Drugs and Aging Essay Example for Free

Drugs and Aging Essay Over the years, the medical world has conducted various studies and researches about the effects of drug abuse on health. Drugs such as cocaine, marijuana, opium, morphine, and heroine are just some of the most commonly abused drugs that could also cause serious health problems such as heart attacks, brain damage, cancer, liver disease, impotence, and even HIV/AIDS. Apart from these conditions, substance abuse can also greatly affect an individual’s aging process (Anderson 432). According to studies, drugs have a great effect on a person’s aging process. It particularly targets and damages important body organ such as the heart, brain, and liver. Researches also suggest that drug abuse also alters and impedes the function of these organs which in turn exacerbates the aging process. The aging however, dies not stop with the internal organs. Instead, it also manifests on the person’s physical or outer appearance. Almost all drugs produce a certain side effect on the body’s aging course. However, substances such as nicotine, cocaine, and alcohol are three of the most abused drugs that deteriorate the body’s natural vitality (Anderson 432). Nicotine is said to be one of the top substances that rapidly ages and harms the body. It is a type of alkaloid found in the Solanaceae plant family. It is present and widely taken in the form of cigarettes and tobacco. When smoked, this substance blends in with the blood which in turn passes through the lungs and the brain. It only takes a few seconds before its chemicals such as acetylcholine, arginine, dopamine, beta-endorphine, norepinephrine, and vasopressin stimulates and then relaxes the body. According to users smoking cigarettes gives them a feeling of calmness, relaxation, as well as alertness (Late 1). Despite of its soothing and stimulating effects, nicotine can also cause damaging consequences to the body particularly in its aging process. It harms the lungs, brain, and the heart. According to researches, nicotine has very powerful effects on the body’s arteries. It raises the blood pressure and constricts the arteries. This condition makes it more difficult for the heart to pump blood. Apart from this, nicotine is also responsible for increasing the risks of blood clot and clogging. Aside from the heart, nicotine also has aging effects on the brain. The chemicals inside this substance affect and slowly deteriorate brain functions. When nicotine is introduced to adolescent brain, it may cause a long-lasting damage or consequence to the developing brain. This includes the higher addiction risk to other substances and even mental conditions and ailments (Late 30). The aging effect of nicotine also has an irreversible consequence on the skin. The effects are primarily roots from the nicotine chemicals which cause the cells in the body to act and behave erratically. The substance itself restricts blood flow which then prevents the skin from receiving important nutrients and anti-oxidants. The result is a dry, dull, and grayish skin. Chronic smokers also develop deep wrinkles around the eyes and mouth which causes them to look ten to twenty years older (Smoking and Skin Aging 6). Cocaine is also a harmful drug that easily ages the body. It is regarded as one of the most abused stimulant in the United States. This highly addictive drug is usually taken in by injection, smoking, swallowing, or snorting. It has a euphoric effect which makes the user calm, and even happy. However, cocaine also presents numerous negative health consequences. It slowly damages the heart, brain, and lungs. Its effects on the brain is particularly damaging as it alters its responsiveness. Studies also show that cocaine abuse causes seizure which can also lead to erratic or bizarre behavior. This substance also ages the heart as it increases the heart rate as well as the blood pressure. This causes the arteries to constrict which in turn, blocks the blood supply in the heart. Cocaine abuse can also trigger an abnormal heart rhythm. The strong effects of cocaine chemicals force the body’s organs to work twice as hard. This does not only cause the organ to age abruptly, but it also increases the risk of organ damage and even breakdown (Teen Drug Abuse 1). Alcohol is also another substance commonly abused by millions of people worldwide. It is found in almost every alcoholic beverages and liquors such as wine, beer, and spirits. When consumed in moderation, alcohol can be easily processed by the body. However, abuse of this substance can age and damage the body. A reason behind is largely due to the fact that the body requires a certain amount of time before it can properly absorb and dispose alcohol. Constant drinking and intake will automatically force the body to function abnormally, thus resulting to organ damage and infection (Aging and Alcohol Abuse 3). Alcohol affects crucial organs such as liver and the brain. Once alcohol is ingested, it becomes diffused in almost every tissue of the body. The liver, for instance, functions by breaking down the alcohol. It exactly takes one hour before the liver can process an alcoholic drink. However, constant use of this substance will eventually lead to liver cirrhosis and liver degeneration. The brain is also affected by excessive alcohol in take. It slows down major brain activities which can lead to forgetfulness and confusion. Often times, alcohol drinking affects an individual’s judgment which leads to erratic and even violent and aggressive behavior. Heavy drinking can also permanently cause damage to the central nervous system primarily because it impairs the function of the brain receptors (Aging and Alcohol Abuse 2). Aside from the liver and the brain, alcohol also causes the body to age physically. It dehydrates the body which causes the skin to look dry and dull. In some cases, this lack of moisture from the skin results to wrinkles and even skin cracks. This substance also affects the skin by depleting the body of all the essential minerals and vitamins. It especially impedes the absorption of Vitamin A which makes the skin look radiant. Thus, frequent and heavy drinkers exhibit a lifeless and dull looking skin. Some chronic drinkers also note that their skin color sometimes change into a yellowish or gray tone.

Clinical Skills Reflection: Gibbs Model

Clinical Skills Reflection: Gibbs Model The skill that I will reflect on in this essay is the administration of an intramuscular Injection (IM). An IM is an injection deep into a muscle (Dougherty & Lister, 2008). This route is often chosen for its quick absorption rate and often medication cannot be given via other routes. The reason I have chosen to reflect on this skill is because I have had many opportunities to perform this skill, and at my current practice placement this is the most commonly used method of drug administration. I have undertook many IMs at this placement but I am going to reflect on the first one I undertook which was the administration of Hydroxocobalamin commonly known as vitamin B12 (BNF, 2007) Description During a morning clinic with the practice nurse, I was asked if I would like to administer an IM on the next patient, which was a 26 year old lady who has been suffering from crohns disease which can cause B12 deficiency due to lack of vitamin and mineral absorption (NACC, 2007). I agreed and she briefly went through with me how to do an IM as it had been a while since I had last done one. I called the patient in and asked her to sit down. The patient had come in for her first injection of B12. I chatted to the patient asking her how she was and if she had any concerns. I then gained consent asking her if it was ok for me as a student to administer it under the supervision of the practice nurse. The patient responded with you have got to learn I then prepared the equipment which included two needles, a sharps box, a piece of gauze and the medication. I checked the prescription with the practice nurse, and then checked the ampoule against the prescription. I then drew up the medicatio n with one needle disposing of it in the sharps box and attached the other needle. I then proceeded to administer the medication, after completing the procedure I disposed of the needle in the sharps box and documented it in the patients notes. After the patient had left the nurse explained to me I had done it all correct except I had gone in too far so if the needle broke it would be hard to get it out and that I didnt aspirate to check if I had gone into a vein. Thoughts and feelings After I was asked if I wanted to do the IM I felt very anxious as it had been more than 6 months since the last time I had administered one. But she explained the procedure to me which relieved some of my anxiety. When I first met the patient I was feeling allot more nervous as the patient was roughly my age and I havent had much experience of caring for the younger person. After the procedure when I was told I was wrong for not aspirating I felt annoyed as I was sure I had read that aspirating was no longer necessary. Evaluation Overall I feel that the clinical skill went well as a whole. I followed the instructions from my mentor and what the research has suggested other than feeling a little anxious I performed the skill confidently and correctly. What I feel was bad about the experience is with my communication, which reflecting on I believe was lacking. I communicated with the patient prior to the skill and after the skill, but during I felt I almost forgot there was a patient on the end of the needle. I was so focused on getting the skill right and not causing any pain I didnt talk to the patient throughout the whole thing. Another point that I feel was bad is, I forgot to wear an apron. My mentor never mentioned anything about this although I do feel I should have worn one as its an aseptic technique and its part of the (DOH, 2006) guidelines. Analysis The reason why an IM injection was chosen is because B12 can only be administered via IM (BNF, 2007). I gained informed consent off the patient as this is part the NMC guidelines. (NMC, 2008) As patients have the right to decline treatment. After gaining consent, I then checked the medication against the patients chart to ascertain the following: Drug, Dose, date, route, the validity of the prescription and the doctors signature. This is done to make sure the patient receives the correct drug and dose (NMC, 2008) I then washed my hands using Ayliffes six step technique to reduce the risk of infection and put gloves on as part of DOH 2007 Guidelines . The site that I chose was the mid deltoid site. Hunt (2008) Suggests that this is the best site to use as its easy to access whether the patient is sitting, standing or lying down, it also has the advantage of being away from major nerves and blood vessels. Although Roger (2000) states that only 2ml at most can be injected into the delto id. I was able to proceed with this site as B12 comes in a 1ml dose (BNF, 2007). I asked her if she would prefer to sit or lie down, she said she rather sit, this was ok with me as I am not very tall and found this a comfortable position for me. As the patient was wearing a short sleeve top I asked her to move it up slightly instead of removing it thus allowing her to maintain her privacy and dignity. I then assessed the injection site for suitability checking for any signs of infection, oedema or lesions. This is done to promote the effectiveness of administration and reduce the risk of cross infection (Woorkman, 1999). Holding the needle at a 90 degree angle it is quickly pushed into the muscle. Workman 1999 says this ensures good muscle penetration. I inserted the needle leaving approximately 1/2cm exposed as Workman, (1999) says this makes removing it easier should it break off. At this point I decided not to aspirate as per research (DOH, 2006). After inserting the needle I all owed it to remain there for 10 seconds. As Woorkman (1999) suggest that leaving in situ for 10 seconds allows the medication to diffuse into the tissues. After 10 seconds had past I swiftly removed the needle and applied pressure according to Dougherty & Lister (2008) this helps prevent the formation of a haematoma. Immediately after carrying out the skill I disposed of the needle into a rigid sharps container. To ensure health and safety is maintained and the used sharps dont present a danger to me or other staff members as stated by MRHA (2004). After the procedure I documented it within the patients notes as per NMC guidelines and to provide a point of reference if there ever was a query regarding the treatment and to prevent duplicate administration (NMC, Guide lines for records and record keeping, 2005). After the skill I discussed with my mentor that recent evidence suggest that aspirating is unnecessary. According to Workman (1999) the reason for aspirating is to confirm that the needle is in the correct position and to make sure that it has not gone into a vein. The most recent and up to date evidence, says that aspiration is only necessary if using the dorsogluteal site to check for gluteal artery entry (Hunter, 2008). But official guidance from the World Health Organisation and the Department of Health (DOH, 2006) (WHO, 2004) suggest that this site should no longer be used, thus making aspiration unnecessary. By not aspirating it makes the procedure simpler and less chance of adverse events. Furthermore pharmaceutical companies are making less caustic preparations and in smaller volumes. I discussed this with my mentor and she agreed but stated that it is PCT policy to aspirate, and she would have to continue to follow this practice until the policy was amended. Conclusion Using the Gibbs model of reflection has allowed me to thoroughly analyse the event and allowed me to explore my feelings. I have found out despite the evidence being constantly up to date that not all practitioners knowledge is as up to date, and that trusts are equally as slow to adopt new ideas within their policies and that nurses are governed by policy more than current research. I have also learned that there is a great deal of evidence behind such what on the outside seems to be a simple technique and what I thought I was doing correctly may not always be the case. Action plan I do not doubt I will be carrying out IMs for a long time in my career. I will not be doing much differently in the future as the evidence is underpinning my practice. I will not put the needle in as far as I did on this occasion. In the future I will continue not to aspirate, unless local policy indicates otherwise. In addition I will communicate with the patient throughout the entire skill and not just at the start and end of. Whats more from this event I have realised that learning never stops and what I know now may not be relevant tomorrow.

Virginia A. Henderson: A Celebrated Nursing Leader

Virginia A. Henderson: A Celebrated Nursing Leader Biography Virginia Avernal Henderson was born in Kansas City Missouri on November 30, 1897. She was the fifth of eight children born to Daniel B and Lucy Minor Henderson (McBride, 1996). She was named after her mothers home state of Virginia and was later educated there at a boys school run by her grandfather (Thomas). Henderson furthered her education at the U. S. Army School of Nursing in Washington D. C. and graduated in 1921. She attended the Teachers College at Columbia University where she earned her Bachelor of Science degree and her Master of Science Degree in 1932 and 1934 respectively. She taught there from 1934 until 1948 and in 1953 went to work at Yale School of Nursing (McBride, 1996). During World War I, Miss Henderson, which she preferred to be called, took a temporary job caring for the wounded. After that she worked as a public health nurse in Washington D. C. and New York City. The experienced she received in the 1920s inspired her to work as a nurse; a career she initially thought she would only stay in for a few years. It was here where she abandoned her aspirations to be an interior designer and focused on nursing as her new career (McBride, 1996). It was her work as an educator and a researcher at the Teachers College of Columbia University and Yale School of Nursing that Henderson is most known for (Thomas, 1996). The naming of the Sigma Theta Tau International University after Henderson made her the most famous nurse of the 20th century. On March 19, 1996, at the age of 96, after having chocolate cake and saying her good-byes to family and friends she quietly passed away (McBride, 1996). Leadership Style Henderson was an elegant lady who was a gracious hostess, had a great sense of humor, and was full of wisdom (McBride, 1996). She taught health professionals that they should work together in a harmonious team towards a common goal for the patients and families they served (Henderson, 2000, p. 96K). Effective nurse leaders are those who engage others to work together effectively in pursuit of a shared goal (Whitehead, Weiss Tappen, 2010, p. 4). She has shown that over and over in her role as a nurse leader. The style of leadership that she has demonstrated is considered democratic. A democratic leadership is characterized by guidance rather than control by the leader (Whitehead, et al., 2010, p. 6). Henderson possessed the leadership trait management of attention; these leaders were able to communicate a sense of goal or direction to attract followers (Whitehead, et al., 2010, p. 5). She claimed that excellence in nursing is dependent upon what each individual brings to it, and that it can be measured by the quality of the individuals personal life, by contribution as a member of a community, and by the professional services he or she offers to society. Excellence, to Henderson, suggests the well-rounded or complete person (Henderson, 2000, p. 96K). She defined the function of a nurse as doing things for patients that were not physically able to or had the required knowledge. She stated that nurses should help the patient either become healthy or die peacefully. She also taught nurses should help their patients become independent and, able to perform relevant activities for themselves as quickly as possible. She stressed the nurses duty is to the patient rather than to the doctor (Thomas, 1996). Henderson taught that no member of the team should make such high demands on another that they could not do their job properly. She also said that no member of the team should be diverted from their duties by non-medical activities such as cleaning, clerking and filing (Henderson, 1964, p. 63). Communication and Crusades Virginia Hendersons greatest achievement was a nineteen year research project which concluded with her publication of the five volume Nursing Research: Survey and Assessment, co-written with Leo Simmons and published in 1964. During this time she gathered, reviewed, catalogued, classified and cross-referenced every known piece of research on nursing published in English (Thomas, 1996). She felt proud to play a part in steering the electronic networking system of information, which was developed to provide nurses with current, jargon-free information wherever they were based. Henderson stated no profession, occupation or industry in this age can evaluate adequately or improve its practice without research. Her strong advocacy for nursing brings forth a challenge to all of us to identify new needs beyond the 14 she enumerated. Hendersons believe that research in nursing is essential for nursing practice in the age of technological advancements (Thomas, 1996). She knew that people are motivated by compassion to help others and she encouraged others to put that first. She stated that the nurse who complements the dependant, sick or well- by supplying him with strength, knowledge, or will he needs for wholeness must be judged excellent (Henderson, 2000, p. 96). Henderson was admired by a lot of her peers as well as other educational theorists. Edward Hallorans recently edited A Virginia Henderson Reader (1995) and stated it is the best source available today for a compilation of Miss Hendersons own thinking. When you glance through that volume, you are struck with the currency of her ideas. She recognized early on the importance of an outcomes orientation, health promotion, continuity of care, patient advocacy, multidisciplinary scholarship, integration of the arts and sciences, and boundary spanning. Her elegant definition of nursing, with its emphasis on complementing the patients capabilities, provides a clear direction for what nursing s hould bea wonderful counter force to the confusion that surrounds a health care system increasingly preoccupied with bottom line rather than enduring values (McBride, 1996). Henderson believed that patients should be taught to understand their medical charts. She believed that if a patient understood their medical records and had access to sources that explained medicine that the patients would not -over-use the medical care system. She stated, If you want to develop a mature and helpful philosophy about maintaining your health, you need to understand the means by which physicians clinical judgments are made and tested (Henderson, 1996, p. 16N). This can be accomplished by communicating with the patients. The more the patients know the more empowerment they will have over their illness; they will want to do more to prevent any further complications, and the chances are greater for medical compliance. Conflict Resolution As a youth, Virginia Hendersons family was quite vocal and they often stayed up late into the night discussing subjects of truth, beauty, charm or goodness. It was through these discussions, or rather arguments, that she learned how to defend her theories. She learned that her expressed views would be met with an opposing response. In her article, Excellence in Nursing, she is quoted as saying, No persons brought forward as exemplifying charm, beauty, or goodness were unanimously agreed upon by the others. In fact, it was dangerous to set up ones idol for it was sure to be knocked down (Henderson, 2000, p. 96I). Barriers that Henderson and other nurses had to face in the past are legal issues and nursing activities, which made the nursing professions position in healthcare ambiguous and misunderstood. Nurses have long struggled for rightful recognition by physicians and other healthcare members. Issues that arose were, nurses practicing independently, nurses diagnosing and treating patients. The roles of medical providers may be clear-cut in legislative controls, but human needs have always overridden legal barriers (Thomas, 1996). In the Nature of Nursing, Henderson stated that the nurse is and should be legally, an independent practitioner and able to make independent judgments as long as s/he is not diagnosing, prescribing treatment for disease, or making a prognosis, for these are the physicians function (Henderson, 1964). Henderson used her wisdom and charm to defy stereotypes. She had the ability to question the fashionable emphasis on nursing process, reminding us all that problem solving does not belong to any one profession (McBride, 1996). She was also passionate about our ailing health care system. She was glad that nurses were now recognized as providers of primary health care, yet knew that they often were frustrated because within the system, they were often unable to provide the supportive care that they believed was needed. She felt that nurses were unable to make health prevention a priority and that with more and more health agencies coming under corporate management, that it is increasingly difficult to preserve human values in health care. She thought that now, more than ever that the provision of universal health education should be instituted in grade-schools, colleges and beyond. Role Model Henderson is a wonderful role model for todays nurses. She spent her adult life in search for better ways to care for the patient. She defined what is now called the Henderson Theory which organized patient care into fourteen basic needs of the whole person and includes psychological, sociocultural, spiritual, and developmental. Using these principles the nurse and patient can together work to meet these needs and attain client-centered goals (Potter Perry, 2009, p. 50). As a nurse I would incorporate these qualities in how I take care of my patients, whether its being an advocate for them, caring for their well being or sitting and talking with them. Patients are already going through the stress of being sick and they should be able to rely on us as nurses to be empathetic, caring, understanding and helping them gain back their independence. Miss Henderson identified with her patients. She knew this was a difficult task that demanded knowledge, skills, patience, tolerance, sensitivity, and a capacity for sustained effort. She did this with her unwavering character and compassion for other human beings.

The History Of Lsd And Its Effects On The American Counterculture Essay

After World War II ended, the age of baby-booming and urban sprawling began. During this time, many American soldiers came home from the war; married, and had five or six children. This created the largest generation ever. Could this new generation change the social world of America? In 1964, most of the baby-boomer's children were in their late teens. This was the beginning of a major social change in the United States. With the birth of rock-n-roll not far in the past, and a growing liberalism of the normally conservative American Society, it is no wonder that a powerful hallucinogenic drug called LSD gained so much popularity. LSD-25 was first created in 1938 by Albert Hoffmann in the Sandoz chemical-pharmaceutical laboratories in Basle, Switzerland. It was synthesized from the twenty-fifth compound of Iysergic acid. When first tested on animals, scientists had no idea that the powerful chemical had such psychedelic properties until Albert Hoffmann himself, involuntarily tested the new chemical. This "involuntary" testing of the LSD is the first time it was ever tested on a human subject; it was a result of Hoffmann accidentally intoxicating himself with LSD-25 during a routine purification process with the chemical.(3) After the experience, Hoffmann wrote: "Last Friday, April 16, 1943, I was forced to stop my work in the laboratory in the middle of the afternoon and to go home, as I was seized by a peculiar restlessness associated with a sensation of mild dizziness. On arriving home, I lay down and sank into a kind of drunkenness, which was not unpleasant and which was characterized by extreme activity of the imagination. As I lay in a dazed condition with my eyes closed, (I experienced daylight as disa... ...lso considered to be very inspirational to the hippies. Alan Ginsberg, a popular beat poet was a favorite of many hippies. Rock and folk music were also big contributors to this new movement. (2) In my opinion, the one thing that gave the most inspiration to the counterculture movement, beyond everything else, is the nationwide recreational use of LSD. LSD opened up the minds of the American youth, prompting them to explore life beyond the norms of society. It made people think critically about the information that is fed to us by the establishment. LSD was the tool to see through all the propaganda of the American capitalist's, and see the truths. The truth is what sparked many young people of this time period to stand up for their beliefs. Drugs like LSD seemed to be a good way to cure ones self from the brainwashing of American media and corporate bureaucracies. The History Of Lsd And Its Effects On The American Counterculture Essay After World War II ended, the age of baby-booming and urban sprawling began. During this time, many American soldiers came home from the war; married, and had five or six children. This created the largest generation ever. Could this new generation change the social world of America? In 1964, most of the baby-boomer's children were in their late teens. This was the beginning of a major social change in the United States. With the birth of rock-n-roll not far in the past, and a growing liberalism of the normally conservative American Society, it is no wonder that a powerful hallucinogenic drug called LSD gained so much popularity. LSD-25 was first created in 1938 by Albert Hoffmann in the Sandoz chemical-pharmaceutical laboratories in Basle, Switzerland. It was synthesized from the twenty-fifth compound of Iysergic acid. When first tested on animals, scientists had no idea that the powerful chemical had such psychedelic properties until Albert Hoffmann himself, involuntarily tested the new chemical. This "involuntary" testing of the LSD is the first time it was ever tested on a human subject; it was a result of Hoffmann accidentally intoxicating himself with LSD-25 during a routine purification process with the chemical.(3) After the experience, Hoffmann wrote: "Last Friday, April 16, 1943, I was forced to stop my work in the laboratory in the middle of the afternoon and to go home, as I was seized by a peculiar restlessness associated with a sensation of mild dizziness. On arriving home, I lay down and sank into a kind of drunkenness, which was not unpleasant and which was characterized by extreme activity of the imagination. As I lay in a dazed condition with my eyes closed, (I experienced daylight as disa... ...lso considered to be very inspirational to the hippies. Alan Ginsberg, a popular beat poet was a favorite of many hippies. Rock and folk music were also big contributors to this new movement. (2) In my opinion, the one thing that gave the most inspiration to the counterculture movement, beyond everything else, is the nationwide recreational use of LSD. LSD opened up the minds of the American youth, prompting them to explore life beyond the norms of society. It made people think critically about the information that is fed to us by the establishment. LSD was the tool to see through all the propaganda of the American capitalist's, and see the truths. The truth is what sparked many young people of this time period to stand up for their beliefs. Drugs like LSD seemed to be a good way to cure ones self from the brainwashing of American media and corporate bureaucracies.

How the Mongol Empire has Affected the World Essay -- World History Es

Introduction Throughout history there have been great empires that have tried to basically take over the world. In western schools, these empires usually consist of empires such as Alexander the Great’s, the Roman Empire, and even the British Empire of the Victorian Age. These empires are all seen as major forces in the field of history, but there is often a great empire that has been overlooked. This overlooked empire once amassed about half of the world’s land. Its territories once included China, Persia, and even Eastern Europe. The empire is known as an empire that virtually had the world trembling in their boots. The empire is the Mongol Empire, and the question is how does an empire of nomads end up drastically changing the geography of the world and scaring the living daylights out of those who were in soon to be conquered areas. Explanation of the Applicable National Standards for Geography Many of the National Standards for Geography can be seen within the history and geography of the Mongol Empire. Starting with places and regions, the subject knows and understands the physical and human characteristics of places, it knows and understands that people define regions and use them to interpret the world’s changing complexity, and it also knows and understands that culture and experience influence people’s perceptions of places and experiences. The subject, or the Mongol Empire, deals with these three standards in the fact that the empire once covered much terrain. Because of the extensive boundaries, cultures, ethnic groups, religions, and more interacted and changed. Human Systems are drastically affected by the Mongol Empire. The subject, or the Mongol Empire, deals with the characterist... .../sfasian.apple.com/Mongolia/Tour/TourA.htm (April 16, 1998) Edwards, Mike. "Genghis Khan." National Geographic. December 1996. pp. 1-37. Edwards, Mike. "The Great Khans." National Geographic. February 1997. pp. 2-35. Genghis Khan. The Encyclopedia Britannica. Chicago. 1988. v.19, pp. 746-749. Hildinger, Erik. "Mongol Invasion of Europe." Military History. 1997. http://www.thehistorynet.com/MilitaryHistory/articles/1997/06972_side.htm (April 16, 1998) Lamb, Harold. Genghis Khan, The Emperor of All Men. 1927. Kublai Khan. The Encyclopedia Britannica. Chicago. 1988. v.7, pp. 21-23. Olsenius, Richard. "The Land of Genghis Khan." National Geographic. Feb. 1997. http://www.nationalgeographic.com/features/97/genghis/index.html (April 16, 1998 Olsenius, Richard. "The Land of Genghis Khan." National Geographic

Comparison of Roman and American slavery Essay

Slavery is one of the most common entities between the Roman’s society and the Western society in the late 1800’s. Both civilizations have many differences and similarities between their views on slavery, treatments of the slaves, and economics of slavery. Such similarities include the imprisonment of slaves, the cruel treatments towards slaves, and the legal status of slaves as their owner’s property. However, despite the many differences, slavery between polar societies always has its differences. These differences include the rights of the slaves, the slave’s origins, and the payment of the slaves. Through the comparison of slavery present in Western society of the later 1800’s and Roman society, several astonishing similarities and differences become apparent, especially when considering the movie, â€Å"Sparticus†. The astonishing amount of similarities between the slavery in Roman society and the slavery in Western society show the great importance of slavery to one’s populace. In both society’s, the slave was the basic unit of society, for all of the agricultural market rested upon their shoulders. Just as cotton was the staple crop of the United States, wheat was the fundamental crop in Roman society, both of which are cultivated by slaves. In both societies, owning a multitude of slaves showed one’s social status, for if one owned numerous slaves, then they were considered wealthy. Additionally, the lower class looked down upon the slaves as lower individuals than themselves, treating them like animals through their constant beatings and tiresome work. This work that the slaves had to endure was similar in both societies, for they similarly had to work in the fields for long hours. A child born of a slave woman was a slave (the legal status of his father being irrelevant) and the property of the slave woman’s owner. Ultimately, the Roman and Western society’s views and actions upon slaves were the same in several ways, yet there will always be differences between the two. The differences between the Roman and Western treatment and thoughts about slavery seem to be even more immense than the similarities, but you must keep in mind that the two society’s thrived in completely different ages  with different circumstances. In Roman society, the slaves were all prisoners of war from various countries and races not just one race like the Western slavery. In United States, the slavery consisted of almost all Africa-American captives who didn’t have any interference with their society before they were beginning to be imprisoned. Another difference is the ability for the Roman slaves to rebel with a large force, while the American slaves only tried to run away. The Roman slaves created large slave armies, while the American slaves only created the secret underground railroad. Just as the Romans gather together large quantities of slaves to create an army, Sparticus similarly was one of Rome’s great heroes who shows the similarities and d ifferences between Roman and Western slavery. In the movie, â€Å"Sparticus†, there are several events which allow the viewer to compare Roman slavery to that of Western slavery. In the movie, the slaves were paid small sums of money for their efforts, as seen when they are able to buy the several fleets of ships. However, in Western slavery, the slaves were seldom paid, because they were considered property of their owner. Furthermore, Roman slaves were trained in specific arts and crafts, such as the slave who Sparticus met that was a singer and magician. In Western society, on the other hand, the slaves mostly just cooked the meals and worked in the fields. However, the similarity between the two society’s includes the abuse felt by the slaves. In the movie, Sparticus was constantly hit with the wooden paddle and made to fight as a gladiator, just as the American slaves were whipped and hung by their white masters. The movie, â€Å"Sparticus†, is an excellent example of the treatment and views of slavery in Roman society, all of which can be compared and contrasted to American slavery. There are several similarities and differences between the slavery present in Roman society and Western society. Just some of the similarities include the society’s views on slavery, the treatments of the slaves, and economics of slavery. Several more differences arise, on the other hand, because of the vast time and cultural differences between these two civilizations. These differences include the rights of the slaves, the slave’s origins, and the payment of the slaves. Through the comparison of slavery present in Roman  society and American society, several intriguing similarities and differences become apparent, especially when considering the movie, â€Å"Sparticus†.

Great Expectations – Charles Dickens

The evolution of a person can be complicated when one has â€Å"great expectations. † In Charles Dickens’ finest novel, â€Å"Great Expectations,† a young boy named Phillip Pirrup known as Pip who’s great expectations are a dramatized exploration of human growth and the pressures that distort the potential of an ordinary individual, especially in the process of growing up. Pip is a simple blacksmith’s boy who aspires to cross social boundaries when he realizes his own upbringing is common; however, he has no means to change; mysteriously, he is given the means, but wealth only brings him arrogance. He learns that happiness in life can be achieved only by hard work and the great expectations not grounded in reality can only lead to tragedy and heartache. Uncommonness on the inside is more important than uncommoness on the outside. Pip progresses through three stages of life, all of which he goes through different goals. In Pip’s first stage of life he is an innocent boy with a good heart, whose goals are to be apprenticed as a blacksmith with his friend and guardian, Joe Gargery. Perhaps, he doesn’t have very many goals as a seven-year-old because he doesn’t know what the world has to impact upon him. This shows that Joe is a role model to Pip and is a factor of his life. In Pip’s second stage of life, his goals change a bit to which makes him change his attitude toward his loved ones; he meets Estella, a rich snobby, but beautiful girl, whom rejects Pip, therefore Pip has a goal to become a gentleman to be in the company of Estella. This shows that Estella is an influence to his goals and affects his attitude in life. This also reveals that Pip becomes arrogant because of the predominance of Estella because he wants to be at the same level as her to with her. Pip’s third stage in life has soon to come, his goal is to still be with Estella, but mostly he wants to help out his benefactor, Abel Magwitch, known as the â€Å"convict;† he also learns that his expectations are all one big sham. This shows how is attitude has changed from a cold hearted arrogant person to a warm hearted caring person. This also reveals that he has to help his benefactor in order to feel a level of satisfaction. Ultimately, Pip learns that his goal in life is out of reach and is full of haughtiness. Undergoing his three stages of life, he has many different values toward himself and others. In Pip’s first stage, his values are very primitive, the only values he has is for Joe, his values for Joe are very father-son like, he feels equal to Joe. Perhaps, Pip has very primitive values because he has very little knowledge about how life works. This also reveals that he might have felt this value because of the way Joe treated Pip. In Pip’s second stage of life, his values for Joe change tremendously because of the money he receives while getting an education. This shows how money can change a person’s values for the people around him. This also reveals that he thinks he is better than Joe is because he is now wealthier and is high class. In Pip’s third stage of life his values change dramatically, he realizes how is arrogance and selfishness affect the way he treats other people, like the time he is disgusted to be educated by a convict. This shows how Pip and society put a tag on people and it can never change. This also reveals that Pip learns from his mistakes once it has backfired on himself. Pip’s values dramatically change, he learns from his mistakes and his worth of being a human become clear.