å"Nope. My soul's pretty far gone. This would just be for fun. Look, if you want to skip the beer, we can just get right to it. I've always wanted to do it on the table over there.† â€Å"Un-fucking-believable.† I pushed open the door. â€Å"Oh, come on,† he pleaded. â€Å"I'm pretty good. And hey, maybe your boyfriend's poor sexual performance is what's stressing you out and taking away your energy.† â€Å"Not likely,† I told him. â€Å"We don't have sex.† There was a moment's silence, then Dante threw back his head and laughed. â€Å"Did it occur to you that maybe that's stressing you out? Clearly the dishwasher is a metaphor for your broken sex life, which then forces you to wash dishes ‘by hand.'† I left, heading back to the bookstore where I could get a little respect. Some dream expert Dante had turned out to be. I could see now why Erik didn't really like him. I was also starting to wonder if maybe everyone was right. Maybe I had mentally burned myself out. Maybe the dream was really just a dream. I was almost at the bookstore when I got a phone call. â€Å"Miss Kincaid?† asked a pleasant female voice. â€Å"This is Karen from the Seattle Children's Alliance, calling to confirm your participation in our auction this week.† â€Å"Your what?† There was a pause. â€Å"Our charity date auction, to raise money for the Alliance.† I was still baffled. â€Å"Um, sounds like a great cause, but I have no idea what you're talking about.† I heard papers being ruffled. â€Å"We have you listed as a volunteer.† â€Å"For what, to be auctioned off for a date?† â€Å"Yes. It looks like†¦here we are. Your name was submitted by Dr. Mitchell.† I sighed. â€Å"Let me call you back.† I hung up and dialed Hugh. â€Å"Hey, Dr. Mitchell. You volunteered me to be auctioned off?† â€Å"It's not that different from what you usually do,† he argued. â€Å"And it's for charity.† â€Å"I buy the peace-on-Earth-and-good-will-toward-men thing from Peter and Cody – but not from you. You don't care about those kids.† â€Å"I care about the group's director,† Hugh said. â€Å"She's a fucking fox. I get some high quality candidates to raise money, and I can probably get her in bed.† â€Å"You're using a children's charity to further your sex life. That's horrible. And why didn't you ask Tawny? If anyone needs a date, she does.† â€Å"Her? Jesus Christ. It'd be a disaster. We're trying to make money here. Do you hate kids or something?† â€Å"No, but I don't have time to do it. I'll write them a check.† I hung up on his protests, just as I turned onto Queen Anne Avenue. I was a little early for my shift and decided to stop home and grab an apple and a granola bar. Last time I'd worked, we'd been so busy that I'd skipped my lunch break. I figured that this time, I should come prepared. My immortality wouldn't let me starve to death, but I could still get lightheaded and weak. Halfway down the hall to my apartment, I felt a shock wave of crystalline goodness. Angelic auras. I opened my door and found the whole gang: Carter, Yasmine, Whitney, Joel, and Vincent. None of them spoke; they were all just watching me expectantly. The angels would have sensed me long before I sensed them. They all sat in my living room, casually occupying my sofa and chairs as though they weren't a host of heavenly warriors. Well, not all of them were casual. Joel sat as stiff and formal as he had the first time I met him. â€Å"Oh, man,† I said, shutting the door behind me. â€Å"It's just like that They Might Be Giants song.† Vincent grinned. â€Å"‘She's an Angel'?† I nodded. â€Å"Somewhere they're meeting on a pinhead – â€Å" † – calling you an angel, calling you the nicest things,† he finished. â€Å"What are you doing here?† demanded Joel, interrupting our jam session. â€Å"Or not so nice,† I muttered. I turned from Vincent and glared at Joel. â€Å"I live here, remember?† â€Å"We're having a meeting,† he said. â€Å"Hey, when you asked if Vince could stay here, you never said anything about making this your top secret tree house headquarters. I don't care if you guys hold your choir practice here or whatever, but don't try to throw me out while you do.† â€Å"Sorry,† said Yasmine. I did a double-take. Apologies from angels were about as rare as from demons. From the look on his face, Joel was about as surprised as me. â€Å"We probably should have asked first. We can go somewhere else.† She leaned over my coffee table and started gathering up newspapers. Interesting. Apparently Vincent's fixation with the news was more than just a personal hobby. I glanced back up at Yasmine and tried to act like I hadn't noticed anything. â€Å"No, it's fine. I'm actually heading right back out. I just came by for some food.† She pushed strands of long, black hair out of her face. They'd slipped out of her ponytail. â€Å"You want Vince to make you something?† He turned to her, startled, wearing an astonished, yet still-amused look. â€Å"What am I, your personal assistant?† â€Å"Not with the kind of respect you show us,† she grumbled. I hid a smile. â€Å"Thanks, but I'm fine. I don't have the time.† â€Å"Good,† said Joel. â€Å"Then hurry up.† Whitney sighed and looked a little embarrassed – but not enough to contradict him. Yasmine had no such qualms and elbowed him in the ribs. â€Å"What was that for?† he exclaimed. â€Å"You have no manners,† she scolded. Grinning broadly, I went to the kitchen and found an apple. When I opened the cupboard to look for my granola bars, I found the box empty. â€Å"Hey,† I said, carrying it out to the living room. â€Å"Did somebody eat these? I had two left this morning.† Carter spoke up for the first time. â€Å"I was hungry.† I stared at him, incredulous. â€Å"You ate both of them?† â€Å"I was hungry,† he repeated, not looking contrite in the least. â€Å"Does it ever stop with you?† I exclaimed. â€Å"First the Christmas tree, now this? You didn't even throw the box away!† â€Å"I was hoping you'd forgotten about the Christmas tree. That was an accident, and you know it.† I sighed loudly and put the apple in my purse. â€Å"I'm going to the grocery store later,† said Vincent helpfully. Aubrey jumped up and settled herself between him and Yasmine. Both their hands instantly moved to pet her. Aubrey gave me a smug cat look at the attention. â€Å"I'll pick you up some more if you want.† â€Å"Pick him up some more so that he doesn't go rob the food bank next. See you guys later. No wild parties while I'm gone.† Carter, Yasmine, and Vincent laughed; Whitney and Joel didn't. When I'd shut the door behind me, I paused in the hall, wishing there was some way to spy on angels. There wasn't, unfortunately. I couldn't even hide from them. They could mask their signatures from me, but not vice versa. In fact, they all knew I hadn't left yet. Annoyed, I headed downstairs, curiosity burning in me. Why were they all here? Why did they need a human? And what role did the newspapers play? Figuring out what angels did with their time was always difficult. With my side, it was pretty straightforward. We were always looking to commit souls to Hell and did so in a well-monitored, micro-managed manner. Heaven's forces moved in mysterious ways, though. Carter's purpose in Seattle was a continual puzzle for my friends and me since none of us ever saw any evidence of him doing anything particularly noble, aside from sharing his cigarettes. He did always show a lot of interest in my love life and was quick to dispense cryptic pieces of advice, but I suspected that was more curiosity than altruism. Work was only a few blocks away. Since it wasn't raining, I simply walked down there. As soon as I entered Emerald City, Maddie approached me, an uncomfortable expression on her face. â€Å"Hey,† she said uneasily. â€Å"I, um, need your advice. I'm going to a wedding tomorrow and don't know what to wear. This is so stupid†¦but could you take a look at my options?† Peering around, I decided the store could function without us for ten minutes, particularly since it had taken Maddie a fair amount of courage to broach this subject. I'd never actually seen her dress up before. â€Å"Okay. Let's see what you've got.† We went back to my office, and she tried on three different dresses. No doubt Seth would have been amused to know she was changing clothes while I was in there. When she'd finished, I gave my honest opinion. â€Å"They don't do you justice.† â€Å"Which is a nice way of saying they look awful on me.† Maddie balled one of the dresses up and tossed it to the floor. â€Å"I hate this sort of thing. How can I write about women's issues and not be any good at them?† â€Å"Well†¦you write about different kinds of issues. The problem here is that you're wearing clothes that are too big for you.† Her dark eyes widened in surprise. â€Å"I'm big. They're loose. They hide it.† Maddie wasn't big, not really. She was a size ten or twelve, if I had to guess, and her short height emphasized that a little. But her curves were all proportioned correctly, and she had a very pretty face. Of course, compared to the anorexic models so popular among humans today, I could understand her attitude. â€Å"You are not big. But those dresses make you look it. Something smaller's going to make you look better.† â€Å"I can't wear tight clothes.† â€Å"They don't have to be tight. They just have to fit.† Maddie sighed and ran her hands down the sides of her thighs. â€Å"You don't know what it's like,† she said, the slightest accusatory note in her voice. â€Å"You're beautiful and tiny. Not all of us have the luxury of looking perfect all the time.† â€Å"No one looks perfect all the time,† I argued. â€Å"I certainly don't.† Okay, I kind of did. â€Å"You've just got to find the right things. And really, half of beauty is attitude. You feel sexy, then you are sexy.† Maddie looked dubious. â€Å"I don't think it's that easy. Guys aren't exactly chomping at the bit to ask me out. You know how long it's been since I was on a date?† â€Å"That goes back to attitude,† I said. â€Å"Look, I don't mean to sound harsh, but you don't always give off friendly vibes. I mean, you do to me. And to Doug. Sort of. But really, that's it.† â€Å"I know I'm not the best with people,† she admitted, crossing her arms over her chest. â€Å"But I just can't do meaningless small talk.† â€Å"Yeah, but you still have to do some talking. It's a fact of life.† â€Å"Well, if guys came and actually talked to me, maybe I could try. But they aren't really lining up.† She gestured at her body. â€Å"Because of this. And now we've come full circle.† â€Å"What if I could guarantee you a date?† I asked, suddenly inspired. Her lips quirked into a smile. It instantly transformed her face. â€Å"Are you asking me out?† â€Å"No, but someone else will, I'm certain of it. You just have to let me pick out your outfit.† â€Å"I'm not wearing anything slutty.† â€Å"It won't be,† I promised. I stood up from my chair. â€Å"Look, I've gotta run. Wear the yellow dress to the wedding. With a belt. I'll give you details later about the date plan.† She left, looking skeptical, and I threw myself into work. The rest of the day flew by. I never saw Seth in the caf? ¦ and presumed he was working at home today. We had a date later on, so I knew I'd see him then. Since becoming manager, I spent a lot of time holed up in my office, which was hard on the social part of me. But, every once in a while, I got to escape to cover someone's break or arrange a display. While near the self-help section, a guy carrying some books stumbled near me and dropped the stack. Hoping he hadn't tripped on a bump in the carpet and was planning a lawsuit, I hastily knelt down to help him. â€Å"No, no,† he said, cheeks burning. He was the age I looked, late twenties. Early thirties at most. â€Å"You don't have to†¦Ã¢â‚¬  I was already stacking them, though, and quickly understood his discomfort. They were books on all sorts of fetishes – in particular, exhibitionism and voyeurism. â€Å"Oh God,† he said, as I handed him the books. â€Å"I'm so embarrassed. I feel like such a pervert.† â€Å"It's okay,† I told him. â€Å"It's your business, and we've all got our†¦ah, preferences.† He looked mildly reassured but still clearly wanted to bolt. There was a wedding ring on his hand, and I expected I was dealing with a fetish he probably didn't share with his wife. Honestly, I was surprised he'd resorted to actual books when he could find a hundred times more sources on the Internet. Most likely he and his wife shared a home computer, and he feared discovery. It was Georgina the succubus, not Georgina the bookstore manager, who asked the next question. Georgina the bookstore manager would have gotten fired for it if caught. â€Å"You like the watching or the doing?† I kept my voice low. He swallowed, studied me for mockery, and must have decided I was serious. â€Å"The, um, doing.† For half a breath, I considered going for it with him. I needed the energy, badly. He'd be an easy mark, consumed with a secret obsession he couldn't fulfill anywhere else. But, it'd mean doing it in this body, and I didn't like that. This was my preferred, everyday shape. I didn't want to sully it with business. So, I smiled and sent him on his way, silently wishing him well in fulfilling his sexual desires. I called Seth later while I was walking home from work to confirm our date. We were going to meet over at the Pacific Northwest Ballet to see The Nutcracker. While he appreciated the performing arts, getting him to go out while his book's ending loomed had been a Herculean task, and I still couldn't believe he'd agreed. He'd only conceded after I'd promised he could show up at the last possible minute. Only, we apparently had different definitions of â€Å"last possible minute† because when the lights went down, he still hadn't surfaced. The ballet started, and I craned my neck each time I heard one of the doors open. The chair beside me stayed empty, unfortunately. It was a sign of my agitation that I missed a lot of the performance and couldn't appreciate Clara's dream – a dream as vivid for her as mine had been for me. I loved the ballet. I'd danced in a few shows over my lifetime and never got tired of watching graceful muscles and elaborate costumes. At intermission, I turned on my cell phone and saw that Seth had tried to call. I dialed him back without even listening to the voice message. When he answered, I said, â€Å"Please tell me a crazy fan kidnapped you and broke your legs with a sledgehammer.† â€Å"Um, no. Didn't you get my message?† â€Å"Well, no, seeing as my phone said it came in a half-hour ago. I didn't have it on because I was busy watching this thing. You know, The Nutcracker?† He sighed. â€Å"I'm sorry. I couldn't leave. I was too wrapped up. I thought if I, uh, gave you enough notice†¦Ã¢â‚¬  â€Å"Notice? This was more like a belated birthday card. Six months after the fact.† Silence fell, and I felt some satisfaction in knowing he was quietly acknowledging his wrongdoing. â€Å"I'm sorry, Thetis. It was†¦I shouldn't have done it, busy or not. I'm really sorry. You know how I get.† Now I sighed. He was so damned sincere and adorable that I had a hard time holding a grudge. This wasn't, however, the first time he'd stood me up or otherwise neglected our social life. Sometimes I wondered if I allowed him too much indulgence. I spent so much time worrying about my transgressions taking advantage of him; maybe I was the one being walked over without even realizing it. â€Å"You want to meet up after the show?† I asked, trying not to sound mad. â€Å"Cody invited me out to the bar with them. We could hang out there for a while.† â€Å"Um†¦well, no.† â€Å"No?† The annoyance I'd tried to quell shot its head back up again. â€Å"I just forgave you for standing me up and wasting the money I paid on your ticket, and now you're turning down my conciliatory offer?† â€Å"Look†¦I really am sorry, but watching you and your friends get drunk isn't exactly appealing.† I sat for a moment, too stunned to respond. He'd spoken in his typically mild way, but I'd heard the slightest bit of derision underscoring his words. Seth didn't drink. He always tolerated my excesses good-naturedly, but I suddenly wondered if they irritated him after all. His meaning came through as haughtiness to me. â€Å"Sorry we're not up to your standards. God knows we can't expect you to do anything outside of your comfort zone.† â€Å"Please, stop. I don't want to fight with you,† he said with exasperation. â€Å"I'm really, really, really sorry about all this. I didn't mean to stand you up. You know that.† The lights flashed, signaling the end of intermission. â€Å"I've got to go.† â€Å"Will you†¦will you please come over tonight? Go out with your friends, let me finish, and then I'll make things up to you. I promise. I†¦I have an early Christmas present for you.† The hesitancy in his voice softened my heart. A little. â€Å"Yeah. Okay. It might be really late when I get there.† â€Å"I'll wait up.† We said our good-byes and disconnected. I watched the rest of the show in a grumpy mood and decided drinking and bitching with the gang couldn't come a moment too soon.

Using Simulation to Educate the Healthcare Professional

Using Simulation to Educate the Healthcare Professional The purpose to the article was to give an overview of types, implementations and resources for human simulation in nursing education. â€Å"Gaba (2004) has defined simulation as a â€Å" †¦ technique, not a technology, to replace or amplify real experiences with guided experiences (as sited in Galloway, 2009). Aldrich (2005 ) stated â€Å"[t]he objective in creating any simulation experience is achieving fidelity, i. e. , a close replication of the real-life, human situation† (as cited in Galloway, 2009).The fidelity created the environment for learning, when fidelity is high there is a greater potential for learning. There are six types of simulations role-playing, standardized patients, partial task trainers, complex task, integrated simulators or human patient stimulators, and full mission simulation (Galloway, 2009). The author showed how the use of simulation for learning was not limited to nursing students an d that regardless of the limited numbers for studies, the results for simulation have been positive in many areas of high-risk training. The evidence base for the use of simulation in patient care is limited (Galloway, 2009).The sky is the limit in terms of how much it will cost to incorporate simulation into health professional education† (Galloway, 2009). The technology for educators is rapidly changing and they need to be keep up; a task many educators are unable and unwilling to do (Galloway, 2009). Kyle and Murray (2008) , authors of Clinical Simulation: Operations, Engineering and Management , offer tools to help educators determine what fits best for their specific learning objectives and settings (as cited in Galloway, 2009). The patient is trusting the health care professional to safely and skillfully care for them.Simulation techniques need to be implemented today and improved for tomorrow (Galloway, 2009) Quote â€Å"Simulation enables healthcare professionals to h one the clinical skills that are needed to provide safe care without harming patients as they develop these skills† (Galloway, 2009). Paraphrase In healthcare, simulation will facilitate professionals as they fine-tune their skills to improve patient safety without putting them at risk. Evaluation Commander Susan Galloway is a doctoral student at the Uniformed Services University of Health Sciences in Bethesda, Maryland. Her MSN concentration was nursing education.She works currently as the Chief of Health Professions Education for the Joint Task Force National Capital Region. She has worked with Washington Hospital Center and Uniformed Services University of Health Sciences to improve education with simulation. Commander Galloway is currently working on research focused â€Å"on the human factors related to the transfer of skill acquisition from simulation sites to the real world† (Galloway, 2009). Her background in the integration of simulation and her current researc h focus makes her qualified in the area of simulation in healthcare education.The article was published in May 2009 in The Online Journal of Issues in Nursing. Some technological changes may have occurred since the paper was published, but the simulation types and educational approaches are the same. The article was written to educators in all health professions. The author wanted to show educators from the OR setting to the nursing student, the importance of using simulated learning tools to increase skill competency. She also showed how simulations could improve interdisciplinary teamwork, one of the core competences. The objective data in the paper was distinguished by the use of quantitative data.The author uses the limited research data from other fields using simulation to assume that the benefits will transfer to the healthcare setting. She also used two specific rescue studies that were done on simulation. Subjective information was confined to the conclusion. There are twen ty-three references listed, the majority of them are from 2009 and 2008. This was the most up-to-date information she could have used for the paper. The older references were used to show how implementations is a slow process with many components. The information is still useful for future reading.This article was found using the MSU database search engine with the key words simulation nursing education and a date range limited to 2006-2010. I chose this article because it not only addresses simulation for nursing students but also for nurses of all levels in all areas including interdisciplinary settings. This article a good resource because it is American Nurse Association peer reviewed. References Galloway, S. J. (2009) Simulation techniques to bridge the gap between novice and competent healthcare professionals. OJIN: The Online Journal of Issues in Nursing,Vol. 14, No. 2, Manuscript 3. doi:10. 3912/OJIN. Vol14No02Man03