Macroeconomics Essay Example | Topics and Well Written Essays - 3000 words

Macroeconomics - Essay Example The level of GDP increased from trough to peak by around 10.2 percent between the year 1981 and 1988, which states that the recovery was strong after the recession. Also after the 1990’s recession there was a sharp increase in GDP growth level. However it is evident that there is a long recovery period after the 2008 global financial crises of UK’s economy. When compared the recovery from all recession periods, it is evident from Figure 2 from the case that recovery from 2008 recession has been protracted and has the deepest fall in GDP growth levels in the year of 2008 recession. The period of Great Moderation that lasted from 1993 to 2007 was faced with smooth growth, low unemployment and low inflation. During this period economy grew to around 5 percent until it was faced with recession in 2008. There are a number of factors that can be attributed to a fall in UK’s saving ratio between 1993 and 2008.It is visible from figure 15 from the case that saving ratio fell to lowest 1.7 percent by the end of 2007.The graph also denotes fall in saving ratio over the years 1993 to 2008. Interest rate in the UK’s economy was low from 1993 that further fell to 3 % in 2003 as seen from figure 12 from the case. This meant that credit was easily available to borrowers at a cheaper cost and savers were not ready to delay consumption and instead save for lower return on savings. Low interest rates and low inflation acted as a disincentive to save. At same time housing prices were rising, which leads to wealth affect and people were ready to borrow and spend more. This wealth effect made people more confident to spend as they knew that value of their property was rising. This is could be seen in figure 13 where there is a sharp rise in average UK housing prices from 1993 to 2007, more than tripling over the 15 year period (Tejvan, 2008). Easily available credit during this period had encouraged more

Women in the Civil War Essay Example for Free

Women in the Civil War Essay Historians agree that World War II changed life for American women in the 20th century. The Civil War had just as great an impact on the lives of American women in the 19th century. (http://www.defenselink.mil) Staying at home, women could help the war effort by running businesses, making clothes, and taking care of their farms, but some women wanted to do more. Some women went to become nurses and helped wounded soldiers, some became spies, and still others posed as men and enlisted in armies, almost all women did their best to help during the civil war. Over 3,000 women served as nurses between 1861 and 1865. Since nursing schools were not established until 1873 they had no formal training. Many had no work experience outside the home. (http://www.northnet.org) As nurses, women worked in hospitals taking care of wounded soldiers. The novelist Louisa May Alcott described the soldiers as riddled with shot and shell and torn and shattered. Two famous nurses were Mary Edwards Walker, who earned a Congressional Medal Honor for her medical service, and Clara Barton. Clara Barton was known as the Angel of the Battlefield, she used her home as a warehouse to store medical supplies, and with the help of her friends, she distributed them to troops. When the government began to send adequate supplies, she began an organization to locate missing soldiers. In 1869, she founded the American Red Cross, after traveling abroad. Dorthea Dix, who originally worked towards improving the care of mentally ill people, was recruited as the superintendent o f the Union army nurses. She made hospitals, oversaw sewing societies, helped get medical supplies, and recruited and trained women to be nurses. Her requirements in a nurse were strict not too young, not too pretty, and of strict moral character. She preferred farm women accustomed to the sight of blood. Nurses wore only plain brown or black dresses with no hoop skirts, jewelry, or accessories and no curls. (http://www.northnet.org) Many women became nurses to care for loved ones who had been injured in battle. Maria Eastman Olmstead Eldred, Ellon McCormick Looby, and Alvira Beech Robinson were a few nurses who left their homes to care for their injured husbands. (http://www.northnet.org) Many of the nurses were unprepared for the challenges and horrors that would face them. However, surrounded by death, confronted with the mangled bodies of soldiers and piles of loose limbs,  they persevered. Other women took a more active role in helping with the war and became spies. Two such women spies were Ginnie and Lottie Moon. They were two sisters who spied for the Confederates during the war. They were born in Virginia but moved to Oxford, Ohio when they were young. Their home, The Moon House is a historic site in Oxford. Emmeline Piggott was another spy and smuggler. She carried supplies and messages in large pockets under her full skirts. After doing this many times, she was caught, arrested, and imprisoned. However, she was released and sent home eventually. Elizabeth C. Howland was another successful Confederate spy. She sent her young son and daughter to carry messages. The young children, appearing innocent, were allowed to pass through enemy lines. (http://userpages.aug.com) One of the most famous female spies was Belle Boyd. After the war, she became an actress and was know on stage as La Belle Rebelle. Her real name was Isabelle Boyd, she was born in Martinsburg, West Virginia in 1844. Near the beginning of the war, she helped in traditional ways, rolling bandages and raising money for the Confederate forces, but that soon changed. Union soldiers occupied Martinsburg in July of 1861; Boyd mingled with Union officers and learned some of their plans. She told the Confederate forces all that she had heard. Boyd continued to spy for the Confederates and delivered messages for Maj. John S. Mosby. She was arrested by Union forces and held in Washington until she developed typhoid and was paroled in a prisoner exchange. Elizabeth Van Lew, a Union spy, accomplished much more than Boyd. Born in Richmond, Virginia, she despised slavery. She freed all of her family slaves and even bought other slaves to free them as well. She often visited Union prisoners held in Richmond, she took them food and medicine. Many of the prisoners had heard Confederate plans after they were captured, and Van Lew invented a code to send what they knew to Union forces. Her neighbors called her Crazy Bet, and she decided to act the part. She talked to herself, dressed in old and battered clothes, and did not comb her hair. All of Richmond thought that Crazy Bets sympathy for the Union was part of her madness. Van Lew also got one of her former slaves, Elizabeth Bowser, a job as a house servant for Jefferson Davis. Together, they collected and passed a great deal of information to the North. (http://www.defenselink.mil) Nancy Hart  served as a Confederate scout, guide, and spy; she carried messages between Southern Armies. She went to isolated Federal outposts, pretending to be a peddler, to report their strength, population, and vulnerability to General Jackson. Hart was twenty years old when she was captured and jailed, with guards constantly patrolling the building. Nancy gained the trust of one of her guards, got his weapon from him, shot him, and escaped. (http://userpages.aug.com) You will see by this paper that on the 15th day of November 1866 I enlisted in the United States army at St. Louis, in the Thirty-eighth United States Infantry Company A, Capt. Charles E. Clarke commanding. (http://www.buffalosoldier.net) Cathay Williams or William Cathay was a former slave, liberated by the Union who wanted to help in the war effort. She joined the war but before her three years were finished, she decided that she wanted to leave the army and complained of pains in her side, and rheumatism in her knees. The doctor who examined her discovered that she was a woman and she was discharged. (http://www.buffalosoldier.net) Other women who served as men were Sarah Emma Edmonds, alias Franklin Thompson, Jennie Hodgers who served and fought for three years as Albert Cashier, and a woman known only as Emily, who ran away from home at 19 and joined the drum corps of a Michigan Regiment. (http://userpages.aug.com) She was shot and her sex discovered, while dying she at first refused to give her real name but eventually agreed to dictate a letter to her father in Brooklyn. Forgive your dying daughter. I have but a few moments to live. My native soil drinks my blood. I expected to deliver my country but the fates would not have it so. I am content to die. Pray forgive me Emily. (http://userpages.aug.com) I think that if women had not helped as much as they did during the Civil War, it could have been completely different. These women greatly expanded the scope of expected persona of women in the 19th century. From La Belle Rebelle to 19 year old Emily, everyone helped in their own way.

The Two Visions Of St. Augustine :: essays research papers

A common thread of faith and reason runs through the two different theological visions of St. Augustine in his Confessions. This can be seen by comparing the ascent, the vision, the descent, and language in the two visions. Although other parts of the text will be referred to, the central part of these visions are as follows:Vision 1: "... in an instant of awe, my mind attained to the sight of the God who IS. Then, at last, I caught sight of your invisible nature, as it is known through your creatures. But I had no strength to fix my gaze upon them. In my weakness I recoiled and fell back..." Vision 2: "And while we spoke of the Eternal Wisdom, longing for it and straining for it with all the strength of our hearts, for one fleeting instant we reached out and touched it. Then, with a sigh, leaving our spiritual harvest bound to it, we returned to the sound of our own speech,..." (Page 197)The two excerpts are written in similar styles. Both contain strong Platonist language, such as references to the line (the image of climbing to knowledge in the second vision, page 197), the cave ("confusion of images," in the first vision, page 151), and the sun (the transient quality of the first vision, page 152). The language in each vision also refers to the method of ascent. In the first vision, Augustine makes his ascent by reason, seen through words like, "my thoughts," "the power of reason," and "bodily sense." In the second vision, Augustine and his mother, Monica, make the ascent by the power of love. This is seen by words such as, "flame of love," "our hearts," and "strength of our hearts." (Page 197)The method of ascent to each vision is significant when considering the role that faith and reason play in each. Together, the method of ascent, faith, and reason represent Augustine's journey to faith. The first ascent is necessarily made by the mind and reason, necessarily because Augustine has not yet received faith, which would enable him to go farther. (Page 151) Augustine begins his ascent with questions about the nature of his mind. He tries to answer these through the consideration of material things, the soul, and reason itself. (Page 151) Everything that he deliberates is arrived at by a reasonable chain of thought that takes place in his mind.

William Carlos Williams The Rose - A Symbol of Love :: Williams Rose Essays

William Carlos Williams' The Rose - A Symbol of Love William Carlos Williams was a poet and writer who defied norms and constrictions in order to achieve new perspective and enlightenment, especially when it involved the tried and true. He sought to bring new life to old concepts through allowing imagination to shape the form, instead of allowing old ideas to influence our understanding of the subject. This is especially true in the poem "The Rose", which approaches a subject that may induce thoughts of significant others and prom-night disasters, and instead elaborates on the roots of the age-old symbol for love. To be honest, I have absolutely no idea what this poem is about, so hopefully something will make sense by the end of this paper. The poem starts out as a description of the flower that we all have either received, given, longed for, or been cut by. Instantly, there is the feel of conflict in the language that is being used. Abrasive, heavy words that could be used to describe a murder are mixed with other words that seem to convey a sense of hope and spacial energy. The clusters of thought that somehow constitute a complete sentence make the reading somewhat difficult from the very beginning, but it seems to take on a multi-layered personality as the poem plays itself out. Although there is no mention of the thorny stem, words such as 'sharper', 'cutting', and 'edge', instead describe the flower itself. The constant reference to materials that possess qualities different from any rose such as 'metal', 'copper', 'broken plate", and 'steel', serve to indicate that this flower is being seen through a set of eyes that have perhaps been cast and hardened by the capacity for love. In contrast to the Nine-Inch Nails words, there are several phrases that become rather ethereal in their incantation. "Grooved columns of air", "But if it ends the start has begun", and "penetrates the Milky Way without contact" all seem to place this flower at the very center of nothingness. This contrast brings to mind high quality photography, which can make an image seem to have sharp edges and contrast greatly with its background.

Analysis of Robert Frost On A Tree Fallen Across the Road Essay

In Robert Frost’s English sonnet, â€Å"On a Tree Fallen across the Road†, Frost uses imagery, alliteration, metaphors, personification, and symbols to portray his theme. Frost uses all of these literate devices to bring out his point in the poem; overcoming obstacles. He believes that we will always face struggles in life and come across unexpected surprises that may or may not be good. This does not mean that this will stop us in our tracks, but will help shape us into better human beings by giving us choices. He also believes that as humans we have hidden in us the motivation to strive to get what we want in life and where we want to be by making these difficult decisions. The way Frost portrays this main theme in a 14 line poem about a fallen tree helps readers see that the poem is actually not about a tree, but overcoming life’s important decisions. In the first stanza Frost sets the setting with imagery of â€Å"The tree the tempest with a crash of wood† with alliteration in the words ‘tree’ and ‘tempest’. The imagery Frost conveys is of a fallen tree that has been knocked over by a violent, windy storm in which paints a picture in the head of the readers of a dirt road with a giant, dead oak tree strewn across it. The road symbolizes life and as you go through this path of life you are faced with these obstacles and choices of whether or not to change course or push through. The last line of the stanza is saying that these obstacles are not there to make us struggle, but they are there to help us find out who we are as people. I think that Frost used a tree as the main symbol for the poem because when people think of fallen trees they think of a giant tree that when it has fallen down it is hard to move or even get around without deciding what action to do next. That does not mean that it cannot be done though; just like our choices we face may seem impossible at the time, but when we just take a step back we can see that there is more than one option than just giving up. The second stanza goes on to explore the idea of how people are faced with tough decisions on a daily basis, but it is up to us to decide which path we take. Frosts uses the metaphor of Mother Nature, ‘she’, trying to halt our driving by putting a tree in the road, but in deeper meaning Frost is saying that there are many challenges out there that just show up in front of us and the only thing we can do is survive it. He also uses personification with that same line by introducing ‘she’, Mother Nature, will make things happen, but Mother Nature is not a real person and cannot do something like that. This adds to the sonnet by helping people connect and imagine a big snow storm that can temporarily stop someone in their tracks before it melts or someone clears the snow. Frost then goes back to the image of the tree â€Å"Debating what to do without an ax. †; the ax symbolizes a device that is not readily at your service. Whenever you come across a fallen tree there is no guarantee that you will have an ax with you, so you must improvise and decide how you will move past this tree. This is parallel to the idea of not having the best option presented in front of you when you are forced to make a choice, but if you dig deeper then you may find the best option that will work for you, just like finding a new path around the tree. During the last stanza Frost goes back to ‘she’, Mother Nature, â€Å"knowing obstruction† that the attempt is fruitless to stop the will of the people’s journey. This is where he backs up his whole idea of not being presented with a solution â€Å"We will not be put off the final goal We have it hidden in us to attain†, no matter what obstruction we are faced with, choice we have to make, or obstacle we are stuck with, we will always find a way to get past it because it is hidden in us. Another metaphor is used when Frost writes â€Å"Not though we have to seize earth by the pole†, not as in we literally need to grab the pole of the earth, but by grabbing life by the reigns and taking charge of your own life and steering it onto the path that you want. Frost uses the pole of the earth as an image for the readers to envision because the earth is massive compared to us and no matter the size of earth or the problem we can grab ahold of it and lead it in the direction that we want. Frost then ends his sonnet with a couplet that reiterates the idea of not giving up on overcoming the difficult obstacles. People get tired of going around in aimless circles, trying to find the best option and falling short of their goal, but what they really need to do is just focus on what is right in front of them and ‘steer straight’ as Frost would say. Sometimes people need to take a step back and actually look at the problem that is right in front of them because they can get too caught up in the idea of finding a solution and not thinking about the actual problem at hand. Frost uses multiple metaphors and imagery to help his readers envision exactly what he is trying to convey. Even the title â€Å"On a Tree Fallen across the Road† is imagery. As soon as readers read it they envision a giant oak tree blocking their path and their first instinct is to ask themselves, â€Å"What do I do now? † Some may cut it up and use the wood for other use and some might just turn around and find a different way to go to their destination. When you are faced with multiple different options it is hard to decide what to do, but Frost believes that no matter what Mother Nature throws at us we can handle it because we have the ability hidden in us that comes out when we need it to.

Allusions in Arcadia

By intertwining dual worlds, Stoppard illustrates the advancement of science, human tendencies, love, mathematics, and contemporary pastimes through the use of extended allusions to science, the Bible, and math history. Often times Stoppard engages Septum, a main character In the pastime setting, in unfavorable confrontations concerning his so-called secret love life and in the heat of discussion, draws scientific references to help illustrate his point that knowledge cannot exist without love or vice versa.Stoppard Illustrates this realization through Newton's Laws of Thermodynamics about how things can go forward but backwards and his example of plum pudding. In the end, Thomas, Septum, and Hannah realize all that their lives could not be complete without a balance between knowledge and love. Thiamine's tragic end best Illustrates this realization because she evokes the most sympathy due to her Innocent pursuit of love and her dismal death.Alongside love and knowledge, Stoppard Ill ustrates a change In human pastimes and a general perception of the world by alluding to the Bible, In specific, the Garden of Eden. Lady Groom constantly searches for ways to make her garden mirror the perfect, serene Eden, but hard as she tries, she can never bring It to be the best, Just as mankind can never reenter the Garden of Eden, become perfect due to the mishap when the serpent tempted Eve with the apple from the Tree of Knowledge.In the present time, the aristocratic peoples attempt to return to the Eden by recreating their own version of Eden, such as the garden party that Bernard attends with Chloe and Gus has his first dance with Hannah. Finally, Stoppard brings our attention to math history In an attempt to explain the inverse through mathematics. Thomas begins an Intricate algorithm, which becomes a great realization for Valentine on Iteration. Thomas attempts to describe nature through numbers, to create equations for life, Just Like Fermat and Newton.While Arcadia packs many Ideas and Illustrates many changes In the world In an eloquent play, he also uses allusions to help us comprehend the meaning of the play as a whole, among many, that time Is Irreversible, energy cannot be resorted, and love must coexist with knowledge. Allusions in Arcadia By heterogamous Often times Stoppard engages Septum, a main character in the pastime setting, cannot exist without love or vice versa. Stoppard illustrates this realization through and his example of plum pudding.In the end, Thomas, Septum, and Hannah knowledge and love. Thiamine's tragic end best illustrates this realization because she evokes the most sympathy due to her innocent pursuit of love and her dismal Alongside love and knowledge, Stoppard illustrates a change in human pastimes and a general perception of the world by alluding to the Bible, in specific, the Garden reflect, serene Eden, but hard as she tries, she can never bring it to be the best, Just Finally, Stoppard brings our attention t o math history in an attempt to explain the universe through mathematics.Thomas begins an intricate algorithm, which becomes a great realization for Valentine on iteration. Thomas attempts to describe nature through numbers, to create equations for life, Just like Fermat and While Arcadia packs many ideas and illustrates many changes in the world in an as a whole, among many, that time is irreversible, energy cannot be resorted, and

Final Exam Blue Print Essay

Gowns: prevent soiling clothing during contact with patient Masks: should be worn when you anticipate splash or spray of blood or body fluid and satisfy droplet/airborne precautions. Protective eyewear: should be worn for procedures that generate splashes or splatters Gloves: prevent the transmission of pathogens by direct/indirect contact. This equipment protects you from waste materials such as wounds, blood, stool, and urine. Indwelling urinary catheters – causes of risk for infections An indwelling urinary catheter obstructs the normal flushing action of urine flow. The presence of a catheter in the urethra breaches the natural defenses of the body. Reflux of microorganisms up the catheter lumen from the drainage bag or backflow of urine in the tubing increases the risk of infection. Surgical asepsis uses verse medical asepsis Surgical asepsis is used during procedures that require intentional perforation of patient’s skin, when skin’s integrity is broken, or during procedures that involve insertion of catheters. * Sterile objects remains sterile only when touched by another sterile object * Place only sterile objects on sterile field * Sterile object/field out of the range of vision or held below waist is contaminated * Sterile object/field becomes contaminated by prolonged exposure to air. * When sterile surface comes in contact with a wet, contaminated surface, the sterile object/field becomes contaminated by capillary action * Sterile object becomes contaminated if gravity causes contaminated fluid to flow over the objects surface * The edges of sterile field/container are considered to be contaminated. Medical asepsis, or clean technique, includes procedures for reducing the number of organisms present and preventing the transfer of organisms. Hand hygiene, barrier techniques, and routine environmental cleaning are examples of medical asepsis. Nursing intervention when assessing bradycardia radial pulse Can cause pulse deficit. To assess a pulse deficit 2 nurses are needed to assess radial and apical pulse simultaneously and compare rates. The difference between apical and radial pulse is the pulse deficit. Assess the ability of the heart to meet the demands of body tissue for nutrients by palpation a peripheral pulse or using a stethoscope to listen to heart sounds (apical rate) Pulse sites Temporal, carotid, apical, brachial, radial, ulnar, femoral, popliteal, posterior tibial, Dorsalis pedis Critical Thinking- chapter 15 Examples of application of critical thinking (you may have to scan the chapter, no specific section to apply to the question) Know what would be considered critical thinking * Critical thinking involves recognizing that an issue exists, analyzing information about the issue, evaluating information, and making conclusions. * Critical thinking is a continuous process characterized by open-mindedness, continual inquiry, and perseverance. * Diagnostic reasoning: determining a patient’s health status after you have assigned meaning to the behaviors and symptoms presented. * Inference: process of drawing conclusions from related pieces of evidence. * Clinical decision making: careful reasoning so the best options are chosen for the best outcomes. * Nursing process: five-step clinical decision-making approach. Five components of critical thinking. * Knowledge base * Experience * Critical thinking competencies * Attitudes * Standards Professional standard for critical thinking * Intellectual: the intellectual standard is a guideline or principle for rational thought. * Professional: the professional standard refers to evidence-based ethical criteria for nursing judgments used for evaluation and criteria for professional responsibility. Patient Safety- chapter 27 Patient safety during seizures * Seizure precautions encompass all nursing interventions to protect the patient from traumatic injury, position for adequate ventilation and drainage of oral secretions, and provide privacy and support following the seizure. * Seizure precautions are nursing interventions to protect patient from traumatic injury, positioning for adequate ventilation and drainage/oral secretions, and providing privacy and support after event. Fall risk prevention and interventions The plan for a patient who has high risk for falls. 1. Select nursing interventions to promote safety according to patient’s developmental and health care needs. 2. Consult with OT and PT for assistive devices 3. Select interventions that will improve the safety of patients home environment Interventions * Nursing interventions for promoting safety are individualized for patients’ developmental stage, lifestyle, and environment. * Note the safety locks and anti-tip bars on the wheelchair. * Nurses contribute to a safer environment by helping patients meet basic needs related to oxygen, nutrition, and temperature. * Adequate lighting and security measures in and around the home, including the use of nightlights, exterior lighting, and locks on windows and doors, enable patients to reduce the risk of injury from crime. * Modifications in the environment will easily reduce the risk of falls. To reduce the risk of injury in the home, remove all obstacles from halls and other heavily traveled areas. * Prevention of accidental fires and poisons requires awareness of precautions such as not smoking in bed and keeping hazardous substances out of reach of children. * Safety bars provide excellent prevention against falls. Safety risk-Risk at developmental stages * Children younger than 5 years of age are at greatest risk for home accidents that result in severe injury and death. * The school-aged child is at risk for injury at home, at school, and while traveling to and from school. * Adolescents are at risk for injury from automobile accidents, suicide, and substance abuse. * Threats to an adult’s safety are frequently associated with lifestyle habits (smoking, drinking, hazardous work, etc.). * Risks for injury for older patients are directly related to the physiological changes of the aging process. Risk * 16-19 : car accident * 75 and up: falls and car accident * Older adults have decreased vision acuity and hearing loss making them at risk for MVA and hearing sirens or horns. Decrease reflexes occur with aging. * Lead can be in paint, soil, water and can be inhaled or swallowed. * 64 years and older; decreased vision, orthostatic hypotension, gait and balance problems, urinary incontinence, use of walking aids, effects of various medications (sedatives, anticonvulsants, hypnotics, analgesics. * Falls occur due to inadequate lighting, barriers along walk paths and stairways, and lack of safety devices in home. * Patients most at risk of injury are those with bleeding tendencies (disease or medications), and osteoporosis (results in fractures). Every developmental age involves specific safety risks: * Children younger than 5 years of age are at greatest risk for home accidents that result in severe injury and death. * The school-aged child is at risk for injury at home, at school, and while traveling to and from school. * Adolescents are at risk for injury from automobile accidents, suicide, and substance abuse. * Threats to an adult’s safety are frequently associated with lifestyle habits (smoking, drinking, hazardous work, etc.). * Risks for injury for older patients are directly related to the physiological changes of the aging process. Priority planning patient care (this is using your critical thinking skills and wouldn’t be found in a section of the book) * In many situations, patients present with multiple nursing diagnoses. Use a concept map to visualize how nursing diagnoses interrelate. * Establish goals with the patient’s self-care abilities and resources in mind, and focus on maintaining or improving the condition of the skin and oral cavity. * Patient’s skin is clean, dry, and intact without signs of inflammation. * Patient’s skin remains elastic and well hydrated. * Patient’s skin is free from areas of pressure. * Timing is also important in planning hygiene care. * In hospital or extended care settings, work closely with nursing assistive personnel, who often provide hygiene care. * Collaborate with other health team members as indicated (e.g., work with physical therapy and occupational therapy to enhance the patient’s independence with self-care activities). * When a patient needs assistance as a result of a self-care limitation, the family often becomes a valuable resource to the nurse an d helps with hygiene measures.