Regiment Essay Example for Free

Regiment Essay The United States thought that the Japanese were spying on us and was sent from japan just to spy. Even though no spying was recorded the United States just wanted to keep cautious. The Japanese were relocated in internment camps located in the west coast. However, in nineteen forty three president Roosevelt and the war department decided to allow these Japanese Americans to volunteer in an all American-Japanese regiment to fight for their country in World War two. In May nineteen forty three approximately one thousand five hundred volunteers from the United States and three thousand from Hawaii assembled for training camp at Shelby Mississippi. One month later they arrive in Naples, Italy. The all Japanese-American regiment group joined up with the one hundred infantry Battalion. After fighting ten days in Italy the combat groups got their first rest, dry clothes, and hot food. The battle of the lost battalion took place in October of nineteen forty four. The thirty sixth division was paired with the four hundred forty second regimental combat group to fight the German army in the battle of Bruyeres. Over two hundred of the thirty six battalion group were lost in the forest and are trapped on a steep ridge in the Vosges Mountain in France the German army surrounded them on this ridge. General John E. Dahiquist soon ordered the four hundred forty second regimental combat team to rescue the thirty six division group, this was a shock to the Japanese regiment because General Dahiquist was thought of as bias to Japanese by the Japanese. During this journey to the ridge many care packages containing food and supplies were dropped by air support but the packages would get tangled in the trees or in far distances. When the group entered the forest the forest was so dark the soldiers couldn’t see the soldier in front of them. So the soldier had to hold on to the man in front of them backpack. Finally throughout the way the combat team had to fight the German soldiers and ended up defeating the Germans. Even though they won they still sort of lost because the group lost over eight hundred soldiers just to save two hundred men. So if the Japanese Americans are C-4’s the Japanese Americans would have never sacrificed their lives to save the American soldiers. The Nisei men proved their loyalty to the United States and showed bravery. However no awards were awarded. Most people suggested that this was due to prejudice in the United States. In the year two thousand President Clinton awarded 20 medal of honors to the regiment. The Japanese-Americans helped shorten the war with a victory over the Hitler and his Germans soldiers.

The colonisation of Southern Africa Essay Example for Free

The colonisation of Southern Africa Essay To what extent did the colonisation of Southern Africa benefit the indigenous people of these territories? It is arguable as to whether the imperialism was of benefit to the indigenous people. However it would be false to say they gained nothing. The Africans had a culture totally different to the Europeans and less technologically advanced. The Europeans brought with them their culture, values and ideas, yet at the same time oppressed and demolished the original culture of the natives. They considered themselves to be superior and therefore correct. The indigenous people didnt consider themselves to be inadequate. David Livingstone was a more sympathetic missionary and once said The English are the most philanthropic people in the world.-David and Charles Livingstone, Narrative of an Expedition to the Zambesi. They thought themselves better than the Africans so that made it their duty to god to impose their own religious and cultural beliefs. Desire to bring civilisation to the African peoples, by furnishing the native with the means of instruction. The indigenous people benefited from new ideas and technology brought over from Europe such as medicine. Some were even educated in Western ways, learning administration and English, new laws were introduced. Voting and administration were also initiated. The Africans could learn from the Europeans and become more advanced. the most remarkable contribution of colonialism in Africa was in ideas and techniques- the ideas of justice, freedom of speech, worship, travel, the rule of law, and the techniques of voting and administration.-Kofi Busia, a native person. Some indigenous people did benefit from the colonialisation of Africa. Of course it was not all admirable, there were also detriments. The Africans were not treated as equals, they were exploited and were even enslaved to help the foreigners execute their desires. Infrastructure resulted in forced labour. Taxes were introduced, and so the Africans had to work. Railways were built and cities developed, all by the sweat and blood of the Africans. Land was stolen in order for the Europeans to build and mine, like Cecil Rhodes. Borders were rearranged, and so families were split and authority lost. Many died and some were forced to migrate. Only the males were educated and communicated with, the women who once played an important role in society were not equal to males. The white man killed my father; the white man, his hands red with black blood, with lordly voice, turned to me: hey boy, a drink, a napkin, water-David DIOP, A Sengalese poet. The attitude that the natives had was of hate and fear. They were treated terribly worse than animals, as animals dont have beliefs and are allowed to spend the day grazing. Weve become their inferiors from an Arabic poem. This also conveys feelings of animosity. They may have gained but they also lost. In the opinions of most Africans they benefited nothing. Africa did benefit slightly, though when juxtaposed to the impairment, one can conclude that there was more harm than gain. For what they benefited, they lost much more and had no choice in it. The indigenous people pf South Africa had little or no say in what went on. They didnt send for Europeans to come and design railways or tax them.

Roles and Responsibilities of the Newly Qualified Nurse

Roles and Responsibilities of the Newly Qualified Nurse The aim of this essay is to explore and discuss important aspects of the roles and responsibilities of the newly qualified nurse. It will discuss an overview of different type of roles and responsibilities including transition. The roles and responsibilities of a qualified nurse include essential professional skills such as leading in care management and care delivery situations as well as maintaining standards of care. The focus of the essay will be on two chosen roles of newly qualified nurses (delegation and patient group direction). It will discuss the meaning of these concepts and their importance for nurses, and provide some practical contextual examples. It will also discuss the rational of chosen roles A new qualified nurse expected to be competent to work in all environments and situations. This emerging health care system requires a registered Nurse workforce at all levels post initial registration capable of critical reflective thinking in order to create this system. With registration comes a shift in professional accountability together with wider clinical management and teaching responsibilities. On becoming a qualified nurse, the expectations and dynamics of relationships changes fundamentally. Suddenly the newly qualified nurse is the one who must know the answer whether it is a query from a patient, a career, a work colleague or a student. The newly qualified nurse will encounter many challenging situations where she or he must lead care delivery. This includes dealing with care management within the team, dealing with patients/service users, dealing with other professionals, and dealing with the required needs of the whole workplace environment. The NMC requires a student nurse to demonstrate professional and ethical practice, be competent in care delivery and care management and show personal and professional development in order to join the register NMC (2010). It is recognized that nurses should be provided with some form of preceptorship and supervision in their role for a period of four months time NMC (2006)) once qualified. Even in this period of preceptorship, there are new expectations and challenges faced by the newly qualified nurse. Mooney (2007) found that newly qualified nurses were faced with assumptions from others that they should know everything. This was also a high expectation they had of themselves. In meeting the NMC standards of proficiency the nurse should have demonstrated the relevant knowledge and skills in order to practise in their career. However, it is important to recognise that not every nurse knows everything about everything in their career especially if they are practising in highly specialized fields. What they need is to be able to develop and adapt to changing situations. Therefore, for the nurse it is impossible to know everything but they should have developed the skills to find out relevant information, reflect on it, and apply this to their practice. In essence they should have learned how to learn. There is a great deal to be learned once qualified, especially related to a nurses new area of work and a good deal of the development needs to take place on the job. The study by Jackson. K (2005) suggested that a successful transition requires the nurse to develop a self-image relevant to the change in status to be able to do the job and that they meet the expectations with others with appropriate support. Mooney (2007) also points out that the duties faced by most newly qualified nurses were not patient contact centred. There were a lot of duties related to contacting and dealing with other professionals and services. These brought anxieties related to the responsibilities that might be faced as the nurses would become increasingly senior in their roles with others expecting them to provide the actions and the answers in complex situations. This highlights how the experience of nursing of transition from student to newly qualified nurse can be daunting. In the current environment there is an expectation that nurses have a preceptor one qualifying for aid in these transitions but the literature still suggests there is a difficulty in the transit ion process for such professionals. Hole. J, (2009) found that individual accountability, delegating duties without appearing bossy and some challenging clinical situations such as death and dying and specialised technological roles were found to be stressful by qualifying nurses. Issues of the preceptorship of newly qualified nurses become apparent and important in dealing with the transition from supervised student to autonomous practitioner. The approach taken throughout the rest of this essay will be to provide a discussion of the main theories, concepts, and issues related to the roles and responsibilities of delegation and PGD for newly qualified nurses. It will discuss the meaning of these concepts and their importance for nurses, and provide some practical contextual examples. The rational of choosing these two roles are because: Firstly delegation is a huge newly qualified nurses concern. According Hole. J, (2005) newly qualified nurses are not capable to delegate tasks to someone else and they end up overloading themselves. This is because an accountability issue or not knowing the staffs well as they is new to the ward. Secondly, it is a legal requirement that newly qualified nurses need to have knowledge of PGDs in order to work within legal and ethical frameworks that underpin safe and effective medicines management NMC (2010). For this reason, I personally was interested and picked them to discuss in order to develop my understanding and prepare me to successfully make the transition from student nurse to a registered professional. Delegation is the process by which responsibility and authority for performing a task is transferred to another individual who accepts that authority and responsibility. Although the delegator remains accountable for the task, the delegate is also accountable to the delegator for the responsibilities assumed. Delegation can help others to develop or enhance their skills, promotes teamwork and improves productivity Sollivan.E.J et al (2009). Therefore, delegation is the area where newly qualified staff experience huge difficulties. Often they do not feel confident enough to ask someone else to do something for them. Consequently, they try to do all of the work themselves and end up leaving late or providing less than adequate standards of care. Other members of staff will not mind if they delegate tasks to them, as long as they apply the basic rules such as ensuring that it is something they are competent to do. When delegating, the delegator remain responsible for that care if he/she do not delegate appropriately as stated by NMC (2008). It is also important that the delegator explained clearly what it is he/she want them to do and why because he/she might genuinely busy or is it just something that he/she does not want to do. Hole.J, (2005) explained that As long as he/she asks the other member of staff in a courteous manner and stick to the rules, there will be few problems. However, there may always be someone who has the potential to react in a negative way to his/her request. These people are often known for this type of behaviour and it should be dealt with swiftly by their manager. This type of reaction experience should be discussed with the member of staff or if he/she not feels confident enough to do this, he/she should talk to the manager. As mention above this will be a difficult skill for a newly qualified nurse especially at first. They will need to get to know the other staff before they will feel truly comfortable delegating to others in the team. They may feel guilty about asking others to do tasks which they feel that they should be doing themselves. What they need to realise is that they cannot possibly do everything themselves and that they will need to work as a team in order to deliver good patient care. The new qualified nurses may well feel that they cannot ask others especially HCAs who have worked on the ward for years to do things for them. The nurse will probably feel self-conscious and embarrassed. The answer is that it is not what the nurse asks them to do that are important. It is how he/she asks them. Good communication is the key to successful delegation. The nurse should take a few minutes to discuss with the HCA/student with whom he/she is working who will be doing what during that shift. Share the workload and be realistic. Therefore the newly qualified nurses must not overload themselves with care they do not really think they can give. The member of staff would rather know what their workload is at the beginning of the shift so that they can organise their time effectively. If the delegator has to ask them to take on extra work during the shift, they will find this difficult. So the delegator should keep communicating with them during the shift, and if he/she is held up with relatives or an acutely ill patient, he/she should tell them and explain that he/she will try to help them as soon as possible. When the new qualified nurses are delegating, it is important to ensure that this is appropriate as it is their responsibility to ensure that the member of staff to whom they delegate is competent to perform the task. This means that if they delegate a task to a member of staff who is not competent and they perform the task wrongly, they are accountable for the harm caused to the patient. Although the member of staff responsible, they remain accountable. For example, they cannot assume that the HCA/student with whom they are working is competent in the skill of measuring and recording a patients blood pressure. Just because the member of staff has worked on that ward for a period of time, this does not mean that they have been taught correctly. They must assess their competence to perform the task before they allow them to do this independently. They can then justify their delegation of that skill if necessary. Patient Group Direction (PGD) is a written instruction for the supply and/or administration of a licensed medicine (medicines) in an identified clinical situation signed by a doctor or a dentist and pharmacist. It applies to a group of patients who may not be individually identified before presenting for treatment NPC (2009), page 11. In simple terms, a PGD is the supply and/or administration of a specified medicine or medicines by named authorised health professionals for a group of patients requiring treatment for the condition described in the PGD. The health professional must be registered. Implementing PGDs may be appropriate both in circumstances where groups of patients may not have been previously identified for example, minor injuries and first contact services and in services where assessment and treatment follows a clearly predictable pattern such as immunisation, family planning and so on. Professionals using a PGD must be registered or equivalent members of their profession and act within their appropriate code of professional conduct. This differs from supplementary prescribers and independent prescribers who must also successfully complete specific prescribing training and be appropriately registered before they may prescribe. However, organisations using PGDs must designate an appropriate person within the organisation. For example, a clinical supervisor, line manager or General Practitioner to ensure that only fully competent, qualified and trained healthcare professionals use PGDs. Individual practitioners using a PGD must be named A Patient Group Direction allows specified registered healthcare professionals to supply or administer a medicine directly to a patient with an identified clinical condition without him/her necessarily seeing a prescriber. So, patients may present directly to health care professionals using PGDs in their services without seeing a doctor. Alternatively, the patient may have been referred by a doctor to another service. Whichever way the patient presents, the healthcare professional working within the PGD is responsible for assessing that the patient fits the criteria set out in the PGD. In general, a PGD is not meant to be a long-term means of managing a patients clinical condition. This is best achieved by a health care professional prescribing for an individual patient on a one-to-one basis. Before a healthcare professional can use a PGD, he/she must be named and have signed the PGD documentation. This generally takes the form of signatures and names on a list or individual forms that are attached to the PGD itself or held by the service or organisation. Employees of NHS organisations authorising a PGD generally have indemnity attached to their status as an employee. This may also apply to non-NHS organisations. However, the organisations and employees involved should always check that this is the case. If the professional is not directly employed by the organisation, he/she still needs to be assessed as competent to use the PGD and must have his/her own relevant professional indemnity or insurance. These issues have implications for service delivery when new staff begins, or agency staff are covering services. They may not be able to work under a PGD immediately or may be excluded because of their employment status. Service managers need to be aware of these issues and plan service delivery to accommodate them. The use of PGDs is widespread throughout the NHS and since April 2003, some non-NHS organisations have been able to use them suggested by NPC (2009). Organisations must ensure that staff responsible for the development / implementation of PGDs and those authorised to work under PGDs have the experience, knowledge and skills necessary to do so. Unlike supplementary prescribers, nurse independent prescribers and healthcare professionals using PGDs do not have to become specifically qualified to do so. But they must be assessed by their organisations as fully competent, qualified and trained to operate within a PGD. A suitably competent and experienced healthcare professional who will be working under the PGD should be involved in the writing of the PGD, to ensure that the PGD meets the needs of the service. The role by RCN (2004) proposes that the registered nurse must be assessed as competent in medicines administration, Must be trained to operate within a PGDMust follow the 6 Rs of medicines administration Usually need to be qualified for at least 6 months Must assess the patient to ensure they fit the criteria as detailed in the PGD Must ensure the PGD meets the necessary legal requirements Cannot delegate the supplying/dispensing or administration stage to another registered nurse or student nurse. There is no specific national training for healthcare professionals producing PGDs The newly qualified nurses are not expected to be able to operate under a PGD until competent in medicines administration. However, they need to have knowledge of PGDs for their patient safety. For example, if patient under PGD admitted to the ward, the nurse must ensure that the medicines not stopped. The NMC (2010) code of conduct outline that newly qualified nurses to be fully understood all methods of supplying medicines. This includes Medicines Act exemptions, patient group directions (PGDs), clinical management plans and other forms of prescribing. They are expected to demonstrate knowledge and application of the principles required for safe and effective supply and administration via a patient group direction including an understanding of role and accountability. And also demonstrate how to supply and administer via a patient group direction. The newly qualified nurses may be involved with PGDs such as assisting and identifying areas where a PGD would offer more benefits than a PSD, understand the principles and processes of PGDs and be fully conversant with all the principles associated with dispensing and administering medicines they may also be working in a variety of settings where PGDs are used for example prison health care setting, nurse led service, walk in centres In my conclusion, I have learnt the roles and responsibilities of newly qualified nurses and I have developed skills and professional knowledge to work effectively with others. The NMC (2010) code of conduct helped me how the laws and policies are set up to ensure safe and effective delivery of care given to service users under a patient group direction. I am now prepared for the challenges I will face on being a newly qualified nurse by providing the knowledge and skills required to become effective and accountable practitioners. Clinical decisions will still have to be made in relation to meeting the needs of the people within my care. However, becoming a qualified nurse brings with its wider responsibilities in making and taking decisions related to the nursing team, other staff, and the work environment as a whole. These changes require a large shift from the experience of being a student and a mentored supervised learner, so it is essential that I am equipped with all the skills required to successfully make the transition.

The Unreliable Narrator in Vladimir Nabokovs Lolita Essay -- Nabokov

"Distracted by his charm, his wit, his intelligence, and - yes - his murderer's fancy prose style, we may momentarily forget that he is indeed the monster he says he is" (Rivers and Nicol 153).      Ã‚  Ã‚  Ã‚   In his "On a Book Entitled Lolita", Vladimir Nabokov recalls that he felt the "first little throb of Lolita" run through him as he read a newspaper article about an ape who, "after months of coaxing by a scientist, produced the first drawing ever charcoaled by an animal: this sketch showed the bars of the poor creature's cage." The image of a confinement so complete that it dominates and shapes artistic expression (however limited that expression may be) is a moving and powerful one, and it does, indeed, reflect in the text of Lolita. Humbert Humbert, the novel's eloquent poet-narrator, observes the world through the bars of his obsession, his "nympholepsy", and this confinement deeply affects the quality of his narration. In particular, his powerful sexual desires prevent him from understanding Lolita in any significant way, so that throughout the text what he describes is not the real Lolita, but an abstract creature, without depth or substance beyond the complex set of symbols and allusions that he associates with her. When in his rare moments of exhaustion Humbert seems to lift this literary veil, he reveals for a moment the violent contrast between his intricately manipulated narration and the stark ugliness of a very different truth.    In one of the most elaborately vivid scenes in the novel, Humbert excites himself to a sexual climax while Lolita sits, unaware, on his lap. Rejoicing in the unexpected and unnoticed fulfillment, he asserts that, "Lolita ha[s] been safely solipsized" (60)... ...: 3-18. Bloom, Harold, ed. Vladimir Nabokov's Lolita. Modern Critical Interpretations. New York: Chelsea House, 1987. Boyd, Brian. Vladimir Nabokov: The American Years. Princeton: Princeton University Press, 1991. Centerwall, Brandon S. "Hiding in Plain Sight: Nabokov and Pedophilia." Texas Studies in Literature and Language 32 (1990): 468-84. Nabokov, Vladimir.   Lolita.   New York: Alfred A. Knopf, Inc., 1992. Rivers, J.E., Charles Nicol. Nabokov's Fifth Arc: Nabokov and Others on his Life's Work. Austin: University of Texas Press, 1982.

Essay --

When walking through a grocery store, one can easily forget that at one time, all the food in the store was local. At one time, people would bake their own bread, churn their own butter, and slaughter their own chicken; if they did not do it on their own, they bought these main food items from suppliers of small, local businesses. However, grocery stores are now stocked with pre-sliced bread, packaged butter, and portioned chicken. One can even see that American supermarkets do not have seasons. â€Å"Now there are tomatoes all year round, grown halfway around the world, picked when it was green, and ripened with ethylene gas. Although it looks like a tomato, it's kind of a notional tomato. I mean, it's the idea of a tomato† (Polland, Michael). Tomatoes, as well as other food, have come a long way-–from home grown to industry grown. While food production has evolved considerably over time, it is believed that this dramatic change has caused governments to subsidize farm s, a rapid development in biotechnology leading to an advance in genetic manipulation, and a shift in food questioning what is better, local or organic? Thousands of years ago, people either gathered and collected their food from the wild environment or hunted large and small animals. The process of hunting and gathering was sufficient enough for smaller groups of people found within a suitable environment, but when the population began to grow, people were pushed into areas that made food hard to come by, so they searched for nutritional sources that they could depend on. It is believed that the practice of agriculture first came into existence in the Fertile Crescent region in the Middle East about ten or eleven thousands years B.C.E. The area was home to many consuma... ... could ask Whole Foods' CEO, John Mackey, to help answer his question. According to Cloud, â€Å"He told me that when he can't get locally grown organics--and even he can't reliably get them--he decides on the basis of taste. "I would probably purchase a local nonorganic tomato before I would purchase an organic one that was shipped from California," he said. He called the two tomatoes "an environmental wash," since the California one had petroleum miles on it while the nonorganic one was grown with pesticides. "But the local tomato from outside Austin will be fresher, will just taste better," he said† (Cloud, John). When walking through that grocery store, do not forget that at one time that food use to be local. If we can choose the right food, even if that means searching for healthier, fresher, local food, we can make a difference in our current food issues.

Winter Dreams :: essays research papers

In F. Scott Fitzgerald’s, â€Å"Winter Dreams† Fitzgerald creates a character, Dexter Green, a fourteen year old boy who is confident in his â€Å"winter dreams† of extraordinary success, wealth and social status in his â€Å"golden future†. Over the course of the story Dexter paved his way to an ambitious future of economic wealth. At fourteen Dexter was described as the best caddie worker in the club, making thirty dollars a month, which for the summer was not able to be me made anywhere else on the lake. Dexter was also a smart boy, who knew how to barter, asking Mr. Jones for a raise making it â€Å"worth his while† since he was the best caddie. This shows that Dexter is not the type that will just settle. He is a very determined ambitious character.   Ã‚  Ã‚  Ã‚  Ã‚  After college Dexter becomes successful in the business world, opening a chain of laundries. He moves his way up the economic ladder with all of his laundries being flourishing. This shows that he is a hard working ambitious character because he is slowly becoming successful in the business world.   Ã‚  Ã‚  Ã‚  Ã‚  When Judy terminated the engagement, Dexter went out east with the intention of selling out his laundries—but when the war came to America he handed over the business for his partner to run, so he could fight in the war. This shows that Dexter was ambitious because he went off to fight for his country and he left everything he had behind, risking everything that he had.   Ã‚  Ã‚  Ã‚  Ã‚  In the end of the story, Dexter learns from a business man that Judy had gotten married to an alcoholic husband. He says, he can not care anymore, nor will he ever. Ultimately, Dexter realizes that his desire for ambition in the business world will overpower his desire for love with Judy, or any woman for that matter.

Roman Catholicism

Church distinguishes between vice, which is a habit inclining one to sin, and the sin itself, which is an individual morally wrong act. Note that in Roman Catholicism, the word â€Å"sin† also refers to the state that befalls one upon committing a morally wrong act. In this section, the word always means the sinful act. It is the sin, and not the vice, that deprives one of God's sanctifying grace and renders one deserving of God's punishment.Thomas Aquinas taught that â€Å"absolutely speaking, the sin surpasses the vice in wickedness†. 7] On the other hand, even after a person's sins have been forgiven, the underlying habit (the vice) may remain. Just as vice was created in the first place by repeatedly yielding to the temptation to sin, so vice may be removed only by repeatedly resisting temptation and performing virtuous acts; the more entrenched the vice, the more time and effort needed to remove it.Saint Thomas Aquinas says that following rehabilitation and the acq uisition of virtues, the vice does not persist as a habit, but rather as a mere disposition, and one that is in the process of being eliminated. Medieval illuminated manuscripts circulated with colorful schemas for developing proper attitudes, with scriptural allusions modelled on nature: the tree of virtues as blossoming flowers or vices bearing sterile fruit, The Renaissance writer Pietro Bembo is credited with reaffirming and promoting the Christian perfection of classical humanism.Deriving all from love (or the lack thereof) his [8]schemas were added as supplements[9] in the newly-invented technology of printing by Aldus Manutius in his editions of Dante's Divine Comedy dating from early in the 16th century. Dante's seven deadly vices[edit] The poet Dante Alighieri listed the following seven deadly vices, associating them structurally[10] as flaws in the soul's inherent capacity for goodness as made in the Divine Image yet perverted by the Fall: 1.Pride or vanity: an excessive l ove of the self (holding the self outside of its proper position regarding God or fellows; Dante's definition was â€Å"love of self perverted to hatred and contempt for one's neighbor†). In the Latin lists of the Seven Deadly Sins, pride is referred to as superbia. 2. Enw or Jealousy: resentment of others for their possessions (Dante: â€Å"love of one's own good perverted to a desire to deprive other men of theirs†). In the Latin lists of the Seven Deadly Sins, enw is referred to as invidia. 3.Wrath or anger: feelings of hatred, revenge or denial, as well as punitive desires outside of Justice (Dante's description was â€Å"love of Justice perverted to revenge and spite†). In the Latin lists of the Seven Deadly Sins, wrath is referred to as ira, which primitive vices tempt astray by increasingly perverting the proper purpose of charity, directing it inwards, leading o a disorded navel-gazing preoccupation with personal goods in isolation absent proper harmonio us relations leading to violent disruption of balance with others. . Sloth or laziness: idleness and wastefulness of time or other allotted resources. Laziness is condemned because it results in others having to work harder; also, useful work will not be done. Sloth is referred to in Latin as accidie or acedia, which vice tempts a self-aware soul to be too easily satisfied, thwarting charity's purpose as with the needs of others and their satisfaction, an escalation in evil, more odious han the passion of hate 5.Avarice (covetousness, greed): a desire to possess more than one has need or use for (or according to Dante, â€Å"excessive love of money and power†). In the Latin lists of the Seven Deadly Sins, avarice is referred to as avaritia. 6. Gluttony: overindulgence in food, drink or intoxicants, or misplaced desire of food as a pleasure for its sensuality (â€Å"excessive love of pleasure† was Dante's rendering). In the Latin lists of the Seven Deadly Sins, gluttony is referred to as gula. 7. Lust: excessive sexual desire. Dante's criterion was that â€Å"lust detracts from true love†.In the Latin lists of the Seven Deadly Sins, lust is referred to as luxuria, which vices tempt cultivated souls in their ability to direct charity's proper purpose to good things or actions, by indulging excess. Thus in Dante's estimation the soul's detachment from sensual appetites become the vices most difficult to tame, urges not as easily curbed by mere good manners since inflamed via appropriate use rather than inappropriate misuse. Hence conventional respect for the ninth and enth commandments against coveting and social customs that encourage custody of the eyes and ears become prudent adjuncts to training against vice.The first three terraces of purgatory expiate the sins which can be considered to arise from love perverted, that is, sins which arise from the heart of the sinner being set upon something which is wrong in the eyes of God. Those bein g purged here must have their love set upon the right path. The fourth terrace of purgatory expiates the sins which can be considered to arise from love defective, that is, love which, although irected towards the correct subjects is too weak to drive the sinner to act as they should.Those being purged here must have their love strengthened so as to drive them correctly. The fifth, sixth and seventh terraces of purgatory expiate the sins which can be considered to arise from love excessive, that is, love which although directed towards ends which God considers good is directed towards them too much for the sinner to gain bliss from them, and also so that the sinner is distracted from the love of other things of which God approves. Their love must be cooled to a more sensible level.