Dry Needling in Physical Therapy Essay Example | Topics and Well Written Essays - 500 words - 5

Dry Needling in Physical Therapy - Essay Example Then, he describes three basic dry needling models namely Myofascial Trigger Point Model (where he states how dry needling is used for the treatment of myofascial trigger points (MTrPs)), Radiculopathy Model (that is, the myofascial pain syndrome (MPS) is caused by peripheral neuropathy or radiculopathy and the innervated structures function correctly if there is a free flow of nerve impulses, otherwise these innervated structures become supersensitive), and The Spinal Segmental Sensitization Model (in which Dommerholt describes two approaches presented by Gunn and Fischer). He states that the Spinal Segmental Sensitization Model has been developed by Dr. Andrew Fischer, and combines features of Travell and Simons’ trigger point model and Gunn’s radiculopathy model. According to them, the musculoskeletal pain can be relieved by certain methods such as needling of trigger points, somatic and preinjection blocks, spray and stretch, and exercises for the relaxation of the targeted muscles. The main difference between the two approaches put forth by Gunn and Fischer is that Fischer uses injection needles whereas Gunn uses acupuncture needles. Then, Dommerholt talks about mechanical, neurophysiological and chemical effects of dry needling. He states that when an MTrP is triggered in dry needling, it mechanically interrupts with the dysfunctional motor end plates. If an MTrP is mechanically stretched by the needle, then by rotating it, the connective tissue gets wrapped around it, referred to as ‘needle grasp’. The therapist can cause the needle grasp to occur by moving the needle up and down when he is inserting it in an MTrP. It causes the change in total length of the fiber and blocks the nociceptive substances, which relieves pain eventually. Talking about neurophysiological effects, Dommerholt mentions Baldry who says that the superficial dry needling causes prolonged stimulation of A-delta nerve fibers which suppresses the pain.  

Nursing Theory - Transcultural Nursing Assignment

Nursing Theory - Transcultural Nursing - Assignment Example The research presents that it is more of a surface view of nursing without the practical application, the periscope view. Nursing practice is the fine tuning of all that has been studied and theorized into a microscopic view and applied to the reality of patient care. All three aspects of nursing are equally important and must continually be refined and researched to provide best practices for all patients everywhere. As the essay stresses there are three basic approaches to nursing theory which each describe the scope of nursing theory. Nursing knowledge is very similar to looking through a telescope; there are many conceptual theories which provide insight, however lack the empirical testing to prove them. Nursing as a discipline is considered a mid-range theory in that it somewhat bridges the gap between the grand theories and the actual nursing practice; much as looking through a periscope would provide a view for the world around us. Nursing as a professional practice gives the most in-depth view of all, providing practical solutions and information to help direct nursing interventions and outcomes, much like looking through a microscope. There are four basic paradigms that comprise a nursing theory: the person, the environment, the health, and the nursing. Each of these has associated with it various concepts, assumptions, and definitions. The view through the telescope takes the big picture , the Grand theory, and researches the concepts and constructs. This produces a proposition that connects the theory to knowledge gained, providing a surface view of the potential for nursing application. This proposition leads to a conceptual model which further defines and refines the practical application of this theory to give a microscopic view of the theory in action. (Current Nursing, 2011) The entire concept of nursing theory works as a circular phenomenon. Grand theories are postulated to improve nursing practice. It is for this reason that nursing research is ongoing to provide the knowledge and insight to help direct practice and effect outcomes. They predict and explain information that is crucial to outcomes that maximize potential for quality nursing care and cost effectiveness. They also help assess and improved practice by providing criteria for measuring outcomes and rationales for nursing practice. This research yields information, conclusions and recommendations f or practical nursing applications. (Life Nurses, 2009) Nursing knowledge is the bridge between the theory and practical applications of nursing. It is an area of common ground that helps give definition to the profession as distinguishing it from other professions. It provides the answer to â€Å"why† nurses perform certain actions, as well as â€Å"how† they do them. It allows nurses to question practices and redefine care to act based on criteria and rationale that have a sound base in nursing research. Nursing knowledge gives nurses

The Role of the Church in Society Essay Example for Free

The Role of the Church in Society Essay The role of the church in today’s society has been undervalued, misrepresented, and ineffectively communicated. There are many churches in the United States alone that possess a great deal of resources. Some churches are full of multimillionaires and others with six-figure incomes. However, they have too much, are doing too little, and when something is done it is too late. Those who call themselves Christians and that possess an excess of wealth are called to have that wealth. There is nothing wrong with being wealthy and affluent. It is truly a blessing to have more than enough. The problem with those who are wealth is that they are oppressing the poor. Of course those who are not of the faith can be expected to care less about those who are in need. However, those who are Christian, and not just claiming to be, must in the words of the Nesquik rabbit â€Å"share the wealth. † It is more than okay to have nice things and a nice home. It is even okay to have servants such as butlers and maids. When the wealth of a Christian becomes an affair for them and they neglect the need that is plainly in view, it becomes a problem. I do not mean to say just throw money at the problem. However, to not share your finances in a way that is pleasing to the lord is sin. In James it says â€Å"†¦to him who knows to do good and does not do it, to him it is sin. † When a wealthy Christian redistributes his or her wealth he or she ministers to God and receives favor from both God and man. The wealthy also have a near unlimited amount of political influence. Their political influence is not just in the capacity of a lobby, but often the wealthy are personally or mutually connected with mayors, governors, senators, and the like. With the resources they possess there is an unlimited amount of good that they can do. They can break down the strong holds of evil that claim lives by way of violence, drugs, gangs, and poverty. They must also be willing to live among the poor and not separate themselves by living in suburbs or in high rises that overlook the sea of misfortune. On the other hand, there are churches that have members that do not possess an excess of financial wealth. However, they still possess a great deal of spiritual gifts and a wealth of knowledge that the old and young have acquired throughout their experiences. Many churches that do not have wealthy members still have members who possess some amount of affluence. Those same churches are also filled with knowledge, wisdom, and love that can be used to break the same strongholds mentioned above that the devil likes to employ so enthusiastically. For instance, there are people in my church who have been to college, who have are counselors or therapist, there are teachers, I would even venture to say there exist some incredibly brilliant people in my church. With those resources, a church can be considered just as wealthy as a church full of millionaires. I know a slew of students who are high school aged, that do not possess the ability to read and write effectively. Education is certainly power and more importantly, the three Rs reading, writing, and arithmetic, are the most powerful components of education. A church that has members who can navigate the three Rs ought to be sharing the wealth of that ability. By sharing that wealth, those who do not have the ability to navigate the three Rs can acquire it. Then they can do likewise and help others become more educated. Education is one of the main reasons for poverty in this country and even throughout the world. If you are educated, you can figure things out and you are able to improvise when certain dilemmas take place. Another component of wealth is the experience of overcoming tragedy, adversity, and overcoming or being content with one’s socioeconomic status. That is probably the most significant component of wealth that those in a poor church possess. The Minor Prophets were blessed with a unique calling. That calling was to be the voice of those who did not have a voice. Throughout the Old Testament and the New Testament, there are two recurring themes. The first them is to love God with all your heart, your soul, and your strength. The second is to love thy neighbor as thyself. The twelve Minor Prophets were called to tell Israel about itself in regards to not complying with those two major themes. Each of the twelve Minor Prophets addressed Israel with God’s displeasure. God was extremely displeased with them because Israel would often take on the idols of the nation that God allowed them to overcome. Israel would also begin to take part in some of those nation’s undesired cultural traditions and practices. The Minor Prophets also addressed Israel’s oppression of the poor and disenfranchised. Israel was guilty of being unkind and being harsh towards the poor. All of Israel was judged according to their action and inaction regarding God’s law and their mistreatment of the poor.

Accountability and Assessment in Nursing Mentorship

Accountability and Assessment in Nursing Mentorship Introduction The Nursing Midwifery Council (NMC) (2008a, p.23) declares in its Standards to Support Learning and Assessment in Practice that a â€Å"mentor is a mandatory requirement for pre-registration nursing students†. This simply means that student nurses must be guided by nurse mentors. The Royal College of Nursing (2009, p.3) declares that the â€Å"significance of the role of a mentor and the quality of the mentorship offered in practice cannot be over-emphasised†. The NMC (2008a, p.23) defines a mentor as â€Å"a registrant who, following successful completion of an NMC approved mentor preparation programme or comparable preparation that has been accredited by an AEI (approved educational institution) as meeting the NMC mentor requirements has achieved the knowledge, skills and competence required to meet the defined outcomes†. The NMC (2008a, p.13) also provides for eight domains in the framework to support learning and assessment of students in practice. In essenc e, this means that in order to become an effective mentor, a nurse must be able to accomplish these eight domains. These domains are establishing effective working relationships, facilitation of learning, assessment and accountability, evaluation of learning, creating an environment for learning, context of practice, evidence-based practice and leadership (NMC 2008a, p.13). This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department. Before proceeding any further, it is imperative to relate that the NMC (2008b, p.3) declares the need to respect people’s right to confidentiality. In compliance with this, the real identities of the student-mentees will be kept anonymous. Main Body Accountability is essential in the professional practice of nursing (NMC 2010, n.p.). A literature review in defining professional nursing accountability conducted by Krautscheid (2012, p.45) revealed that accountability is usually linked with responsibility particularly the responsibility for one’s own actions and behaviours related to the practice of one’s profession. The professional accountability of a nurse is expressed by no less than the Nursing Midwifery Council in its Code for Standards of Conduct, Performance and Ethics. To be specific, the NMC (2008b, p.2) states that â€Å"as a professional, a nurse is personally accountable for actions and omissions done in practice and must always be able to justify one’s decisions†. The accountability of a nurse as a mentor is also grounded on the same NMC Code. The NMC (2008b, p.5) states that a nurse must facilitate students and others to develop their competence. This specific provision directly requires a nurse playing the role of a mentor to be accountable for the learning of students during practice placements. In the case of the two first year adult branch nursing students, it is safe to declare that a mentor is accountable for the total learning experience of the students while in the placement. To effectively mentor the two students, it is necessary to first establish a positive mentoring relationship with them. This is because a positive mentor-mentee relationship can help make the mentor and the mentee feel more comfortable with each other and this facilitates the smooth interaction and communication between them. Gopee (2011, p.28) supports this when he declared that a mentor and his or her mentee are initially strangers to each other and so they must develop rapport and cultivate a positive working relationship in order for the mentorship to really work. A practice placement is where students begin to apply their knowledge and practice skills in order to achieve the required competence for registration (RCN 2006, p.1). The need for a strong and positive mentoring relationship is crucial especially because clinical placements can be a daunting environment for the students. This is particularly true during the first few days of the placement. A clinical placement can pose a great challenge for students such as during a busy day and the ward or department is understaffed (Levett-Jones and Bourgeois 2011, p.227). It is therefore vital for the mentor to initiate a friendly but professional approach when interacting with the students in order to help them feel at ease in the clinical environment of the placement. One way by which this can be done is for the mentor to conduct an orientation wherein the students are made familiar with the different areas of the Dermatology Department and are introduced to the entire healthcare staff working there. Beskine (2009, cited in Walsh 2010, p.23) state that an â€Å"orientation is the gateway to a successful placement†. Walsh (2010, p.23) suggests that an initial orientation is a vital part of helping a student get off on the right foot and make the most of their placement. Walsh (2010, p.23) further relates that one strategy for the mentor to accomplish this is by sharing with the students information about one’s personal experiences as a student and one’s expectations as a mentor. This strategy can be made formal by providing an information or welcome pack. Typical contents for a welcome pack include a welcome letter encouraging the student to visit the placement prior to that start of the actual placement, the location of the placement, a list of learning opportunities and learning outcomes, the expected roles and responsibilities of the students, a dress code or guidelines on what to wear and the shift hours (Stuart 2013, p.157). It should contain a de scription of the various areas within the ward or department and a list of the names of personnel working within the placement (Bailey-McHale and Hart 2013, p.129). The importance of making the two students feel welcome in the placement is actually a simple but effective means of showing one’s accountability as the mentor for the students. This is because it is clear that a mentor is accountable for the total learning experience of his or her students and the first step to ensure the learning of students begins with making the students familiar and comfortable within the learning environment. This should then be followed by conducting an initial assessment of the learning needs of the students related to the area of the placement. A mentor is responsible for making initial interviews with students to assess their learning needs and to develop a plan on how to address these needs (RCN 2006, p.6). Naturally, the interview will be smooth sailing if the mentor is successful in building a positive mentoring relationship with the students. In interviewing the two students in the Dermatology Department, it is important to take into consideration the preferred learning styles of the students. In essence, this means that along with identifying the learning needs of the students, it is also vital to identify how they can learn best from the placement. The Royal College of Nursing (2006, p.6) states that a mentor’s responsibility includes being approachable, supportive and being aware of how students learn best. There are many theories and models that can be adopted to label the preferred learning styles of students. An example of this that may be use in the two students is the Honey and Mumford learning styles model. The Honey and Mumford model identifies four types of learners namely activists, reflectors, theorists and pragmatists. An activist learner is a hands-on learner and prefers to learn by trial and error (Temple 2012, p.75). A reflector is someone who prefers to be thoroughly informed before acting on a situation (Temple 2012, p.75). A theorist is someone who utilises theories to make sure that a particular u ndertaking makes sense (Temple 2012, p.75). A pragmatist is someone who learns best by observing a demonstration from an expert (Temple 2012, p.75). In the case of the two students placed in the Dermatology Department, both have been identified to be pragmatists and so actual teaching of the skill of bandaging was done through demonstrations which the students carefully observed. A simulation strategy was also used wherein the two students were given the opportunity to practice their bandaging skills onto a mannequin before they were allowed to perform the skill onto real patients while under supervision. In using the demonstration and simulation strategies, it is crucial for a mentor to also take into consideration the internal and external factors that affect student learning. This can be further identified by using the SWOT (strength, weaknesses, opportunities, threats) Analysis. The SWOT Analysis is a useful tool to help mentors identify factors that can either improve or hinder their mentoring skills (Murray and Rosen 2010, p.103). The strengths and weaknesses are the internal factors that affect the efficiency of mentoring while the opportunities and threats are the external factors (Murray and Rosen 2010, p.103). In the case of the two students, one prevailing strength that has been identified is their genuine eagerness to really learn while in the placement. For the mentor, one strength is the mastery of the nursing skills that need to be taught to the students. One weakness of the students was their initial hesitation to interact with the mentor. One weakness of the mentor is the initial uncertainty on how to begin interaction with the students. One opportunity is the presence of diverse learning opportunities in the placement while one prevailing threat is the very hectic schedule of the department which causes frequent interruptions during actual teaching sessions. In teaching the two students about correct bandaging, it is also important to adopt the concept of andragogy. To simply put it, andragogy refers to adult learning which is in contrast to pedagogy which is all about child learning (Walsh 2010, p.82). The concept of andragogy implies that adults prefer to take an active role while children are passive learners and therefore leave everything to the discretion of the teacher or mentor (Kinnell and Hughes 2010, p.60). Base on these premises, teaching the two students who are adult learners will require the mentor to actively seek the students’ input. This means that the mentor should not on his/her own decide on what and how to teach the things which the students need to learn in the placement. The mentor should brainstorm with the students on how the students’ learning needs can be best met. This will allow the students to have a more active role in planning their own learning during placement. There is also the need to consider the current level of aptitude of the students in relation to the skills that will be taught to them. In this case, the Benner’s Skills Acquisition Model will be helpful. Stuart (2013, p.126) states that a student or even a newly qualified nurse will have to pass the five stages of nursing competence as identified in Benner’s Model. The model classifies learners into five stages namely novice, advanced beginner, competent, proficient and expert. It is safe to deduce that the two students being mentored are still under the novice stage; hence, it is vital for the mentor to create teaching strategies that would fit their current level of knowledge and skills. For instance, it would be unfair to teach the students advance skills on four layer compression bandaging without first teaching them the basic principles of bandaging. Blooms Taxonomy should also be adopted by a mentor to enhance teaching sessions. Cannon and Boswell (2012, p.140) state that Bloom’s Taxonomy is an important learning theory as it distinguishes learning into three domains: namely affective, cognitive and psychomotor. Teaching correct bandaging skills naturally involves the cognitive domain since it requires mastery of steps or procedures. It also involves the psychomotor domain because it entails using instruments and tools. It also incorporates the affective domain because it requires positive and encouraging feelings and emotions which help motivate a student to do the procedure correctly. It is also important for a mentor to make the learning objectives SMART. This means that the objectives are specific, measurable, attainable, realistic and time-bounded. In the case of the two students, this has been achieved since the objective involves making the student understand and perform the steps of bandaging. This makes the objective specific. This will be done under supervision with the policy on bandaging as the criteria. This makes it measurable and realistic. The said objective is to be accomplished at the end of the placement. This makes it time-bounded. A mentor’s accountability naturally includes assessing the students’ performance. Aston and Hallam (2011, p.60) relate that assessing students’ learning while they are under one’s mentorship is one of the important role of a nurse mentor. This is grounded on the Nursing Midwifery Council (2008a, p.16) declaring that students must be supported and assessed by mentors. Mentors are responsible for assessing the total performance of students including their knowledge, skills, attitudes and behaviours (NMC 2008a, p.23). It is vital to relate that there are basically two types of assessment namely formative and summative assessment. Formative assessment happens during the course of the placement wherein it is done on a continuous basis to gauge how much progress a student has reached without necessarily grading such progress (Kilgallon and Thompson 2012, p.153). It typically involves the giving of feedback in order for the student to further improve (Kilgallon and Thompson 2012, p.153). This kind of assessment is done in order to prepare the student for the final assessment which is the summative assessment. Summative assessment marks the end of the mentorship and involves the actual grading of the student’s final performance (Kilgallon and Thompson 2012, p.154). It is essential to point out that the giving of feedbacks is an important component of effective student assessment. Kinnell and Hughes (2010, p.96) relate that â€Å"feedback must be constructive and not destructive†. It must highlight the strengths as well as the weaknesses of the student (Kinnell and Hughes 2010, p.96). Kinnell and Hughes (2010, p.96) further relate that it must emphasise areas for improvements and incorporate praises appropriate for the student’s achievements. Constructive feedbacks given by mentors and the clinical staff can help the student grow and develop as a future professional (Levett-Jones and Bourgeois 2011, p.48). One strategy for the effective giving of feedback is to use a strategy called feedback sandwich. This involves sandwiching a negative feedback between two positive feedbacks to avoid hurting the student’s feelings and self-esteem (Elcock and Sharples 2011, n.p.). There are several methods and strategies by which a mentor can effectively assess a student’s competence. The Royal College of Nursing (2009, p.8) states that assessment can be done through direct observation, simulation, objective structured clinical examinations or OSCE, testimony of others, student self-assessment, written portfolio evidence, active participation, interactive reflective discussion, learning contracts, guided study, interviews, patient comments, peer evaluation, collection of data, case studies and team mentorships. In the case of the two students, one was assessed through direct observation and questioning while the other was assessed through direct observation and through written reflection. This was in consideration of the fact that one student has a prior degree in English literature, while the other one was awaiting a dyslexia test; hence, it would be unfair for both of them to be assessed through written reflection. In assessing student performance, the mentor’s accountability includes making sure that all the possible opportunities for learning has been exhausted and that the students have been given ample time to master the skills that will be assessed from them. This is because it would be unfair for the students to be assessed for skills which were never taught to them or where they were never given a chance to improve on it. This points to the accountability of the mentor to the students he or she is mentoring. There is also the accountability of the mentor towards the general public. This accountability signifies that ultimately the mentor’s role in guiding students is to ensure that future generations of nurses are truly competent to serve the general healthcare consumers. This suggests that if after giving opportunities to improve, the student has failed to show competence, then the mentor must not hesitate to give a failing mark. On the other hand, a study conducted by Duf fy (2004, n.p.) revealed that failing students is a difficult thing to do for majority of mentors and this is because it raises emotional issues for the mentor. The emotional dilemma of failing a study is carried by mentors and sometimes this emotional stress overcomes the need to practice a fair and objective mentoring. It is logical to assume that sometimes the decision to either pass or fail students is influenced by the personal sentiments of the mentor towards the students. This is something that should be avoided because it threatens the very essence of why there is a need to assess students under mentorship. A good mentor is someone who knows when to empathise with students and when to detach themselves in order to objectively assess a student’s performance; therefore, it is important for a mentor to learn when to empathise and when to be objective. In essence, this means that in assessing the final performance of the two students in the Dermatology Department, it is i mportant for the mentor to be objective and set aside any personal friendly relations which he or she may have established during the course of the mentorship. Conclusion Accountability and assessment in mentorship in this case involves the responsibility of the mentor to ensure the learning of the two students in the Dermatology Department. Being accountable for their learning starts with establishing a positive mentoring relationship with them. This can be accomplished by using a friendly but professional approach. An orientation can help the mentor inform the students on what to expect from the placement. It is important to assess the students’ learning needs and learning styles by using different theories and models. This is important in order to maximise their learning in the placement. Using demonstration and simulation are only two of the many teaching strategies that may be used to effectively mentor students and the choice of strategy depends on the kind of learner a student is. Assessment is another important role of a mentor. This can either be formative or summative assessment. Assessment should be fair and objective. A mentorâ€⠄¢s personal friendship built during the course of the mentoring relationship should never hinder objective assessment of students’ performance. References Aston, L. and Hallam, P. (2011). Successful mentoring in nursing. Exeter: Learning Matters Ltd. Bailey-McHale, J. and Hart, D.M. (2013). Mastering mentorship: A practical guide for mentors of nursing, health and social care students. London: SAGE Publications Ltd. Cannon, S. and Boswell, C. (2012). Evidence-based teaching in nursing. London: Jones Bartlett Learning International. Duffy, K. (2003). Failing students: A qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. [online]. Available from: http://www.nmc-uk.org/documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf [Accessed on 12 October 2014]. Elcock, K. and Sharples, K. (2011). A nurse’s survival guide to mentoring. [online]. Available from: http://books.google.com.ph/books?id=t6na8wOS5X4Cpg=PT131dq=feedback+sandwich+mentoring+nursinghl=ensa=Xei=bjY6VPSCHs-ruQSjloH4Bwved=0CBwQ6AEwAA#v=onepageq=feedback%20sandwich%20mentoring%20nursingf=false [Accessed 12 October 2014]. Gopee, N. (2011). Mentoring and supervision in healthcare. 2nd ed. London: SAGE Publications Ltd. Kilgallon, K. and Thompson, J. (Eds.) (2012). Mentoring in nursing and healthcare: A practical approach. Chichester: John Wiley Sons, Ltd. Kinnell, D. and Hughes, P. (2010). Mentoring nursing and healthcare students. London: SAGE Publications Ltd. Krautscheid, L. (2012). Defining professional nursing accountability: A literature review. Journal of Professional Nursing. 30(1):43-47. Levett-Jones, T. and Bourgeois, S. (2011). The clinical placement: An essential guide for nursing students. 2nd ed. Chatswood: Elsevier Australia. Murray, C. and Rosen, L. (2010). Mentor updating: Other activities/sources of evidence. In: C. Murray, L. Rosen and K. Staniland (Eds.). The nurse mentor and reviewer update book. Maidenhead: Open University Press, pp.95-111. Nursing Midwifery Council (NMC) (2008a). Standards to support learning and assessment in practice. London: NMC. Nursing Midwifery Council (NMC) (2008b). The code: Standards of conduct, performance and ethics for nurses and midwives. [online]. Available from: http://www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf [Accessed on 10 October 2014]. Nursing Midwifery Council (NMC) (2010). Regulation in practice. [online]. Available from: http://www.nmc-uk.org/Nurses-and-midwives/Regulation-in-practice/ [Accessed on 10 October 2014]. Royal College of Nursing (RCN) (2009). Guidance for mentors of nursing students and midwives: An RCN toolkit. London: Royal College of Nursing. Royal College of Nursing (RCN) (2006). Helping students get the best from their practice placements. London: RCN. Stuart, C. (2013). Mentoring, learning and assessment in clinical practice: A guide for nurses. 3rd ed. Philadelphia: Elsevier Churchill Livingstone. Walsh, D. (2010). The nurse mentor’s handbook: Supporting students in clinical practice. Maidenhead: Open University Press.

Enron Corporation Essay -- Business Management History Essays

Enron Corporation Before filing for bankruptcy in 2001, Enron Corporation was one of the largest integrated natural gas and electricity companies in the world. It marketed natural gas liquids worldwide and operated one of the largest natural gas transmission systems in the world, totaling more than 36,000 miles. It was also one of the largest independent developers and producers of electricity in the world, serving both industrial and emerging markets. Timeline Enron began as Northern Natural Gas Company, organized in Omaha, Nebraska, in 1930. The company's founding came just a few months after the stock market crash of 1929, an unusual time to launch a new venture. Several aspects of the Great Depression actually worked in Northern's favor, however. Consumers initially were not enthusiastic about natural gas as a heating fuel, but its low cost led to its acceptance during tough economic times. High unemployment brought the new company a ready supply of cheap labor to build its pipeline system. The 1940s brought changes in Northern's regulation and ownership. The Federal Power Commission, created as a result of the Natural Gas Act of 1938, regulated the natural gas industry's rates and expansion. 1944: Acquires the gas-gathering and transmission lines of Argus Natural Gas Co. 1945: Argus properties are consolidated into a subsidiary called Peoples Natural Gas Co As time went on Northern kept expanding through acquisitions. First in 1967 it made an acquisition with Protane Corporation, a distributor of propane gas in the eastern US and the Carribbean. In 1976, Northern formed Northern Arctic Gas Company, a partner in the proposed Alaskan arctic gas pipeline, and Northern Liquid Fuels International Ltd., a supply and marketing company. 1980: Northern changes its name to InterNorth, Inc. Its attempted hostile takeover of Crouse-Hinds Co., an electrical products manufacturer, is thwarted by Cooper Industries. Northern Overthrust Pipeline Co. and Northern Trailblazer Pipeline Co. are set up to participate in the Trailblazer pipeline. Creates two exploration and production companies, Nortex Gas & Oil and Consolidex Gas and Oil Ltd. 1982: Forms Northern Intrastate Pipeline Co. and Northern Coal Pipeline Co. Establishes InterNorth International, Inc. to oversee non-U.S. operations InterNorth made an acquisition of enormous proportions in 1... ...d then they reported a $ 1 million charge in total. Then there was the project to build a natural gas 900 kilometer pipeline in Mozambique to Gauteng, South Africa which cost $700 million. Enron's contract is now considered overpriced. Nevertheless, Enron must pay for the gas even if it does not take possession of it and Enron has no customers for the gas. I feel that Enron had luck on it’s side for a while and were able to conquer all these different markets for a while. But they wanted too much power and money, much too fast for some of the markets they entered they had to dish out billions of dollars in up front capital investments on hard assets. . These capital investments were not expected to generate significant earnings or cash flow in the short term. This put pressure on Enron’s balance sheet. I would of not tried to expand so rapidly and gave time for my projects, mergers and aquasitions to progress and then expand instead of rushing. I would of not spent so much time and money on contributions to political parties trying to gain deregulation and to stop gov’t oversight. I would of done things properly and legally that way gov’t oversight would of not been a problem.

To Kill a Mockingbird by Harper Lee :: Racism Race Kill Mockingbird Essays

To Kill a Mockingbird by Harper Lee â€Å"You felt sorry for her, you felt sorry for her?† (Lee 197) A quote from Harper Lee’s award winning novel To Kill a Mockingbird, which says so much. It shows the prejudice present in the 1920’s and 1930’s and how a black man could not feel sorry for a white woman because he was black. Negroes were not treated as equals. In fact, Negroes were believed to be less than second-class citizens, even level with the animals on the social ladder and biologically inferior to whites. Negroes were lynched often in many states, without reason, by white mobs. Blacks weren’t treated right in any part of American society including the courtroom. , with both the lynching in the streets and the prejudice in the courtroom this was a time where blacks did not have a fair chance both in and out of court. Many things happened throughout the past to create racial disharmony in the early 1900’s. Since the first slaves were brought to America whites have seen the Negro race as inferior and unequal. They were merely chattel purchased for the sole purpose as to provide for his master. Slaves were beaten to ‘keep them in line’ or killed to set an example for the rest. As time passed Negroes gained more freedom but also more hatred from the white populace. The formation of the Ku Klux Klan (KKK) in 1866 greatly heightened tension between the black and white races. They preached White supremacy, â€Å"It is simple reality that to be born White is an honor and a privilege.† () To treat a Negro as an equal was viewed not only wrong but also as a direct insult and threat to the white race. â€Å"We must secure the existence of our race and a future for White children† () When a black was accused of a crime or a white person didn’t like him he could be punished by the KKK or mob through lynching, burning, dismembering, and or torturing. Nearly none of the time did the lynchings ever go to court. â€Å"A Mississippi lynch mob of 2,000 burns an accused black rapist alive a coroner’s jury returns a verdict of death †due to unknown causes.† And Mississippi governor Theodore G. Bilbo says the state has â€Å"neither the time nor the money† to go into the matter.

Cooking Rice and Peas Jamaican Style

Many people identify Jamaica with beautiful white sand beaches with clear blue waters. Jamaica offers more than unspoiled nature, given its motto – Out of many one people, one will find a mixture of ethnicities and more which have impacted on some of the traditional dishes we now prepare today. One such traditional dish is rice and peas, which has become famous as one of our Sunday Jamaican dishes. Rice and peas is prepared using a combination of rice and peas. This dish provides a good source of complex carbohydrates and a healthy balance of proteins; the addition of herbs such as pimento seeds, fresh thyme and scallion gives this dish a wonderful aroma and an unusual â€Å"kick† to the olfactory glands. This dish is usually served with meat, poultry or fish, as the rice and peas counteracts the spiciness of the main meat dish. Preparing this dish is not as complicated as one may think, and if one takes a chance to try it, then one might just find themselves loving it. The four major steps that are involved in the making of this dish are the gathering of the ingredients, the preparation of the peas, the extraction of the coconut milk and the cooking process. First, you will need to gather all the needed ingredients to make the rice and peas. The appetizing set of ingredients vital for this dish are: red kidney beans, rice, garlic, green scotched bonnet pepper, escallion, thyme, salt to taste and coconut milk or a coconut. Please remember that the coconut milk and the herbs used are very essential for the taste of this dish and it will make the difference from the other types of rice dishes that you might have had before. Several pieces of equipment are also necessary: medium-sized bowl, measuring cup, fork and spoon and a pot. Having obtained all of the specified ingredients and equipment, the next step is the preparation of the peas or beans and the dry coconut. Many types of beans can be used such as red kidney beans, pigeon peas, gungo peas and black-eyed beans and cowpeas. If fresh peas are being used then these have to be washed and boiled for forty-five (45) minutes or more until tender. If dried beans are used, soaking them overnight in plenty of cold garlic water is recommended. After that rinse and drain the soaked beans and boil in fresh salted water until tender. The peas can be tested to see if they are cooked by crushing them against the lid of the pot. If they crush easily, then you are ready to move on to the next step. The next step is the extraction of the coconut milk. Using a metal skewer the softest eye of the coconut must be pierced to drain the liquid into a bowl. With a hammer or the back of a heavy machete break shell and with the point of a sturdy knife pry the meat out of the shell in chunks doing so carefully. Grate coconut on small tear drop shaped holes of a four sided grater or finely chop in a food processor or a blender. To make the coconut milk, water should be added to the grated coconut pulp and be left in the bowl for about five (5) minutes. Using a fine sieve or cloth pressed in the hand to extract the liquid and keep out the coconut pulp. It is important to note that once the liquid is extracted hot water can once again be poured on the same coconut flesh to make another extract. You are now ready to begin cooking. The previous step is very important because the coconut milk helps to add the unique flavour to this traditional meal. The extracted coconut milk along with garlic is added to the pot in which the peas and water have been simmering. When the peas are fully cooked, salt, uncut scotch bonnet pepper, thyme and escallion are added to the pot. The aroma from the herbs makes their presence known and there will be a strong sinus healing smell that will tickle the inside of your nose. After all the ingredients have been cooking together for a time or more importantly when the peas are fully tender and deemed to be cooked, the washed rice is then added to pot. A fork or wooden spoon can be used to combine everything. It is recommended that this dish be prepared on a low fire until done. If all the steps above are followed, one can say that they have now mastered the art of cooking Jamaican rice and peas from scratch using a combination of basic ingredients found in Jamaica. The processing time is approximately two (2 hours or more. I’m quite sure that given the tastiness of this dish it will be eaten in less time than that. Please follow all the suggested steps and include all the listed necessary ingredients and you will see or rather taste the end result.