Paulo Freires Pedagogy Of The Oppressed Literature Essay

Paulo Freires Pedagogy Of The Oppressed Literature Essay The Pedagogy of the Oppressed was written in 1968. The book became widely popular within a few years and was the subject of discussion by many people in the educational world as well as activists. In the teaching realm this book can be seen as something like an icon. It gives an inside view of the relationship triangle involved with education. The book can be seen as a set of guiding principles which Freire admits are skills hes learned through experience. Freire encourages individuals to use growth through situations from daily life and learned lessons from circumstances as tools to further your learning experiences. Paulo Freires purpose in writing the Pedagogy of the Oppressed is to help oppressed individuals form themselves and avoid being formed by other peoples acts of oppression. This book has a high level of vocabulary and word scheme that helps in its own way to educate the reader not just of oppression but in literacy as well, which was one Freires main works in life. Throughout this book you will find different proposals made by Freire to help individuals form themselves and heighten their own education. One of such examples is for a person to take his own life experiences that are constantly encountered instead of made up occurrences to rationalize problems in the educational aspect. Paulo Freire was born September 19, 1921 in Recife, Pemambuco, Brazil. His family was one that would be considered middle class. His father Joaquim Freire was an officer of the Pemambuco military police, while his mother tended to the home. During the Great Depression, the familys economic troubles resulted in them relocating in Jaboatao, which is where most of Paulos childhood and early teen years were spent. His mother managed to get him accepted into a private school in Recife, on a scholarship when he entered high school. Later in life Paulo would return to teach Portuguese at the same institution. At the young age of 13, Freires father passed away, that was the year of 1934. Paulo had a hard time making his way into the upper class society in his high school, because of his middle class status. School was a very important factor to the young adolescent and he strived to do his best in his studies. At the age of 20, Paulo was in Law school and had already mastered his grammar in Portuguese and was starting his studies in philosophy Sociology. In 1943 Paulo Freire married a elementary school teacher names, Elza Oliveira, just a year after he started Law School. Freires Law career was a short one which ended before he could even put his skills to use with his first client. Freires wife confided in him that shes hoped hes change his mind to education. Later the majority of his life would be based around his works in education and his strives to make improve the educational system. In 1946 Freire took over the Pemambuco Department of Education and Culture of the Social Service Industry as the Director. His 10 year term is detailed in the Pedagogy of Hope, another of Freires great works. The experience helped further Freires achievements by giving him a basis on which to develop his doctoral dissertation in 1959. This is what led to his first book, Education as the Practice of Freedom, which was completed and published during the premature years of his exile in Chile in during 1965. During 1957 Paulo was also appointed as the director of SESIs Pemambuco Regional Chapter Division of Research and planning. In 1959 Freire was appointed as the professor of the History and Philosophy of Education at the School of fine arts, after his thesis was accepted and hed done much traveling and consulting with other SESI programs as well as founding the Capibarbie Institute which is committed to scientific, ethical and moral education. Freire received many accomplishments and recognitions of honor as well as appointments of honor, many of which were educationally related. However after March 31, 1964 Freires exceedingly advancing career took a pause. After Freires participation for education movements and the peasants proved able to read the military came in and took control, throwing Paulo into prison twice and sending him into exile. To better understand the purpose of the book, it is essential to first know the meaning behind the title. According to Merriam-Websters online dictionary, the meaning of the word Pedagogy is: The art or science of teaching; especially: Education. This is the basis of the book itself; Freire directs our attention to the relationship between that of a teacher and student along with society Another word that it is vital to understand is Oppressed, I turned once again to Merriam-Webster for this definition which is as follows: To crush or burden by use of power and authority. Paulo Freires Pedagogy of the Oppressed gives us a view into the education system and how it is becoming less of a good learning tool. The education system has become less creative, and the teachers are sucking the very supplement of life out of the lessons. The minds of students today resemble that of storage, filled solid with memorized information that is later replaced when the next subject is being taught. We can see evidence in this today as many teachers focus in the classroom is prepping their students to the states standards so that they may pass the standardized tests. The teachers teach specifically to the test continuously replacing information in the students storage so that only the test materials remain. Freires book clues us in on the relationship between teacher and student, and the method that the teachers try to instill in the students to produce the perfect student, some of which include: The teacher is the main subject or model for the students, and the students are objects waiting to be molding into what the teacher perceives to be the perfect student. This relationship refers to Freires comment in his book During the initial stage of their struggle the oppressed find in the oppressor their model of manhood. (Freire 46) This is one of the quotes I selected throughout the book that I believe help the reader to gain insight to the message being delivered through Freires text. Oppression of students is much easier the more teachers dominate and control their students. Sometimes they are successful in their endeavors and others times the students notice this and rebel in an attempt to challenge the teachers and dominate over them instead. Freedom is acquired by conquest, not by gift. (Freire 47) This quote is used not only to give hope but also instruction. Sometimes shedding a previous habit or custom seems near impossible but in Freires text he uses this statement to show that there is a way to break free from the overbearing rules so that one may gain his or her freedom. When reading the book I saw that the main tool of domination when using the Oppressor-Oppressed method in education is the banking approach. The banking method, which is only the act of depositing information into a student, has very little connection to critical thinking skills or creative thought process. The method is set up that way so that there is no room to threaten authority. In this aspect the teacher is superior because they know all the information that they are to instill in the student but it is highly unlikely that through lecture alone the student will understand the importance and application of this new information, which the teacher more than likely will know . This is another example of the relationships Freire talks about amongst students and teachers, the teacher knows everything and the students know nothing. I find this to be false though, even though the oppressed (students) are more often than not at a great disadvantage to the knowledge of the teachers they, being oppressed know in a different sense a far greater importance than their oppressors. In the Pedagogy of the Oppressed Freire says Who are better prepared than the oppressed to understand the terrible significance of an oppressive society? Who suffer the effects of oppression more than the oppressed? Who can better understand the necessity of liberation? They will not gain this liberation by chance but through the praxis of their quest for it, through their recognition of the necessity to fight for it. And this fight, because of the purpose given it by the oppressed, will actually constitute an act of love opposing the lovelessness which lies at the heart of the oppressors violence, lovelessness even when clothed in false generosity. I took this to mean that even though they may be oppressed in the end it is the oppressed who often teach the oppressor a far greater lesson than they would have been able to teach themselves. Oppression can be the control factor in everything we as a people do. In education there is a formula for the success and Oppression is the control factor in the experiment. Without oppression students would use their creativity analytical skills to seek out the answers to challenges in everyday life as well as in the classroom. One thing that is very important to understand about education is that there isnt one set method or formula to teach or learn something, there is only what works best for the teacher or learner. Freires argument presented in the Pedagogy of the Oppressed is indisputable. He delivers his view not by the over-use of factual information and evidence but by creating a sense of either acceptance or denial of his belief. The author is able to deflect opposing arguments by first establishing his idea of the Oppressor within. Then throughout reading the book that single idea is able to back Freire in the majority of his statements leaving many critiques unable to ridicule his work. One of Freires arguments was that educators needed to have a profound trust in people. Their goal is to be able to understand, accept and connect with the people so that they may help raise a type of awareness in the people and their actions. However this goal can sometimes back-fire and end with negative results, if done incorrectly and with force, no compromise, disregard for the peoples culture and beliefs. Paulo Freires Pedagogy of the Oppressed was a wonderful read and left me insightful to the teacher student relationships, the beliefs of Paulo Freire . I believe that Freire put much thought and passion into the writing of this book and more than proficiently backed his opinion and arguments throughout the book in its entirety. Freires tone and attitude suggest that we are either supporters of the oppressed or oppressors ourselves. While this is a standard good vs. evil theme there is a more in depth meaning behind Freire forcing you to choose a side. This however can only be taken to a certain level without potentially warping future educators, resulting in an unbalanced structure and behavior. While reading, I got the sense that the author was often using everyday occurrences to help relate to pedagogical situations. The authenticity of my thought pattern here could be very accurate because after doing some research on Paulo Freire I saw in his biography that Pedagogy of the Oppressed was written with influence from some of Freires very own experiences in the educational career. His method makes a great deal of sense seeing as his approach was to reach and educator the world of the education system. This book is ideal for educators as well as parents and students. The Pedagogy of the Oppressed explains in great details the education system and the relationship of powers amongst students and teachers. Freire divides the world into the oppressed and oppressor, this is the under the assumption that the wielder and submitters to power fall into those categories. Although neither is free from the other, the oppressed are those who take the brunt of the relationship. Not only are the oppressed being suppressed by their oppressors but they also are conflicted with a fearfulness of freedom. (Freire 47) This confliction is what allows the oppressors to maintain and strengthen their superiority and keep the oppressed in a state of inferiority. I believe it was Freires hope that in writing this book and sharing his insight with the world he would somehow manage to lend a hand in the oppressed realizing their fate and perceive the reality of oppression not as a closed world from which there is no exit, but as a limiting situation which they can transform. (Freire) Although many educators have analyzed this book along with students, parents, and various people in the political world there are still many who do not grasp the importance of Freires work. The pedagogy of the oppressed is an instrument for their critical discovery. It is tool of liberation for the oppressed who have not realized their state of oppression. Once a person reads this book, if Freire has a accomplished his goal in that individual they will being to notice topics that Freire mentions throughout the book and realize that they may or may not have been a victim of oppression at some point in their lives.

Discrimination and Ethnicity

With more than six billion people in this world, with a huge variety of human shapes, colors and sizes can race really be defined? As people spread across the world. Mixing among each other creating new kinds of faces there is no true race. But people such as Hitler believed that the Aryans where the superior race responsible got the cultural achievements in Europe and that they has to stop â€Å"racial contamination† that would come from breeding with inferior races by destroying them. Which caused the slaughtering of those deemed inferior: Jews, gypsies, homosexuals, slaves, and people with disabilities.It didn’t stop here, you’d think the world would try to make a difference but as Hitler era was fading, the â€Å"ethnic cleansing† by Serbs in Bosnia, the mass killings of Tutsis in Rwanda in 1994 were and are stilling taking place years after Hitler. What these people failed to see is that there is no â€Å"pure race†. People show such a mixture of physical characteristics – in skin color, hair textures, body shapes, eye color, height, weight and so on that there can not be a â€Å"pure race†. Our characteristics follow endlessly together, the mapping of genome system shows that were strikingly homogenous.Although large groups of people can be classified by blood type and gene frequencies they still cannot be classified as a race. The idea of a race in far from a myth, its embedded in our culture, it is part of our everyday lives. Sociologist D. S. Thomas observed that if people define situations as real, they’re real in their consequences in other words, people define situations as real, they’re real in their consequences in other words, people act on beliefs, not facts (Beckwith and Jones, 1997). As a result to that we will always have people like Hitler who feel that killing people that they believe is inferior is perfectly fine.Incidents such as the above still happen in today’s world but they are hidden from the public eye, what isn’t hidden and does continue toady seems as if no one is trying to make a difference is prejudice and discrimination, a war that will never stop. Prejudice can be defined as a prejudging of some sort, discrimination on the other hand can be defined as an action, and unfair treatment directed against someone on basis of their age, sex, height, origin, marital status, education, income, religion, etc, but when its due to race we usually call it racism.Why are people prejudices? The common sense answer is that people may have had a negative experience with a member of the other group. But Psychologists such as Eugene Hartley (1946) made studies showing that its more than just an old incident, his studies showed that prejudice against all other groups as well. Social scientists have developed several theories to explain prejudice; there are two types of theories, Scapegoat, and the Authoritarian Personality.People who are unable to release there stress to the source usually tend to release it on other people and they tend to find someone to blame their mishaps on and this usually becomes their scapegoat, often a racial, ethnic, or religious minority that they unfairly blame for their troubles. The other theory is The Authoritarian Personality Theodor Adorno’s term for people who are prejudice and rank high on scales of conformity, intolerance, insecurity, respect for authority, and submissive to superiors. Sociologists find these theories to be inadequate, they stress that the key to find prejudice is from the outside not form within.Sociologists focus on how some environments foster prejudice, while other discourages it. Sociologists have a few theories; Hitler used Functionalism, he hired Fritz Hippler, a Nazi intellectual was put in charge of the entire German film industry and he was told to create anti-Semitist, and he did by producing movies that compared Jews to rates, that their breeding would c ontaminate their â€Å"pure breed†. You can see that prejudice is functional and it creates in-group solidarity, and destroys human relationships. Conflict Theory- a theoretical framework in which society is viewed as composed of groups competing for scarce resource.Symbolic interactionism examines how people’s labels affect perception and create prejudice. When we apply a label to a group we tend to see its members as all alike, this leads to stereotyping and discrimination and may even create a depicted behavior. Symbolic interaction shows that were not born to a â€Å"race†, and ethic group where we lean beliefs, values; we learn to perceive them negatively or positively. If discrimination is common in our groups, we learn to practice it commonly. Discrimination is like a learned skill if you practice it enough you won’t even realize you using it.William Julius Wilson, a sociologist, argues that social class has become important that race is determine the life chances of African Americans. Prior to the Civil War African Americans were excluded from everything that could help you advance in life and become wealthy. As African Americans moved out of the inner cities, as legislators began opening doors for African Americans, as a result they were able to get better paying jobs, live a middle-class life, but those who were left behind in the inner cities they were trapped in poverty (Wilson, 2001).I believe that people choose their way of life, yes it is true that things may be harder for an African American or a Latino person, but things are hard for everyone in their own individual ways. I do believe that in today’s world things aren’t based on race in some places yes but as from what I see I believe its based on your social class, who you are, who you know, where you work, and how much money you have, that’s what I believe matters in today’s society.Although sociologists like Charles Willie, states that even African Americans do the same work as whites, whites average higher pay than African American, he argues that it racial discrimination not social discrimination. He states that we need to provide more jobs for the people in the inner cities; with more jobs there’s more hope in inner cities and an anchor to a responsible life. But being richer for an African American is still a problem because certain people start assuming things for example an African American person driving a new car a cop tends to find reason to pull them over, just to make sure the car isn’t stolen.Both sociologists have a strong point of view, but I also do have my own view in prejudice and discrimination. In today’s society minority groups have a better chance to achieve their goals, for example everyone can attend the same college, travel the country, eat in the same place and even be best friends with someone of a different ethnicity, while this is taken for granted I honestly think it’s a beautiful thing. Prejudice and discrimination is a war that will be fought through out ones life regardless, of their race, color, size, height or social status.As we flash back we see that discrimination has always been around in all different forms. We, as the human race need to focus on not judging people before we know them for who they are. Today, there are so many type of people in the world that stereotyping are always incorrect. If everyone in the world had respect for one another we would live in peace and be able to let others believe in what they wish and except everyone’s differences. If we teach our children and change our ways, sometime in our future we will be closer to accepting that a man’s character is based upon content of his soul, not his color, ethnicity, or their religion.

Automobile and Car Essay

1. Jono Schneider – for plaintiff. 2. Jatinder S. Ubhoo – defendant 3. Sabatina N. Vassalli – for defendant 4. START TIME: 10:32 AM 1. good morning 2.morning 1. do you recall sorry whats your name.. 2. 1. 2.yes 1. do you remember approximately what tiem the.. 2.no I don’t remember that †¦ 1. 2. it was snowing 1. was there snow on the ground 2. yes 1. did the snow on the ground†¦ 2. not sure what youre trying to say†¦ 1.and did it 2. 1. 2.yes 1. and were you alone in the car 2. yes 1. and where was your.. 2. I was going to meet a friend 1. 2. social. 1:31 1.and what was your friends name 2. do I have to disclose that 3. yes 1. your lawyer is here†¦. 2. 1. 2. I do not talk to him that much anymore†¦ 3. we are going to have to provide it off / on – 10:35 am 1.alright and I appreciate that†¦ 3. that’s fine 1. And where did ikbal like were you going.. 2. I was going to meet him .. 1. okay. And that was just to hang out 2. ya just to hang out because for me it was a borigng day I just wanted to go see my friend and that’s what I was going to go do. 1.and the collision happened†¦ 2. what is the day again†¦ 3. tuesday 1. 2. 1. what im asking is if you have a very specific recollection that day†¦ 2. I don’t remember. 1. and so you left your house, how long did it take.. 2. my house is on mcveen and castlemore 1. 2. ya its very close 1.probably less than.. 2. ya 1. and in those 5 mins you were†¦ 2.yes 1. and this is a car that.. 2. yes 1. are you aware of †¦ 5:15 2. no 1. so there was nothing wrong with the breaks 2. no 1.nothing wrong with the tires 2. no 1. so in terms of the .. 2.no. 1. what type of the car 2. it was a 2006 acura tl 1. so you’re driving along had you been on.. 2. yep 1. and 2. 1. 2. it was a red light from far and by the time I was approaching it.. 1. and were there any cars on †¦ 2.there were cars†¦. 1. 2. go straight. 1. and as youre approaching goreway and youre saying tht there were.. 2. yes 1. 2. no my lane was empty I would have been the .. 1.and there wasn’t rush hour traffic at this time 2. no 1. 2.yes 1. and those cars are stopped at the †¦ 2. yes 1. and your lane is not.. 2. theres another.. no it also turns right and for people.. 1. so you have the option. 2. yep 1.and as your approaching †¦ 2. yes 1. how far away from the intersection.. 2.i would say 75 yards 1. and the speed limit on that street 2. I think its 70 1. and this .. 2. no cause it was snowing 8:01 1. k you’re driving the†¦ 2. yes 1.and youre about †¦ 2. I was driving slower than the speed limit because it was snowing.. 1. I 2.i would say†¦ 1. 2. because ive seen the red lights†¦ ive already taken off my .. 1. is it an automatic car or.. 2. automatic 1. 2. yeah 1. 2. when I saw the I would say prior to the I don’t know the distance properly but .. 1. 2.straight ahead 1. so at what point did you actually†¦ 2. I started slowing down I would say beyond the †¦Ã¢â‚¬ ¦ 1. okay 2. then I hit the gas again 1. and as youre seeing the red light ahead of you are there any cars making †¦. 2. 1. 2. 1. the cars that are †¦. 2.no 1. and as your travelling but I think I asked you this before youre in the †¦. 3. he already answered that he said he didn’t know.. 1. 2. yah 1. have you ever travelled.. 2. yes 1.do they have an advanced green.. 2. I wouldn’t know that but I don’t remember that because I never turn left on †¦ 1. 2.i moved there on November 1st 2007 1. so at the time of the collision you’ve lived there for.. 2. yes 1. as youre approaching the .. 2. yes 1. and do they .. 2. no 1.how come 2. because they see this car coming and they had to rush to break 1. so the other.. 2.stop right away in the†¦ 1. and their .. 2. yep 1. now was there more than one car that.. 2. yes two cars right behisde†¦ 1. 2. ya 1.and those cars were they .. 2. obviously they would stop†¦ 1. 2.ya ya I saw that 1. 2. I started breaking I started breaking hard I said theres something going on here and at the end †¦. 14:06 1. okay. And the back of your car did it.. 2. no 1. and did your abs breaks†¦ 2. yes 1.and was your car†¦ 2. no 1. and what part of the other persons car.. 2.that I don’t remember anymore 1. did u get out of the car and see the .. 2. ya 1. where was the †¦ 2. I think its im not suer as far as I can remember†¦ 1. and im presuming†¦ 2. ya 1.and 2. 3.ya to be fair to him im not sure he knows 1. 3.ya I duno.. 1. I don’t need him to†¦.. 2.no 1. did you take any pictures.. 2. I took a picture of my car 1. 2. no 1. do you still have a copy .. 2. no 1. 2. I just took it for my purposes just in case 1. what did the picture show 2.it just shows my cars .. 1. 2. the bumper has fallen off the lights have been smashed 1. 2. im not sure anymore 1. 2. im not sure. 1.okay. 2. were bent 1. alright. And this person that was turning left†¦ 2.what do u mean 1. did u notice if the left had turning car had come into.. 2. no 1. and those cars that were stopped and started to go into the intersection did they.. 2. no 3. well I duno what do u want me to say†¦ 2. well because the car †¦ 1.you said there was two.. 2. yep 1. 2.they both left.. 1. what about the other two.. 2. im not sure. 1. so they didn’t.. 2. no there was bad weather snowy who would want to stick around and.. 1. and did u call the police or †¦ 2. I assumed the police was †¦ 18:49 1. 2. yep 1. and did you ask her if she†¦ 2.never got a chance 1. and when you spoke to the .. 2. she just started yelling at me what are you doing 1. 2. what do u mean what am I doing trying to make a left when u don’t have the left signal anymore 1. so your impression is†¦ 2. yes 1. 2. because obviously she wouldn’t 1. listen 2. 1. yep 2. and she was saved by being hit †¦ me on the other hand my lane was empty I was coming I saw the red light I took my foot off the pedal slowed down †¦Ã¢â‚¬ ¦ 1. so even though you saw just the break lights .. at which point†¦ 2. not sure because what caught her was my car skidding trying to stop to save her.. 1. was your car already skidding by the time that.. 2. you know I saw her 1.okay when did u see her 2. I saw the cars their breaklights turn on took my foot their feet off the pedal again but as soon as I saw her again I put my foot on the break really hard†¦ 3. when was the first time you saw her .. 2. when she was in front of me 1. so you had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2.no no no no. 1. 2. I saw her that’s when I started breaking really hard 1. where was she 2. she would be on the left in the middle of that intersection . 1. and how far away from the intersection were u 2. I don’t know 22:56 1.and how far.. 2. im not sure about that either 1. did u skid pass.. 2.not sure. 1. you know when you approach a †¦ 2. ya 1. 2. ya 1. do you remember h ow far back from that †¦. 2. I don’t remember that anymore I don’t recall that specific points anymore 1.and how fast were u going †¦ 2. not that fast no 1. well how fast did u.. 2.yes I did. 1. and whe n u started slowing down†¦. 3. I think he already answered that I think it was the second †¦ 1. okay well im trying to figure out and I apologize if I asked you this already 2. slowing down ya 1. slowing down †¦ 2. yes 1. and you pressed your .. 2. yes 1.and from that point going forward to the point that you †¦. 2. I cant answer that question because I wasn t even 1. ok 2.i wuld not speed in bad weather like that because you know you†¦.because the 26:27 1. ok. Alright. After the accident. The impact itself would u describe it as†¦ 2. medium 1. and after the †¦ 2. yes 1. 2. yes 1. 2. she had a child at the back 1. and the child was in the back seat 2.yes 1. and you told me that you †¦ 2. that’s all 1. how was the kid 2. she was alright 1. and was the lady concenred about her child 27:29 2. im not sure im not sure how to answer that.. 1.well did .. 2. she approached me first 1. and the cars are not moved from the intersection 2.ya they were still in the middle of.. 1. and by the time the police officer got there.. 2. im not sure 1. did the police officers†¦ 2. again im not sure 1. 2. they didn’t get there right aay†¦ 1.yep so can u give me an estimate†¦ 2. 1. 2. 1.so impact occurs and within .. 2. don’t know about the timing .. 1. 2. no I never went back†¦. 1. im not talking about .. 2. I don’t remember anyting like that 1.were you†¦ 2. no 1. and did u feel any pain at the.. 2.no 1. so the accident happens .. 2. yep 1. btu youre not sure†¦ 2. I never told you .. 1. sorry maybe its my mistake in terms of 2. yep 1.so the impact occurs 2. yes 1. youre telling me.. 2.yeah†¦ 1. 2. ya when the car comes to.. 1. 2. I never walked up to her I walked up to the damage to see what the †¦ 1. 2. no that’s after not right away.. 1.so youre looking at 2. 3. just tell him what you rmember 1. ive not no problems with your answers I would tell u†¦ 2.i dotn remember what I did I don’t remember what I did I could have gotten back into my car to sit down to get some heat†¦. 1. did u call anyone with your cell phone to tell them that ou had†¦ 2.no 1. and by the time that †¦ 2. no by the time the police got there I was outside by myself 1. and you hadn’t.. 2. no I spoke with the toe truck driver he was there first at the scene 1. 2. 1.who is marcy 2. she is the first lady on the goreway lights†¦ 1. 2.shes here in the goreway lane im here right 1. just for the purpose of the record 2. im looking at west and .. 3. so for reference 1. 2. thank you. 1. 2. shes a driver. 1.and she came over to you said .. 2. yep 1. and what did she say 2.she assured me that she saw the collsion whose wrong whose right she said she cant .. 34:50 1. and she gave u.. 2. yes 1. can I have that†¦ 3. 1. 3. okay so 416†¦ 1. but you managed to save marcy’s contact information 2. the reason why that is saved is the iphone backs up contacts.. 1.sure. alright. So marcy was a driveway.. 2. ya 1. what type of car did she have 2.i think she had a mazda†¦. 1. and you obviously would have given†¦. 2. 3. do you remember that or are you guessing †¦ 2. 1. well did u give the contact information 2. the answer to that is first of all the police officer never asked me if and u .. 1. and u didn’t.. 2. I was told to sit in the rental car †¦ 1.and you talked to the .. 2. from the start sit in your 1. 2. 1. ok 2. and um when everything was done however long .. 1. 2. yes sitting in the police 1. 2. ya 1.or whether†¦ 2. ya but both of them I saw them engaged with the police officer †¦. 1. okay. 2.never gave me a chance to provide my iformation or my opinion 1. so the police officer.. 2. im not sure but at that point he never†¦ 1. ok 2. if I said something to the officer that’s what I would have said but I do not recall†¦ 39:37 1. 2. I do not remember†¦ I rpoably did I probably didn’t. 1.yep. 2. and thts about it 3. 2.because even the toetruck driver was surprised at how the police was giving †¦.. 1. okay. So you felt it was unfair.. 2.yes 1. 2. but again I did not question that †¦ 1. okay. The police officer didn’t.. 2. no no no but still next thing you know.. 1. 2. so go ahead. 1.did you ever get†¦ 3. what he is saying is that 2. ya. That’s what im trying to say. Because who wants†¦ 1. because theres reprocissions.. 3.lets move on. 2.sorry. 3. that’s okay 1. 2.no 1. did u get an opportunity to †¦.. 2. no 1. did u try and talk to her at all†¦ 2. 1.okay. did u ask the officer†¦ 2. ya 1. 2.i do not recall 1. 2. no one is wrong no one is write 1. 2. 1. 2. he said youre saying this youre saying .. 1.did u ask the officer .. 2. I didn’t ask him but he said it on his own but they †¦ 1. was there any ice on the ground 2.there was snow 1. are we talking about 2. there†¦ 1. im talking about on the actual road on the banks 2. I don’t recally that but it was slushy. 1. slushy.okay. couldn’t have used a†¦ 2. no 1. any sort of †¦ 2. no 1. counsel r u aware of any other†¦ 3. no 1.ive noticed in your.. 3. there isnt 1. any ivestigiation 3. I don’t believe so. If there was anything in.. 1. k perfect. 2.no 1. did she ever call u 2. no 1. did u give her.. 2. yes 1.but she didn’t call u 2. no 1. was she alone 2.ya 1. 3. yes 1. 3. 1.can I get a†¦ 3.yes. 1. well ill take a look at †¦ 3. 1. that was going to be my next.. 3. ya abosolutely. 1. can you make best efforts to get the picture on your cell phone 3. 1. 2. no 1. 2.yes that’s it, phone number 1. okay subject to any questions arising from udner†¦ off – 11:25 am

What Does It Take A Safe Nurse The Nursing Profession...

Safety in Healthcare What does it take to be a safe nurse? The nursing profession offers many opportunities for error. Great challenges arise when trying to keep patients safe. Quality healthcare is defined by patient safety and the fulfillment of personal needs. Society, nurses, physicians, and patients themselves are responsible for ensuring that operational systems and methods are taken to illuminate the likelihood of errors occurring. As a nurse, it is important to make sure that the appropriate actions are being taken to limit the amount of mistakes that put patients and their families at risk. Although a nurse has to perform with a certain level of competency, there is always need for improvement when it comes to self-care, patient-care, and the environmental care. Responsibility relies on nurses to take care of themselves while caring for others. Living a healthy lifestyle is a constant challenge. A healthy lifestyle includes a balance of exercise and nutrition. With a large p ercentage of the population being obese, nurses have a great opportunity to educate not only their patients and families, but also, each other. The solution to improve work performance is education and training. The workload does not always offer an opportunity to eat healthy or exercise properly. According to an article produced from the ANA (American Nurses Association) by Karen Gabel Speroni, PhD, MHSA, BSN, RN titled, â€Å"Designing Exercise and Nutrition Programs to Promote Normal WeightShow MoreRelatedThe Importance Of Heath Related Safety Issues1210 Words   |  5 PagesSAFETY ISSUES Safety in Healthcare What does it take to be a safe nurse? The nursing profession offers many opportunities for error. Great challenges arise when trying to keep patients safe. Quality health care is defined by patient safety and the fulfillment of personal needs. 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