Law and Ethics, Patients Rights in Practice Essay Example for Free

Law and Ethics, Patients Rights in Practice Essay In particular, those aspects observed by the student relating to patients privacy, confidentiality and any situations which warranted a limitation to patient privacy will be described and discussed with reference to patients rights. Situations in the hospital setting where the student nurse viewed health professionals informing patients about treatment options, encouraging patients to take action in decisions about their health, and gaining informed, voluntary consent prior to procedures will be discussed. An explanation of reasons for selecting privacy and consent as two essential concepts which health providers must understand will be illustrated. The legal and ethical responsibility of health care providers in relation to the aforementioned fundamental principles of achieving patient privacy and gaining informed voluntary consent will be examined with a clear emphasis on patient’ rights. While on clinical placement, the student nurse observed health professionals maintaining patient privacy to a high standard by consistently shutting curtains around patient’s beds, lowering their voices when working with patients in rooms containing multiple beds, courteously requesting visitors to leave the room when procedures of a sensitive nature were preformed and closing patient’s doors to limit unwanted interference from hallways. In order to show patients respect, dignity and consideration, which are outlined as a fundamental patient right in the Queensland Health Public Patient’s Charter (2002), patients were consistently examined in areas that were as private as was possible at the time. This attempt by health care providers to maintain the physical privacy of all patients by consistently minimizing unwarranted outside attention is a clear demonstration of how health care providers maintained patient dignity, consideration and respect. According to the Ramsay Health Care/Cairns Private Hospital Patient Charter (nd. , patients have a right to be treated with courtesy throughout their hospital experience. The actions of the health care team correlate positively to this statement as through the maintenance of patient’s physical privacy, health care providers are demonstrating consideration for their patients and respecting their rights set forth in both the Queensland Health public patient charte r and the Ramsay health care charter. Throughout the clinical placement of the student nurse, the health care facility in question demonstrated exceptional adherence to national privacy principles 4. set forth in the Privacy Amendment Act (2000). Initiatives currently in place at Cairns Private Hospital ensure confidentiality of both patient’s medical records as well as patient’s personal details by limiting outside access to confidential information and preventing health care professionals from transmitting such information to the broader community. One such example observed by the student nurse involves the hospitals policy preventing nurses from leaving the hospital with materials used in nursing handovers that contain information regarding patient’s condition and personal details. The destruction of such material prevents the transmission of private information to the wider community and demonstrates the role of health care providers in maintaining patient privacy. According to the national privacy principle 4. 1 extracted from the Privacy Amendment (Private Sector) Act (2000, p. 9), â€Å"An organisation must take reasonable steps to protect the personal information it holds from misuse and loss and from unauthorised access, modification or disclosure. Therefore, by ensuring patients information is protected from unauthorised access and disclosure, Cairns Private Hospital is fulfilling the legal obligations set forth for private organizations in the Privacy Amendment Act (2000) principle 4. 1. Patient’s right to have their personal information kept private and confidential, as outlined in the Queensland Health Public Patient’s Charter (2002), was also exceptionally demonstrated by those nurses with whom the student nurse was in contact during c linical placement. Health care providers consistently maintained patient confidentiality by limiting discussion of patient’s condition to those situations where health care providers must share patient information to improve patient care. When the student nurse observed an exchange of information between health care providers pertaining to patient’s condition, it occurred in a manner such that other patients or visitors were unable to discern the content of discussion. This includes, but is not limited to, patient information related in nursing handovers. By treating patient’s personal information obtained in a professional capacity as confidential, nurses are adhering to the expected national standards for Australian nurses as stated in ANC Code of Professional Conduct for Nurses in Australia (nd. ). The importance of maintaining patient privacy is unquestionable. Patients belief that health care professionals will handle their personal information with respect, dignity and maintain their confidentiality not only illustrates the ethical and legal responsibilities of health care providers, but correlates positively with the formation of trust between patient and nurse. According to Stein-Parbury (2005 p. 42), â€Å"†¦ without trust, there is minimal self-disclosure and little chance that patients will share their experiences with nurses or that nurses will come to understand patients’ experiences. † Therefore, through the maintenance of patient privacy and confidentiality, the element of trust, which forms the basis of all nurse-patient relationships, is strengthened. Crisp and Taylor (2005), illustrated the importance of patient privacy and confidentiality as without these two essential components patients would not feel able to tell health care professionals their most intimate and private details. This potential hesitation to share personal information with health providers can have a negative impact on the provision of care and can ultimately lead to treatment that does not take into consideration essential aspects of patient’s health. The maintenance of patient’s privacy is essential in both building trust between nurse and patient and providing holistic nursing care. As stated previously, the maintenance of patient privacy has implications in both legal and ethical spheres and is paramount to the formation of the nurse-patient relationship. Student nurses must therefore gain an understanding of the importance of maintaining patient privacy to ensure that once qualified as a registered nurse, one will understand the reasons why legally and ethically we must adhere to the guidelines. In today’s health care setting, the emphasis of patient’s rights and understanding these rights is paramount if one wishes to practice safe appropriate care for all peoples. It is for these reasons that the central issue of patient privacy was selected for consideration. Although the importance of maintaining patient privacy is unquestionable, there are ertain situations that warrant the sharing of patient information. As observed by the student nurse, health care professionals continuously share patient information between themselves in attempts to allow allied health professionals to provide appropriate holistic patient care. In today’s hospitals, with shift work and the increasing specialization of various allied healt h workers, it is essential that patient information is shared to improve patients care and outcome. In order to achieve appropriate care for patient’s, this is a requirement and will not be considered as a breach of patient privacy. This team work approach to health care is viewed as of benefit to the patient and is absolutely essential is today’s health care facilities where health care professionals are increasingly working in more specialized fields. Throughout the entire clinical placement, the student nurse consistently observed health providers informing patients of their various treatment options, encouraging patients to take an active role in decisions about their health, and ultimately gaining informed voluntary consent prior to any procedure. As outlined in the Queensland Health Public Patients Charter (2002), and the Ramsay Health Care/Cairns Private Hospital Patient Charter (nd. ), patients have a right to easy to understand information about their condition, treatment options, risks, and expected outcomes. The health providers viewed by the student nurse exemplified exceptional adherence to the patients right to accurate information as nurses were observed directly informing patients wherever possible about their treatment options, risks, and choices available to them. Health care providers not only adhered to their legal obligation of providing treatment information to patients, but did so in a way that reflected nurses ability to use due care in support of their ethical responsibilities. According to the Ramsay Health Care/Cairns Private Hospital Patient Charter (nd. ), patients have a right to ask questions and seek clarification in regards to matters that concern them. The actions of the health care team exemplified good practice with reference to this patient right. Health care providers were willing at all times to respond to patients questions or concerns and faced each situation with enthusiasm and clear respect for patients right to ask questions and seek clarification. Patients right to take part in decisions about their health care as stated in the Queensland Public Health Charter ( 2002), was viewed by the student nurse to occur in conjunction with the aforementioned patient right to information about treatment. By providing patients with easy to understand information about their condition, it allowed patients to make informed choices regarding their treatment and overall health. Health professionals were observed to provide patients with the information they require such that patients could make their own decisions regarding their treatment options. By thoroughly providing patients with necessary information as well as encouraging patients to take an active role in decisions about their health, health providers were empowering patients and fostering patient’s autonomy. Autonomy, the freedom to decide and act (Stein-Parbury, 2005), can be enhanced when a patient is given information about their condition and encouraged to take an active role in making decisions about their health. Informing patients of various treatment options and encouraging patients to take an active role in decisions about their health are fundamental components of informed voluntary consent. Informed voluntary consent may be implied, written or verbally given. The student nurse observed various nurses obtaining implied consent from patients when performing routine procedures such as taking a blood pressure reading. The student also viewed health providers obtaining verbal consent from patients when preforming procedures such as showering and mobilizing patients. The health providers adhered to the legal requirements which state that consent must be voluntarily given and informed (Forrester Griffiths, 2005). The actions of the health care team correlate positively to the statements set forth in both the Queensland Health Public Patients Charter (2002) and the ANMC Code of Ethics for Nurses in Australia (nd. ). The charter asserts that patients have the right to give their permission before they are treated. Whether consent was implied or verbal, the student nurse observed patients giving their permission prior to any procedure. According to Value Statement 2 in the Code of Nursing Ethics (nd. ), nurses must accept the rights of individuals to make informed choices in relation to their care. By ensuring that patients right to make informed choices in relation to their care and obtaining informed voluntary consent, health providers are meeting their legal and ethical obligations surrounding patients consent. It is essential that student nurses have an understanding of their moral and legal requirements surrounding patients consent. If a health provider performs a procedure without acquiring consent, there is a possibility that their actions legally may amount to assault or battery. According to Forrester and Griffiths (2005), battery involves the unlawful touching of a person without his or her consent. In charges of battery, there is no requirement that the patient sustains any injuries as a result of health professionals unlawful touching. Health providers must therefore have an understanding of the legal ramifications surrounding consent to ensure that they provide safe nursing care based on respecting patient’s legal rights. It is for this reason that the issue of patient’s consent was included for discussion in this paper. It is becoming increasingly important for health professionals to have an understanding of their legal and ethical responsibility for the maintenance of patient privacy and obtaining informed voluntary consent prior to preforming any procedure with patients. With the emphasis on patiens rights becoming more prevalent in the health care setting, it is essential that health care workers respect patient’s rights which include, but are not limited to, maintaining patient privacy and obtaining informed voluntary consent. The health providers present at the health care facility attended by the student nurse were observed to demonstrate good practice with respect to patients’ rights as set forth in the Queensland Health Public Patients Charter (2002).

Isadora Duncan And Modern Dance Drama Essay

Isadora Duncan And Modern Dance Drama Essay During twentieth century, there was a new dance form that was appearing in American, which was modern dance. It was to have a significant influence on the dance education. Modern dance has broken the rule of classical ballet. The theme of modern dance works might encompass Greek mythology; Ancient or modern poetry or other literary works; American folklore and legendry; major social issues; interpersonal relationships approached psychoanalytically; historical events; or, simply, abstract and lyrical works that had no theme or story line. (Kraus, Richard. Page, 114) Modern dance beginning with Isadora Duncan,(Kraus, Richard. Page, 112) she believed that dance should come from and be an expression of the spirit, inspired by nature; anything else was stilted and artificial. (Brown, Jean Morrison. Page, 7) Isadora Duncan was born in San Francisco, California in 1876. (Foster, Susan Leigh. Page, 116) Her family was artistic, her mother taught music, and young Isadora studied ballet. (Kraus, Richard. Page, 116) According to Richard Kraus, Isadora began to give dancing lessons at an early age. At the age of eighteen, she left for Chicago; Huang 2 then she gave concerts in New York at the Carnegie Hall in Greek vases and statuary. (Kraus, Richard. Page, 117) However, she soon broke away from the classic dance form, which did not suit her spirit. (Kraus, Richard. Page, 116) Isadora Duncan proclaimed a new era of dance beginning in 1903. (Foster, Susan Leigh. Page, 145) Her first appearance in Russia, in 1905, stimulated a controversy between the traditional balletomanes and critics and those who proposed reform of the ballet. (Kraus, Richard. Page, 117) Duncans choreographic vision did not depend as much on an understanding of Greek culture or mythology as on her conception of the Greeks ideas about the soul and the body. (Forster, Susan Leigh. Page, 145) She danced barefoot in simple, Greek tunics and scarves, and threw away the dancers costume, such as corsets, tutus, and ballet slippers at that period. Therefore, her performance was not in the sense of characterization and told a story. At that time, people took the Greek idea of perfection of body line, the gesture of classical ballet was limited and rigidly, such as feet turn out and arms holding position, controlling legs and turns in the air, or dancing on the pointes. Duncan reproached the classical ballerina with a false consciousness of the mechanical origin of movement that ballet was not only wrong about the body, it was unsyntactical, noncumulative, each action was an end, and no movement, pose or rhythm was successive or could be made to evolve succeeding action. (Kracauer, Siegfried. Page, 7) In nothing does Nature suggest jumps and breaks, there is between all the conditions of life a continuity or flow which the dancer must respect Huang 3 in his art, or else become a mannequin-outside nature and without true beauty (Brown, Jean Morrison. Page, 8) On the other way, Isadora Duncans movement found in nature, such simple action could influence her imagination to created steps. For example, she said: I was born by the sea, my first idea of movement of the dance, certainly came from the rhythm of the waves. (Brown, Jean Morrison. Page, 8) The majority of her picture shows, her dance movements were looks like quit simple and without brilliant dance technique, the arms were free flowing and extended, the gesture was freedom and no limited position. It was more a harmonious plasticity, swinging, swaying, flowing rhythms, with no marked dissonances, no little vibratory movements. (Constance, Garcia Barrio, Page, 19-22) Moreover, Duncans personal life was almost approach to her dance choreograph. Claiming she did not believe in marriage or monogamy. Duncan brought her feminist consciousness to the dance stage and introduced the soloist performance to dance audiences. For example her solo, Mother, illustrates how the play of idol and fetish becomes activated in the service of an essentialized female role. (Franko, Mark. Page, 10) Her efforts to reform the constricted movements of womens bodies in daily life and in theatrical self-display had meaning both externally for social life and internally for dance history. (Franko, Mark. Page, 2) She transferred the idea of a soul in physical form to the syllogism: female body equal to nature, nature equal to dance, therefore: female body equal to dance. Huang 4 (Franko, Mark. Page, 1 0) Duncans dancing presented woman as close to nature, emotion, and the unconscious while also enshrining nature in the solar plexus. (Franko, Mark. Page, 10) In my opinion, between ballet and modern dance, except gestures and movements different, there was another difference, which was performance stage. Palais Royal developed manner of the new Italian theater; it had an elevated stage on which the action took place at one end of the hall beneath a proscenium arch during 16 century. (Kraus, Richard. Page, 74) We can clearly see that ballet steps almost facing frontal since 16 century. This was easily for dancer only focus on one direction of audience, rather than on three sides of audience. That was why the dancers feet and leg became more and more turn out, instead of straight forward. Therefore, the performer separated from the audiences. On the contrast, the stage of modern dance could set something, sometimes the performer had interactive with audiences, audience could go on the stage, and saw the performer from difference direction. Maybe the dancer of modern dance does not care their back or bum facing to the audiences. Duncan on stage was notably austere; St. Denis often created opulent sets with sculptures and scenic backdrops to simulate exotic locales like Egypt or India. (Foster, Susan Leigh. Page 148) In conclusion, Isadora is known as the mother of  modern dance, not only she found a new form of dance, but she also brought a new idea to dance movements. Her choreograph was expressing an inner feeling about life and without discipline, and Huang 5 provide an unlimited imagination space that dancers could find our own style and translate our own feeling and character to dance movement. Huang 6

Inclusion Special Ed Essay -- essays papers

Inclusion Special Ed INCLUSION OF SPECIAL ED STUDENTS Inclusive education means that all students in a school, despite their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The federal Individuals with Disabilities Education Act (IDEA) and its 1997 amendments make it clear that schools have a duty to educate children with disabilities in general education classrooms. These federal regulations include rulings that guide the regulation. The IDEA requires that children with disabilities be educated in regular education classrooms unless "the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." This means that schools have a duty to try to include students with disabilities in the regular general education classes. Inclusion, however, does not mean that the special needs child must learn everything and do as well as the other children in the classroom. Their grading is based how well they are learning in relation to their individual education plan set up by the Child Study Team. The following charts gives examples of some adaptations that may be made, just to give a general idea of how the inclusion policy can be fair to all students: Nine Types of Adaptations Size Time Level of Support Adapt the number of item...

Foreshadowing and Flashbacks in F. Scott Fitzgerald’s The Great Gatsby :: Great Gatsby Essays

     Ã‚  Ã‚   In Fitzgerald’s timeless novel The Great Gatsby, the writing techniques of foreshadowing and flashbacks are carefully used to enhance and   strengthen the story.     " 'Suppose you met somebody just as careless as yourself.'   'I hope I never will,' she [Jordan] answered.   'I hate careless people.   That's why I like you.' " (Fitzgerald, pg. 63)   Jordan is explaining to Nick how she is able to drive badly as long as everyone else drives carefully.   This quote represents the writing technique of   foreshadowing, which is being used in one of its finest form.   Fitzgerald is foreshadowing to chapter seven where Daisy kills Myrtle Wilson because of her reckless driving.   Fitzgerald uses foreshadowing to strengthen the plot of his book.   In chapter nine, Nick begins to recall the past and relive his old memories.   His must relieve his lingering thoughts of the past.   During the chapter, Nick uses a flashback to tell about Gatsby's funeral for the readers to know what happen the day Gatsby was shot.   Flashback in The Great Gatsby also helps to give the reader background information about the characters.   In The Great Gatsby, the structure of the novel is influenced by foreshadowing and flashback.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fitzgerald utilizes foreshadowing to the best of its ability to help organize the novel.   "Luckily the clock took this moment to tilt dangerously at the pressure of his head, whereupon he turned and caught it with trembling fingers and set it back in place. 'I'm sorry about the clock,' he said.   'It's an old clock,' I told him idiotically." (Fitzgerald, pg. 92)   This quote is the first use of foreshadowing which is in chapter five.   It pertains to all of the trouble Gatsby causes as he tries to win Daisy back.   The past is represented by the clock and how Gatsby wants to repeat it with Daisy.   (Eble, pg. 963) This quote foreshadows to the end of the novel when Nick is left to tell the story of the dreamer whose dreams were corrupted.   (Eble, pg. 963) "they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up the mess they had made." (Fitzgerald, pg. 188)   In chapter

The Russian Revolution :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Revolution is a change, change can be a good thing, like the bell-bottom revolution. Or it can be a bad thing like the Russian Revolution. In the early 1900’s the revolution in Russia broke out, at this time Czar Nicholas was ruling a monarchy government. Some say Russia’s Revolution was to be blamed because of the Czar’s bad decision making and his oblivion to what was going on in his country. The political, economic, and social effects from this revolution was horrific.   Ã‚  Ã‚  Ã‚  Ã‚  In Russia the wealthy lived rich and famous while the poor were starving unnoticed. There was such tremendous poverty, and the cops just wouldn’t grow, people started rebelling. The wanted more, they needed more. The Czar did nothing about their needs because he didn’t know how bad things were. From his lifestyle he thought life was well. Eventually people had enough they were ready to turn on their leader.   Ã‚  Ã‚  Ã‚  Ã‚   Once the soldiers, who were fighting in WWI turned on the Czar everything went downhill. There was no one there to stop the people from rioting. Instead of the soldiers stopping them they joined them. The soldiers turned on the Czar because they were starving and dieing†¦ they only had three bullets a day at war. Everyone hated the Czar except for a small class of wealthy people. The monarch government just wasn’t cutting it anymore. People wanted to be heard, they wanted rights.   Ã‚  Ã‚  Ã‚  Ã‚  Eventually things got so bad that the Czar abdicated for his son and himself. This took everyone by surprise and the communist government stepped in through the confusion and took over. People didn’t mind this because they promised everyone would be equal and they said they would deliver peace and food. The only people who objected to this was the rich class because they didn’t want to be equal, they liked having more then everyone else.   Ã‚  Ã‚  Ã‚  Ã‚  I believe the Russian Revolution could of definitely of been avoided.

Nursing Diagnosis Essay

Answer Key – Review Questions and Rationales 1. Answer: P, acute pain; E, related to incisional trauma; S, evidenced by pain reported at 7, with guarding, and restricted turning and positioning. The PES format stands for: P (problem), E (etiology or related factor), and S (symptoms or defining characteristics). 2. Answer: 1, 4. Answer 1 is stated correctly, with the related factor being the patient’s response to a health problem. Answer 4, risk for infection, is a risk factor for an at-risk diagnosis. In all cases the related factor or risk factor is a condition for which the nurse can implement preventive measures. Answer 2 is incorrect since chronic emphysema is a medical diagnosis. Answer 3 is not a NANDA-I–approved nursing diagnosis. 3. Answer: 3. In the review of data, the nurse compares defining characteristics for the two nursing diagnoses and selects one based on the interpretation of data. Making a diagnostic statement is incorrect because the nurse has not included a related factor. Read more:  How to write a diagnostic essay. 4. Answer: 3. A patient’s readiness for enhanced communication is an example of a health-promotion diagnosis because it implies the patient’s motivation and desire to strengthen his health. 5. Answer: 3, 4. In answer 3 the nurse fails to validate her assessment findings of edema, either by using a scale to measure the severity or by asking a colleague to validate her findings. In answer 4 the nurse prematurely closes clustering, which can lead to an inaccurate diagnosis. In answer 1 the nurse validates  findings to make an accurate diagnosis. In answer 2 the nurse interprets cue clusters to make an accurate diagnosis. 6. Answer: 4. In this example intestinal colitis is a medical diagnosis and thus an incorrect diagnostic statement. 7. Answer: 2, 3, 4, 1. 8. Answer: 1 a, 2 b and d, 3 e, 4 c. Choice a is an example of lack of skill, an error in collecting data. Choice b is an example of using an insufficient number of cues, an error in interpretation. Choice c is an example of not accurately identifying the problem, a labeling error. Choice d is an example of not incorporating cultural information into the diagnostic process, an error in interpretation. Choice e is an example of incorrect clustering, a clustering error. 9. Answer: 1, 2, 4. Diagnosis 1 uses a medical diagnosis as a related factor. Diagnosis 2 uses a clinical sign rather than a treatable etiology such as â€Å"excess noise in environment.† Diagnosis 4 uses a diagnostic study as the etiology. None of the etiologies can be managed or treated by nursing intervention. 10. Answer: 2, 4, 5. The presence of abdominal pain, distention, and a change in bowel elimination pattern forms a cluster, suggesting an elimination problem. 11. Answer: The best way to understand the answer to this question is to have a list of NANDA-I nursing diagnoses and their defining characteristics. For example, the nursing diagnosis of constipation is a possible choice. Examples of additional defining characteristics for which the nurse might assess include checking the quality of bowel sounds, palpating the abdomen for a possible mass, observing the character of any stool that is passed, asking the patient if she is passing flatus. 12. Answer: 2, 3, 5. Pacing, getting lost, and hyperactivity are a cluster of defining characteristics that point to the diagnostic label of wandering. 13. Answer: 2, 3. Hemorrhage and wound infection are collaborative problems, actual or potential physiological complications. Nurses typically monitor for these to detect changes in a patient’s status. Nausea and fear are both NANDA-I approved nursing diagnoses. 14. Answer: 3. Answer 3 is an accurate NANDA-I approved nursing diagnosis with an appropriate etiology. Answer 1 is a goal with an etiologic factor. Answer 2 is a goal with a diagnostic statement. Answer 4 is a nursing diagnostic label with a clinical sign. 15. Answer: 1. A risk diagnosis does not have defining characteristics, but instead risk factors. Risk factors are the environmental, physiological, psychological, genetic, or chemical elements that place a person at risk for a health problem.

Alexander Hamilton and the founding of the Nation Essay

American history Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Alexander Hamilton was a very controversial man of his age and he was a gifted statesman who was brought down by serious faults of arrogance, extreme candor and stubbornness. Hamilton’s career and life were marked by a dramatic rise to heroism, tragedy and scandal (Hamilton & Morris, 1957). However his contributions are still evident. As the Secretary of the Treasury in the turbulent early years of the state, Hamilton spearheaded the transformation of young nation into industrial powerhouse. American experience is a 2-hour documentary which features actor Brian F. O’ Byrne, Tony Award winning Broadway who is the most controversial founding father in America. American Experience brings to life most persuasive stories of the past which inform people’s understanding of the contemporary world. This film is more than just a history lesson due to its attention to Hamilton’s peccadilloes and psychology (Nelson, 2011).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamilton’s public life and also the policies that he advocated are granted plenty of attention since they are very interesting. The most fascinating thing is the comparison which is inevitable between then and today, and how conflict of ideas that started soon after the contemporary nation was instituted is still evident (Hogeland, 2007). Hamilton devoted his entire life on creating the United States to be a better nation. The documentary shows how united stated was able to develop quickly from the newborn nation under the watch of Hamilton becoming the one of the strongest economies around the world, making the Louisiana Purchase a reality, the size of the united states doubled, the building of railroads and canals, and establishment of heavy industry which helped in fueling the development of the largest cities in United states (Murray, 2007). The film also shows how Hamilton advocated for a central government that was strong and an economy based upon manufacturing –ideas and commerce which was deemed as radical by many individuals. He advocated for equality, opposed slavery and also led to birth of a two-party system in America (Hamilton & Frisch, 1985). References Nelson, S. (Director). (2011). American experience [Documentary]. united states: PBS Distribution. This film covered Hamilton’s short life, one that had more than its share of tragedy, heroism and scandal. It also shows the achievements and his contributions towards developing United States. Hamilton, A., & Morris, R. B. (1957). Alexander Hamilton and the founding of the Nation. New York: Dial Press. This book illustrates the short life lived by Alexander Hamilton and also how he founded United States. In this regard the book explains his many contributions and developments that transformed United States for the better. Hamilton, A., & Frisch, M. J. (1985). Selected writings and speeches of Alexander Hamilton. Washington: American Enterprise Institute for Public Policy Research. This book shows Hamilton’s speeches and writings. I t also shows the policies that he advocate including how he was fighting for equality and opposing slavery. Hogeland, William. â€Å"Inventing Alexander Hamilton†. Boston Review 32:6 (Nov/Dec 2007); 21-24 This article how Alexander Hamilton founded and developed America from being a weak nation to a strong nation. This article also depicts his life and many policies that he initiated to develop the United States. Murray, J. A. (2007). Alexander Hamilton America’s forgotten founder. New York: Algora Pub.. This book also shows Hamilton’s controversial life and also many policies that he advocated towards achieving equality for all and for a better United States. Source document