An Image of Africa by Chinua Achebe

An Image of Africa by Chinua Achebe Free Online Research Papers In his essay, â€Å"An Image of Africa†, Chinua Achebe, famous Nigerian novelist and author of Things Fall Apart, gives a respectable argument critical of certain aspects in Joseph Conrad’s novel, Heart of Darkness. Through the isolation and destructive over-analysis of single sentences and sections, Achebe clearly and effectively asserts his prospect of Conrad as a racist. However, in choosing from the many themes of which to concentrate, Achebe seems particularly attached to the subject of African mores. The negligence of the remaining themes in the text allows for Achebe’s personal gaffe in the interpretation of Conrad’s piece. â€Å"Herein lies the meaning of Heart of Darkness and the fascination it holds over the Western mind: ‘What thrilled you was just the thought of their humanity - like yours- the thought of your remote kinship with this wild and passionate uproar. Ugly’† (Achebe 5). This excerpt from Achebe’s essay shows his focus on only the words of Conrad’s description of the Africans and their culture as having a negative connotation. If the description is dug more deeply into though, it can just as easily be deciphered as Conrad promoting himself and his humanity as equivalent to that of the Africans. Achebe argues against Conrad in his saying that Africa is â€Å"the other world† and the â€Å"antithesis of Europe†. But, then he cuts his own feet out from under himself: â€Å"It is not the differences that worries Conrad but the lurking hint of kinship, of common ancestry,† (Achebe 3). Again, Achebe twists, like a young child trying to tie shoelaces, the true intent of Conrad’s carefully chosen words. Conrad is merely showing the differences between Europeans and Africans and connecting them in alikeness. Throughout the entirety of the essay, Chinua Achebe uses similar portions of Heart of Darkness to brand Conrad as a racist. Conrad’s work, nonetheless, offers many means of retaliation through several examples where the narrator expresses disapproval of the dehumanization of Africans, such as the instance that Marlow offers the enslaved Native a biscuit while sympathizing his poor conditions. Achebe makes valid points that could lead one to believe that Conrad was indeed disregarding the humanity of Africans. Conrad allows for this several times like when Marlow questions himself in thinking of the Africans as being â€Å"inhuman† and when he pints the deterioration of Kurtz as being a resultant of being within the African environment. But, Joseph Conrad’s detailed and adjective-filled depictions of the Natives counter-attack this idea. â€Å"She was savage and superb, wild-eyed and magnificent†¦ She stood looking at us without a stir and like the wilderness itself, with an air of brooding over an inscrutable purpose,† (Conrad Part 3, Page 5). Throughout Heart of Darkness Conrad mirrors the humanity, ideas, and behaviors of Africa and Europe. In one instance Marlow refers to Africans as â€Å"hollow men†, but when he goes back to Europe, he describes the denizens as â€Å"ignorant, sheep like people in the streets†. Achebe cleverly selects from Conrad’s piece to explicitly fight a legitimate case, but Joseph Conrad is simply too brilliant in his paralleling Europe and Africa. The congruence of the inhabitants and their ways within the two diverse environments are brought forth clearly in comparison in Conrad’s mirror. Conrad’s pessimistic portrayals may be an easy target for Achebe’s allegation; however, Conrad logically illustrates the influence of culture, significance of the age of colonialism, and equivalence among human beings. Achebe, Chinua. An Image of Africa. Research in African Literatures, Vol. 9, No. 1, Special Issue on Literary Criticism. Indiana University Press, Spring 1978. 1-15. Conrad, Joesph. Heart of Darkness. New York: Konemann, 1999. Research Papers on â€Å"An Image of Africa† by Chinua AchebeBringing Democracy to AfricaHip-Hop is ArtWhere Wild and West MeetAnalysis Of A Cosmetics AdvertisementMind TravelAssess the importance of Nationalism 1815-1850 EuropeComparison: Letter from Birmingham and CritoCapital Punishment19 Century Society: A Deeply Divided EraThree Concepts of Psychodynamic

Books By and About Marian Wright Edelman

Books By and About Marian Wright Edelman Some books by and about Marian Wright Edelman: Print Bibliography Marian Wright Edelman. The State of Americas Children, Yearbook 2002. Marian Wright Edelman. Im Your Child, God: Prayers for Our Children. 2002. Marian Wright Edelman. Guide My Feet: Prayers and Meditations for Our Children. 2000. Marian Wright Edelman. The State of Americans Children: Yearbook 2000 - A Report from the Childrens Defense Fund. 2000. Marian Wright Edelman. The State of Americas Children: A Report from the Childrens Defense Fund: Yearbook 1998. Marian Wright Edelman. Lanterns: A Memoir of Mentors. 1999. Marian Wright Edelman. The Measure of Our Success: A Letter to My Children Yours. 1992. Marian Wright Edelman. I Dream a World. 1989. Marian Wright Edelman. Families in Peril: An Agenda For Social Change. 1987. Marian Wright Edelman. Stand for Children. 1998. Ages 4-8. Joann Johansen Burch. Marian Wright Edelman: Childrens Champion. 1999. Ages 4-8. Wendie C. Old. Marian Wright Edelman: Fighter for Childrens Rights. 1995. Young Adult. Beatrice Siegel. Marian Wright Edelman: The Making of a Crusader. 1995. Ages 9-12. Andrew Carroll, editor. Introduction by Marian Wright Edelman. Letters of a Nation: A Collection of Extraordinary American Letters. Reprint 1999. Susan Skog, editor. Embracing Our Essence: Spiritual Conversations With Prominent Women. 1995.

Art Presentation Essay Example | Topics and Well Written Essays - 750 words - 1

Art Presentation - Essay Example This piece of work depicts the second coming of Christ, Christ’s ascension, and the Virgin Mary with Jesus on her lap. According to (Gardner, Helen, Kleiner pg), Mary’s eminence in Roman Catholic is clearly elaborated in the ornamentation of the Romanesque church Culture: The piece of architecture was established through eagerness of the Germany architects to embrace the architectural style from French Gothic. Initially, Germans expressed themselves through sculptures and according to (Gardner, Helen, Kleiner pg), the Chartres Cathedral art piece marked a new era in art and architecture in Germany. The Carolingian artwork can trace its origin when Charlemagne was at the helm of the new Roman Emperor in the year 800. To commemorate his achievement, Charlemagne revived the culture, art and political ideals for the new Holy Roman Emperor. The Carolingian artwork was characterized by illuminated manuscripts that Charlemagne brought during his many visits to North Europe. His era experienced the transformation of Carolingian art to classical style borrowed from Italy. A phenomenal Carolingian artwork is the image of St. Mark Gospels from Ebbo. The figure depicts a moment of frenzy and revitalization. In addition, the piece is illustrated in three-dimensional form and in a landscape. The artwork stands tall for the era since most of the artworks in the era were oriented on the ground. The architects of ottonian era advanced the skills and expertise inherited from the Carolingian architects after the fall of the United Holy Empire. Unlike the Carolingian architects, they also implemented Byzantine knowledge in order to customize architectural concepts for a unique identity. The era experienced intermarriages with the Byzantine, an incident that brought about a merge in the artwork and architecture. The Byzantine styles had a considerable influence on the presentation and orientation of the

London Eye, Capacity Management Coursework Example | Topics and Well Written Essays - 2000 words

London Eye, Capacity Management - Coursework Example The recommendations include the use of advanced technology and people process strategies. The people process strategy explores the factors that lead to the customer decline in the company, while the technological strategy focus on the renewal of the company’s aircraft fleet, thus improving the customers’ experience (Johnson, 2006). British Airways London eye is the largest airline in the UK; the company offers scheduled services together with domestic and international freight and mail carriage, as well as ancillary services. The airline operates in 300 destinations and more with 33 million passengers; it earns more than 8.7 billion pounds, and in 2008, the employees were 42,377 people The (Economic Times, 2008). The company has continued to expand because of the increasing competition in the market, the company I also involved in the reduction of greenhouse gas emissions. The company has gown down following the global economic downturn, however, the company still has a future, and its future depends on the company’s strategic plan to achieve the company’s goal. Current position Currently BA London eye has focused on upgrading customer experience through text and mobile phone services; this is meant for business class customer. The air craft has also being modernized; the air craft services and other offers are being modernized. The company is also working hard to manage its cost base and increasing its corporate responsibility; the company plans to achieve this through partnership and engaging in environmental performance. External analysis of BA London eye Like any other company, London eye should understand its external environment, which include political environment, the company is under heavy regulations, and there is also a problem of security following terrorist threats in the past. London eye has to comply to heavy regulations for it to continue operating in the airline industry, and to take care of the issue of security, th e company should put sufficient security measures to ensure competitiveness and earn consumer confidence. The global economic crisis also affects the growth of the company, and this makes the pound be weaker against the Euro. The company should respond to this crisis by reducing business travel and using other means of communication, which include teleconferencing; this is because UK has a poor exchange rate. The company has also been affected by oil prices; fluctuations in the prices affect the exchange rate, which directly affect the company’s cost base. There has been intense competition, which has affected the demand for London eye; before 2008, the company experienced a decline in consumer spending, which affected its revenues. Social factors also contributed to the decline of the British Airways London Eye, UK’s population consists mostly of aging people, and this group of people does not travel for leisure especially internationally. Another social factor is une mployment, the employer increased the bargaining power, and this left many people unemployed; people who are unemployed are not able to travel for leisure. Technology has also contributed to the decline in the British Airways London eye, according to the recently conducted survey, 34% of online consumers are planning to use more of price comparison sites, this means that they have stepped up their awareness. Therefore, it is up to London eye to step up its bargaining power to avoid losing its

Children Reading Essay Example for Free

Children Reading Essay â€Å"Children are not reading as much as they should presents danger† As Mr. Russell states, children not reading presents a risk in terms of their learning abilities. I believe Mr. Russell is correct. When children do not read enough, their development of creativity, attention span, imagination and vocabulary are not as developed as they should be. Overall they fail to develop to their full potential because reading comprehension strengthens our brain by making it active. When children’s brains are not at their fullest potential when they get older, it could lead to a lot of problems. They can receive poor grades, have a difficult time when completing assignments, have a low self-esteem and behavior problems, become shy and get easily frustrated. If a whole generation of children grew up to have these issues, it could lead to many problems in society as a whole. â€Å"A book requires that we think, and that is the great adventure to reading.† When we read a book, it forces us to use or brains. It requires us to take every element in the story such as the characters, plot and setting and putting them together to create a theme. Putting together these elements enhances our creativity and forces us to use our intelligence. While reading a book one imagines in their mind what is going on with the story. This visual then enhances our creativity. It also forces us to use our intelligence. The vocabulary and solutions to the problems makes us think. Personally, I think one of the best things about reading something that you enjoy is the adventure that you have while reading. I forget about my everyday issues and enter into a world where my mind can just explore a whole other world that I cannot physically experience myself. The combination of these aspects makes reading an exciting experience.

The Wife of Bath Essay -- Essays Papers

The Wife of Bath Historical Background One of the most memorable pilgrims of The Canterbury Tales, as well as one of the most memorable women in literature, is the Wife of Bath. She is a "lusty and domineering" woman who is proud of and outspoken about her sexuality and believes that a woman should have sovereignty in a marriage (Norton 80). She is also extremely blunt and outspoken about her ideas and beliefs. Despite being a woman of the fourteenth century, her ideas, beliefs, and behavior are more like those of the twentieth century. For these reasons, she seems true to life even today. However, her ideas, beliefs, and behavior are not at all representative of the women of her time. Women in the Middle Ages had more freedom compared to women in the Anglo-Saxon period. However, women in the Middle Ages were still considered to be dependent on men. In the medieval period, most women were not formally educated. They did not have the right to own property, to express themselves freely and openly or to make their own decisi ons. They did not have a lot of freedom and choice, and were not treated as equal to men. In the Anglo-Saxon period women were generally identified by marital or sexual status. In "Caedmon's Hymn," as told by Bede, Abbess Hilda is an exception, because despite being a woman, she is the head of and rules over the monastery. In Beowulf, the tragic story of Hildeburh suggests that women were not warriors in the Anglo-Saxon culture and period. They were there to support their husbands and cook, clean, and give birth. In the house as well as in the society men were given much more importance and were favored over women. In the Anglo-Saxon period marriages were often arranged for political reasons to settle fe... ...ed subordinate and dependent on men. Today women are treated more as equal to men. However, things are still not perfect. There is still a lot that needs to be changed. Works Cited Abrams, M. H. et al. The Norton Anthology of English Literature. Vol. 1. Sixth Edition. New York: W.W. Norton, & Co. 1993. 76-144. Benson. Chaucer: The Canterbury Tales. February 1997. October 24, 1998. Online. Internet. Available http: icg.harvard.edu/~eng115b/ Bobr, Janet. Welcome to Camelot. 1998. October 24, 1998. Online. Internet. Available http: www.csis.pace.edu/grendel/prjs3f/arthur1.htm Canterbury Tales. 1998. November 30, 1998. Online. Internet. Available http: userzweb.lightspeed.net/~cheezit/pilgrims/index.html Jokinen, Anniina. Geoffrey Chaucer (ca. 1343-1400). July 1996. October 24, 1998. Online. Internet. Available http: www.luminarium.org/medlit/chaucer.htm

Kung Fu and Its Effect on Asia

Living in the early 21st century, humanity is experiencing the rise of Asia lead by China. Recently, China seems to be the most developing nation in the world and has become a new economic power. However, the world has noticed about China for a long time before this rise because of the Kung-Fu exposure in Hollywood movies. It can be said the inclusion of martial arts in Hollywood movies has a great impact on Western society in many ways and thanks to this prominent practice, the image of Asia and Asian somehow has been changed so far in the Western perception.First of all, Chinese martial arts are also known as Kung fu or Wushu, there are a number of traditional fighting styles that have developed over the centuries in China. According to Li (2001), Chinese martial arts film first appeared in Hong Kong since 1970s and this kind of movies was so successful. Li (2001) also said that under the colonial condition, the national pride and the image of strong China were reflected by the mal e kung fu body as an empowering fighting and self-defensive skill.Besides, Li (2001) also explained the reason that kung fu films can exist is the formulation of arbitrary generic conventions and the design of plot to create kung fu fight scenes. Through these movies, Chinese people can fight back bullet when they are outgun (in Once upon a time in China film) or counter firearms easily (in The Way of the Dragon movie). However, Kung fu was not world-wide known until 1972 by Bruce Lee. Bruce Lee’s The way of the Dragon or Return of the Dragon was the first Chinese martial arts movie in Hollywood.In my opinion. Bruce Lee played an important role in the inclusion of martial arts in Hollywood movie as he created a whole new type of hero in cinemas. After I read Li (2001)’s â€Å"Kung Fu: Negotiating nationalism and modernity†, I understand that Bruce Lee’s characters were completely different from others. People can see Rambo (acted by Sylvester Stallone) an d Terminator (acted by Arnold Schwarzenegger)-two classical action images in Hollywood are muscular and empowered by modern weapons and hi tech.Bruce Lee’s appearance is far from that, Lee’s power comes from hand-to-hand combat skills of Kung Fu and he often fight against imperialism and colonization. Yip (2011) takes an example of Lee’s film, in Fist of Fury, the film stars Lee as an apprentice who fight for the honor of Chinese people and take revenge for his master. Moreover, he fights through a lot of battles including a number of Japnanese, a sensei, a Russian wrestler and a katana expert. In all of Lee’s ilms, the idea of subjecting the body to the limit combining with exercises and national strengthening are considered as a way to be strong. It is clear that these films are not for entertaining but they are the messages Lee wants to tell to the world like his quotation in Fist of Fury: â€Å"Chinese are not sick men†. As a result, martial ar ts movies have a great impact on Western society. Up until now, martial film genre becomes so popular in the West, especially The â€Å"Crouching Tiger, Hidden Dragon† won four Oscars in 2001 and earned 208 million US dollars globally (Xinhua 2005).Furthermore, I find out that Zhen (2000) and Beale (2000) share a same view about why Kung fu film is reasonably hot as ‘audiences love these films because it gives them something overblown action movies don't give them’ and ‘Among all the film genres invented and reinvented in this century in different parts of the world, the martial arts film, with its foregrounded body language and spectacular visual choreography, is one of the few genres whose popularity is the most far reaching’.Besides, Bruce Lee’s legacy is also inspiration for the next generation’s actors such as Jackie Chan, Jet Li, Chuck Norris, Steven Seagal and Jean-Claude Van Damme, each with unique martial arts type. Since Bruce Lee first introduced Kung Fu to Western people, it has been an era of martial arts movie with hundreds of blockbusters. I also agree with Beale (2000) that ‘As the success of â€Å"The Matrix† and â€Å"Charlie's Angels† shows, martial arts now have become a part of mainstream filmmaking’ and ‘audiences love these films because it gives them something overblown action movies don't give them’.In other word, Kung Fu movies now is one of the most attractive and important genre of arts. In addition, the effect of the inclusion of Chinese martial arts movies is not only on the filmmaking industry but also other aspects in the West. Due to the boom in number of Kung Fu or martial arts films, Western people are getting used to Kung Fu and then, a lot of Western people study this fighting style. As a result, people may absorb the Chinese philosophy through learning Kung Fu.For example, based on my experience in watching these movies, by studying Kung Fu, inner peace can be achieved by practicing martial arts and use it to protect themselves or the weaker. In my opinion, Chinese martial arts in general and Kung Fu films specifically have changed the image of Asia and Asian in the West. Because China is the biggest nation in Asia so people tend to look at China then, perceive the rest kind of the same. First of all, the way Bruce Lee used Chinese fighting style in his movies is also nationalism.Back to the time Bruce Lee first introduced Kung Fu-a part of Chinese history (or Wushu) to the world, at that time Hong Kong was British-colonized so these films were made to ‘negotiate the complex and conflicting experience of colonial modernity and post coloniality’ (Li, 2001). The films It can be said that Kung Fu films was a sense of self-orientalism as ‘invoked and manipulated to create a sense of difference in postcolonial power dynamics: an ideological maneuvering’ (Yan, 2009).Although China was undevelope d and colonized at that time, it shows that China is more than a colonized country and it has thousands of history years. Furthermore, in the 1970s, most of the Asia countries were still colonized or at war so thanks to these films, it makes Western people know that Asia countries had freedom and glory once and somehow the way Western countries such as The U. S, Britian and France dominated was wrong. The world should know that Asia before being colonized has been free and it has a long history not only some colonized countries so it is reasonable that these Western countries should return their freedom.Second of all, the problem is that in most Hollywood movies, Asian appear to be weak and easy to get hurt for example Watchmen (2009), some superhuman from the U. S took part in Vietnam War and they killed Vietnamese people brutally while the same situation in Rambo-First Blood (1982). However, martial arts films seem to be a good answer for that bias. In my opinion, it makes sense t hat dominated countries should fight back. Chinese people and Asians in general appear to be tough.We always fight back whenever we get hurt and we also prove Bruce Lee’s quotation ‘Chinese are not sick men’ but in this circumstance it can be understood as ‘Asians are not sick men’. The next thing is ‘all of today’s Asian martial arts—like Karate, Kung-Fu, Judo, or Aikido—were developed to embody and apply philosophical ideas’ (Priest and Young, 2010) so introducing martial arts into movies can be a good way to present Asia’s philosophy. According to Priest and Young (2010) Karate, Kung Fu, Aikido and Judo- the most famous martial arts in Asia seem to be all based on Confucianism, and Buddhism.Basically, the main point of Asian martial arts is to build up body or to prevent from illnesses. According to Li (2001), Huo Yuanjia, a legendary Chinese kung fu master, shared the same idea since he said ‘I hope that you’ll make the most of your skills and spread them to turn sick men into heroes’. In addition, inner peace is what people study martial arts seek for so they try to avoid the pressure of normal victory or loss, which is quite similar to Buddhism’s idea. Similarly, Cox (1999) said Kung Fu is about remaining the tai chi – a yin-yang balance in terms of stylized aggression and inward control.All Karate, Kung-Fu, Judo, or Aikido are called as defensive skills not fighting ones and all martial arts masters teach their apprentice always help the weaker as well. Additionally, practicing this art requires both physics strength and mind. It means that everyone should practice it frequently and be innovative as martial arts are not limited by skills, combos or styles. It can be said that all Kung Fu movies always try to express the philosophy of martial arts to everybody. As a result, by watching Asian action movies, Western people can feel the noble term of martial arts in general.Before watching these movies, people can stereotype Asians people such as Japanese Nazi, dominated ones, being unprotected or easy to get hurt. In my opinion, Chinese martial arts films may be a â€Å"leap of faith† because it can change the old perception of Western society. These things give the West a better view about our people then; people from the West can realize that Asian love peace but it doesn’t mean they are easy to get hurt. Moreover, Asian can be seen as brave, noble, generous and innovative people.Especially, heroism in martial arts movie is highly appreciated and heroes in those movies are often naive form of male nationalists such as a student, a waiter and even a farmer. Hence, it leads to a feeling from Western people that everyone in Asia know how to fight as well as everyone can be hero. Thanks to Kung Fu movies, the image of China also gets more attractive. In most of Chinese movies, a lot of beautiful sightseeing and hist orical structures such as The Great Wall and the Forbidden City are filmed so the West can feel that China is a very beautiful and charming country.As a result, it is likely that more and more tourists want to visit China and Asia and receive warm hospitality as well then; the Asia’s economy can have a lot benefits due to the development of tourism. However, Chinese martial arts movies also have an issue to Asians in general. Jackie Chan, Jet Li, Donnie Yen, Chow Yun Fat and Lee Byung Hun are all famous actors in the world but they are all action genre stars. Surprisingly, very few Asians who are not kung fu or action actors/actresses are famous widely in the world. In another word, it means hat it seems to be hard for Asians be successful in Hollywood without taking the acting career as Bruce Lee did. Moreover, kung fu-action movies are getting more and more popular so many Asians have the chance to be famous in Hollywood. However, in my opinion, if the situation continues, Western people will keep the perception that the people from Asians just know Kung fu and show people how to fight on the screen and Asians don’t have any other talents. It may have a negative impact on Asia in the future as everyone expects Asians to know Kung Fu and it is the only thing people see in Asians.In my opinion, China particularly and Asia in general have to do something to change that situation. Nowadays, with the lead of China and India, the world is experiencing the rise of Asia; many Asia countries now become the new economic power such as South Korea, Hong Kong, Singapore (Gregory D, 2009). The Asia’s image now seems to be the new economic power in the Western society but I think it is still not enough. We can shape the image of dynamic and powerful Asia and Asians based on not only movies industry but also tourism, culture, history, economy and politics.In conclusion, the appearance of Chinese martial arts Hollywood movies started by Bruce Lee (Lee Ju n-fan) has some impacts on the Western society since the 1970s. It created a revolution of a new era: The Kung Fu Action movies and it lead the ways of acting styles for a generation of actors like Jackie Chan, Jet Li, Chuck Norris, Steven Seagal and Jean-Claude Van Damme. Moreover, Kung Fu and Asian philosophy are expanding quickly in Western society, for example Wushu and Jeet Kun Do a. k. The Way of the Intercepting Fist (found by Bruce Lee) become very popular in Western countries. Basically, the prominent of Chinese martial arts movies somehow changes the image of Asia and Asian in the West massively. Due to the colony of the West in the pass, Asia and Asians seemed to be weak and unprotected but these films reflect a part of long history of Asia and express the independence, nationalism and freedom of Asia nations as well. In addition, by understanding martial arts and Asian philosophy, the West can see that Asians are brave, noble, generous and innovative.Likewise, that type of movie tends to introduce the image of a beautiful China as well as Asia in general so that it attracts more and more people to visit Asia. Nevertheless, these action movies nowadays somehow make the people all over the world think all Asians must know Kung Fu and Asians don’t have any other talents. After doing this essay, I realize that a small practice such as soft-nationalism, the inclusion of martial arts in Hollywood movies, Asian pop culture, Asian food, acupuncture practice from each nation can have a lot benefits to a country and the whole continent in terms of economy, politic and image,etc.I think that Vietnam particularly and other countries in Asia should have a practice, or a product, or an ideology so that we can put our nationalism, philosophy and messages to the West to show them that the Asia is no longer colonized countries but it now are free, innovative and dynamic. ? Reference list 1. Beale, L. 2000, FIGHTING FOR THE SOUL Why martial arts movies kicked in, New York, N. Y. , United States, New York, N. Y. 2. Cox, C. 1999, Putting the art in martial arts; Chinese master emphasizes the intricacies, grace of wushu, Boston, Mass. United States, Boston, Mass 3. Chinese martial arts movies: a myth to be forgotten or rewritten 2005, , Woodside, United States, Woodside. 4. Gregory D, et al. ; Johnston R, Pratt G, Watts M, and Whatmore S (2009). The Dictionary of Human Geography, 5th ed.. Malden, MA: Blackwell. p. 52, 5. Li, SL 2001, ‘Kung Fu: Negotiating Nationalism and Modernity’, Cultural Studies, vol. 15, np. 3-5, pp. 515-542 6. Priest, G. & Young, D. 2010, Martial Arts and Philosophy : Beating and Nothingness, Open Court. . Yan, G & Santos, CA 2009, ‘â€Å"China Forever† Tourism discourse and self-orientalism’, Annals of Tourism Research, Vol. 36, No. 2, pp. 292-315. 8. Yip, M. F. 2011, Martial arts cinema and Hong Kong modernity: Bodies, genders, and transnational imaginaries, The University of Chicag o 9. Zhen, Z. 2000, â€Å"Bodies in the Air: The Magic of Science and the Fate of the Early â€Å"Martial Arts† Film in China†, Post Script – Essays in Film and the Humanities, vol. 20, no. 2-3, pp. 43-60.

Intramuscular Injection Techniques Essay

The synthesis of art and science is lived by the nurse in the nursing act JQSEPHINE e PATERSON If you would like to contribiito to the art and science section contact: Gwcn Clarke, art and science editor, Nursing Standard, The Heights, 59-65 Lowlands Road, Harrow-on-the-Hill, Middlesex H A l 3AW. email: gwen.clarkeva rcnpublishing.co.uk Intramuscular injection techniques Hunter J (2008) Intramuscular injection techniques. Nursing Standard. 22, 24,35-40. Date of acceptance: October 29 2007 Summary The administration of intrairiLiscLitar (IM) injections is an important part of medication management and a common nursing intervention in clinical practice, A skilled injection technique can make the patient’s experience less painful and avoid unnecessary complications. Intramuscular injections AnIM injection is chosen when a reasonably rapid systemic uptake of the drug (usually within 15-20 minutes} is needed by the body and when a relatively prolonged action is required. The amounts of solution that can he given will depend on the muscle bed and range from 1 -5ml for adults. Much smaller volumes are acceptable in children (Rodger and King 2000, Corben 2005). The medication is injected into the denser part ofthe muscle fascia below the subcutaneous tissues. This is ideal because skeletal muscles have fewer pain-sensing nerves than subcutaneous tissue and can absorb larger volumes of solution because ofthe rapid uptake ofthe drug into the bloodstream via the muscle fibres. This means that IM injections are less painful when administered correctly and can be used to inject concentrated and irritant drugs that could damage subcutaneous tissue (Rodger and King 2000, Greenway 2004). Examples of drugs administered via this route are analgesics, anti-emetics, sedatives, immunisations and hormonal treatments. It is important to recognise and understand potential complications associated with IM injections and that rapid absorption of the drugs may increase these risks (Foster and Hilton 2004). The administration of any medication can present a risk and, therefore, the nurse must be able to recognise the signs of an anaphylactic (allergic) reaction, with signs of, for example, urticaria, pruritus, respiratory distress, shock or even cardiac arrest. Inappropriate selection of site and poor technique can increase the risk of patient injury and lead to pain, nerve injury, bleeding, accidental intravenous administration and sterile abscesses caused through repeated injections at one site with poor blood flow (Rodger and King2000). Author Janet Hunter is lecturer in adult nursing, City Community and Health Sciences, incorporating St Bartholomew School of Nursing and Midwifery, City University, London. Email: j.a.hunter@city.ac.uk Keywords Clinical procedures; Drug administration; Injection technique Tliese keywords are based on the subject headings from the British Nursing Index. Tliis article has been subject to double-blind review. For author and research article guidelines visit the Nursing Standard home page at www.nursing-standard.cD.uk. For related articles visit our online archive and search using the keywords. THE NURSING and Midwifery Council’s (NMC’s) (2007) Standards for Medicines Management state that administration of medicines ‘is not solely a mechanistic task to be performed in strict compliance with the written prescription of a medical practitioner (now independent/supplementary prescriber). It requires thought and the exercise of professional judgement.’ Therefore, the administration of intramuscular (IM) injections requires the healthcare practitioner to possess the knowledge and rationale of the guiding principles that underpin these clinical skills. It is essential that all aspects of these techniques -anatomy, physiology, patient assessment, preparation and nursing interventions – are evidence based so that the nurse can perform safe and accountable practice (Shepherd 2002, NMC 2007). The aim of this article is to update the nurse’s knowledge and skills on injection techniques. This article describes the practical, step-by-step approach for administering IM injections, which will assist nurses to perform this skill safely and competently. NURSING STANDARD Intramuscular injection sites There are five sites that can be considered for IM february 20 :: vol 22 no 24 :: 2008 35 art & science clinical skills: 37 injections (Figure 1). The two recommended sites for IM injections are the vastus lateralis and the ventrogluteal sites (Donaldson and Green 2005, Nisbet 2006). However, when the patient is obese, rhe vastus laterahs is a better option (Nisbet 2006). When choosing an appropriate site for administration, the nurse needs to ensure that the medication will be absorbed. The nurse needs to consider whether the patient is receiving regular ]M injections because the site will need to be rotated to avoid irritation, pain and sterile abscesses. Choice will also be influenced by the patient’s physical condition and age. Active patients are more likely to have a greater muscle FIGURE 1 Sites for intramuscular injections (IM) Mid-deltoid site The mid-deltoid site is easily accessible but due to the size of the muscle the area should not be used repetitively and only small volumes shouid be injected. Tlie maximum volume should be 1ml (Rodger and King 2000). Tlie denser part of the deitoid must be used. It is Lisef j l to visualise a triangle whereby the horizontal line is located 2.5-5cm below the acromial process and the midpoint of the lateral aspect of the arm in line with the axilla forms the apex. The injection is given about 2.5cm down from the acromiai process, avoiding the radial and brachial nerves (Workman 1999, Rodger and King 2000). Dorsogluteal site Tliis a’&3. is used for deep IM and Z-track injections. Up to 4mi can be injected into this muscle (Workman 1999, Rodger and King 2000). Commonly referred to as the outer upper quadrant, it is located by using imaginary lines to divide the buttocks into four quarters. To identify the gluteus maximtis, picture a line that extends from the iiiac spine to the greater trochanter of the femur. Draw a vertical line from the midpoint of the first line to identify the upper aspect of the upper outer quadrant This location avoids the superior gluteal artery and sciatic nerve (Workman 1999, Small 2004). Rectus femoris site This site is used for deep I M and Z-track injections. Between mass than older or emaciated patients, so individuals will need to be assessed to see if they have sufficient muscle mass. If not, the muscles may need to be ‘pinched’ up before the injection (Workman 1999, Rodger and King 2000). Any area or presence of inflammation, swelling or infection should be avoided (Workman 1999). Patient preparation It is important to explain the procedure so that the patient fully understands and is able to give his or her informed consent and co-operation. The discussion should include the choice of site for the injection and information about the medication, action and side effects. The patient can then express any concerns or anxieties relating to the procedure and the patient’s knowledge can be l-5ml can be injected, although for infants this would be 1-3 mi. The rectus femoris is a large and well-defined muscle and is the anterior muscle of the quadriceps. I t is located halfway between the superior iliac crest and the patella (Workman 1999), Vastus lateralis site The vastus lateralis site; used for deep IM and Z-track injections. Up to 5ml can be administered (Rodger and King 2000). The muscle forms part of the quadriceps femoris group of muscles and is located on the outer side of the femur. If is foLind by measuring a hand’s breafh from the greater trochanter and the knee joint, which identifies the middle third ofthe quadriceps muscle (Workman 1999). There are no major blood vessels or structures which could cause an injury in this area (Rodger and King 2000). Ventrogluteal site This site is used for deep IM and Z-track injections. This site is located by placing the palm ofthe nurse’s hand on the patient’s opposite greater trochanter (for example, the nurse’s right palm on the patient’s left hip), then extending the index finger to the anterior superior iliac spine to make a ‘V. The injection is then given into the gluteus medius muscle, which is the centre of fhe V (Workman 1999, Rodger and King 2000). Evaluated. It is important to check whether the patient has any known allergies to identify potential reactions to the medication. FVeparation ofthe equipment All the necessary equipment shouid be prepared before commencing the procedure to avoid any delays or interruptions during rhe procedure. The equipment required for administering IM injections is listed in Box I and preparation of rhe equipment is described in Box 2. The techniques used for administering IM injections are outlined in Box 3. Skin cleansing There are inconsistencies regarding skin preparation for IM injections. It is known rhar cleansing the injection site with an impregnated alcohol swab before an IM injection reduces rhe number of bacteria on the skin (Workman 1999, Lister and Sarpal 2004). However, if rhe injection is given before rhe skin is dry this procedure is ineffective and rhe patienr may experience pain and a sdnging sensation from rhe antiseptic. This may allow entry of bacteria inro rhe injection site and cause local irritation (Workman 1999, Lister and Sarpal 2004). Therefore, when using an alcohol swab ro prepare the skin it should be used for 30 seconds and then allowed to dry (Lister and Sarpal 2004). Some local policies no longer recommend skin cleansing ifthe patient’s skin is physically clean (Little 2000, Wynaden et al2005) and the nurse maintains rhe required standard of hand washing and asepsis during rhe procedure (Workman 1999). Equipment for intramuscular injections I 2. 3. 4. 5. 6. 7. 8. 9. Prescription chart. Prescribed drug to be administered. If required, diluent for reconstitution. Clean tray or receiver for equipment, Syringe of appropriate size (2-5ml), Sterile 21G (green) needle for adult patients. Alcohol-impregnated swab with isopropyi alcohol 70%. Gloves. Tissue or clinical wipe. 10. Clinical sharps container. Preparation for intramuscular (IM) Injection administration The following steps describe the procedure when preparing the equipment for an I M injection. †¢ Wash and dry hands thoroughly with bactericidal soap and wafer or use bactericidal handrub to prevent any contamination of the equipment or medication. Put on gloves. Gloves are required for all invasive procedures including IM injection (Pratt etal2Q07). Check the patient’s prescription chart and determine the: – Drug that is to be administered. – Required dose. – Route for administration. – Date and time of administration. – Prescription is legible and signed by an authorised prescriber. These actions ensure that any risk to the patient is minimised and that the patient is given the right dose of medication at the correct time by the prescribed route (Jamieson et al 2002, Lister and Sarpal 2004). If any errors are noticed withhold the medication and inform the medical team. Check the drug against the prescription chart. As all medications deteriorate over time, check the expiry date – this shows when a drug will no longer be guaranteed to be effective. To prepare the syringe for medication: (a) Check all packaging is intact to retain sterility. Check the expiry date. If any packaging is damaged or has expired, discard. (b) Open the packaging of the syringe at the plunger end and remove the syringe. Make sure that the plunger moves freely inside the barrel. Take care not to touch the nozzle end to prevent contamination. (c) Open the needle packaging at the hilt (coloured) end. Hold the syringe in one hand and then attach the needle firmly onto the nozzle of the syringe. Loosen the sheath but do not remove it. Place the syringe on the tray. This prevents contamination or any potential injuries. †¢ Examine the solution in the ampoule for cloudiness or sedimentation. This may show that the medication is contaminated or unstable. Make sure that all the contents are in the bottom o f t h e ampoule by tapping the neck gently. To prevent injury, splashing or contact with the medication use a clinical wipe or tissue to cover the neck of the ampoule and break it open. Observe the solution for any glass fragments because these pose a risk to the patient if injected. Discard the ampoule and contents if any foreign matter is visible. !f you are using a plastic ampoule, break the top off, making sure not to touch the top. †¢ Pick up the syringe and allow the sheath to fall off the needle onto the tray and insert the needle into the solution of the ampoule. Avoid scraping the needle on the bottom of the ampoule, because this wilt blunt the needle. †¢ Pull back the top of the plunger with one finger on the flange and draw up the required dose. I t may be necessary to tilt or hold the ampoule upside down to make sure the needle remains in the solution to prevent drawing in air (Figure 2). Take care not to contaminate the needle. †¢ Re-sheathe the needle carefully using the aseptic non-touch technique to to maintain sterility (Figure 3). †¢ Expel the air. Hold the syringe upright, at eye level and let any air rise to the top of the syringe To encourage air bubbles fo rise, lightly tap the barrel ofthe syringe. Slowiy, push the piunger to expel the air until the solution is seen at the top of the needle. Needles Re-sheathing a needle betore the medication is administered to a patient is safe. This method is achieved hy using the aseptic non-touch technique (Figure 3) and prevents droplets of the medication from heing sprayed onto the skin or inhaled when air is heing expelled from the syringe (Nicol etal 2004). When giving an !M injection a ‘green’ or size 21 gauge needle is used for all adult patients to ensure that rhe medication is injected into the muscle. This also applies to patients who are cachectic or thin, except that the needle is not inserted as deeply. If a smaller gauge needle is used the nurse needs to apply more pressure to inject the solution, which will increase the patient’s discomfort (King 2003). Single and multi-dose powder vials Some medications come in single or multi-dose vials and need to he reconstituted before heing drawn up and mjected. The following steps should be undertaken when administering I M injections to patients: †¢ Take the tray with the syringe, ampoule, impregnated alcohol swab, tissue, prescription and sharps container to the patient’s bedside. Re-check the prescription and medication with the patient’s name band according to local policy. Draw the curtains for privacy and assist the patient into a comfortable position to allow access to the injection siteandto make sure that the identified muscle group is flexed and relaxed. †¢ Clean the skin with an impregnated alcohol swab for 30 seconds and then allow to dry to minimise the risk of infection (Lister and Sarpal 2004), or alternatively it should be cleansed in accordance with local policy, †¢ With the non-dominant hand stretch the skin slightly over the chosen injection site to displace the underlying subcutaneous tissues and to aid the insertion of the needle. †¢ With the dominant hand hold the syringe like a dart Having informed the patient, quickly and firmly in a ‘dart-like’ motion insert the needle into the patient’s skin at a 90 ° angle until approximately 1cm of the needle is left showing (Nicol et al 2004, Corben 2005) (Figure 4). †¢ Hold the skin with the ulnar edge of the hand and with the thumb and index finger hold the coloured part of the needle to maintain stability and prevent movement. †¢ Withdraw the plunger slightly to confirm that the needle is in the correct position and has not entered a blood vessel. If blood is not present, depress the plunger and carefully inject the solution at a rate of 1ml per 10 seconds until the syringe is empty to allow the tissues to expand and absorb the solution (Workman 1999, Lister and Sarpal 2004). This rate also reduces patient discomfort. If blood is present stop the procedure and withdraw the needle and syringe. Start again with new equipment and drug and explain to the patient what has happened to reduce patient anxiety. †¢ Wait ten seconds to allow the drug to diffuse into the tissues then quickly and smoothly withdraw the needle. Use a tissue to apply pressure to the injection site or until any bleeding ceases. It is not necessary to massage the area because this may cause the drug to leak from the injection site and cause local irritation (Rodger and King 2000). †¢ Discard the needle and syringe immediately into the sharps container to prevent any injury. Do not re-sheathe the needle. Remove gloves and wash hands, †¢ Record the administration of the medication on the prescription chart to show that the drug has been given. Report any abnormalities or complications. †¢ Replace any clothing and make sure that the patient is comfortable. Return to the patient after 15-20 minutes to observe and check the effectiveness ofthe medication, especially anti-emetics and analgesics. Observe the injection site within two to four hours for signs of local irritation {Rodger and King 2000), involves some key principles to ensure safe practice. †¢ Before reconstiruting any medication, the nurse should first read rhe manufacturer’s information sheet. †¢ It is important that the powder is at the bottom of the vial so thnt all the medication is dissolved. †¢ The cap must be cleaned with an alcoholimpregnated swah and allowed to dry to prevent bacterial contamination. * It is vital that the correct volume of diluent is used according to the manufacturer’s recommendations to provide the most therapeutic concentration. †¢ The diluent should be injected slowly into the vial so that the powder Is wet before mixing. †¢ When mixing, ensure the needle remains inside the vial to maintain sterility. If there is pressure In the vial hold the plunger down while doing this to avoid the separation ofthe needle and syringe from the vial {Nicol etal 1004}. To mix the medication, agitate or roll the vial until the powder has dissolved. For some powder multi-dose vials, a needle is inserted into the cap before adding the diluent because this allows air to escape and releases the vacuum in the vial. Then with a second needle and syringe, inject the diluent into the vial. Remove the needle and syringe and place a sterile swab over the venti ng need le to prevent contamination ofthe drug and the atmosphere. Agitate or roll the ampoule until the powder has dissolved (Jamieson etal2002., Lister and Sarpal 2004). All solutions need to be inspected for precipitation and cloudiness. Continue to agitate until the powder and diluent have fully mixed to form a solution. †¢ Todrawuprhedrug, hold the ampoule upside down to avoid drawing in air, insert the needle so that it is below the level ofthe solution and pull back the plunger to withdraw the correct amount of solution. For multi-dose vials, clean the cap with an impregnated alcohol swab and allow to dry before inserting the needle and syringe to prevent bacterial contamination.

The Definition of the N Word Essay Example

The Definition of the N Word Essay Example The Definition of the N Word Essay The Definition of the N Word Essay A word everyone is afraid to define except in utter seriousness, for fear of being branded racist, in total ignorance of the everyday usage of the word, it’s portrayal in popular culture, and the populations of the people it is used by. The definition of this word can be determined by the context and the quantifiers that are used before and after it. It is a word that can have a derogatory meaning or a complimentary meaning. It can be defined as a black person, a slave, or offensive slang. It can also be defined as a brother, a friend, or cousin, if it is being used in a playful way. This word is also referred to as the â€Å"N† word. One can’t explain the guilt felt when even just typing the word Nigger. Although many African Americans support the use of the word nigger in certain circumstances, the mass majority of African Americans who lived in the times where whites used the word in order to degrade African Americans would passionately believe that the word nigger should be eliminated from all forms of language. Consequently, people should never use the word nigger because not only does represent shamefulness, but also the word can serve as a double standard when non-blacks say it. Before the post-Civil Rights era, whites would frequently use the word nigger to social degrade and humiliate blacks. During this time, southern whites would commonly use the word nigger instead of Negro in order to represent superiority over the blacks. This was especially common for slave owners to refer to their slaves as niggers in order to both debase the slaves below human beings and to show ownership over their lives. Even though racist slave owners and other whites called blacks niggers during slave times, southern whites also referred to blacks as niggers throughout more than half of 20th Century. Where did the word nigger originate? Honestly, the whereabouts of the birthplace of the word nigger is still being debated. The immersion of the word however will never be forgotten. It would seem that nigger would come to be a derogatory nickname for African Americans. There has never, since the creation of the word nigger, been such a word that has had such an extensive impact. However, over the course of time, the nigger has evolved in pronunciation, usage, and meaning. Nigger is frequently traced to the Latin word niger, meaning black. The appearance of the word, at first, had no negative intentions. By the early 1800s it was established as a derogatory nickname. Ironically the area it was first used in this context in America, during slavery. Whether spoken, written, or shown in the media, reflect on the mass network of the anti-black prejudice. Nigger carried with it the anger, hatred, and disgust with it. It was used as noun, verb, and adjective to enforce the stereotype of Blacks being ignorant, lazy, dirty, and worthless. Nigger was used to strengthen words such as: Niggerish, Nigger-flicker, Nigger rich, and many, many more. The ladder of power suggested that the intimidation, deceit, and exploitation of blacks, was to help keep them in their place. From ministers to scientist the desire to prove that whites were superior to blacks was, in every way, socially acceptable. Of course with no choice but to take the demeaning abuse, blacks endured the ridicule. Even though the word nigger can represent a friendship between two blacks, there is definitely no need for the word ever to be used because if a white guy ever said whats up nigger spontaneously to one of his black friends, then out of instinct the black guy would receive a derogatory connotation because it was a white guy using the word. Now, how is it not a double standard if a black person can say the word nigger to another black person and the situation is normal, however if a white person refers to a black person as nigger than all hell breaks loose? If black people argue that this double standard is ok, then for example if it was socially acceptable for white people to refer to other white people as crackers but socially unacceptable for black people to refer to white people as crackers. Civil rights organizations like the N. A. A. C. P. ould consider this racist of whites and file lawsuits for being discriminated against being allowed to refer to a white person as a cracker. The use of the word nigger is forbidden on television and almost all forms of public television because nigger is considered to be a racial slur, however, the word cracker which is racial slur against whites is completely acceptable on all forms of public entertainment. Overall, whether the word nigger is used a friendly situation or with intent to degrade another black person, the word always carries a socially inappropriate connotation and should never be used. Those blacks that argue that the word is acceptable under special circumstances when blacks use it amongst other blacks tend to be of youthful age and are completely naive and ignorant to the history and true definition of the word. To even consider referring to another human being of a different race as being worthless and less of a human being than myself is not only unethical, but also completely immoral. In addition, the double standard that the word possesses is entirely inappropriate because the idea that the color of a persons skin grants him or her special permission to say certain words is just absurd.

Multiple Intelligences in the ESL Classroom

Multiple Intelligences in the ESL Classroom The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class. Verbal / Linguistic Explanation and understanding through the use of words. This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English. Example Lesson Plans (re)Introducing Phrasal Verbs to ESL StudentsComparative and Superlative FormsCountable and Uncountable Nouns - Noun QuantifiersReading - Using Context Visual / Spatial Explanation and comprehension through the use of pictures, graphs, maps, etc. This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English. Example Lesson Plans Drawing in the Classroom - ExpressionsVocabulary Charts Body / Kinesthetic Ability to use the body to express ideas, accomplish tasks, create moods, etc. This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating Id like to pay by credit card. in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, Id like to pay by credit card. Example Lesson Plans Lego Building BlocksYoung Learners Games for ESL Classes - Simon SaysTelephone English Interpersonal Ability to get along with others, work with others to accomplish tasks. Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an authentic setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities. Example Lesson Plans Conversation Lesson: Multinationals - Help or Hindrance?Creating a New SocietyGuilty - Fun Classroom Conversation GameLets Do Tourism Logical / Mathematical Use of logic and mathematical models to represent and work with ideas. Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has its place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom. Example Lesson Plans Match-up!English Grammar ReviewDifferent Uses of LikeConditional Statements - Reviewing the First and Second Conditional Musical Ability to recognize and communicate using melody, rhythm, and harmony. This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, youll recognize that music plays a role in the classroom as well. Example Lesson Plans Grammar ChantsMusic in the ClassroomPracticing Stress and IntonationTongue Twisters Intrapersonal Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses. This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage. Example Lesson Plans Setting ESL ObjectivesEnglish Learning Goals Quiz Environmental Ability to recognize elements of and learn from the natural world around us. Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment. Example Lesson Plan Global English

Presidential Powers Essay Example | Topics and Well Written Essays - 1250 words

Presidential Powers - Essay Example Under the devolved system of governance, the President’s powers were trimmed and redistributed to the local governments. However, the president still enjoys three sources of power that include constitutional, institutional, and political sources. This present essay will focus on these current sources of power for the presidency and it will begin with an assessment of the constitutional powers of the President, followed by an assessment of how the 20th century presidents of the U.S have been able to use institutional and political resources to overcome challenges brought about by weak constitutional presidential powers. Lastly, the essay will highlight on the likely future balance of power between the Presidents and the Congress. Constitutional powers of the President It is correct to argue that the ratification of the constitution resulted in the presidency having weak powers. According to Ginsberg et al., these constitutional powers of the President are spelt out in Article T wo of the U.S constitution, which formally creates the executive arm of the central government that is made up of the President, the Vice President, and other presidential appointees. In particular, presidential powers are stated under section 2 of Article Two and they are split into three clauses (387-391). Clause 1 under Article Two gives the President exclusive powers over the U.S’ armed forces since the President is the Commander-in-chief. Furthermore, the clause states that the President shall become the Commander in Chief of militia of several states when he/ she is called into service. However, according to Ginsberg et al., this is power is weakened by the fact that it is only Congress, which can declare war (375). Nevertheless, this fact has been an issue of contention, more so during the Bush era, when President George Bush circumvented the Congress and seemingly declared war on Afghanistan while the Congress simply approved his decision. With reference to the writin gs by Ginsberg et al., it can be argued that Clause 1 is vague in the sense that during times of war there is usually no time to debate and wait for the Congress to declare war (403-405). Therefore, it can be assumed that the President is acting in the best interest of the Nation by declaring war at a strategic time. Under Clause 2, the President has powers to make treaties and nominate Judges of the Supreme Court, public Ministers, Ambassadors, and key Officers of the U.S. However, this power is watered down by the fact that the President must first seek the advice and consent from the senate before making any Treaty and nominations and there are instances where the senate has repealed certain treaties signed by Presidents (Ginsberg et al. 412-415). The third Presidential power is spelt out under Clause 3, which gives the President Powers to make a recess appointment that expires when the next session of the senate ends or until the appointee is confirmed by the senate. This Presid ential power is also weakened by the fact that these appointments are not permanent and they are only made when the senate is on recess. How U.S Presidents in the 20th century have used institutional and political resources to overcome weakness of Presidential powers With references to the writings by Ginsberg et al., he noted that U.S Presidents in the 20th century as well as the 21st century have laid claim to certain inherent powers that they feel are intertwined with the powers that have been granted to them under Article Two of the constitution (Ginsberg et al. 423-428). Moreover, the Presidents have been able to lay claim on this inherent powers because the constitution is