Judaism, Kabbalah Essay Example | Topics and Well Written Essays - 500 words

Judaism, Kabbalah - Essay Example This was a period before the Protestant Reformation and the Enlightenment which saw the development of empiricism and science. Thus things were often explained on the basis of spirituality and mysticism. At such a period, the Kabbalah was an important source of explanations in the Jewish community around Europe because it was seen as the authoritative source of interpretation of the Hebrew Bible. And due to the emphasis placed on spirituality, it had a very strong appeal amongst Jews and Christians alike. Kabbalah practiced amongst the Jews in Europe especially in Italy in the Middle Ages mixed principles of Aristotlean philosophy and Sufism in a way that provided a strong body of knowledge in mysticism that was helpful in the interpretation of Christianity and Judaism in that era (Idel 21). This mix gave a practical guide and reasonable system for explaining things in Europe at that time. Due to this feature, it became widely accepted by most people in Middle Age Europe since it gav e explanations to things that the Church was preaching throughout Europe. Although Kabbalah was a Jewish system, the Catholic Church created units within the Church that applied some of the principles of Kabbalah (Idel 22).

What is the essence of philosophy Essay Example | Topics and Well Written Essays - 750 words

What is the essence of philosophy - Essay Example n order to define what the essence of philosophy really is, I decided to examine the range of philosophers and philosophies that we have covered in class. In Chinese history there are tales of philosophers who placed an emphasis on finding a way of living a good life, which suggests that philosophy has to do with morality and self-control and this is very similar to some of the moral philosophy as taught by the ancient Greek philosopher Socrates. It is also similar to some of the teachings in the major world religions which see human life as a journey towards enlightenment or a preparation for an afterlife. This contrasts very strongly with some of the medieval European philosophers who emphasized the use of reason, and the power of thinking through issues using logical trains of thought. In the twentieth century there has been a considerable emphasis on language and on existential problems like the meaning of human life. In the twenty first century there is a growing realisation of the fragile nature of the planet earth and the need for human beings to find ways of living that are in harmony with nature, rather than just pursuing mat erialist aims, and disregarding or even destroying the environment around them. The most noticeable feature of philosophy appears to be its diversity. It changes from place to place and from one time period to the next. All of these different approaches can be called philosophy and one way of defining the essence of philosophy is to establish what it is that they all have in common. I think that asking questions is a fundamental part of philosophy, and then weighing up the answers that are found in such a way that new questions are asked and a continuous process of asking, answering, reflecting and asking again then follows. This is not exactly the same as the kind of questions that are asked by scientists, who are mostly interested in how the elements in the world behave and what rules exist in the universe. Philosophy explores

The Fundamental Caring skill of Blood Pressure recording

The Fundamental Caring skill of Blood Pressure recording The fundamental caring skill that was chosen to demonstrate knowledge and understanding within a reflective framework was recording blood pressure. Blood pressure was chosen because it is a critical physiological function and a fundamental indicator of well being (Fullbrook 1993). It is an important and vital observation, in that it allows early therapeutic intervention should a patients status change (Fullbrook 1993). This essay will also demonstrate an understanding of best practice for the theory of blood pressure measurement of the patient. The factors which can influence different results in the measuring of blood pressure. In a model of reflection to aid the reflective process Gibbs (1998) was chosen. Before placement started we were given books for Nursing Midwifery Council (NMC 2004) code of professional conduct, and the NMC (2004) guide for students of nursing and midwifery. This gave me the guidelines and knowledge for my accountability and confidentiality. Marieb (1998) suggests that Blood Pressure may be defined as the force exerted by the blood against the walls of the arteries in which it is contained. Differences in blood pressure between different areas of the circulation provide the driving force that keeps the blood moving through the body. Blood pressure is measured for one of two reasons, firstly to determine the patients blood pressure as a baseline prior to admission and secondly to monitor fluctuations within the blood pressure. Blood flow is defined as a volume of blood flowing from the heart through a vessel at any given time. Blood flow is equivalent to cardiac output. Resistance to the cardiac output is the opposite to flow and is a measure of the friction the blood encounters as it passes through the differently sized vessels. (Marieb 1998). There are three important sources of resistance, blood viscosity, vessel length and vessel diameter. Normal blood pressure is maintained by neural, chemicals and renal controls. Blood pressure varies from not only moment to moment but also between the distributions of the various organs of the body. It is at its lowest in neonates and increases with age, stress, and anxiety (Marieb1998). Hypertension (high blood pressure) is also hereditary, 50% of people with high blood pressure have an inherited predisposition (Marieb1998). Alcohol abuse is also linked to high blood pressure as well as renal disease for e.g. renal impairment (Marieb1998). Other factors also can include shock, myocardinal infartion, and haemorrhage factors that cause a fall in blood pressure as they reduce the cardiac output. Some patients who are taking the oral contraceptive pill can be at risk from hypertension, or anyone whos health status is being assessed. As suggested by Mallett and Dougherty (2000), Systolic pressure is the maximum pressure of the blood against the wall of the vessel following the ventricular contraction and is taken as an indication of the interity of the heart, arteries, and arterioles. Diastolic pressure is the minimum pressure of the blood against the wall of the vessel following the closure of the aortic valve and is taken as a direct indication of the blood vessel resistance. Normal blood pressure generally ranges from 100/60mmHg to 140/90mm Hg but can fluctuate within a wide range and can still be considered normal (Mallett and Dougherty 2000), Hypotension or low Blood Pressure is generally defined in adults as systolic blood pressure below 100mmHg . In many cases hypotension simply reflects individual variations e.g. postural changes that result in lack of normal reflex response leading to low blood pressure (Mallett and Dougherty 2000). Ideally the patient should be allowed to sit down for 15 minutes before blood pressure is measured. Elevation of systolic blood pressure as suggested by Mallet and Dougherty 2000 may be a temporary response to fever, physical activity or pain, even emotional stress other factors may also include obesity, a full bladder, diet, and legs crossed . Persistent elevation is diagnosed in several days apart exceeds upper limits of what is considered as normal for the patient. Mercury will be phased out of clinical use as a result of environmental, health and safety concerns and is being replaced by aneroid devices ( http://www.bpmonitoring.com/pt/re/bpm/abstract ). Two main ways of measuring blood pressure are, indirectly by use of electronic monitoring for example, a Doppler. This is a machine which is attached to a patients arm by means of a cuff. This is inflated automatically by the machine, which then reads the pressure in the artery. The result is displayed on the machine as two readings. Mean arterial pressure (MAP) which is the mean blood pressure during the reading. Mean arterial pressure is the average pressure required to push blood through the circulatory system this can be determined electronically or mathematically. Arterial pressure = 1/3 systolic pressure + 2/3 diastolic pressure. A blood measure of 130/85mmHm gives a mean pressure of 100mmHg (Mallett and Dougherty 2000). A conventional method of recording a blood pressure is carried out using a sphygmomanometer. Blood pressures were traditionally recorded this way. But in acute settings they are increasingly recorded electronically. However nurses need to learn how to record a blood pressure manually as electronic devices are not always available. When taking a blood pressure I always gain consent of the patient as regulated by the NMC (2004). I washed my hands to prevent any cross infection. Whilst this was gained I explained why, as this will allay any fears the patient may have and always endeavour to make the procedure as private as possible. Allow the person to sit down and relax prior to the procedure. Allow them to sit comfortably with their arm supported, using a pillow if possible as suggested by Mallett and Dougherty 2000 remove any restrictive clothing such as dressing gowns as this can give a false reading. I chose the cuff size as my patient was of normal weight. I position the equipment so that I can see the column clearly. After positioning the patients arm in line with the heart, I located the Brachial pulse, if a communal stethoscope has been used, I always clean the ear with alcohol swab to reduce cross infection between staff. The cuff as suggested by Mallett and Dougherty 2000 should fit snugly to the arm 2 .5 cm above the brachial pulse. Ensure the cuff fits snugly to the arm and is secure. It is suggested by Mallet and Dougherty the cuff bladder should cover 80% of the circumference of the upper arm. I always take this into consideration when choosing a cuff that you use in practice. The sizes are suggested as a guide, a standard bladder 12 by 26 cm is suitable for majority of adults. An obese bladder 12 by 40 cm for obese or oedema of the arms. A small bladder 10 by 18cm for lean adults and children. However there may be some instances where taking the blood pressure on the arm is not possible such as a cerebrovascular accident, trauma, amputation , pain, so the nurse will have to use another site to record the blood pressure . I checked that the stethoscope is in working order and placed correctly in the ears. I palpated the radial pulse, then I inflated the cuff and waited till the pulse disappeared I noted the level at which this occurred as this equates the systolic pressure. I Deflated the cuff and waited for one minute. I placed the stethoscope over the brachial pulse, I inflated the cuff to 20 mmHg above the estimated systolic pressure. Then I started to deflate the cuff slowly, listening carefully for the first korotkoff sound. Korotkoff sounds were named after Nicola Korotkoff who first identified the audible sounds of blood pressure in 1905, (Korotkoff as cited by OBrian 1977). The sounds of the Korotkoff have five phases, phase one a clear tapping sound , phase two a softening of the sound, phase three, return of the sharper sound, phase four , abrupt muffling , phase five disappearance of sound diastolic. (Roper, Logan , Tierney, 1990). I noted the measurement on the column in front of me . This is the systolic pressure- the top number. I continued listening whilst deflating the cuff I noted the change in the sounds when the sound disappears this is the Diastolic blood pressure the bottom number. I Recorded the results clearly the reading was 140/70 mmHg I informed my patient advising them if there is any change as generally patients are interested in the results and often know what their blood pressure is and can advise if its not the norm. I thanked the patient for their cooperation and ask if there is anything else they needed or that they are comfortable. I Documented the result in a clear way as in the NMC (2004) guidelines for records and record keeping. Also is it good nursing practice to compare with the last recording, note any differences and report any abnormal findings. If the result of the blood pressure recording is abnormal I always consult a doctor or nurse in charge of the result. I Disposed of the equipment safely as with health and safety and to prolong the use of the equipment, and cleaned the stethoscope again to prevent any cross infection. Put the equipment back from where I had it from so other members of team can locate it when it is needed as there is nothing more frustrating trying to locate a piece of equipment when one is needed. Whilst on my first placement in the endoscopy and treatment unit, there is a small but extremely busy ward. Patients went to the ward to recover from procedures. Following these procedures observations were routinely carried out, Temperature, blood pressure, pulse and respirations were routinely done. When the patients procedure was over observations were carried out at 15 minute intervals for the first hour, they were taken at these intervals so that if any sudden change occurred there was a possibility something might have gone wrong as a sudden drop in blood pressure can mean internal bleeding. My first blood pressure recording was using a sphygmomanometer the patient was recovering after a procedure taken place and had been sitting comfortably for 15 minutes. I introduced my self that I was a student nurse and explained that I needed to take a recording of their blood pressure and could I do so I gained permission and asked if they had had this procedure done before to which Mrs Smith (a pseudonym) said yes she had. I washed my hands to prevent any cross infection. I followed the protocol for taking a manual blood pressure as suggested by Mallett and Dougherty (2000). I washed my hands and I removed any restrictive clothing, my patient was wearing a dressing gown as this can cause a false reading. I got the equipment making sure it was clean, and cleaned the ear pieces to prevent any cross infection (Wilson. 2001). I ensured the air was removed from the cuff. I located the brachial artery listened for a pulse I found this. I placed the cuff securely then I palpated the radial pulse and inflated the cuff until the radial pulse disappeared I noted this. I waited a minute asking the patient if she was comfortable. I inflated the cuff to around 20mmHg above the expected pressure. I made sure that I could see the column in front of me to avoid any mistakes and putting the patient through the procedure again so soon. I deflated the cuff at around 2mm per second, I listened out for the systolic pressure the first korotkoff phase. These can have many v arying sounds from a thud to a swishing, to a muffled sound. I noted the first sound and waited for the second phase, korotkoff phase 5 to disappear and noted the recording which was 140/70 mmHg I told the patient what the reading was and documented it on her care plan. Throughout this procedure you have to really concentrate and make sure no interruptions can take place as you can miss the korotkoff sounds. I actually couldnt get the first korotkoff sounds on my first attempt so I explained to the patient and gained permission again to take the recording. To which she agreed, I felt self-conscious and nervous as I had missed the first korotkoff sounds but very pleased when I did manage to get the recording a second time. Having an underpinning knowledge in the procedure for taking blood pressure helps to understand the theory behind the practice. To conclude my essay the skill of recording blood pressure is a vital one for the nurse, as we can not always rely on having electronic equipment to hand. I also gained that if different circumstances can have an effect on the pressure reading. I feel I have gained a learning skill I was quite worried about this skill but practice makes easier. The more blood pressure recordings I took me soon realised that no two patients were the same. I also learned that different factors can affect blood pressure, from the patient rushing in late for his appointment which can lead to elevated blood pressure. It has also given me a lot of confidence in myself and confidence with the patients I care for. Word Count 2,200.

The Empiricist Journey of Young Goodman Brown Essays -- Young Goodman

The Empiricist Journey of Young Goodman Brown  Ã‚     Ã‚  Ã‚   In the late 17th century, John Locke was one of the most influential people of his age. He was a renowned philosopher who established radical ideas about the political, social, and psychological ideals of mankind. One of his philosophical ideas, which he is said to be the founder of, is British Empiricism. This idea holds that "all knowledge is derived from experience whether of the mind or the senses" ("Empiricism" 480). In any man’s life, there arises such a point in time where he comes to the realization that there is a sense of evil in the world. Whether it is by something as subtle as locking the door at night before going to bed or being directly confronted at gun point as a man demands your tennis shoes, at some point man will realize that the innocence of his childhood does not last forever. Locke believed that people gain knowledge from their own personal experience. For Young Goodman Brown, this experience comes with his journey into the forest with the fellow traveler as chronicled in Nathaniel Hawthorne’s short story. Initially, Brown was, as his namesake foretells, a "young, good man" who believes in man’s basic goodness, yet within the inner desires of his heart wishes to see what all the world had to offer. Therefore, he set off on a "journey" into the forest to explore the world of this unknown evil. The story of "Young Goodman Brown" is a classic example of the empiricist ideas of Locke in how the intrigues of the unknown beckoned Young Brown as he experienced the transition between his initial idea of man’s basic goodness to the reality that evil exists in the heart of every man. However, before we can analyze Young Goodman Brown’s journey in the for... ...h he knows little about. Works Cited Brown, Vivenne. "The ‘Figure’ of God and the Limits to Liberalism: A Rereading of Locke’s ‘Essay’ and ‘Two Treatises’". Journal of the History of Ideas 60.1 (1999): 85. "Empiricism." New Encyclopaedia Brittanica. 1998 ed. Volume 4, 480. Hawthorne, Nathaniel. "Young Goodman Brown." The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 5th ed. Boston: Bedford/St. Martin’s, 2000. 268-276. Locke, John. An Essay Concerning Human Understanding. New York: Penguin, 1974. Meyer, Michael, ed. "A Study of Three Authors: Nathaniel Hawthorne, Flannery O’Connor, and Alice Munro." The Compact Bedford Introduction to Literature. 5th ed. Boston: Bedford/St. Martin’s, 2000. 267. Tritt, Michael. "‘Young Goodman Brown’ and the Psychology of Projection". Studies in Short Fiction. 23 (1996): 113-117.    The Empiricist Journey of Young Goodman Brown Essays -- Young Goodman The Empiricist Journey of Young Goodman Brown  Ã‚     Ã‚  Ã‚   In the late 17th century, John Locke was one of the most influential people of his age. He was a renowned philosopher who established radical ideas about the political, social, and psychological ideals of mankind. One of his philosophical ideas, which he is said to be the founder of, is British Empiricism. This idea holds that "all knowledge is derived from experience whether of the mind or the senses" ("Empiricism" 480). In any man’s life, there arises such a point in time where he comes to the realization that there is a sense of evil in the world. Whether it is by something as subtle as locking the door at night before going to bed or being directly confronted at gun point as a man demands your tennis shoes, at some point man will realize that the innocence of his childhood does not last forever. Locke believed that people gain knowledge from their own personal experience. For Young Goodman Brown, this experience comes with his journey into the forest with the fellow traveler as chronicled in Nathaniel Hawthorne’s short story. Initially, Brown was, as his namesake foretells, a "young, good man" who believes in man’s basic goodness, yet within the inner desires of his heart wishes to see what all the world had to offer. Therefore, he set off on a "journey" into the forest to explore the world of this unknown evil. The story of "Young Goodman Brown" is a classic example of the empiricist ideas of Locke in how the intrigues of the unknown beckoned Young Brown as he experienced the transition between his initial idea of man’s basic goodness to the reality that evil exists in the heart of every man. However, before we can analyze Young Goodman Brown’s journey in the for... ...h he knows little about. Works Cited Brown, Vivenne. "The ‘Figure’ of God and the Limits to Liberalism: A Rereading of Locke’s ‘Essay’ and ‘Two Treatises’". Journal of the History of Ideas 60.1 (1999): 85. "Empiricism." New Encyclopaedia Brittanica. 1998 ed. Volume 4, 480. Hawthorne, Nathaniel. "Young Goodman Brown." The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 5th ed. Boston: Bedford/St. Martin’s, 2000. 268-276. Locke, John. An Essay Concerning Human Understanding. New York: Penguin, 1974. Meyer, Michael, ed. "A Study of Three Authors: Nathaniel Hawthorne, Flannery O’Connor, and Alice Munro." The Compact Bedford Introduction to Literature. 5th ed. Boston: Bedford/St. Martin’s, 2000. 267. Tritt, Michael. "‘Young Goodman Brown’ and the Psychology of Projection". Studies in Short Fiction. 23 (1996): 113-117.   

Application of Computer Essay

Computers play a great role in the society. Whether at home, in school, at the mall or in the office, computers significantly help in the accomplishment of various tasks. Be it at work or at play, computers have undeniably been utilized to perform general or specific activities that enable life to be more convenient and worry-free. Computers in Business In the field of business, computers are very useful. They are used in keeping records of daily sales and profits. Computers are also used to prepare materials to promote the products of the business establishments. Computers in Engineering Engineers use computers to create the design of a complex object using a computer program for Computer-Aided Drafting. Computers in the Government Computers are used to keep records of the people that the government serves. Several government agencies use computers to facilitate the task they are required to give to the people. Computers at Home Computers are used at home for recreational purposes. You can listen to music, watch movies and play games. Children use their computers at home to do their schoolwork. Parents use computers to assist them in doing their daily tasks. If your computer at home has internet access, then you can explore the amazing features of the Internet in the comfort of your home. Computers in Manufacturing Computers are used in manufacturing to manipulate machine that perform dangerous tasks or tasks that are repeatedly done. Computers in School Computer Education is one subject taught in schools today. Teachers use computers in classroom instruction, in computing grades and in preparing visual aids. Students use computers to study various computer applications. Libraries are connected to the Internet and students access the internet to do research.

Does a Revolution Always Have to Include Terror Essay

The radical leader of the Committee of Public Safety, Robespierre had fanatic and opinionated ideas and beliefs that made him a passionate leader. He believes that to safely go through the stormy revolution, the people’s behavior should be regulated by stormy circumstances, and their plans should be based on the combination of the spirit of revolutionary government and democracy. Virtue, the â€Å"fundamental principle of the democratic government,† was a strong factor of his viewpoint. He thinks that if there is no virtue in the government, then the people’s virtue can be a source, but when the people are corrupted too, there is no chance of winning liberty. These ideas did no harm; they were beneficial and very true. However, he also had radical ideas that were appalling and that weren’t necessarily correct. In his opinion, the people should be lead by reason and the people’s enemies by terror. Robespierre also mentions that a popular government in revolution evolves from virtue and terror. This is his outlook on virtue and terror: â€Å"virtue, without terror is fatal; terror, without which virtue is powerless.† He says, â€Å"the characteristic of popular government is confidence in the people and severity towards itself.† In other words, the popular government has to have confidence in the people and be strict and severe with itself. According to him, terror is the principle of despotic government and he thinks that because of this, the despot may govern by terror his brutalized subjects and subdue by terror the enemies of liberty. Even though these are only his opinions, his perspectives on the use of terror and ruthlessness led him to cause the Reign of Terror and ultimately led him to his execution on July 28, 1794. A revolution doesn’t necessarily have to include terror and the popular government does not have to be ruthless to its people, because then the revolutionaries may lose their supporters (or they may even revolt) and the radicals might have to face more enemies. This was true, because Robespierre’s former followers had him arrested and executed, and the day after the execution, everyone felt relieved. The famous radical leader’s attributes and beliefs led the country into terror and himself to his end.