Blanche of Castile, Queen of France

Blanche of Castile, Queen of France Dates: March 4, 1188 - November 12, 1252 Known for: Queen of France, 1223-1226; Queen Mother 1226-1252regent of France 1226-1234 and 1248-1252queen consort of King Louis VIII of Francemother of King Louis IX of France (St. Louis) Also known as: Blanche De Castille, Blanca De Castilla About Blanche of Castile:Â   In 1200, the French and English kings, Philip Augustus and John, signed a treaty which gave a daughter of Johns sister, Eleanor, Queen of Castile, as bride to Philips heir, Louis. Johns mother, Eleanor of Aquitaine, traveled to Spain to look over her two granddaughters, daughters of Eleanor of England and King Alfonso VIII. She decided that the younger, Blanche, was more suited for the marriage than the year-older Urraca. Eleanor of Aquitaine returned with the 12-year-old Blanche, who was married to the 13-year-old Louis. Blanche as Queen Accounts of the time indicate that Blanche loved her husband. She delivered twelve children, five of whom lived to adulthood. In 1223, Philip died, and Louis and Blanche were crowned. Louis went to southern France as part of the first Albigensian crusade, to suppress the Cathari, a heretical sect that had become popular in that area. Louis died of dysentery which he contracted on the trip back. His last order was to appoint Blanche of Castile as the guardian of Louis IX, their remaining children, and the kingdom. Mother of the King Blanche had her oldest surviving son crowned as Louis IX on November 29, 1226. She put down a revolt, reconciling (in a story with chivalric tones) with Count Thibault, one of the rebels. Henry III supported the rebelling barons, and Blanches leadership, with the help of Count Thibault, put down that revolt as well. She also took action against ecclesiastical authorities and a group of rioting university students. Blanche of Castile continued in a strong role even after Louis 1234 marriage, taking an active role in selecting his bride, Marguerite of Provence. Granted dower lands in Artois as part of the original treaty that brought her to her marriage, Blanche was able to trade those lands for ones closer to Louis court in Paris. Blanche used some of her dower income to pay dowries for poor girls, and to fund religious houses. Regent When Louis and his three brothers all went on crusade to the Holy Land, Louis selected his mother, at age 60, to be regent. The crusade went badly: Robert of Artois was killed, King Louis captured, and his very pregnant Queen Marguerite and, then, her child, had to seek safety in Damietta and Acre. Louis raised his own ransom, and decided to send his surviving two brothers home while remaining in the Holy Land. Blanche, during her regency, backed an ill-fated shepherds crusade, and had to order the destruction of the resulting movement. Death of Blanche Blanche of Castile died in November, 1252, with Louis and Marguerite still in the Holy Land, not to return until 1254. Louis never accepted Marguerite as the strong advisor his mother had been, despite Marguerites efforts in that direction. Blanches daughter, Isabel (1225 - 1270) was later recognized as Saint Isabel of France. She founded the Abbey of Longchamp, connected with the Franciscans and Poor Clares. Marriage, Children husband: Louis VIII of France (married 1200)children who survived to adulthood (of 12):1214: Louis IX, fifth child, first to survive1216: Robert, Count of ArtoisAlphonse of PoitiersSaint Isabel of FranceCharles of Anjou (Charles I of Sicily) Ancestors Father: Alfonso VIII of CastileMother: Eleanor, Queen of Castile (also known as Eleanor of England)Eleanor was the daughter of Henry II of England and Eleanor of Aquitaine

The 7 Books Every Pre-Med Student Should Read

The 7 Books Every Pre-Med Student Should Read SAT / ACT Prep Online Guides and Tips One of the best ways to learn about your future career is to read about it. That’s true for becoming a doctor, too! As a pre-med student, books about medicine can help you prepare for medical school, but they can also introduce you to what it really means to care for your patients. That’s why we’ve compiled a list of the seven books every pre-med student must read before they go to medical school. This list includes everything from MCAT prep books to grislybut educational!books about the darker side of medical history. We’ve also included works that introduce you to some of the social and ethical complexities of medicine, too. Not only will these books widen your perspective on the field of medicine, they’ll also help you become a better doctor. Book #1: The Butchering Art: Joseph Lister's Quest to Transform the Grisly World of Victorian Medicine by Lindsey Fitzharris Winner of the 2018 PEN/E.O. Wilson Prize for Literary Science Writing, Fitzharris’ book takes readers into the dark world of Victorian medical science. Up until the mid-Victorian period, surgery was often tantamount to a death sentence. Doctors didn’t wash their hands or their instruments, the surgical operating theatre was open to spectators, and post-operative infection was considered a good thing! That all changed thanks to Joseph Lister, a British surgeon who pioneered the field of germ theory. Fitzharris gives readers a glimpse into the bloody history of medicine in Victorian England and traces Lister’s journey to change the field of surgical medicine. The Butchering Art is equal parts gruesome and fascinating, and we guarantee that you won’t be able to put it down. Actually, if you can’t get enough of the morbid history of medicine after reading Lindsey Fitzharris’ book, don’t worry! We also recommend Quackery: A Brief History of the Worst Ways to Cure Everything by Lydia Kangwhich explores the worst malpractices of medical historyand The Anatomy Murders by Lisa Rosner, which tells the story of medical body snatching and how it led to England’s first recorded serial killers. These books are guaranteed to help you understand the history of medicine better...and they might keep you up at night, too. Book #2:The Emperor of All Maladies by Siddhartha Mukherjee, MD, PhD When a book wins a Pulitzer Prize, you know it’s a good read. That’s definitely the case for The Emperor of All Maladies by Siddhartha Mukherjee, which provides a â€Å"biography† of cancer. Mukherjee traces the history of the disease all the way from its appearance thousands of years ago to today, and in doing so, helps readers better understand cancer as a disease. He also spends time looking at modern cancer treatment and talking about the future of cancer research, which will bring you up to speed on critical advancements in your future field. No matter what type of medicine you want to practice, cancer is the specter that haunts them all. Having a better understanding of the history and future of the disease will not only better prepare you to face it in your own medical career, but it will help you understand how to best support your patients who face such a scary diagnosis. Mukherjee’s sharp writing style makes this book a page turner that you don’t want to miss! (And once you’re done, you can watch the documentary, which was directed by none other than Ken Burns.) Book #3:Med School Uncensored by Richard Beddingfield, MD Now that we’ve given you two fascinating books about the history (and future!) of medicine, it’s time to turn to more traditional pre-med fare. That’s why we’ve chosen Med School Uncensored by Dr. Richard Beddingfield, which is an entertaining, pull-no-punches insider look at medical school. Advertised as a â€Å"good, bad, and ugly† guide to medical school, Beddingfield shares advice with readers that he wishes he knew before starting med school process himself. (He’s a cardiothoracic anesthesiologist, if you’re wondering.) Beddingfield’s book is a comprehensive guide to medical school, and he makes sure to incorporate perspectives from other doctors to give readers a comprehensive and reliable look at what it’s like to become a doctor. His goal is to demystify the process and help people better understand what they’re getting into when they decide to become a doctor. Even more importantly, Beddingfield gives you practical guidance to help you navigate every step of your med school journey. Med School Uncensored is definitely required reading for every pre-med student! If you’re looking for even more insider knowledge about the medical school experience after you finish Med School Uncensored, you can also check out Med School Confidential by Robert H. Miller and Daniel M. Bissell, MD. It also gives you a peek behind the proverbial curtain. Even though it was published more than ten years ago, Med School Confidential offers great time-tested advice about the med school process and covers everything from applying to medical schools to finding the perfect job after earning your white coat. Book #4: MCAT Complete 7-Book Subject Review 2019-2020 by Kaplan Test Prep Ah, yes...the dreaded MCAT exam. The MCAT is the test all aspiring doctors have to take before they can apply to medical school. It’s designed to be a rigorous test of your medical knowledge, and your score on the MCAT can determine whether you get into your dream school...or not. Basically, the MCAT is the medical school version of the SAT and ACT, and it’s just as important. Here’s the deal: the MCAT exam can make or break an aspiring doctor. That’s why we’ve chosen the beefiest MCAT prep book series out there to get you on the right track. We can’t emphasize it enough: studying for the MCAT early and often is critical to your success. This study set gives you many of the tools you need to get ready for the MCAT, including hundreds of practice questions, illustrations to help you visualize key concepts, and practice tests to help you get to know the test format long before exam day. And since this series is published by Kaplan, you can rest assured that you’re getting the most up-to-date exam advice, too! Book #5: Being Mortal by Atul Gawande If you haven’t heard of Atul Gawande, you’re missing out: he’s a surgeon at Brigham and Women’s Hospital in Boston, teaches at Harvard Medical School, and is a New York Times best-selling author. Basically, he’s a rockstar. All of his books about medicineincluding The Checklist Manifesto and Complicationsare worth reading, but for our money, Being Mortal is the book that no pre-med student should miss. And the critics agree: not only was Being Mortal voted one of the best books of 2017 by...well, basically everyone, it also spent a staggering 85 weeks on the New York Times bestseller list. So like we said, it’s definitely a book that’s worth your time. Being Mortal deals with one of the hardest aspects of medicine: end-of-life care. It can be hard for doctors, whose job it is to fight off death every day, to realize when it’s best to stop treating the illness and start giving palliative care. Gawande explores how the American medical system deals with aging and the inevitable illness that comes with it, and he argues that medical treatment should focus on how patients want to live rather than just extending life, especially in terminal circumstances. As a pre-med student, you’re going to school to become a doctor and save lives. But Gawande’s book shows young, aspiring doctors that their job is about more than preserving lifeit’s about giving quality of life, too. Being Mortal will transform the way you think about dying, and it will definitely change the way you practice medicine. Book #6: Ask Me About My Uterus by Abby Norman Abby Norman had her whole life ahead of her: as a bright young student, she had just started attending Sarah Lawrence College. But everything ground to a halt when she woke up one day in excruciating abdominal pain. Ask Me About My Uterus is Abby’s memoir about her eight-year journey from the onset of her illness to getting a firm diagnosis. This book gives readers a patient’s perspective on the medical system, especially when it comes to treating women. Norman explains that doctors rarely take women’s pain seriously: in fact, when women report being in pain, they are more likely to be prescribed sedatives than pain killers than men who complain of similar symptoms. As she walks through her experience, she also researches the history of medicine and exposes how often it’s biased against women. As a future doctor, it’s important for you to understand how medicine, even as it works to help and heal, isn’t immune from prejudice. The only way to combat this is for up-and-coming doctors (like you!) to understand how the current medical system falls short. And that’s why we picked Norman’s book for our list. Not only will Ask Me About My Uterus help you better understand what it’s like to be a patient with a chronic, undiagnosed illness, it will also open your eyes to the gender biases of the medical field. Book #7: Grit: The Power of Passion and Perseverance by Angela Duckworth Okay, okay. This book isn’t technically about medicine. Instead, Grit is a book about how passion and perseverance, rather than raw talent or achievement, is the key to long-term success. More importantly, Grit teaches readers how to push through challenges and setbacks to reach your goals. So why have we decided to give Duckworth’s book a place on our list? It’s simple: medical school is hard. (And that’s an understatement!) There’s no coasting through classes, and most students will find themselves struggling at some point. This can be really hard for medical students, are often ambitious and high achieving. And that’s a good thing! But you also need to learn how to push through adversity and hardship if you’re going to make it in medical school. In her book, Duckworth shows readers how to cultivate perseverancewhat she calls â€Å"grit†which is what allows people to handle adversity and learn from their mistakes. She also gives helpful tips for developing tenacity, and how to use failure as a springboard toward your goals. By developing a little more grit, you’ll be better prepared to tackle any obstacle med school throws your way! What’s Next? Now that you’ve got these books under your belt, take some time learning more about what it means to be â€Å"pre-med,† and what that means for getting into medical school. If you’re still in high school, there’s plenty you can do to get yourself ready for the road ahead. Here’s an article that breaks down the most important things you can do to prepare yourself for medical school before you ever start college! Did you know that where you get your undergraduate degree can affect your chances at getting into the medical school of your dreams? If you’re applying to college, it’s important to consider which schools offer the best pre-med programs. These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Norwegian Health System Term Paper Example | Topics and Well Written Essays - 3000 words

Norwegian Health System - Term Paper Example In this context, the National Insurance Administration (NIS) commonly known as â€Å"Trygdeetaten† ensures that everybody has an access to a basic level of welfare. In doing this, the NIS provides various benefits for accidents, illness, birth, pregnancy, bodily defects, death, disability, old age, and unemployment. Non-citizens who work or live in Norway are obligated to contribute a certain amount that caters their health care while living and working in the country. Norway’s medical facilities are of high quality and widely available, though they are limited in the rural areas. The sparse and the remote population in Northern Norway and the reliance on ferries to transport medical facilities interrupt transportation thus hindering access to medical facilities in these rural areas. In trying to provide equitable services to its population, all Norwegians are insured by the NIS (National Insurance Scheme). Through NIS, all Norwegian residents and citizens are covered. With this regard, the aim of this paper is to discuss the Norwegian health care system, and illustrate the unique issues that the country faces in trying to provide equitable services to its population and the measures enacted to deal with this issue. The paper will further evaluate what the national government is doing to organize, coordinate and finance these services. NORWEGIAN HEALTH CARE SYSTEMS Background In brief, Norway is a country in Northern Europe that has a population of 4.6 Million and a landmass of 324,220Km2. Studies outline that, Norway ranks among the richest countries globally given that, it is the World’s third largest oil exporter (Johnsen, 2006). The country is also rich in various resources such as Fish, petroleum, timber, minerals, hydropower and natural gas. The Norwegian economy is stable since the government controls major areas such as international prices, petroleum sector, and gas prices. As mentioned earlier, Norwegian health care system is very expensive, and to ensure that all citizens have an access to medical services, all residents and citizens are insured through NIS. Medical facilities are of high quality, which augment better outcome in health care delivery. The country has an exceptional standard of obligatory state funded medical care that consists of well-trained medical staff. The ministry of healthy ensures that all health professionals are carrying out their duties professionally for better health outcome. As a result, the health system in Norway is exceptional and perceived to be among the best health care systems globally. The cost of health care differs depending on the illness and treatment prescribed. However, there are relatively few charges for those who qualify but, prescription medicine are incurred at a charge. There are a number of cases where there is a relatively small cost on pregnant women, chronic diseases, and those who have just given birth. Significantly, there are high charges for dental t reatment though some citizens acquire free dental treatment particularly, under the age of eighteen. In this context, the fee of the prescribed medicine falls into two groups that include blue and white class. In this case, white class medicines are entitled for free while blue classes are subsidized. The private sector does not play a significant role in Norway because of an excellent standard of the country’s healthcare. This is because private insurers issue complementary health insurance to citizens who receive treatment such as plastic surgery. In essence, private

Parental Involvement in Education Essay Example | Topics and Well Written Essays - 1000 words

Parental Involvement in Education - Essay Example The question is not whether parental involvement is a benefit to a student's educational experience as previous studies have often indicated. The measure of parental involvement is not the time spent or the test scores of the student, but is contextual to the student, the parents, and the school environment. The question is important primarily for parents to measure and assess their activity in relation to their child's school environment. The parent who spends additional time working with the student's homework or participating in school activities may be spending time that is counterproductive to their goal. Homework may prove to be frustrating for the parent. The student may resent the parent's intrusion into what they perceive as their private life. Parents require a measure of what parental involvement is beneficial and what aspect of it may be detrimental. Parental involvement in education needs to be viewed from the various aspects of age, motivation, and pattern of involvement. Crosnoe (2001) studied 692 freshmen and sophomore students of a mixed and diverse ethnic population (p. 214). The study was conducted by questionnaire by inquiring about the amount of time spent with the parents on homework and the parent's involvement with school activities (pp. 215-216). Crosnoe (2001) found that college preparatory students experienced an initially high amount of parental involvement, but was diminished as they progressed in school (p. 221). Crosnoe (2001) further noted that general and remedial students had a level of parental involvement that stabilized or increased over time (p. 221) This confirms the findings of Watkins (1997) when he reports, "Parents in this study were more likely to be involved when their children displayed low achievement". Parental involvement may be out of necessity to correct problems rather than an indicator of positive reinforcement for the student. The Watkins (1997) study was conducted on a group of 303 students with a racial mix of 64% white and 33% black. The parents were above average educated with 43% having at least a two-year degree. Watkins (1997) observed that there were patterns of involvement that differentiated the student's achievement. Watkins (1997) contends that parents become involved for one of four reasons. Involvement may be at the request of the teacher or due to low grades. They may also become involved because they want to raise the child's grades or they feel they are more equipped than other parents to elevate the child's learning. Watkins (1997) noted this effect was highest among minority parents and well educated whites. Similar to Watkin's (1997) findings were the results of a study by Domina (2005) The Domina (2005) study found that, "[...] after school and family background and child's prior academic achievement are controlled, the effect of each of these involvement activities on children's academic achievement is negative or nonsignificant (p. 245). The effect of the parental background also is highlighted in the Van Voorhis (2003) study evaluated middle school students to evaluate parental involvement effect on science students. The study examined the effect of parental help with homework. Van Voorhis (2003) found many negative effects of parental involvement (p.325). Parents may become frustrated or supply inappropriate

Gender Ideologies in Local Context Essay Example for Free

Gender Ideologies in Local Context Essay Present essay deals with analysis of gender ideologies’ functioning in certain local contexts. The latter is discussed through the prism of interactionist approach, which seems to be the most effective in terms of describing micro-level at which gender ideologies function. It provides with possibilities for studying how performative, discourse and social strategies of actors realized in local contexts are embedded in general gender ideology framework. For the present analysis a bar was chosen as the local context, where field study was conducted and gender ideologies’ reflection in interactions between men and women were analyzed. The central research question of this paper, hence, may be formulated as follows: how do gender ideologies shape interactions between men and women in bar or night club? Gender ideologies in local contexts: interactionist approach. Gender ideologies represent certain social and cultural constructs, which structure the perception of female and masculine identities, societal roles, family status and production relations etc (Philips, 2). Gender ideologies should be understood as a product of social structure, which fosters different roles of men and women in society. For instance, it may be said that currently dominant perception of women in society was formed within predominantly patriarchal discourse. Paradoxically, patriarchal perception of women affects their own gender ideology and identity, which often corresponds with socially constructed identity. Hence, women’s interactions with men are affected by the absence of their organic self-identity – they are forced to interact within the discourse created by men. However, the latter is realized through women’s own discursive system, which may be described as the micro-level of gender ideology. As Lakoff suggests, women and men learn their distinct languages from the childhood, which being the part of universal language, in fact reflect different identities in gender interactions (Lakoff, 222). Interactions, according to interactionist approach are based on endowing of certain subjective actions of the Other with meaning and symbols (Blumer, 45). In gender interactions, such meaning is ascribed to actions, based on gender ideologies. For instance, as Lakoff suggests of women’s discourse, ‘If she refuses to talk like a lady, she is ridiculed and subjected to criticism as unfeminine’ (Lakoff, 222). The latter example shows that gender ideologies are genuinely embedded in gender interactions, because they form the frame of understanding, actions’ meaning and behavior. Moreover, as Lakoff suggests, there exist considerable differences between women’s and men’s use of vocabulary, especially as far as the use of strong words, adjectives and particles are concerned (Lakoff, 223-224). The latter may be evident in any local context, including gender interactions in bar or nightclub, as it would be shown. Any local context activates specific aspects of gender ideology. According to Philips, notwithstanding culture, ‘There are at least four aspects of human experience that regularly enter into gender ideologies. These include work, appearance, sexuality and reproduction’ (Philips, 8). There is no denying the importance of the fact, that in the interactionist context, analyzed in this paper, such aspects as sexuality and appearance come into play in the first place. Based on these general theoretic considerations concerning gender ideologies let us analyze their reflection in concrete location’s context of bar, based on the empirical data collected in the field study. Gender Ideologies in gender interactions in bar Field research for this study was conducted in Dirtbags Bar and Grille in Tucson, AZ on June 1, 2009 during 10:30-Midnight. The data collection orientation focused on observing how gender ideologies affect gender interactions in this situational context. The first observation includes objective behavioral patterns of men and women during their visit to bar. It was established as a fact, that men may arrive to bar both in 3-4 individuals groups and alone. Women, as the field study found never arrive alone, but only with their boyfriend of female friend. The latter situation may be interpreted through the prism of Butler’s approach to gender identity construction. According to Buttler, identity is constructed based on repetition of certain behavioral patterns, gestures, discourses etc (Butler, 519). The latter implies that social structures, existing in society already provide women with stable behavioral orientations, taught to them by their families, older friends. One of such behavioral codes, which are immediately linked to gender ideology may be described as the cultural taboo for visiting entertainment public places alone. Such taboo is connected first of all with institutionalized male perception of women, being alone in the bar or night club, as the invitation for sexual relations. Based on this perception, visiting bar alone for women automatically means moral fault, since she is immediately associated with prostitute etc. Unlike women’s case, in men’s gender ideology the problem of man’s visiting bar alone does not exist, since it is not problematized as gender issue at all. Therefore, it is evident that men have more behavioral options and may choose between them to one’s own like. Buttler suggests that gender identities and ideologies are constructed through theatrical and performative interactions (Buttler, 520). The latter is particular evident in women’s focus on their dress, while visiting the bar. Women are more prone to put the emphasis on their own clothes and comment on the apparels of their female friends. They often made complements concerning good dress of each other. As the same time, men regularly have no tendency to comment on the clothes of their male friends. Instead, they often make complements to women concerning their dress. The latter observations show that gender ideology functions through performative and theatrical behavior reflected in the culture of dressing. Men are relatively indifferent to what their friends wear, however, pay much attention to what women wear. The performative and theatrical role of gender ideologies is also evident in women and men behavior, when they enter the bar. Women express much more willingness to be noticed by public, including both men and women, as they immediately look for people they know. Unlike, women, men seem to be less tied by any social obligations as they often go straight to the bar and order drinks and only after this greet people they know. Moreover, a bar serves for men a spot to sit down, while women prefer staying near the bar and being attentive to what is going on around them. Gender ideological conventions concerning sexuality are also evident in the types of drinks ordered by men and women. First of all, male gender ideology is obvious in the wide-spread practice of ordering drinks by men for women, especially as the part of acquaintance or showing sexual interest. Such behavior is often welcomed by women, who are embedded in gender ideologies of men, because women are prone to interpret such attention as the marker of sympathy and often use it in their own interest. As far as the type of beverages, drunk by men and women are concerned, men usually do not differentiate between different drinks, while women often order low calorie beverages such as ‘diet coke and Bacardi’ or sugar free redbull. The latter shows that the majority of women are embedded in the discourse relating to their appearance and sexuality, which is according to Philips is one of the central aspects of gender ideology (Philips, 9). Women, embedded in gender ideology, try to follow its main conventions in any local context, including bar. Gender interactions in bar are also characterized by both and men and women behavior directed at emphasizing correspondingly their femininity and masculinity. Men in the conversation with women always try to lower the pitch of their voices, while women often raise it. As Tannen suggests, such strategies are inherently gender, because they are affected by existing ideological representations of femininity and masculinity (Tannen, 169). In these ideological representations masculinity is characterized by the low pitch of voice, which is associated with men authority and women’s high pitch, associated with her secondary role in society. Gender socialization patterns in bar are also very informative, as far as the reflection of gender ideologies is concerned. Women feel more comfortable always being in company either of their female or male friends. In contrast, men may be either alone or in company without any differentiation. For women being in company guarantees the stability of her identity, because she may fully realize her performative and theatrical patterns of behavior. In contrast, being alone often causes negative gender connotations. Gender interactions in a bar are predominantly initiated by men, when a member of a male group offers a drink to a woman or a group of women. Often women refuse such invitations, however, in a majority of cases they agree even if they feel compelled and uncomfortable in communicating with the large group of men. A man being alone, however, is less prone to initiate conversations with women, than if he finds himself in company. There is no denying the importance of the fact, that the discussed pattern of gender interactions in bar reflects certain features of dominant gender ideologies. As Butler suggests, gender interactions are regulated by social sanctions and taboos (Butler, 520). One of such taboos may be formulated as follows: women are generally not eligible to initiate gender interactions with men; such priority solely belongs to the latter due to their primary role in gender relations. The realization of this taboo is particularly evident in bar context, where women generally behave in such a manner in order to stimulate men’s interest, however, their own interests is hidden from public. A woman may be interested in communicating with a given man, however, due to certain gender limitations she is more likely to refuse from her ambitions. Moreover, men usually feel uncomfortable when gender interactions are initiated by women, because it is usually mocked up in his male company. Hence, it may be postulated that taboos and limitations relating to gender interactions exist both in male and female gender ideologies. If a woman and a man know each other they usually greet by hugs, kisses and even if they are not engaged in romantic relations, they often show some kind of flirting. In personal interactions between men and women gender ideologies are also evident in men’s primary role in initiating tactile closeness with women, especially after alcohol drinks, including closeness, flirt, kisses, hugs, joking etc. Women, interested in such gender interactions, would not hesitate to communicate and flirt. However, a woman, who feels uncomfortable in this situation, according to the field study conducted, tries to use any possibility to escape from such kind of interactions. Gender ideologies are also embedded in the purpose of men and women’ visiting bars. Men usually visit bars to chase after women and find the object of their sexual desires etc. Women may also visit bars in this purpose, however, their clear intentions are not seen so obviously as that of men, hence, we may speak of dubious nature of their purpose. Such distribution of gender roles clearly resonates with dominant gender ideology, according to which men have the priority in initiating close gender relations. As far as dancing practices in bars are concerned, men are less prone to dance alone; however, women have no qualms about it. Men prefer dancing if they want to initiate interactions with women – in such a case they dance close to her. Apart from this, gender interactions in bar are often characterized by age limitations. Older women rarely visit such kind of places; however, older men may be seen there more frequently. Conclusion Gender ideologies represent language reflection of certain social and behavioral patterns of men and women and society. They usually refer to different social roles, types of discourse, sanctions and taboos and behavior of men and women. The analysis of gender ideologies in local context of bar showed that they are reflected in concrete interactions. Men and women usually act according to well-established gender conventions of behavior, which are reflected in initiating interactions, purpose of bar visit, behavior in groups, intersexual behavior etc. Women seem to be considerably affected by their representation in men gender ideologies, which means that they have no behavioral choices. In contrast, men’s behavior is characterized by the possibility of choice between a wide range of options. Men may be either alone or with friends, initiate gender interactions or not etc. Women have virtually no choices: they have refuse from initiating interactions, positively respond to any men’s attempt to initiate communication, always be in a company etc. Moreover, gender interactions in bar reflect crucial social perceptions of women sexuality and appearance, which are the first aspect of gender coming into play in bar context. Women put emphasis on their appearance and clothes and often try to present their identity in performative and theatrical way, which according to Buttler, immediately links such kind of behavior to gender strategies. In contrast men, pay less attention to such things and behave in a more casual and free way. Finally, men’s behavior in a bar is regulated by the lesser number of social sanctions and taboos. References Blumer, Herbert (1969). Symbolic Interactionism: Perspective and Method. Berkeley: University of California Press. Butler, Judith. (1988). ‘Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory’. Theatre Journal. Vol. 40 # 4, (519-531). Lakoff, Robin. Extract from Language and Woman’s Place. Philips, Susan U. (1999). Gender Ideology, Cross Cultural Aspects. International Encyclopedia of the Social and Behavioral Sciences. Oxford: Elsevier Science Ltd. Tannen, Deborah. â€Å"She is the Boss†: Women and Authority.

Violence, Hatred, and Pain in Fyodor Dostoevskys The Idiot :: Fyodor Dostoevsky The Idiot

Violence, Hatred, and Pain in Fyodor Dostoevsky's The Idiot "There was a look of unbounded pride and contempt, almost hatred, in that face, and at the same time something confiding, something wonderfully simplehearted." There began Prince Myshkin's curiosity of and infatuation with the complex Nastasya Filippovna as he sat in awe of this woman's picture in Fyodor Dostoevsky's The Idiot . This story, set in Russia during the late 1860's, is one of continuous love rivalries which describe the life of the Russian aristocracy during that time period. Prince Myshkin is described as the "ideal" man due to his compassion for everyone and his firm belief that there is a good side to all people. The story begins as Myshkin returns to Petersburg after a stay in a Swiss mental hospital for his epilepsy. Upon arrival in Russia, he visits distant relatives who are quite receptive to him and he ends up staying for a while. While there, he believes he has fallen in love with Nastasya Filippovna and prematurely proposes to her. She first accepts, but then rejects him. Nastasya is the driving force behind the novel and carries the reader, as well as the characters, from scene to scene. The duration of the book consists of Myshkin's quest for happiness and love through which he encounters jealousy for his love and for the love of those who love him. Unfortunately, the tragic end to this book, including the predicted death of Nastasya, causes Myshkin to regress to his former epileptic state. The time directly following Myshkin's first proposal to Nastasya stands out as an extremely memorable moment in the book. At Nastasya's birthday party, several men bring money and begin bidding on her hand in marriage. Eventually, she announces to everyone that she wants to alter her lifestyle and start over as a poor woman. Any man who cannot accept her for who she is, she decides, is not the right man for her. She feels that all men are motivated by greed and that the men will not want her for love, only greed. Myshkin feels that he can love Nastasya for who she is and not for her money and so he proposes to her. She immediately accepts and shocks the rest of the party. One of the other suitors, Rogozhin, offers to give up everything he has for Nastasya and Myshkin encourages her to accept his offer because this sacrifice shows that he truly loves Nastasya.

The wise judge

Anna and Her Toys Once there was a little girl named Anna who is very active in her class. She participates in all the contests and she always wins. She always perfects her quizzes and she always recites in their discussions. She is the top of their class. Her parents are very proud of her achievements and as a reward they give everything that she wants. She demanded for toys and for new gadgets. They gave her everything she asked for.So she played all day long and forgotten all her assignments. She didn't want to study because she is so distracted with her toys and gadgets. She didn't even want to go to school anymore. She Just wanted to stay at home and play. Because of that, her grades became low and she's not the top of her class anymore. Her parents even scolded her but she didn't care because she loves her toys and gadgets so much. One night, the little girl dreamt about her toys.They became bigger than she is and they were holding her parents taking them away from her, she tri ed to chase them and save them but she was way too small to keep up. Anna woke up crying and went running to the room of her parents. She hugged them and promised them that she will study very well again and be the top of her class. She then kept her toys In a box and only played with them when she finishes her home works and at weekends.

Nursing Research and Evidence-Based Practice Essay

I did not understand why I had to take a research class when all I wanted to do was be a staff nurse in a critical care unit. Research? Evidence-based practice? Why are these topics in the nursing program? I have enough to do just learning all the content in my clinical courses. What do research and evidence have to do with developing my nursing abilities? I trust the faculty, the textbooks, and clinical experience to prepare me for nursing. I’m already getting what I need to know. That was my earlier attitude. Now that I am practicing, I have a new appreciation for nursing research and the evidence it provides for application to practice. I have an entirely different way of addressing clinical questions. I’m starting to ask questions about how I can improve the care I give to patients and how I can be involved in my workplace’s efforts to improve care for the patients it serves. I have discovered by purposeful reading in my practice area that research reports and research summaries contain many implications that apply to practice in the critical care unit.  ¦ QUESTIONS TO CONSIDER WHILE READING THIS CHAPTER: 1 How can faculty encourage students to read research journals? 2 How does research affect nursing practice? 3 How can nurses motivate colleagues to base their practice on research? KEY TERMS Clinical nurse researcher (CNR) An advanced practice nurse who is doctorally prepared and directs and participates in clinical research. Clinical nurse specialist (CNS) An advanced practice nurse who provides direct care to clients and participates in health education and research. Clinical practice guideline (CPG) an evidence-based guide to clinical practice developed by experts in a particular ? eld for direct application in clinical environments. Control group Subjects in an experiment who do not receive the experimental treatment and whose performance provides a baseline against which the effects of the treatment can be measured. When a true experimental design is not used, this group is usually called a comparison group. Data collection The process of acquiring existing information or developing new information. 104 Nursing Research and Evidence-Based Practice CHAPTER 6 105 Empirical Having a foundation based on data gathered through the senses (e. g. , observation or experience) rather than purely through theorizing or logic. Ethnography A qualitative research method for the purpose of investigating cultures that involves data collection, description, and analysis of data to develop a theory of cultural behavior. Evidence-based practice The process of systematically ? nding, appraising, and using research ? ndings as the basis for clinical practice. Experimental design A design that includes randomization, a control group, and manipulation between or among variables to examine probability and causality among selected variables for the purpose of predicting and controlling phenomena. Generalizability The inference that ? ndings can be generalized from the sample to the entire population. Grant Proposal developed to seek research funding from private or public agencies. Grounded theory A qualitative research design used to collect and analyze data with the aim of developing theories grounded in real-world observations. This method is used to study a social process. Meta-analysis Quantitative merging of ? ndings from several studies to determine what is known about a phenomenon. Methodologic design A research design used to develop the validity and reliability of instruments that measure research concepts and variables. Naturalistic paradigm A holistic view of nature and the direction of science that guides qualitative research. Needs assessment A study in which the researcher collects data for estimating the needs of a group, usually for resource allocation. Phenomenology A qualitative research design that uses inductive descriptive methodology to describe the lived experiences of study participants. Pilot study A smaller version of a proposed study conducted to develop or re? ne methodology, such as treatment, instruments, or data collection process to be used in a larger study. Qualitative research A systematic, subjective approach used to describe life experiences and give them meaning. Quantitative research A formal, objective, systematic process used to describe and test relationships and examine cause-and-effect interactions among variables. Quasi-experimental research A type of quantitative research study design that lacks one of the components (randomization, control group, manipulation of one or more variables) of an experimental design. Randomization The assignment of subjects to treatment conditions in a random manner (determined by chance alone). Secondary analysis A research design in which data previously collected in another study are analyzed. State-of-the-science summary A merging of ? ndings from several studies concerning the same topic. Examples include meta-analysis with a quantitative approach and integrative review with a descriptive approach. Survey A nonexperimental research design that focuses on obtaining information regarding the status quo of a situation, often through direct questioning of participants. Triangulation The use of a variety of methods to collect data on the same concept. LEARNING OUTCOMES After studying this chapter, the reader will be able to: 1 Summarize major points in the evolution of nursing research in relation to contemporary nursing. 2 Evaluate the in? uence of nursing research on current nursing and health care practices. 3 Differentiate among nursing research methods. 4 Evaluate the quality of research studies using established criteria. 5 Participate in the research process. 6 Use research ? ndings to improve nursing practice. 106 UNIT ONE The Development of Nursing CHAPTER OVERVIEW This chapter provides basic knowledge regarding the research process and the ultimate importance of evidence-based nursing practice. The intent is to inspire an appreciation for nursing research and to show how it can improve nursing practice and how results can be translated into health policy. Nursing research is de? ned as a systematic approach used to examine phenomena important to nursing and nurses. A summary of major points in the evolution of nursing research in relation to contemporary nursing is presented. A description of private and public organizations that fund research is given, and their research priorities are listed. Major research designs are brie? y described, and examples of each are given. Nurses of all educational levels are encouraged to participate in and promote nursing research at varying degrees. The process of locating research and evidence for practice is reviewed. Students are introduced to the research process and guided in the process of critically appraising published research and research syntheses. Ethical issues related to research are examined, and historical examples of unethical research are given. The functions of the institutional review board (IRB) and the use of informed consent in protecting the rights of human subjects are emphasized. DEFINITION OF NURSING RESEARCH Research is a process of systematic inquiry or study to build knowledge in a discipline. The purpose of research is to develop an empirical body of knowledge for a discipline or profession. Speci? cally, research validates and re? nes existing knowledge and develops new knowledge (Burns and Grove, 2007). The results of research process provide a foundation on which practice decisions and behaviors are laid. Research results create a strong scienti? c base for nursing practice, especially when deliberately and carefully evaluated for application to speci? c clinical topics (Melnyk and Fineout-Overholt, 2005). In recent decades the nursing discipline has begun to pay much greater attention to the necessity of participating in research. Nursing research is a systematic approach used to examine phenomena important to nursing and nurses. Because nursing is a practice profession, it is important that clinical practice be based on scienti? c knowledge. Evidence generated by nursing research provides support for the quality and cost-effectiveness of nursing interventions. Thus recipients of health care—and particularly nursing care—reap bene? ts when nurses attend to research evidence and introduce change based on that evidence into nursing practice. The introduction of evidence-based change into the direct provision of nursing care may occur at the individual level of a particular nurse or at varied organizational or social levels. In addition to nursing research aimed at affecting the direct provision of nursing and health care to recipients of nursing care, nursing research also is needed to generate knowledge in areas that affect nursing care processes indirectly. Research within the realms of nursing education, nursing administration, health services, characteristics of nurses, and nursing roles provides evidence for effectively changing these supporting areas of nursing knowledge (Burns and Grove, 2007). Today the importance of nursing research to the discipline is recognized. However, much nursing history underlies the current state of acceptance. EVOLUTION OF NURSING RESEARCH Nursing research began with the work of Florence Nightingale during the Crimean War. After Florence Nightingale’s work, the pattern that nursing research followed was closely related to the problems confronting nurses. For example, nursing education was the focus of most research studies between 1900 and 1940. As more nurses received their education Nursing Research and Evidence-Based Practice CHAPTER 6 107 in a university setting, studies regarding student characteristics and satisfactions were conducted. As more nurses pursued a college education, staf? ng patterns in hospitals changed because students were not as readily available as when more students were enrolled in hospitalaf? liated diploma programs. During this period, researchers became interested in studying nurses. Questions such as what type of person enters nursing and how are nurses perceived by other groups guided research investigations. Teaching, administration, and curriculum were studies that dominated nursing research until the 1970s. By the 1970s more doctorally prepared nurses were conducting research, and there was a shift to studies that focused on the improvement of patient care. The 1980s brought nursing research to a new stage of development. There were many more quali? ed nurse researchers than ever, widespread availability of computers for collection and analysis of data, and a realization that research is a vital part of professional nursing (Polit and Beck, 2006). Nurse researchers began conducting studies based on the naturalistic paradigm. These studies were qualitative rather than quantitative. In addition, instead of conducting many small, unrelated research studies, teams of researchers, often interdisciplinary, began conducting programs of research to build bodies of knowledge related to speci? c topics, such as urinary incontinence, decubitus ulcers, pain, and quality of life. The 1990s brought increasing concern about health care reform, and now in the twenty-? rst century, research studies focus on important health care delivery issues, such as cost, quality, and access. Research ? ndings are being used increasingly as the basis for clinical decisions. Evidencebased practice (EBP) can be de? ned as the process of systematically ? nding, appraising, and using research ? ndings as a basis for making decisions about patient care. The rise of technology and the worldwide access and ? ow of information have transformed the decision-making processes of practitioners. Helpful informational websites for busy practitioners are listed in Box 6-1. No longer do nurses simply compare outcomes of patient care with other units in the B O X 6–1 Helpful Websites l f l b i National Guideline Clearinghouse—resource for evidence-based clinical practice guidelines www. guidelines. gov US Department of Veterans Affairs Clinical Practice Guidelines www. healthquality. va. gov AHRQ Healthcare Innovations Exchange—innovations and tools to improve health care www. innovations. ahrq. gov/index. aspx The Evidence-Based Medicine Education Center of Excellence—extensive list of databases, journals, and textbooks http://library. ncahec. net/ebm/pages/resources. htm U. S. National Institute for Health Consensus statements http://consensus. nih. gov Centre for Evidence-Based Nursing, based at University of York—United Kingdom www. york. ac. uk/healthsciences/centres/evidence/cebn. htm The Joanna Briggs Institute, based at Royal Adelaide Hospital and the University of Adelaide, Australia—multiple evidence resources for practice www. joannabriggs. edu. au Cochrane Center—resource for evidence-based clinical practice guidelines www. cochrane. org 108 UNIT ONE The Development of Nursing same hospital. Nurses and other health care professionals are more likely to look for solutions, choices, and outcomes for patients that represent the best available knowledge internationally (Hamer and Collinson, 2005). RESEARCH PRIORITIES Why set priorities for research in the nursing discipline? Can nurses do research in areas that match personal areas of interest? The answer to the second question is, yes, certainly. But nursing exists to provide high-quality nursing care to individuals in need of health-promoting, health-sustaining, and health-restoring strategies. The main outcome of research activity for a nurse is to eventually put the knowledge gained to work in health care delivery. Research priorities, often set by groups that fund research, encourage nurse researchers to invest effort and money into those areas of research likely to generate the most bene? t to recipients of care. Of course the funding opportunities offered by such groups do not hurt the research enterprise either. Research costs money. Thus nurses engaged in research often match personal interests with funding opportunities that are available during the planning phase for a proposed investigation. Two major sources of funding for nursing research are the National Institute of Nursing Research (NINR) and the Agency for Healthcare Research and Quality (AHRQ) (formerly known as the Agency for Health Care Policy and Research [AHCPR] and reauthorized as AHRQ by Congress in 1999). Both of these organizations are funded by federal congressional appropriations. Private foundations and nursing organizations also provide funding for nursing research. National Institute of Nursing Research As part of the National Institutes of Health (NIH), the NINR supports research on the biologic and behavioral aspects of critical health problems that confront the nation. The NINR’s research focus encompasses â€Å"health promotion and disease prevention, quality of life, health disparities, and end-of-life† (NINR Strategic Plan 2006-2010, 2006). A small sampling of potentially supported research topics includes those aimed at: ? Determining disease risk and treatment through utilizing genetic information ? Determining effective health-promotion strategies for individuals, families, and communities ? Discovering approaches that encourage people to effectively take responsibility for symptom management and health promotion ? Assisting in identi? cation and effective management of symptoms related to acute and chronic disease ? Improving clinical settings in which care is provided ? Improving the quality of care giving in settings such as long-term care facilities, the home, and the community ? Understanding predisposition to disease, socioeconomic factors that in? uence health, and cultural health practices that either protect from or expose to risk for health problems ? Improving symptom management for those at end of life The areas of research emphasis published by the NINR are useful guides for investigators developing proposals but are not considered to be prescriptive in nature. Investigators bring to bear their own unique expertise and creativity when proposing research in harmony with NINR priority research areas. Annually the NINR conducts a roundtable discussion with multiple nursing organizations to obtain the feedback of the disciplines regarding the need for continued or new research Nursing Research and Evidence-Based Practice CHAPTER 6 109 emphases. Information obtained is used in setting future research agendas and making decisions about funding of proposals submitted by researchers (Of? ce of Science Policy and Public Liaison, NINR, 2009). The NINR website details current announcements regarding research priorities (www. ninr. nih. gov/ResearchAndFunding). Agency for Healthcare Research and Quality The AHRQ broadly de? nes its mission as â€Å"improving the quality, safety, ef? ciency, and effectiveness of health care for all Americans† (AHRQ, 2009a). As an agency of the U. S. Department of Health and Human Services, the AHRQ’s health-related aims are to reduce the risk of harm by promoting delivery of the best possible health care, improve health care outcomes by encouraging the use of evidence to make informed health care decisions, transform research into practice to facilitate wider access to effective health care services, and reduce unnecessary costs (AHRQ, 2009a). Since the inception of the agency in 1989, strategic goals have centered on supporting improvements in health outcomes, strengthening measurement of health care quality indicators, and fostering access to and cost-effectiveness of health care. The 1999 reauthorizing legislation expanded the role of the agency by directing the AHRQ to: ? Improve the quality of health care through scienti? c inquiry, dissemination of ? ndings, and facilitation of public access to information. ? Promote patient safety and reduce medical errors through scienti? c inquiry, building partnerships with health care providers, and establishment of centers for education and research on therapeutics (CERTs). ? Advance the use of information technology for coordinating patient care and conducting quality and outcomes research. ? Establish an of? ce on priority populations to ensure that the needs of low-income groups, minorities, women, children, the elderly, and individuals with special health care needs are addressed by the agency’s research efforts. The research-related activities of the AHRQ are quite varied, but a recent shift emphasizes a more deliberate translation of research evidence into practice. In a process similar to that used by the NIH, investigators are invited to submit research proposals for possible funding through grant announcements. A listing of current areas of the agency’s research interests can be found online at www. ahrq. gov/fund/portfolio. htm. The AHRQ actively promotes EBP, partially through the establishment of 14 EBP centers (EPCs) in the United States and Canada. EPCs conduct research on assigned clinical care topics and generate reports on the effectiveness of health care methodologies. Health care providers may then use the evidence in developing site-speci? c guidelines that direct clinical practice. AHRQ also actively maintains the National Guideline Clearinghouse (www. guidelines. gov), an website that makes available to health care professionals a wide array of clinical practice guidelines that may be considered in health care decision making. Another recent addition to AHRQ’s initiatives is the Healthcare Innovations Exchange (2009b), which provides a public source of information about innovations taking place in health care delivery. Submitted innovations are reviewed for the quality of achieved outcomes, providing evidence as a foundation for decision making by others who may be searching for or considering similar innovations. Although most AHRQ activities are intended to support health care professionals and institutions, the agency supports health care recipients by designing some information speci? cally for dissemination to the lay public (AHRQ, 2009a). 110 UNIT ONE The Development of Nursing Private Foundations Federal funding is available through the NIH and the AHRQ. However, because obtaining money for research is becoming increasingly competitive, voluntary foundations and private and community-based organizations should be investigated as possible funding sources. Many foundations and corporate direct-giving programs are interested in funding health care projects and research. Computer databases and guides to funding are available in local libraries. In addition, grant-seeking enterprises often purchase subscriptions that allow computer access to enhanced listings of funding foundations that include information about the types of projects those foundations typically fund. Though subscriptions are expensive, costs are often balanced by the ef? ciency with which suitable funding prospects are identi? ed. An example of such a service is Prospect Research Online (www. iwave. com). Private foundations, such as the Robert Wood Johnson Foundation (2009a, 2009b) or the W. K. Kellogg Foundation (2009), offer program funding for health-related research. Investigators should be encouraged to pursue funding for small projects through local sources or private foundations until a track record is established in research design and implementation. After several years of experience in the research arena, investigators are more likely to be successful in securing funding through federal sources, such as the NIH. Nursing Organizations Sigma Theta Tau International (STTI), the American Nurses Association (ANA), and the Oncology Nurses Society (ONS), are a few of the nursing organizations that fund research studies. STTI makes research grant awards to increase scienti? c knowledge related to nursing practice. STTI supports creative interdisciplinary research and places importance on identifying â€Å"best practices† and benchmark innovations. Awards are made at the international and local chapter levels. The ANA awards small grants through the American Nurses Foundation. Specialty nursing organizations offer grants to support research related to their specialty. For example, the ONS awards grants that focus on issues related to oncology. To summarize, multiple potential sources of funding are available for research projects. The individual or group wishing to conduct research will need to carefully develop a proposal, search for a possible funding source, and submit the proposal. Libraries and the Internet provide ample information about the many foundations and organizations interested in funding research endeavors. Most research institutions establish of? ces that help in the search and procurement of funding. Thus researchers are supported in their work of knowledge building. COMPONENTS OF THE RESEARCH PROCESS The research process involves conceptualizing a research study, planning and implementing that study, and communicating the ? ndings. The process involves a logical ? ow as each step builds on the previous steps. These steps should be included in published research reports so that the reader has a basis for understanding and critiquing the study (Box 6-2). STUDY DESIGNS Study designs are plans that tell a researcher how data are to be collected, from whom data are to be collected, and how data will be analyzed to answer speci? c research questions. Research studies are classi? ed into two basic methods: quantitative and qualitative, two distinctly different approaches to conducting research. The researcher chooses the method based on the research question and the current level of knowledge about the phenomena and the problem to be studied. Quantitative research is a formal, objective, systematic process in which numeric

Free Essays on Hispanic Artist

HISPANIC ARTIST Art is something that people of all ages over the world can appreciate. Art doesn’t expect you to speak the same language; it’s just there for you to admire it. Today I would like to introduce six Hispanic Artists who have touched the lives of Americans. Some were visitors to the United States, others were native born with strong Hispanic family backgrounds. See how a world of creativity and passion influenced their lives and ours. Meet Frida Kahlo, this beautiful woman lead a very passionate life full of tragedy and circumstances. Magdalena Carmen Frida Kahlo Calderon was born on the sixth of July in 1907 to Matilde and Guillermo Kahlo. From a young age Frida began suffering with one of her many illnesses. At age six she was stricken with polio, which made her right leg noticeable smaller than the other was. By the time she reached high school she led a life of mystery and lies. She was a bright student who attended the best preparatory school in Mexico. She was known as a rebellious student who flirted with many of the male students. Her high school notebooks were filled with sketches, including one of herself in a straw hat. Frida fell in love with a young man by the name of Alejandro Gomez Arias, a charismatic leader of the Cachuchas. He was intelligent, attractive, well-mannered young man of a good family. They were very good friends who spent much time together, but never talked of marriage. One of their outings the two of them were involved in a terrible accident. The bus they were traveling in collided with a turning streetcar. The collision was very serous; Alex landed underneath the streetcar but regained consciousness and sought to help Frida. He found her bathed in blood, without her clothes, impaled on the rod of a metal handrail. A clad worker who had seen the accident pulled the rod out of her. This accident left Frida suffering for many years. She later developed ... Free Essays on Hispanic Artist Free Essays on Hispanic Artist HISPANIC ARTIST Art is something that people of all ages over the world can appreciate. Art doesn’t expect you to speak the same language; it’s just there for you to admire it. Today I would like to introduce six Hispanic Artists who have touched the lives of Americans. Some were visitors to the United States, others were native born with strong Hispanic family backgrounds. See how a world of creativity and passion influenced their lives and ours. Meet Frida Kahlo, this beautiful woman lead a very passionate life full of tragedy and circumstances. Magdalena Carmen Frida Kahlo Calderon was born on the sixth of July in 1907 to Matilde and Guillermo Kahlo. From a young age Frida began suffering with one of her many illnesses. At age six she was stricken with polio, which made her right leg noticeable smaller than the other was. By the time she reached high school she led a life of mystery and lies. She was a bright student who attended the best preparatory school in Mexico. She was known as a rebellious student who flirted with many of the male students. Her high school notebooks were filled with sketches, including one of herself in a straw hat. Frida fell in love with a young man by the name of Alejandro Gomez Arias, a charismatic leader of the Cachuchas. He was intelligent, attractive, well-mannered young man of a good family. They were very good friends who spent much time together, but never talked of marriage. One of their outings the two of them were involved in a terrible accident. The bus they were traveling in collided with a turning streetcar. The collision was very serous; Alex landed underneath the streetcar but regained consciousness and sought to help Frida. He found her bathed in blood, without her clothes, impaled on the rod of a metal handrail. A clad worker who had seen the accident pulled the rod out of her. This accident left Frida suffering for many years. She later developed ...

Setting a Resolution at New Years Eve

Setting a Resolution at New Years Eve The end of the year is approaching and a new one is about to begin. Every year, thousands of people make New Years Resolutions and every year, thousands of people break them before the month of January is up. Do you want to stick to yours this year but youre not sure how? Fundamentals of Setting and Keeping Your Resolution Prioritize There may be several goals you wish to achieve, but the year only has 365 days and depending on how big the goals and how distant your starting point, you may need to save some things for next year. Assess what you need to change the most and prioritize that. It can be fun to create a fantasy list that includes traveling the world, running a marathon and becoming a French chef, but it will be easier for you to actually keep your resolution if you prioritize. Be positive Maybe this past year hasnt been such a great year for you. Youre not the first or the last person to have a bad year. But that doesnt mean that next year cant be better. Resolutions are about hope and about having the will to change and to achieve. Start with a positive attitude by making positive statements. Instead of: Stop ruining my health with cigarettes. Try: Honor my body and my health by living a smoke-free life. Instead of: Stop dating losers. Try: Start dating people who contribute positively to my life. Instead of: Quit my miserable job. Try: Land a great job that pays well and makes me look forward to going to work every morning. Keeping your resolutions positive and free from self-punishment will make you feel better about working towards them. Write Down When and Where Youll Begin Make a commitment to your resolution by making a â€Å"contract† and writing down the details of when youll begin. Writing something down has a power of its own. It makes the resolution less of a fantasy and more of a reality. Have a Plan If you want to find a great partner, sign up for a dating site or ask friends if they know anyone who would be right for you. If you want to run a marathon, research training schedules and figure out when youre going to get your miles in. If youre looking for a better job, start researching for work and sending out resumes. If you need a good resume you can ask our experts to write it for you. Dont expect your resolution to magically happen without any planning on your part. Be Realistic Dont expect it to be easy to keep your resolution. Patterns, habits and addictions arent easy to break. Realize that there will be bumps and challenges along the way. Anticipating them will make it easier for you to work through tough periods with success. Make a Joint Resolution With a Friend Some goals have to be realized alone while others can be shared with a friend. If you want to run a marathon and you also have a friend who shares this dream, see if theyre willing to share this resolution with you. Having someone else to be accountable to makes it easier for you to keep your commitment. If your friend is waiting for you to jog around the park with them at 5 am and you hit snooze, the consequences will be more dire than if you were doing it alone. It not only holds you accountable, but having someone share the rough patches with you can also help motivate you to keep going. Youll be able to take turns supporting each other when the other one wants to quit. Enjoy the Ride There will be high points and victories along the way too. Dont forget that. Meeting a goal is a great feeling, so make sure you celebrate and enjoy those experiences when you have them. Reward yourself Knowing you have a reward waiting for you at the end of your year can serve as a great motivator. It can also help you honor the work youve done by allowing yourself the reward you deserve when you meet your goal. Whatever your resolution for next year, stay positive, work through the rough patches and give yourself the reward you deserve for your victories. Good luck and Happy New Year!

ENGLISH LEGAL SYSTEM ASSIGNMENT 4b, 3b & c Essay

ENGLISH LEGAL SYSTEM ASSIGNMENT 4b, 3b & c - Essay Example A statute has been defined in previous editions of this work simply as the will of the legislature", the will of the legislature must be expressed either by the agreement of its three parts (Queen, lords and commons)or by the agreement of the queen and commons in accordance with the parliament Acts 1911 and 1949.Granted that a document which is presented to it as a statute is an authentic expression of the legislature will, the function of a court is to interpret that document "according to the intent of them that made it." From that function the court may not resile .however ambiguous Difficult for application the words of an act of parliament may be, the court is bound to endeavour to place some meaning upon them. In so doing it gives effect, as the judges have repeatedly declared to the intention of parliament, but, it may only elicit that intention from he actual words of the statute In this rule its assumed that the words and phrases of technical legislation are used in their technical meaning if they have acquired one, otherwise in their ordinary meaning ,and the second is that the phrases and sentences are to be construed according to the rules of grammar. Blythes v .Blythes- A reference in the matrimonial causes Act 1950 to the court being satisfied was meant to mean precisely what it said, and to require the courts to be satisfied beyond a reasonable doubt. And in Northing ham Finance V.Ashley,the court of appeal held that the words covered of which the hirer was in possession under an existing hire- purchase agreement and which were exchanged in part payment for the goods under the new agreement .it would be too narrow a construction to restrict it to goods actually owned by the hirer. The Mischief Rule. In heydons case in 1954, it was resolved by the Barons of the exchequer, that for sure and true interpretation of all statute in general (be they penal or beneficial, restrictive and considered. Firstly, what was common law before the making of the act. Secondly, what was the mischief and defect for which the common law did not provide. Thirdly, what remedy that parliament hath resolved and appointed to cure the disease of the commonwealth. Fourthly, The true reason of the remedy, and then the office of all judges is always to

Legal Aspect of Nursing Essay Example | Topics and Well Written Essays - 1000 words - 1

Legal Aspect of Nursing - Essay Example A clear assessment of the evidence of the case study indicates that this is a clear case of negligence which rightfully warrants for suspension. According to the investigations, the only evidence on the nurse is her failure to tally the records between the computerized cabinet and the handwritten documentation. Considering the nurse’s reputation for the twenty-five years she was working at the hospital, she at least was supposed to be given some consideration. The claims of the nurse diverting narcotics from the cabinet do not hold ground because there is no evidence that directly points to her doing the act. The only available evidence is the records which suggest the possibility of such malpractice but still remain unproven. Chances are high that the testimonies by the other nurses will affect the case in a positive way for the defendant. This will aid in proving to the court that the defendant is not diverting narcotics for selfish gain from the hospital and the errors in t he reports can only be a case of negligence. The testimonies from the other nurses are enough to turn the case around implicating the hospital as the defendant. The court will be able to see that cases of negligence in the healthcare unit are common, which means that there is a high chance of the health care being subject to mismanagement. Following the turn of events in the case, the institution has to address some questions to clarify to the court why certain behaviors take place and the reason for certain decisions.... be able to see that cases of negligence in the health care unit are common, which means that there is a high chance of the health care being subject to mismanagement. Following the turn of events in the case, the institution has to address some questions to clarify to the court why certain behaviors take place and the reason for certain decisions. The institution will have to address the court on why there were more nurses admitting to have commit cases of negligence such as filing the records with wrong information. It will also have to address the qualifications of the nurses in the hospital and why is seems that there is a lack of proper supervision at the hospital to curb the cases of malpractice by the nurses. The institution will need to produce further evidence on the nurse to prove their claims concerning the theft of the narcotics as the nurse seems to have a clean record for her 25 years at the institution. The nurse deserves leniency at best a pardon for her negligence cha rges. This is because of her clean record and reputation for her 25 years at the hospital. It is also because there was enough evidence from the testimonies to prove that it was a normal error following the hefty work of the institution. On the matter of committing a malpractice by diverting narcotics for personal gain the right judgment is to dismiss the case due to lack of enough evidence. The institution needs to at least have evidence of the nurse either abusing the narcotics herself or prove that she is trading them for personal gain. There is violation of various principles that involve protecting patient safety that arise in this case. One key principle is the proper administration of medications to patients; an error in medication endangers the safety of the patient (Austin, 2008).