Gendered Behavior- Biologically Determined?

Men and Women are different- not necessary better or worse, but definitely different. They generally live different lifestyles, in different worlds, with different values and different rules. This is a fact that many are unwilling to admit. Unbelievable? – Just look at the evidence. Why do little girls generally play with dolls, while little boys with toy cars? Why is blue defined as a â€Å"masculine† color, while pink as a â€Å"feminine†? Where did all the gender-based stereotypes come from? Women are bad drivers, Men will never ask for directions. Women are too sensitive, Men are not sensitive enough. Women use toilets as social regions and â€Å"therapy† rooms, while men clearly only use the toilet for one purpose only. Think about it: Wouldn't people be instantly wary of the man who called out â€Å"Hey Jack, I'm going to the bathroom- you want to join me? † From the shallow questions- why are men and women generally different heights? -To the more innate queries- why until the 1960s did men and women play different roles -domination of males and suppression of women? , it inevitably traces down to one conclusion. Men and women are primarily diverse. The question is what is the reason for this? If one were to leave young girls and boys to develop on a deserted island with no organized society, no parents, would they still be as they are today? Thus poses the question: Is gendered behavior biologically determined? Extracts from pop-psychology books profess â€Å"The equality of men and women is a political or moral issue; the essential difference is a scientific one. † Those who disagree with the biological perspective of this issue claim equality between the sexes. However the matter is not whether they are equal, but whether they are identical, which may be what many are confused about. Even scientific studies have shown recently that that behavior between the genders is not only physically different, but also mentally different. The most basic and direct form of evidence available for this argument is that the brain structures differ between the two ‘species'. The three main areas of the brain (the Temporal lobe, the Corpus callosum, and the Anterior commissure) illustrate these dissimilarities. The Temporal lobe, which helps control hearing, memory and a person's sense of self and time, has proven men to have 10% fewer neurons in this area. The Corpus callosum, the main bridge between the left brain and the right which carries messages between the two, takes up less volume in a man's brain than in a women's, signifying that they may communicate less. Lastly, the Anterior commissure, which also plays a role in connecting the two brain hemisphere, is smaller in men's brains than in women's, even though men tend to have a bigger brain size. These facts alone should indicate that there are differences in men and women behavior. Brain scans, a fairly new technology has confirmed the differences in thinking between the two, and how they use their minds very differently when it comes to certain things. Scientist Sandra Whittleson verifies that for men, emotion is generally position to the right of the brain (meaning it can operate separately from other functions. Because of a man's smaller corpus callosum, emotion is less likely to operate concurrently with other functions. It is the opposite with women, as their emotion is spread widely along both hemispheres, showing that in their case, it can activate at the same time as other functions. Thus, a stereotype of the sensitivity conflict between the two sexes is proven. There are many other case studies from these scans which present a kernel of truth in other regular stereotypical beliefs. There is, of course, another â€Å"side to the story†. Society today, one many say, is very gender-based. These stereotypes may exist because people encourage them too. Wouldn't one agree that in today's world, there are certain things that are and are not considered appropriate? In order to be accepted, people must conform. There are certain norms for dressing, manner, interests and behavior for males and females. Even the stranger who proclaims â€Å"What a big, strong boy you are† or â€Å"What a pretty little girl you are† is subconsciously indicating to a small child ideally cherished behavior and characteristics. It is believed by some that social conditioning is likely to determine how one acts through development. Baby girls are dressed in pink and given Barbies to play with, while baby boys are given Action Men and Hot Wheels. Young girls are cuddled and touched, while young boys are patted on the back and told not to cry. In comparison to girls, boys are more encouraged to behave typically and strongly discouraged from engaging in cross-gendered behavior. Is this form of up-bring why men are being dubbed insensitive? Because they are too insecure to show their feminine side? Why is it that when someone is pregnant, the first question an outsider would pose is â€Å"Boy or Girl? How such a question has has become so automatic now, so spontaneous is to be wondered of. It is also true that many in our society find gender re-assignment difficult to accept- think about transsexuals. As much as it is tried; people find the concept of this hard to grasp. The truth is there are no two ways about it; Gendered behavior is not only biologically determined, but also environmentally determined. Faced with the nature/nurture argument once again, it is strongly believed that the two are inseparable, especially in this context. Although the more evidence found, the more people think that the difference is biological. However, no one can say it is purely so because no one knows for sure. Everything you do, every way you behave is determined by a mixture of the two. The reason may be biological, yet how much it is enhanced may be environmental, and vice versa. Understanding the identity of people can be complex, and as much as we want to, we will not be necessarily undergoing this breakthrough anytime soon.

Qualified nurse during a clinical placement Essay

Decision making essay Decision making is important to nurses in today’s society, ( Thompson et al 2002) as a number of policy and professional imperatives mean that nurses have to worry about the decisions they make and the way in which they make them. The government has produced several policy initiatives (DOH 1989, 1993a, 1993b 1913c,1994, 1995, 1996a, 1996b,1997, 2000, 2000) which have led to the creation of an evidence based health care culture ( Mulhall & Le May 1999). Thompson et al (2002) believe that poor decision making will no longer be acceptable, the government aim to examine professional performances and the outcome of clinical decision making for the first time. Evidence based practice will no longer be an optional extra but a requirement of all health care professionals. The aim of this essay is to analyse and evaluate a decision made by a nurse in a community practice. The author will highlight why she chooses the particular issue and how it is important to nursing. The author will provide an overview of two general approaches to decision making, rational and phenomenological, by evaluating and analyzing them. The author will consider decision making theories, and try to apply them to the decision making process witnessed in her community placement. She then aims to show, how they should or could have been used as an aid in effective decision making. She will also consider influencing factors that effected the decision making process. A pseudonym is used throughout the essay to protect the patient’s identity, as stated in NMC (2002) code of professional conduct section 5. The patient chosen for the purpose of this essay will be referred to as Jo. Jo is 53 year old women who suffer with rheumatoid arthritis. This also resulted in Jo having bilateral hip replacements. Jo is on steroid treatment, which leads to thinning of the skin and susceptibility to trauma (Mallet and Dougherty 2001). Jo lives with her husband and two grown up  sons. Jo was refereed to the district nurse on her discharge from hospital following her second hip replacement. The initial referral was to check the surgical wound. However on arrival it was pointed out by Jo that she had a skin tear on her left shin that wasn’t healing. The district nurse performed an assessment and concluded the wound was a venous leg ulcer as it had been present for 6 weeks. The district nurses used Sorbisan and Telfa to dress the wound. Twice weekly visits were carried out to Joe for a further 4 weeks, and it became obvious that the ulcer was not improving. The district nurse had to make a decis ion on what care to provide. The decision was to try another dressing Aticoat which is impregnated with silver, and not to refer the patient to the leg ulcer clinic at the local hospital. The district nurse involved with Jo’s care was a G grade nurse and in charge of a community practice that had 3 other nurses working in it. The author decided to focus on this particular decision, as she was influenced by the amount of evidence based research available on the issue, and how the district nurse chose to ignore the evidence, and made a decision on the basis of personal knowledge. The author visited a leg ulcer clinic while on her community placement, and asked the expert nurses running the clinical at what stage they would like to see patients referred to them. She was told if a wound wasn’t healing after 4 weeks the patient should be referred, this information was passed on to the district nurse and ignored. The district nurses felt that if he referred all his patients after 4 weeks the leg ulcer clinic at the hospital wouldn’t be able to cope. In doing this he chooses to ignore the expert advice. I found this very frustrating and interesting, and as Scott (2004) said we ought to promote good and not cause harm, in Jo’s case, the action of not referring her to the appropriate expert nurse could be seen as prolonging healing thus causing her harm. I decided to investigate further what issues led to him making his decision. To achieve excellence in care nurses need to base there decision on evidence based care (Parahoo 2002). There is no shortage of research on wound care  and the management of venous leg ulcers. However because research is based mostly on opinions or experience, hence the development of guidelines and protocols that have practical use is difficult (Leaper et al 2004). There are many sources of evidence, Journal; the Cochran Library database relevant to wound care, however there is so much information it would be difficult for nurses to know where to start. Evidence suggest the management of patients with venous leg ulcers is fragmented and poorly managed ( Carrington 1999). Vowden (1997) agrees and suggests healing rates are poor and treatment costs are high, this could be as a result of nurses not referring patients to appropriate experts for assessment and using expensive, inappropriate dressings such as aticoat, which is impregnated with silver. Although there is evidence to suggest that dressing impregnated in silver and sorbisan are highly effective in heavily exudating wound (Leaper et al 2003& BNF (2004) Jo’s ulcer was shallow and not heavily exudating. The evidence for the care of venous leg ulcers strongly points to the uses of 4 layer bandaging. This is demonstrated in Allen and Nelson (1996) work, they found that healing rates improved for patients who  attended a leg ulcer clinic and had 4 layer bandaging applied. This is also backed up by evidence printed by the RCN(`1998), and Research carried out by Nelson (1996), which suggests that between 40 and 80% of leg ulcers heal with the application of compression bandaging. Jo had suffered with her leg ulcer for 10 weeks before a decision was made by the District nurse to change the dressing from Sorbisan to Aticaoat. The use evidence based care, provides the foundation for evidence based practice ( Harding et al 2002), the ulcer healing rate and outcome for Jo could have been improved by a quick referral to the leg ulcer clinic, as this is seen as the most effective way to treat leg ulcers ( Musgrove and Woodham 1995). One of the reasons the district nurse was hesitant about referring Jo to the ulcer clinic, was that he felt compression banging is uncomfortable and requires a strict regime (House 1996), and his experience patients didn’t often comply. However Jo was not offered the choice. Taylor (1996) believes that communication with patients is crucial to compliance, he suggest by educating patients it will enable them to understand the importance of the compression and assist patient to comply to treatment. Patients need to be given the option of whether they are involved in the decision making process. In Jo’s case the district nurse made the decisions, he didn’t explain alternative treatments to Jo, or explain the 4 layer bandaging to her. In the authors opinion the patient was not given an informed choice. There is a professional responsibility to obtain informed consent from patients before a nursing care procedure is carried out (Cable 2003, Averyard 2000, NMC 2002). The ethical issue of informed consent came essentially from the Nuremberg Code (1947)  as a result of human experimentation in world war two. This was aimed specifically at humans involved in medical research, however consent is now applied to nursing clinical procedures (General Medical Council 1988). There is increasing evidence to suggest that well-informed patients manage their health and treatment better, this enables them to feel in control of there illness (Ogden 2001) and have better psychological outcomes (Gibson 2001). Although Gibson (2001) argues that knowledge alone does not change health outcomes for patients, to allow Jo to give informed consent she would need information that was relevant to her condition and treatment. Jo is an intelligent women and giving her a choice of treatment would have protected her autonomy (Edwards 1996) and individual rights (Caress 2003), however Jo was not offered a choice in treatment, and alternatives were not discussed. The district nurse made a decision and applied the treatment. In doing this the district nurse used his power to manipulate Jo into accepting the treatment the he wanted to give. Giving restricted information the nurse restricted the patient’s choices to secure her compliance (Lukes 1974). The district nurses actions went against advocating the government Expert Patient Policy (DOH 2000), which highlights the need for changes in society that mean individuals expect to have choices, and be involved in decision  making (Kenney 2003). Although Jo gave consent for the treatment given, she did not, in the author’s opinion, give informed consent. Decision making can be divided into two groups, decision making from a rationalist perspective and from a phenomenological perspective ( Tanner 1987). Rational  decision making is a step by step approach that follows a logical course, and clearly definable stages (Harbison 1991), taking into account obvious starting points and objectives, assessment tools, policies and protocols. It gives clear predictable outcomes and is process driven. Rational decision making works, on the basis that when a problem arises, the decision maker agrees a definition of the problem and  discovers all the possible solutions, matches the problem with the recourses and chooses a solution that best matches the problem, and then implement solution  ( Harbison 1991).This approach fits in well with the current trend towards research and evidence based care (Harbison 1991). Using the rational approach to decision making, makes assumptions that all decision makers will take into consideration all possible options and consequences, in light of a thorough understanding of a situation. However in practice this approach would be influenced by time constraints, habit and routine, and Harbison (1991) argues that sensitivity could be lost when following a rational approach. Using Phenomenological process in decision making can be seen as a subjective individual approach (Easen et al 1996). This approach takes into account nurses opinions and views, for this reason as discussed by Thompson (1999) it can create bias, as it is based on experienced expert knowledge. Using expert clinical reasoning the nurses draws on a deep understanding of the patient situation and holistic care needs. Intuition is a quality that  nurses have traditionally valued (Trueman 2003), however with the development of evidence based care it is now seen be some to be unreliable, unscientific and unsuitable for nursing practice (Trueman 2003). Intuition has been criticised for not being able to provide a rational for the decision made,  however Benner (1984) believes intuition is understands without a rational. Benner (1984) argues that during a long nursing career, nurses can gain a great deal of knowledge and skill practice, this leads to them being intuitive about the decisions they make. Intuition is not something that is measurable according to Benner (1984), it is developed through experience, expertise and knowledge, along with personal awareness and personality. McCutcheon and Pincombe (2001) also believe that there are benefits derived from intuition in practice, such as enhanced clinical judgment and effective decision making. Although Cioffi (1997) argues that holistic patient assessment and improving nurse-patient relationships are being undermined by a drive for evidence based care. Intuition has been identified as a useful tool as nurses can analysis the situation as a whole rather that a series of tasks (McCutcheon and Pinchcombe 2001). Both the phenomenological and rational decision making theories have a number of strengths and limitations. McKenna (1997) argues that knowledge can only become known by others if it is shared knowledge and communicated to others. McKenna (1997) suggests this causes a problem for the phenomenological model it is almost impossible to communicate something which is intangible, and which the practitioner is unable to express. Using a mixture of both theories can create a holistic and well documented procedure. Lauri and Saklantera (1995) using a factor analytical approach found evidence that both Benners (1984) intuitive model, and the hypothico- deductive approach of information processing, had a degree of analytical usefulness in explains the decision making of nurses. The implications were that both had something to offer and neither is often a single solution to explain decision making in  practice. Using a decision making model such as Carroll and Johnston (1990) would have enabled the district nurse to reflect and evaluate the effectiveness of the care delivered. Carroll and Johnston (1990) outline seven stages of temporal decision making, and acknowledged that these stages may not simply be followed through there sequence, but the nurse can backtrack at any stage. The first two stages of recognition and formulation involves the examination and classification of the situation by the district nurse. During a home visit the community nurse may be confronted with a range of patient problems (Bryans and McIntosh 1996). Some of these are discrete and easily recognised, while others are likely to dependent upon various circumstances in the patients life, which are likely to remain hidden unless they are explored by the nurse (Bryans and McIntosh 1996). In view of the fact that patient and nurses are strangers to each other, Thompson et al (2002) believe this exploration must be skillfully negotiated by the community nurses, if nurses appropriately identify needs, and thus begin the process of addressing these needs and planning suitable care. If this part of the assessment had been undertaken effectively by the district nurse, the patient may not have suffered for a long period with the leg ulcer. Bryans and McIntosh (1996) suggest this phase of decision making is generally less conscious and deliberate, and more difficult to articulate, than subsequent phases. Although Elstein et al (1978) suggest this a very important part of decision making it often gets neglected. Many decision making models start with an assessment phase such as Walsh (1998)  nursing process, which has four stages of decision making, assessment, planning, implementation and evaluation. If the assessment carried out by the District nurse is poor then the rest of the planning and care delivered will be poor. It has been highlighted in many publications Lait & Smith (1998), Lawrence (1998), Thompson (1999) that a holistic assessment is needed in the care of patients with leg ulcers. Holistic assessments help to identify underlying pathology, and ensure correct diagnosis (Moffat & O’Hara 1995). However the way each individual nurse views the wound will depend on there experience and whether they have come across a similar situation before (Thompson et al 2002). Walsh (1998) highlights the need for a goal to measure against in the assessment phase. In Jo’s case the tool used, could have been a wound chart. A wound chart was however was not used, so on subsequent visits the nurse’s used there own judgment on whether the wound had changed. It was however difficult to clearly classify the wound, a point highlighted by Flanagan (1997) who warns wound classification can lead to inconsistencies in care. Different nurses visited each time making it difficult to provide continuity of care. The district nurse had defined the objective, which was to treat the leg ulcer. However the planning phase of Walsh (1998) model was not implemented, the nurse did not consider an alternative as identified as important in Schaefer (1974) theory. The best outcome, in the district nurses view, was considered although not in an evidence based way. Carroll and Johnson (1990) refer to the common sense view of decision making, in  stages 3,4, and 5, alternative generation, information search and judgment or choice. These three stages can be associated with problem solving approaches and with hypothetic deductive models such as Dowie & Elstien (1988). Hypothetic deductive  method could have been used to identified what was going on with the wound e.g. blood test could have been taken to test for clotting factors, a Doppler could have been used to test for circulation. However nurses can’t always wait for a lab test to give a hypothesis so the district nurse then drew on his experience. However using reflection in action (Schon 1983) and taking into consideration of the added problem of Jo being on steroids, he could have put these things into action to help create an evidence based care plan. Carroll and Johnston (1990) usefully includes decision making and subsequent (stages 6, 7) action and feedback. The inclusion of action and feedback in models of decision making has particle relevance to Jo’s community nursing assessment, because her assessment was continuous in nature ( Cowley et al (1994). If the district nurses had utilized the information properly the outcome for Jo may have been more successful. The best outcome for the patient depends on the patient’s response to treatment the nurse’s intervention and appropriate use of information gained from the evaluation (Luker and Kenrick 1992). District nurses need to be flexible in providing care in patients own homes, because of the sheer diversity of home environments and lifestyles of there patients. Luker & Kenrick (1992) believe that community nurses have there own personally owned knowledge that they find difficult to describe. Benner (1984) would describe this as intuition. However many influencing factors are involved with the nurses decision making, the district nurse that treated Jo had 20 years experience, but in the authors opinion had not used reflective and evidence based practice. The use of reflection enables nurses to learn from there experience and build up an expert knowledge base. However if you don’t learn from your mistakes it doesn’t make you an expert. 02971588 11 Experience doesn’t always equal expertise. If you are a ineffective nurse to start with you may always be a ineffective nurse. The district nurse involved with Jo’s case didn’t seem to reflect upon his actions and learn from practice but just performed a task. As long as the patient was being visited twice a week it didn’t seem to matter how long the wound took to heal, as Thompson et al (2002) suggest 20 years experience may be no more than one years experience repeated 20 times. According to Walsh and ford (1990) there is a need for assertiveness and this  was sadly lacking. Walsh & Ford (1990) argues the lack in assertiveness may be generated from being a mainly female profession, and Corbetta (2003) suggests women that work tend to be judged as inferior. However the district nurse involved in this decision making essay was a man, so I would question whether social conditioning had rubbed of on him. The district nurse seemed to resist altering his practice as directed by the ulcer clinic, it was almost as if he had ownership of the patient’s problem and care, and he saw it as a failure if he had to refer the patient on to a specialist service. It is the resistance to change practice that is cited by several authors (Gould 1986, O’Conner 1993, Koh 1993) as major influence inhibiting the introduction of research into practice. However Parahoo (2002) suggests to change the way nurses work, using evidence based practice, nurses need to think about what they do, how they relate to the people they care for and generally stimulate a more reflecting and questioning attitude. Reading research articles can generate a reflective approach (Parahoo 2002) although the author is aware that changing practices based on one research article is unsafe. Nurse managers have an important role in coordinated efforts, aimed at providing effective evidence based care. Although not all nurses are inclined towards academic work (Jootun 2003), the district nurse was the manager so without him being aware and appreciative of nursing research his team of community nurses provided an inadequate service. However as Sleep (1992) states it is unfair and unrealistic for educational programmes to place upon practitioners the burden of introducing research into the workplace, unless the climate prevailing in both service and management spheres is receptive to change. The organisation needs to facilitate changes in nursing to allow the professional as a whole to practice evidence based care (Parahoo 2002). The district nurse worked in a small isolated practice and his priority seemed to be the setting up of new PCT policies. Patients with leg ulcers were almost in the way. If the district nurse had a positive attitude towards research and regularly read research articles on wound care, which as Gould (2001) suggest are available in digestible form, the  care provided would have been evidence based effective care. Recommendations Joint education and clinical career pathways are needed to close the theory practice gap. Many nurses working in small practices are not getting the education they need to prove the government with a highly effective and trained workforce. Many organizations within the NHS are busy and overworked. The time is not available for them to update their knowledge and training. To help nurses who work in isolated community practices the setting up of groups or research meetings could enable them to keep up to date with relevant research, and would enable the effective utilisation of research findings. Nurses can also be encouraged to use expert nurses that are available at many hospitals and PCT. The use of computer networks and interactive software and research newsletters could also aid in the implementation of research practice. Evaluation Carroll & Johnston (1990) provide a framework for decision making, the author feels if the district nurse had used such a framework the care delivered to Jo could have been more effective and evidence based. The District Nurse didn’t evaluate or reflect on the care he delivered. Using decision making model such as Carroll and Johnston (1990) and Walsh (1998) nursing process, the nurse could have delivered evidence based reflective care. Models such as these are used as a guideline to nursing procedures, if they are followed it ensures that patients get best care and that nurses don’t become complacent in the care they deliver, but use a systematic approach alongside there  experiences and expertise Conclusion Intuition has been identified as a useful tool that needs to be recognised within nursing, however a need for a ration approach along side it is necessary. This will enable nurses to provide evidence based care with clear rationales. There are many aspects of nursing that cannot be subjected to measurement, and intuition is one of them, and so is caring. To ignore intuition as a nursing skill would be to deny the patient of truly holistic care. However I would say that the nurse involved with Jo’s care was not an expert in the care of leg ulcers, and was baseing his care on limited research. The effect this had on the patient was a poor standard of care. Reference list Aveyard, H. (2000) Is there a concept of autonomy that can usefully inform nursing practice? Journal of Advanced Nursing 32, 352-358 (BNF). (2004) British National Formulary British Medical Council. London Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Addison-Wesley, Workingham. Bryans, A. McIntosh, J. (1996) Decision making in community nursing: an analysis of the stages of decision making as they relate to community nursing assessment practice. Journal of Advanced Nursing 24, 24-30. Cable S et al (2002) Informed consent. Nursing Standard. 18, 12, 47-53. Caress, A. L. (2003) giving information to patients. Nursing Standard. 17, 43, 47-54. Carrington, C. (1999) A nurse led clinic for treatment of venous leg ulcers. Nursing Standard. 13, 20, 42-46. Carroll, J. S. Johnston, E. J. (1990) Decision Research: A Field Guide. Sage, Newbury Park California. Cioffi, J.(1997) Heuristics, servants to intuition in clinical decision-making. Journal of Advanced Nursing 26, 203-208 Corbetta, P. (2003) Social research: Theory, Methods, and Techniques. London, Sage. Cowley, S. Bergen, A. Young, K. Kavanagh, A. (1994) The changing nature of needs assessment in primary health care. Paper presented at the Fourth International Primary Health Care Conference, Kensington Town Hall, London, June. Department of Health. (1993a) Research for health Her Majestys Stationary Office, London Department Of Health. (1993b) Report of the task force on the strategy fro research in nursing, midwifery and health visiting. Her Majesty’s Stationary Office, London. Department Of Health. (1993c) A vision for the future. Her Majesty’s Stationary Office London. Department Of Health. (1994) Supporting research and development in the NHS ( the Culyer Report) Her Majesty’s Stationary Office. London. Department Of Health. (1995) Methods to promote the implementation of research findings in the NHS Her Majesty’s Stationary Office. London. Department of Health. (1996a) Promoting clinical effectiveness. Her Majesty’s Stationary Office. London. Department of Health. (1996b) Research and development: Towards an evidence based health service. Her Majesty’s Stationary Office. London. Department of Health. (1997) The new NHS: modern, dependable. Her Majesty’s Stationary Office. London. Department of Heath. (2000) Towards a strategy for nursing research and development. Her Majesty Stationary Office. London. Department of Health. (2000) The expert Patient: A new Approach to Chronic Disease Management for the 21st Century. HSMO Dowie, J. Elstien, A. (1988) Professional Judgment, A Reader in clinical decision making, Cambridge, Cambridge University Press. Easen, P. Wilcockson, J. (1996) Intuition and Rational Decision making in professional thinking: a false Dichotomy, Journal of Advanced Nursing, 24 (4) 666-673 Edwards, S. D. (1996) Nursing Ethics; A Principle-Based Approach. Macmillan Basingstoke Elstein, A. Shulman, L. Sprafka, S. (1978) Medical Problem Solving: An analysis of clinical reasoning. Harvard University Press, Cambridge. Flanagan, M. (1997) Guidelines and protocols in Clinical decision making Journal of Wound care 6 (5) 207. General Medical Council (GMC). (1988) Seeking Patients Consent: The Ethical Consideration. General Medical Council, London. Gibson,P. (2001) Self-Management education and regular practitioner review for adults with asthma ( Cochran Review). The Cochran Library. Issue 3. Oxford, Update Software. Gould, D. (1986) Pressure sore prevention and treatment and example of nurses failure to implement research findings. Journal of Advanced Nursing, 11, 389-394 Gould, D. (2001) Pressure ulcer risk assessment. Nursing Standard 11 (5) 43-49. Harbison, J. (1991) Clinical Decision making in Nursing Journal of Advanced nursing Practice (16) 404-407 Harding, K. G. et al. (2002) Healing chronic wounds. British Medical journal Vol 324, 106-161 House, E. (1996) Patient compliance with leg ulcers treatment, Professional Nurse. 12, 1, 33-36. Jootun, D. (2003) Creating a research culture in a nursing school. Nursing Standard. 18, 3, 33-36. Kenny, I. (2003) Patient are experts in their own field. British Medical Journal. 326, 7402, 1276-1277 Koh, S. (1993) Dressing practices. Nursing Times, 89 (42) 223-230. Lait, M. Smith, L. (1998) Wound Management: a literature review. Journal of Clinical Nursing 7, 11-17. Lauri, J. Salantera, S (1995) Decision making models of Finnish nurses and public health Journal of Advanced Nursing 21 (3) 520-527 Lawrence, S. (1998) Tailor-made treatment. Nursing Times 94, 77-78. Leaper, D. Scott, E. Melling, A (2004). The evidence base in wound healing. Nursing Standard. 18, 24, 73-77. Luker, K. A. & Kenrick M. (1992) An expiratory study of the sources of influence on the clinical decision of community nurses. Journal of Advanced Nursing 17, 682-691 Lukes, S. (1974) Power: A Radical View. London: Macmillan. Mallet, J. Dougherty, L. (2001) Manual of Clinical Nursing Procedures fifth edition Blackwell Science. London. McCutcheon, H. Pinchombe, J. (2001) Intuition: an important tool in the practice of nursing, Journal of Advanced Nursing 35 (3) 342-348. McKenna, H. (1997) Nursing Theories and Models. Routledge, London. Moffat, C. OHara, L. (1995) Fundamentals in clinical practice. Journal of Community Nursing 9, 9, 10-16. Mulhall, A. Le May, A. (1999) Nursing research: Dissemination and implementation. London: Churchill Livingstone. Musgrove, E. Woodham , C. (1995) Fundamentals in clinical practice. Journal of Community Nursing 9(9), 10-15. Nelson, E. A. (1996) Compression Bandaging in the treatment of venous leg ulcers. Journal of Wound Care. 5, 9, 415-417. Nursing Midwifery Council. (2002) Code of Professional conduct London. Nuremberg Code, (1947) (1949) Trials of War Criminals before the Nuremberg Military Tribunals under Control Council Law. US Government Printing Offices, Washington D.C. no. 10, vol 2. O’Conner, H (1993) Bridging the gap? Nursing Times, 89 (32) 63-66 Ogden, J. (2001) Health psychology 2nd edition. Great Britain. Biddles LTD. Parahoo, A. K. (2002) Nursing Research Principles, Process and Issues. Palgrave Macmillan. London. Phillips, P (2000) Tissue viability: information for the 21st century. Journal of Tissue Viability. 10, 2, 46-52. RCN Institute, (1998) Clinical Practice Guidelines. The management of Patients with Venous Leg Ulcers. Manchester: University of Manchester. Schaefer. (1974) Decision making theory. Sited in Decision making handouts Angela Hudson. University of West of England. Schon, D. A. (1983) The reflective practitioner: How professionals think in action. Temple Smith, London Scott, E. (2004) Managing risk in the perioperative environment. Nursing Standard. 18, 30, 47-52. Sleep, J. (1992) Research and the practice of midwifery. Journal of Advanced Nursing, 1: 1465-1471 Tanner, C. A. (1987) Theoretical perspectives for research on clinical judgment. In Clinical Judgment and Decision Making: The Future with Nursing Diagnosis. Hannah K.J. Reimer M. Mills W.C. and Letourneau S. eds) John Wiley, New York, P21. Taylor, P. (1996) Assisting patients to comply with leg ulcer treatment. British Journal of Nursing, 5, 22, 1355-1358. Thompson, A. (1998) Working the system. Nursing Times 94, 71-72. Thompson, C. (1999) A conceptual treadmill: the need for middle ground in clinical decision making theory, Journal of Advanced Nursing 30 (5) 1222-1229 Thompson, C. Dowding, D. Mullally, S. (2002) Clinical Decision Making and Judgement in Nursing London Churchill Livingstone. Trueman, P.(2003) Intuition and practice. Nursing Standard, 18, 7, 42-44 Vowden, K. R. (1997) Leg ulcer management in a nurse led hospital based clinic. Journal of Wound care. 6, 5, 23-236. Walsh, M. (1998) Models and critical pathways in clinical nursing: conceptual frameworks for care planning 2nd edn London Bailliere. Walsh, M. Ford, P. (1990) Nursing Rituals: Research and Rational Actions. Oxford: Heinemann Nursing. Bibliography Allen, M. Hourston, R. (1989) Running an ulcer clinic. Journal of District Nursing, 7, 508. Brazier, M. (1992) Medicine, Patients and the Law, 2nd edition. Penguin, London Benner, P, Tanner, C. (1987) How experts nurses use intuition. American Journal of Nursing 87 (1), 23-31. Champion, V. L. Leach, A. (1989) Variables related to research utilization in nursing: an empirical investigation. Journal of Advanced Nursing, 14:705-710 Effken, J. (2001) Information basis for expert intuition Journal of Advanced Nursing 34, (2) 246-255. Hewitt-Taylor, J. (2004) Challenging the balance of power: patients empowerment. Nursing Standard. 18, 22, 33-37. Lawton, S..(2003) Continuing Professional Development: a review. Nursing Standard. 17, 24, 41044. Newton, H. (2003) Telemedicine in educational settings. Nursing Standard. 17, 44, 75-80. Norton, S. et al (1997) Teledermatology and underserved population’s. Archives of Dermatology. 133, 2, 197-200 Williams , D. (1988) Leg Ulcers. Taking your time with leg ulcers. Mims Mag, 1 May, 105-108

Statement of Research Gaps Essay Example | Topics and Well Written Essays - 750 words

Statement of Research Gaps - Essay Example Researchers sought to advise legislators but other scholars argued that the effort to redirect the leaders were futile as legislators ignored results that they attained. Researchers have conducted more over the years to determine its successes, if any and its failures. Some have even gone further to give possible recommendations for making the Act better so that it can avail students with adequate education for which it was to avail in the first place. However, further research is needed in some specific areas as some of the issues do not have enough insight whereas others leave readers with unanswered questions. NCLB does not support public schools only. The statute also supports independent charter schools in their growth through funding some children programs in privately owned schools as well as protecting home schooling parents. However, no studies analyze the effects of the Act on the performance of children in privately owned schools or the home schooled children. This is one gap in the studies conducted on the No Child Left Behind Act. All the researchers have for sometime have sought answers regarding how the Act can be improved or restructured. However, no researcher has conducted a study to find the cause of the problems at the ground. This is because researches so far conducted for sometime not contend the curriculum has dwindled to the extent of cheating turning to be extremely extensive besides help granted to schools being minimal. Simply restructuring the Act cannot solve all this, which is another gap characterizing NCLB. Most studies proved NCLB renders some beneficial elements for improving its worthiness in terms of learning in schools. A notable benefit embrace both teachers as well as administrators can adequately appraise critical gaps in performance amid groups of students. However, it was evident that researchers have conducted studies on children from different economic backgrounds and

Entrepreneurship and Small Business Development Essay - 2

Entrepreneurship and Small Business Development - Essay Example However, the concept is accepted to be widely different from the philosophy of entrepreneurs and intrapreneurs, although it was derived from the term entrepreneurs. The philosophy of ‘Social Entrepreneurship’ gained its existence in the world of business and innovation in the past centuries and is still practiced in the modern phenomenon by the youth, the women, and other business representatives as well. In the present century, social entrepreneurs, unlike other entrepreneurs, opt to eradicate a level of the social limitations by utilising the available resources in their community. Therefore, the term stands for those innovative and creative representatives who can identify social demands and obstacles, and provide an answer to the problem as well. Additionally, social entrepreneurs are also known for one of their major characteristic, i.e. to bring a change in the community they participate. As stated by David Bornstein, "Social entrepreneurs identify resources where people only see problems. They view the villagers as the solution, not the passive beneficiary. They begin with the assumption of competence and unleash resources i n the communities theyre serving." 1 With a given perspective of the 21st century, social entrepreneurs have multidimensional features. Such as, the social entrepreneurs have to satisfy the social needs along with their personal needs using an unbiased perception. They also need to engage themselves into a never ending improvement. In this regard, they need to identify the present resources in an efficient manner. Therefore, social entrepreneurship has evolved as the way to social entrepreneurs who play a crucial role in bringing a revolution in the social aspect. 2 According to J. Gregory Dees, Social Entrepreneurs have features which are incomparable to that of the entrepreneurs. One major difference is that entrepreneurs are the construction heads of profit seeking concerns while the social entrepreneurs are the

Putting a price on carbon is the best solution for climate change Essay

Putting a price on carbon is the best solution for climate change - Essay Example e provisions for the trading of emissions at the international scope was introduced by the Kyoto Protocol and despite the expiry of this protocol, carbon trading is set to continue (Newell, Pizer & Raimi, 2013). Underpinning the need for carbon pricing is because most countries have no costs associated with the polluting activities and sources and that currently, there are no limits to the amount of pollution that nations can discharge into the atmosphere (World Bank Group, 2014). Therefore, carbon pricing can act as the regulatory mechanism for controlling the amounts of greenhouse gas emissions from all countries around the world. Some of the most common methods for putting a price on carbon include carbon taxation and the cap-and-trade approach (Grubb, 2012). The cap-and-trade approach involves the government setting up caps on emissions from a particular pollutant, for instance CO2, from a group of pollutants like power plants while carbon tax is the fee imposed on greenhouse gas pollution especially from fossil fuels (Hood, 2013). Thus, the aim of this research is to support that statement that argues that putting price on carbon is the best solution to climate change by encouraging the adoption of cleaner energy sources that are more efficient, cost-friendly and environmentally friendly. Though carbon pricing is being focused on as the solution to climate change, critiques believe that this is an ambiguous decision by the developed countries to escape the responsibility of being the major pollutants and share the costs with other countries that emit fewer greenhouse gasses (Jenkins, 2014). Some non-governmental organisations argue that carbon pricing is creating carbon markets that will give the stakeholders the right and permit to pollute. Besides, a handful of civil societies, Carbon Trade Watch included, have on many occasions criticised the establishment of carbon markets because they barely reduce greenhouse gas emissions at their sources and this

The Role of Play Essay Example | Topics and Well Written Essays - 500 words

The Role of Play - Essay Example The relaxation hypothesis points out that play is a means of recuperating from tiredness and hard labor, while the practice hypothesis pronounces play as a fundamental activity (Isbell & Raines, 2013). Within modern suppositions of psychoanalytic movement, theorists concentrated on emotional development characteristics whereby pleasure is accomplished through fulfillment of wishes within play. These individuals believed that kids came up with cooperative affiliations and gain reciprocated trust. The constructivist hypothesis views play as a means by which kids learn to comprehend experiences. The sociocultural theory looks into the sociocultural and chronological forces, which impacts the kid’s cognitive development. Cognitive adaptation theorists believe that play is a means to promote cognitive adaptation (Isbell & Raines, 2013). Hypothesis of mind articulates that pretend play utilizes mental demonstration, and role-play as a means of comprehending others. Experience and prospects throughout play are indispensible to neural pathways and learning development since play offers the framework for experiences. Play is important because it is the principal vehicle for the development of conceptions and solving of predicaments. Within curriculums, play aids in learning, societal, motor skill, emotional, scholarly, and language development. The modern conception of playfulness concentrates on the internal disposition of being playful. Kids go through sensory exploration, egocentric speculation, and individual experimentation to gain playfulness and resourcefulness (Isbell & Raines, 2013). Societal play takes in kids’ capacity to interrelate with peers. Socio-dramatic play takes account of at least 2 kids who interrelate verbally and collaborate within their activity, regulating their functions in rejoinder to other kids. The play environ is quite multifaceted and is made up of physical, as well as societal

History of Italian Painting Essay Example | Topics and Well Written Essays - 1250 words

History of Italian Painting - Essay Example â€Å"The style of the painting breaks with the academic traditions of the time. He did not try to hide the brush strokes: indeed, the painting looks unfinished in some parts of the scene† (Shronda, Art: story in a medium). The active, live independence spirit in impressionism could be viewed as excellent from popular pieces of work, which could have been rejected in 1863 by the salon and might have been exhibited within the Le Bain title, meaning The Bath at the Salon des Refuses within the same year. In accordance with Antonia Proust, the picture’s notion might be said to have depicted itself to Edouard Manet at the time when piece they had been watching Argenteuil’s bathers. Edouard Manet had been reminded of the concert Champetre of Giorgione, but instead of trying to bring substantial painting back to life, he opted to redo the theme within modern personnel and in a clearer color than the previous. There might have been the technique of Old Master within the formal arrangement element with regards to the characters. Although Manet may be said to have ostensibly opted to set his stage in an open ground, there might be a couple of suggestions and clues of the fresh possibilities’ color and light within this open air painting. We might have had knowledge that the artist of this piece of work might have kept Titian’s Pastoral Symphony in consideration as his primary source to Le Dejeuner Sur l’herbe (Shronda, Art: story in  the medium).... Manet may be said to have followed others’ examples in the formulation of his own pieces, one of the techniques within the Academy of Fine Art. â€Å"A closer likeness of composition has been found in an engraving by Marcantonio of a group of river gods, after a now lost original by Raphael† (Lometa: Le Dejeuner Sur l’herbe). Courbet Gustave, in his time, might have debated that it would be significant for painters to ensure that their pieces maintain a modern trend, reflect the figures of the people of the artists themselves, and reflect their own original images. It might not be extremely farfetched for Manet to make use of this theme: he made paintings of the things, which might have appeared crucial or significant to him. He was featuring most elements that may have been anticipated within a piece extremely relevant to the L’Academie Francoise, e.g. still-life nude figures within a landscape together with, the history painting scale. He may be said to have pushed the traditional envelope although he intended to make his pieces acceptable traditionally. It might seem ironical that the nude works of Bouguereau could have been acceptable, yet Manet’s could have been disputed (Lometa: Le Dejeuner Sur l’herbe). Nothing within the foreground in his figures could be considered heroic. In real life, every figure was based on leaving the identifiable people who characterized his life. The nude, seated figure had been Victiorne Meurand while the gentlemen could be identified as Eugene, (with Cain) his brother together with Ferdinand Leenhof, the sculptor and his brother in-law. These two men dressed in the 1860s’ fashionable Parisian style together with the nude at the fore front may be

Is the Euro area converging or diverging Critically discuss whether Essay

Is the Euro area converging or diverging Critically discuss whether the Euro becomes a vehicle for creating divisions in Europe - Essay Example The union has undeniably attained some of these targets. It has assured price stability, making a striking change to its inflation prone member states. Most of the countries within the Euro area benefited from an accountable nominal interest rate reduction (Blanchard 2007). Due to the changes experienced in terms of the major domestic demand expansion and the persistent deterioration of their current accounts, the member countries also enjoyed a reduction in real interest rates. The Euro area has increased trade intensity for all countries lying within its dynasty. Within the Euro area, states that are more economically advanced have witnessed the greater financial integration. The union has accelerated this change. Lastly, it has enhanced the level of business synchronization (Allington, Kattuman & Florian 2005). However, despite the major achievements, the performance of the economy of the Euro area over recent years has been on the decline. The debt crisis and specifically the slow recovery from the 2008-2009 recession in the core EU Member States, has triggered many questions on the capabilities of the Union (Estrada, Là ³pez& Galà ­ 2013). The higher number of cases of debt crisis and inflation amongst its member states has caused arguments whether the endorsement of a common currency, may be behind the scenario. The currency endorsement has acted as a factor of divergence in terms of growth and unemployment (Andrà ©s, Eva & Javier, 2008). According to Estrada, Là ³pez and Galà ­ (2013), in order to examine the convergence and divergence of the countries, the performance of their labor markets, evolution of key competitiveness measures, current account imbalances and the factors affecting it such as productivity and wages have to be properly analyzed. All through the nine years of operation, the European Monetary Union was associated with a strong convergence in terms of lowering unemployment rates across the member countries.

Critical Analysis of A Mother in Dubliners Essay Example for Free

Critical Analysis of A Mother in Dubliners Essay In the short story, A Mother, James Joyce highlights four different aspects: Theme, Style, Language used, and the Characteristics of the Characters. There are five different themes highlighted in the story. The first one is Paralysis, which is the central theme for all the stories in Dubliners. In this story, paralysis is shown with the storys main character, Mrs. Kearney, who is constantly relying and depending on her daughter, providing her with a very good education and making her follow a career in music. Paralysis could also be seen with Kathleen Kearney, who was forced by her mother to follow a musical career, and the way some people eventually say that she has no future in music whatsoever. The second theme, marriage, deals with the way it is portrayed in a negative way. Mrs. Kearney got married out of spite, and there isnt much romance in the relationship between her and her husband, although this doesnt suggest that she has completely given up her romantic ideas. We also see the portrayal of husbands and wives, or family life in general, in a negative way. See more: how to write a good critical analysis essay The third theme is class distinction. This is to do with how Mrs. Kearney keeps on bragging to her friends that her husband is taking her and her daughter to Skerries and they spend their money on Kathleens education and music lessons, to help prepare her for the concerts. Another aspect that highlights this theme s Ms. Kearnys use of language, which is that of an upper class, and this shows that she received an education that was as good as her daughters. The fourth theme is culture and religion. Certain aspects of culture are highlighted when we are told about the grand concerts, which are part of the Irish revival. Also, we see the way the Irish language is kept alive, like the way Mrs. Kearney and her friends say good-bye in Irish. As for religion, we find out that Mr. Kearney was very religious and he often went to church by himself. The final theme is materialism. This is to do with the way Mrs. Kearney is opportunistic, and how she is persistent with her daughter receiving money for all her performances. Joyce uses a satirical writing style in this story. This means that he is making fun of the characters indirectly/subtly. For example, the narrator refers to the concerts as grand, when in reality they are a failure, and the way Mr. Holohans friends call him Happy Holohan. Also, the way he refers to the artists in the concert as artistes. Another aspect of Joyces style is impressionism. This is to do with how the narrator just tells us about the story (gives us a feedback) without revealing anything to us. For example, the narrator tells us the story through the way he sees it. He does not state his opinion, but instead he leaves us with what information we received from him to come up with our own conclusions of the characters. Naturalism is another aspect of Joyces style. He uses real places and real names in the story to give the reader a sense of place. The language Joyce assigned to the narrator is simple and flamboyant. For example, People said she was very clever, a very nice girl and a believer in the language movement (p. 155). There are two forms of language spoken by the narrator: Speaking about the characters and providing information (Miss Devlin had become Mrs. Kearney out of spite She was educated in high-class convent ), and speaking on behalf of the characters (People said she was a very nice girl ). When reading the story, we reach a few conclusions about the characters. Mrs. Kearney is revealed as a snob, conceited woman living in middle-class Dublin, and received a high-class education. We see that she has a harsh and cold attitude (Her ivory manners were admired She sat among the chilly circle of her accomplishments). Mr. Kearny is a pious and sober man, he does not have a romantic relationship with his wife (not enough love), but he is always there to help and support his wife. Mr. Fitzpatrick represents the negative side of the male characters. Because of him, the concert ended in failure. In this story, Joyce has highlighted many aspects, ranging from themes to style, and he elaborated on them with detail, which helps the reader understand the way he portrays real life in Dublin.

Philip Pearlstein Two Models with Blow-Up Chair & Salvador Dali Essay Example for Free

Philip Pearlstein Two Models with Blow-Up Chair Salvador Dali Essay Through the development of art, the fascination of the female body has been a main motif. It is Venus, Roman Goddess of love who has intrigued the artist, and held their attention for well over a few centuries. She has been not only Venus, but also Aphrodite (the Greek Goddess of Love), she has been Mary, mother of Christ in Gothic tradition and she had been found in the countless faces of women depicted by Picasso, Monet, Degas, Warhol (for isn’t Monroe a goddess? ). The link in these references is that this goddess, whomever she is, is holding the fascination of male artist. This is not to say that female artists have not taken up the trend which she invokes, but the purpose here is to discover how differently she is seen through their eyes in comparison with male visions of ‘love’. Pearlstein’s innovation in completing this project is one of Modernism, mixed with Realism. Pearlstein paints an oil painting of two females. They appear plastic wrapped within the canvas due to the severe highlights Pearlstein applies to both of their bodies. They lay beside each other, one on the chair the other next to the chair, and they both appear to be asleep. These two models or Venus’ are full frontal nude. The viewer is unable to see if they are ashamed or not from their faces because one of them is hiding her face and the other one’s head extends beyond the canvas (this is a trademark of Pearlstein). Though both Venus’ are or appear asleep they are active with the coloring and highlights which Pearlstein has seen fit to attribute to them. The line of light glares down the frontal figures body, highlighting the left breast, the stomach wrinkles and over the curves of both of the legs. This mimics the curves and highlights given to the plastic chair which she ‘sleeps’ upon. The other model fades into the background, yet still has that tiny shot of highlight upon the same appendages and other body parts which the first Venus had on her. The interesting item in this painting is that there are two female figures being painted. This is coupled with the fact that here too, like all the ones before it, Venus is apathetic, or at best the viewer is unable to tell what she (they) are feeling. Never mind the composition, Venus is still without a ‘voice’ in this painting. Through the very brief glimpse of feminine fecundity, and pulchritude, Venus remains elusive, and stoic. It has taken the art movement of the 20th century to see the full force of Venus. She has, with the help of female artists, broken her silence. In Dali’s oil on canvas The Persistence of Memory (1913) the theme of paranoia is persistent in this dreamscape. The distortion of the piece exudes a frightening use of spatial mobility and form. Surrealism is a way in which the expression of fantasy can be forthcoming in the world of Art. Dali exemplifies this notion in his use of foreground and background shapes and the pure psychic automatism which is symbolized in the clocks. Dali’s focus in this work is mainly about freedom; although the context of this work is based on paranoia and the weightiness of time the work is also free from previous constraints of other artistic movements in that it is not a painting dedicated to reason or moral purpose. Dali’s painting is that of a dream and reason becomes a series of disjointed objects in space; there is no rhyme in his work unless it is free verse; that is to say that there is no structure as prior to surrealism the viewer is used to seeing structure. Dali’s work often reflect what Virginia Woolf was so diligently experimenting with, which is unconscious writing or free narrative. Dali painted as though the conscious mind was sleeping, and that is why his paintings are so often reminiscent of dreams as Janson states, â€Å"The notion that adream can be transposed by ‘automatiatic handwriting; directly from the unconscious mind to the canvas, bypassing the conscious awareness of the artist, did not work in practice. Some degree of control was unavoidable. Nevertheless, Surrealism stimulated several novel techniques for soliciting and exploiting chance effects† (Janson â€Å"The History of Art 807) . Even the central figure in The Persistence of Memory is portrayed as though it were sleeping. The unfinished background is almost anachronistic with the foreground as it exhibits a cliff sliding off into a body of water. It seems as though Dali made the background on purpose to confuse the viewer since dreams are intended to be symbolic of personal meaning. The sky in the background also seems incomplete with no visible clouds but merely a color palette that drifts off into a sfumato haze. The background however is not what Dali wanted the viewer to be stricken with as a first impression. The central figure of the painting is unfinished as well. Dali painted an eyeball, and a nose and made no more attention to the rest of the figure. This feeling of incompleteness is unnerving and truly embodies the emotional state and perception of dreaming. The painting is purely inspired by that part of Dali’s unconscious mind. Although the painting exhibits that Dali used controlled in certain aspects of the work such as the use of diagonals, and linear shapes, but the overall impression of the painting lies within the angles, the objects and the general ambience of the piece. The clocks themselves prove to be unnerving both their positions and their lack of solid form, as though they are oozing across the plane in the foreground and the limb near the horizon of the painting, as well as across the half finished face. Another artistic ploy that Dali uses in The Persistence of Memory is his use of shadow; not merely darkness but the chiaroscuro so prevalent in the piece. This furthers the theory of this paper that Dali uses surrealism to tap into the unconscious and the dream world. Dali does the opposite in this painting of previous artists; he places the darkness in the foreground of the painting and the brightness in the background. This is symbolic because Dali wants to evoke to the audience that in the dream world the objects that are in front of the dreamer’s face are not always tangible but looming and undefined. In the background the objects are illuminated but this illumination does not add in defining the object because Dali here uses space to further illustrate his unconscious perspective; the objects in the background are too far away and cannot be seen. Thus, each part of the painting is uncomfortably defined. It is almost nonsensical; these objects of Dali’s in space without a coherent theme except for these persistence clocks. The clocks are the main meaning and focus of the painting and it is through these objects that the theory of this paper rests. The clocks present the theme of paranoia (as mentioned prior). Not only are they draped over the main objects in the foreground but their rendering is disconcerting. Each clock offers a different time, and one clock is closed so that the viewer cannot decipher its time. It is interesting that Dali did not distort the closed clock; it signifies a secret and further exemplifies the state of the dream world present in this painting; that is, the one clock that could offer a valid time is closed and unable to be seen by the painter, or the audience. The contention in the painting is that the central figure of the face is sleeping and is thus oblivious to the clocks, to time, to the unfinished landscape. That is the quintessential meaning of a dream; the sleeping figure is unaware to symbolism, to action, to time, and that is how Dali exudes incoherence in the dream world.

Dolce Gabbana Perfume Review

Dolce Gabbana Perfume Review Dolce Gabbana by Dolce Gabbana Dolce Gabbana, not only popular in fashion industry but also in perfume fragrances. Started its line in 1985 and still sway peoples sensation worldwide. From its first perfume Dolce Gabbana Pour Femme, the company keeps revealing a sensible expression of its elegant designs. The new self titled perfume, Dolce Gabbana Pour Homme was released in 1994 receives three international awards at International Academy Awards of The Academia del Profumo and never stops to entice consumers to spend their cash on. It is one of the top-ranked fragrances in the world together with the other perfumes manufactured by this brand. Today, the labels alluring collection of scents symbolizes Italians mood of chic style. Product description Dolce Gabbana is blended with different likeable smell which goes with sweet, spicy, sexy floral and fruity scent for men that lasts with longevity. It is contained in a semi-cylindrical bottle covered with a black cap and its label is simple but with huge bang. The perfume comes in a box with blue velvety elegance that surely will capture your stare and feelings of envy. The Fragrance Topnotes The opening impression of its scent is an array of bergamot, orange, mandarin and lemon which makes it smells more of a citrus aroma. This citrusy smell attracts womens olfactory sense and so it is played in the topnotes making it more fresh and sexy in appeal. This is probably the reason why it is saleable to the market. On the other hand, Bergamot creates a basic and synthetic odour of the perfume making smells like ordinary,. The quick smell lasts for a day and so it is appropriate for those who have active lifestyles such as teen agers and working men who spend most of their days outdoor. The scent overshadows the sweaty feeling so it is a good product for an additional self confidence. Dolce Gabbana Pour Homme, as a critique for its head scent is more of a womans preference. The strong scent is a bit intolerable and beyond a guys thing. Women are more into strong and uplifting perfume spirit as what Pour Homme has. Middle notes The top smell of Pour Homme is an impression that lasts. Wait until you experience the heart smell which will pull your desire to stick to this product. It takes half an hour to appreciate the middle smell of the product. It is more intense compared to its top notes. You can likely sense the floral, nature smell of it that adds to its romantic and sexy fragrance. A tingle of peppermint also stands out making it cool and more invigorating. The lavender is slightly smelled just after the peppermint which is unique because it doesnt come in one sniff. Base Notes These are the scents that you will exactly live through after a day or two. This comes out once the spray dries on your skin or on your clothes. However, this also matters to each person wearing it. Some skin type does not absorb much of the perfume allowing only to smell the middle note of the perfume. It is better if you spray this on your clothes for lasting fragrance. Puor Hommes base notes are a combination of flavoured musk, velvety woods and much of a vanilla scent that is elegant and lusty. Many have tried and loved the underlying smell of this perfume. Men may spray this perfume just once in the morning and surely be chased by women even at the end of the day. Going out and having fun with friends after work is not a hindrance to you still smelling fresh and seductive. With this assortment of bottom scents can surely gain girls admiration. The Bottle Dolce Gabbana Perfume, as also illustrated above, is placed inside a semi-cylindrical bottle with a black cap cover. It appears simple and if only judged by its look then it will surely flop the market. Choosing a perfume does not actually matters on its bottle. Some are more attracted to colourful containers that they end up buying an unworthy product. There are also perfumes with both high quality and captivating bottles but Dolce Gabbana does not follow that trend. It only launched unfussy bottles but with its natural elegance from the name itself. No need to doubt about this product since the brand already proved itself even in 1985 as it started achieving its fame. The bottle is thick and not easily breakable once plunges down. It contains 1.7, 2.5 and 4.2 ounces of perfume which appears light yellow in color. Its label is also simple with no unnecessary texts written. The Spray Dolce Gabbana users can attest that it doesnt require ten sprays to experience the long-hour effect of this perfume. Two or three sprays are just good to perform its purpose. However, the length of time this bottle is used depends also on the consumers preference and to some factors such as the longevity of the fragrance and its effect on the person who will use it. Others are contented already even just a single spray as long as they sense the smell. Some are in excess when doing a spray because of fear that once, twice or thrice is not enough to give an alluring fragrance. Also, those who sweat a lot are advisable maybe to have more sprays than a non sweaty person does. Heavy sweats, like men into sports have, can vanish the scent of this perfume half day so it is better to carry this perfume with you once you plan to have a formal activity or stroll afterwards. Although famous brands assure high quality and effect of their products, it is still on the consumers hands if how will they utilize a product for it to last longer than expected. Fits for any Occasion This perfume suits for any occasion. This can be used either informal or formal events. Anywhere you want to go, this perfume has no limits. Some consumers find this scent as very strong and so they find it awkward to use it when going to the gym or department stores. This is just okay. No one can dictate you when to use your perfume as long as you can afford to purchase another one anytime. Hence, those who take months to save money to avail the product it is wise if you conserve the bottle for prolonged use. This is more costly compared to other perfumes or colognes so when you find your budget not enough to buy every month then use this in minimum or just in special occasions. The Cost Compared to other brands, Dolce Gabbana is more expensive. The manufacturers of this product are well known fashion designers and so their brand costs much. The prices of this perfume matters if where will you buy it. 1.7 and 2.5 ounces range from 21$ to 60$ whereas the 4.2 ounces ranges from 53$ to 75$. Dont worry, there are direct and online sellers who give discounts depending on the negotiation. Desired Users Dolce Gabbana perfume is desired for mens use. I can range this as 25-45 years old. Younger or older than this age does not really fit for this scent. This is more of a sex appealing fragrance and so bachelors are the favourable targets. Overall Dolce Gabbana Pour Homme is actually a good product based on its array of fragrances that are pleasing for men. Although the price is costly, quality is worth it. However, there are also perfumes out in the market that suits our budget and with almost the same quality as this brand has. Aside from paying for the product, consumers are also paying for the popular and elegant brand. It is actually depends on your taste, budget and desire if you want this perfume to be yours.

Spirituality and Edna St. Vincent Millays Works Essay -- Edna St. Vin

The assimilation of human feeling with nature impacted the writings of Edna St. Vincent Millay throughout the entirety of her career. At an early age, on the coast of Maine, Millay had a quasi-religious experience while nearly drowning, that when written down ten years later became the foundation of one of her most staggering works, â€Å"Renascence.† The way in which Millay confronts and interacts with nature, namely the sky, is unnerving, raw, and beautiful. She transcends time and is enabled to take part in an empathetic experience with the entirety of what she perceives around her. This poem serves as a precursor to later poems that deal with the human and its counterpart in existence, nature. Over the course of her work, Millay was constantly reconfiguring her notion of God, humanity, and nature and how they were interrelated. This examination and understanding of a oneness with things is the theme found throughout her writing. In addition to â€Å"Renascence†, it is found in â€Å"Spring† as well as â€Å"Epitaph for the Race of Man.† The constant it seems is her communion with that around her in the natural world. Her offerings of interpretations and meditations on the earthly goods of nature and humanity showcase a pantheistic view of the world, in which everything equals God. The poem â€Å"Renascence†, which garnered Edna St. Vincent Millay instant fame as a poet and allowed her entry into her life as a writer was written when she was only eighteen, ten years after a near drowning incident off of coastal Maine. The poem deals with the spiritual experience of accepting man’s suffering and offers an extended and meditative view of nature as a presence that pushes and awakens the sense of empathy in man. The beauty of â€Å"Renas... ...even if these connections are made by the shared experience of death. It is in this connection to larger ideas and showing then, the connections to smaller entities therein, that Edna Millay is able to project a pantheistic sensibility, even if this is in the minor chord of foreboding destruction. The humanity that Millay is privy to in the understandings she obtains from the observation of earth, sky, season, and the cycle of existence is the paramount essence of her writing. The poetry of Edna St. Vincent Millay is the poetry of evaluation of that which is shared and experienced. In each of her writings above, Millay has reconfigured the notion of nature and humanity, not as separate things existing in the same world, but rather two forces occupying each other’s space long enough that there is an indelible reference to each in the existence of the other.

Promoting Morality in the Aeneid and Metamorphoses Essay -- Comparison

Promoting Morality in the Aeneid and Metamorphoses    Just as the authors of the Bible use an evocative, almost mythological vehicle to convey covenants and laws that set the moral tone for Hebrew and Christian societies, Latin poets Virgil and Ovid employ a similarly supernatural method to foster their own societal and moral goals in Roman society. Where Virgil's Aeneid depicts Aeneas as the ideal, duty-bound Roman patriarch absent from the conflicted Rome of Virgil's youth, Ovid's Metamorphoses lacks the patriotic undertones of Virgil's epic. Instead, Ovid's lighthearted Metamorphoses depicts several mythical stories - some not unlike the etiological justifications found in the early Hebrew scriptures - which chronicle the transitory nature of life and its effect on society. When Augustus defeated Marc Antony at Actium and began the first acts in his rule of what would be one of history's most powerful empires, he sought to restore the morality and patriotism characteristic of pre-civil-war Rome. The stolid Roman patriarch, thought lost in the melee of civil strife, became the center of Augustus' propaganda and legislative campaign to once again bring honor and morality to his empire. It is from Virgil's unfinished epic The Aeneid that this exemplary citizen arises, one who is not only a fierce warrior but foregoes personal happiness for the welfare of his country as well. Virgil's unfinished epic - almost discarded by its author until Augustus intervened - not only serves to smooth over the violence and slaughter of the past civil wars by attributing them to the course of fate but also uses this strife as a tool to carve Aeneas as an ideal patriarchal figure. All these images on Vulcan's shield His mother's gif... ...y. 6 Oct. 1999 Gillis, Daniel. Eros and Death in the Aeneid. L'ERMA, di BRETDCHNEIDER, ROMA, 1983. Henry, Elisabeth.   The Vigour of Prophecy, A Study of Virgil's Aeneid. Bristol Classical Press, Great Britain, 1989. Lyne, R.O.A.M. Further Voices in Vergil's Aeneid. Clarendon Press, Oxford, 1987. Mandelbaum, Allen, trans. The Metamorphoses of Ovid. By Ovid. San Diego: Harcourt Brace & company, 1993. Poschl, Viktor. The Art of Vergil, Image and Symbol in the Aeneid. Trans. Gerda Seligson, Greenwood Press, Connecticut 1986. Silvestris, Bernardus. Commentary on the First Six Books of Virgil's Aeneid. Translated by Schreiber and Maresca. University of Nebraska Press. London, 1979. Quinn, Kenneth. Vergil's Aeneid, A Critical Description. Routledge & Kegan Paul, London. 1968.

APN Interviews: Caring, Competency, and Compassion Essay

The healthcare system is ever changing and the need for advanced practice nurses will be in demand. I had an opportunity to interview two advanced practice nurses. Jolene and I met at her home in St. Charles, IL Jolene graduated from the University of Colorado at Denver in 2005 with a master’s degree in nursing and was granted the title: Family Nurse Practitioner (FNP). She got married and accepted a position as a Primary Care Provider at VNA Health Care in Aurora, Ill. VNA Health Care is a federally qualified health center serving the uninsured. In the year 2000, Jolene’s mother was diagnosed with breast cancer. As a loving daughter, she supported her mother through a cancer free journey today. From this experience, Jolene came in contact with all kinds of nurses and because she loves people of all ages, she became inspired to be a family nurse practitioner. I met Linda at her office at Women First in Aurora, Il. In 1974, Linda graduated from Northern  Illinois Unive rsity with her BSN in nursing. Linda worked many years as a nurse in woman health, especially in the OB Department at Provena Mercy Center in Aurora, Il. In 1980, after her daughter entered grade school, Linda decided she wanted pursue a master’s degree in nursing. In 1983 she graduated from the University of Illinois with a master’s degree in nursing and earned the title: Certified Nurse Midwife (CNM). Linda has worked in many in woman’s health practices with physicians and in 1997 established Woman First, Inc., which specializes in midwifery care and woman’s health from puberty to menopause. Linda entered nursing because with her mother being an RN she was exposed to nursing growing up. When she was working as a labor and delivery nurse at Provena Mercy Center and personally experienced midwifery care with her daughter’s birth, this inspired Linda to become a certified nurse midwife Jolene and Linda’s typical day in the clinic are similar because they see patients. In family practice, Jolene will see 40 patients a day, ranging from school physicals, to immunizations, to managing uncontrolled diabetic patients. At Woman First, their practice is different because of OB care. Along with providing routine health care to women, CNMs take an on-call schedule at the hospital to give labor support and help mothers deliver their babies. They also make hospital rounds with the practice’s inpatients and participate in committee meetings for woman health. Caring and Compassion ring through the practices of these two APNs. At the VNA Health Center, Jolene is happ y with her practice and the support she receives from the VNA family. She feels if she can educate diabetic patients, manage their care and listen to them, evidence from her practice shows the patients are more compliant. Jolene practices with in her role as a FNP meaning she takes a holistic approach: (mind, body, and spirit). Over 20 years Linda has pioneered midwifery care in the Aurora area. She was one of the first CNMs to deliver babies in the hospital setting using labor support and delivery of her patients. The hospital has supported midwifery are for more than 20 years. Linda loves being a CNM. She feels very fortunate to practice and give comprehensive healthcare to women and to empower them to make fully informed choices in their health care. Evidence has shown a decrease of cesarean sections and increases of healthy birth outcomes at Woman First. The APNs sit for certification exam based on knowledge and the need to practice safely in NP specialty area.  Jolene obtained certification from the American Nurses Credentialing Service (ANCS), a national certifying body. She received the title of Family Nurse Practitioner (FNP). Linda became certified through the American College of Nurse Midwives Certification Council (ACNMCC), and granted the title of Certified Nurse Midwife (CNM). Recertification for the FNP is every 5 years and for the CNM is every 8 years. Jolene and Linda have full prescriptive authority and may prescribe schedule II-V but require some degree of physician involvement. The medication schedule II-V involves controlled substances and non- controlled substances. Each practitioner has a DEA and NPI number. The DEA registration is required to prescribe controlled substances and NPI number is required on all non controlled substance prescriptions. Linda explained having full prescriptive authority gives her the freedom to practice midwifery care. Pregnant patients have the option to choose natural childbirth, a birth with some medication, or even epidural anesthesia. In order for APN’s to practice in certain situations in Illinois APNs need collaborative agreements. Jolene commented that she has a supervisory collaborative agreement with a family practice physician at the VNA health center.It is a legal document between the physician and FNP stating the relationship and similar unique practice skills of each individual. Linda has had a collaborative agreement with the same ob./gyn physician for the past 20 years. They have built a close professional and personal relationship to give woman excellent health care. The purpose of this agreem ent is having specific guides for CNM care, protocols and standing orders including prescriptive authority. Both women described their credentialing and privilege process within the VNA health center and at Proverna Mercy Center. Jolene went through an interview process with the human resource department and the medical director of the health center. She supplied them with her application, licensure, education, and documentation of experience and clinical competency. The process was different for Linda because clinical privileges at Provena Mercy Center involve a detailed processing. Credentialing is the first process; same as Jolene the credential and competency documents are supplied  through the HR department. The difference in Linda’s process, she received a recommendation from her sponsored physician and extensively interview with the medical review board. The result of the interview and information supplied is used to make a decision to grant privileges Both Jolene and Linda had a 90-day period of time focused on professional practice under their collaborative physicians. With ever-changing health care in APN practices active membership and participation is needed in professional’s organizations. Jolene expressed she is not a member of the American College of Nurse Practitioners (ACNP) because of personal financial problems. Linda is a member of the American College of Nurse-Midwives (ACNM). The example Linda gave was the ACNM is moving toward integrating certified midwives (CMs) with certified nurse midwives (CNMs). She is very interest in the legislation on this issue. Along that discussion I asked about furthering ones education to Doctor of Nursing Practice (DNP). Jolene commented in the future she would like to pursue her DNP along with her becoming a nurse midwife. The DNP is necessary because the APN scope of practice will widen and more education is needed. Linda received her DNP in 2012 at the University of Illinois. Linda took the clinician expert track in the DNP program because, later in her career, she may want to teach in the clin ical setting. Jolene and Linda are both passionate about their practices—and proud of their contributions to patient recovery. Jolene feels she has helped the underserved and enjoys the variety of disease management. She had a Hispanic man with uncontrolled diabetes. She expressed that patients with chronic diseases tend to have a fatalistic attitude. Jolene, through persistence, convinced him to seek nutritional consults and diabetic education, which caused the man to commit to be compliant and have healthy lifestyle. With Jolene’s help, the man realized he was going to die if he did not take care of himself. Linda contribution to midwifery and woman care is many years of delivering babies, not all deliveries are happy. Some babies are stillborn or babies are born premature, and some with undiagnosed congenital anomalies. Part of  Linda’s spiritual belief is that all babies are gifts from God and all life is precious. An example she related to me was about a Hispanic patient screaming in the labor room. The woman already received some medication for pain. The nurses were getting frustrated at this patient because of the constant yelling. This patient was not a typical midwife patient. Linda was on call when this woman came into the hospital through the emergency room with no prenatal care. Linda came to see the woman and sat down at the bedside and held her hand gently and stroked it her hand. The woman never cried out, Linda did labor support and delivered her baby. After the baby was born, the woman told Linda in broken English that when she touched her the fear lifted from her . It was a pleasure to interview these 2 caring professional women from different APN career paths. Learning about their inspiration entering nursing, sharing day to day details, and the emotion expressed in their compassion for each area of practice. Gaining knowledge of the educational and credentialing process to insure competency in practice and patient safety. Lastly, hearing the personal accounts of their contributions and rewards for giving exceptional patient care.

Life Affirming Teaching

How can we as a people introduce a life affirming way of teaching? A liberating and human freedom approach. I will attempt to show you that is can be a more excellent way of teaching. Through liberation, accountability, creativity, critical consciousness a nd human freedom. In the Webster's dictionary it says that â€Å"Life -Affirming means to indicating that life is value: positive and optimistic. And Albert Einstein has been quoted as saying, â€Å"The important thing is not to stop questioning. Curiosity has its ow n reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.   It is enough if one tries merely to comprehend a little of this mystery every day.† (â€Å"NOVA|Einstein Quotes| PBS† 2018) It is said that â€Å"Liberation is a praxis; the action and reflection of men and women upon their world in order to transform it† (Freire,79). Learning can bring a liberating experience for a student. It can open up one's imagination to recognize th at they, the student, as they learn, can teach also. In Paulo Freire's book â€Å"Pedagogy of the Oppressed† it is mentioned that the way that we have been taught is more of the banking system. It has a narrating â€Å"subject† which is the teacher and the â€Å"object† which is the student. The teachers task is to â€Å"fill† the students with the content of the teacher's â€Å"narrative†. (Freire,71) In a way that exemplifies empty words as one teaches, with no dramatic change or power behind them. Education becomes an act of dep ositing, in which the students are the depositories and the teacher is the depositor. (Freire,72) This reminds me of the hierarchy way of thinking, because the way the banking concept of education according to Freire is that â€Å"knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing† (Freire,72) When the educator can minimize the educated it can bring a sense of pervasive insecurity to the student, which can produce more of an oppression.ED Darlene Hooks Sring/2018 2 Gain ing an education has been one of the most forced way of being in our society. One is not able to gain employment without a certain certificate or masters. It is said that an education can make you rich, while others without an education have become wealthy . Education be it, Christian or secular has played a huge role in reproducing people who have not or will not think for themselves. It's alm ost as if they are based in fear, because according to society, one cannot obtain wealth without an education. Accor ding to Entrepreneur website, an education can either be a stepping stone or a road block on the path to achievement. (Smale) We must then approach education in a way to liberate one's mind and replace an oppressive way of thinking to educate others that they too can be creative. The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that struc ture so that they can become â€Å"beings for themselves†. (Freire,74) Our responsibility as educators should be to engage our students into partnership to help them have a sense of security. † Feelings of insecurity bring chaos in one's life and with them a shi ft in perspective which leads to a decrease in quality of life and ability to experience happiness. In fact, feeling insecure affects all aspects of oneself: decision making, relationships, self -view, creativity, etc.† (Pitaru) If insecurity is capable of effecting all aspects of our lives then we need to attempt to make the learning experience as secure as possible for the students. Learning takes place within the interrelatedness of all aspects of human experience. (Miller,1995) Our human experience or so me might say human freedom is something we all have a legitimate right to. As Groom says, People who suffer a lack of freedom knows it, in its absence. (Groom,83) He also states that â€Å"The starting point for affirming our possibility for freedom is the bibl ical claim that we are created by a free creator. (Groome, 84) We are created in the image and likeness of a divine being that has showed us how to live in freedom. We are free primarily forED Darlene Hooks Sring/2018 3 God because it is only by saying yes to the image of whom we are a reflection that we can say yes to our own authentic selves, and only as our own true selves can we be free. (Groome,84) With freedom comes a beautiful thing called liberty. Liberation requires critical consciousness a nd creative thought. The most important reason for liberation in education lies in its drive towards reconciliation. (Freire,72) The banking system will not work in a liberated education setting because that system mirrors oppression. Oppression can be a controlling mechanism that can stifle one's growth and can cause death to one's being. Oppression – overwhelming control – is necrophilic; it is nourished by love of death, not life. (Freire,77) Once a person learns this there is no going back to the old way of thinking. There is a stretching of sorts, in a person's mind and one recognizes that they will not be oppressed any longer. There is a freedom in knowledge and it is there to set the oppressed free. â€Å"To educate as the practice of freedom is a way of teaching that anyone c an learn. (Hooks, 13) It is attainable for anyone of us, and anyone can teach it, with an open heart, mind and a sense for changeability. According to Groom in the three dimensions of human freedom, we have, in our freedom for God the capacity to â€Å"know† g ood (rational freedom), to freely â€Å"choose† the good, (freedom for choice, freedom for inner compulsion), and to â€Å"do† the good (freedom for action, freedom from external constraint or servitude). (My emphasis) (Groome,85) If we know then we can choose and then we can move with action and do. That's how we can move forward in recognizing that we can learn as well as teach in a way that can bring us liberation. We can eventually teach with a life -affirming way. According to Groom, the rational of our freedom is rooted in our ability for self -reflection, which expresses the transcendent aspects of being human. This can give us the capacity to know the good with sufficient clarity to be held responsible. (Groome, 85) Without this accountabilityED Darlene Hooks Sring/2018 4 freedom would be non -existent. In other words, we have freedom of choice even to the point of being able to choose unfreedom. (Groome, 86) Action is the next phase of freedom, how do we act out our true freedom? Well, according to Groome, our freedom for God and thus for ourselves is realized in our freedom for others. (Groome, 86) We want to be free but we are not truly free until we live in a way of thinking that we are to be of service to others. That is a beautiful definitio n of giving back to our communities and students. True freedom is â€Å"Freedom for God is a possibility of authentic freedom for oneself†. (Groome, 87) How do we live out this â€Å"freedom† we have been generously given? According to Groome its through Jesus Chris t, with a Christian perspective. (Groome, 88) In James 1:25 (NRSV) â€Å"But those who look into the perfect law, the law of liberty, and persevere, being not hearers who forget but doers who act — they will be blessed in their doing† . We can and will be blessed when we make the conscious decision to help others. The freedom we gain is not for us alone but for those whose lives we touch. Those who we can share our truth with and show that God's freedom is an everlasting one, not a superficial one. 1 Peter 2:16 , it says, â€Å"As servants of God, live as free people, yet do not use your freedom as a pretext for evil†. To be faithful, is a choice and to serve is a way we can thrive in freedom. Freedom is not just a self -serving freedom of â€Å"I can do whatever I want, when I want† True freedom in Christ is being free to free others. Freedom for God is the possibility of au thentic freedom for oneself. (Groome,87) In Christ we can now be free from anything that is attempting to stop our freedom. For those of us who are of the Christian faith we believe that we have a freedom in our belief system, however, for those who are n ot believers. I have found out that they too have a freedom in or if they have a spiritual encounter. One can say my way is truth yet another personED Darlene Hooks Sring/2018 5 might say, â€Å"but no, my way is truth†. I have found that whoever or whatever we believe, we can come to a pl ace of freedom and live a life affirming way of being. To live a life -affirming way of being, we must teach that it is possible. Christian faith and human freedom can be hand in hand, if it is being taught without manipulation or judgment. According to Groome, â€Å"Any form of manipulation or indoctrination is both bad education and blatantly counterproductive to the purposes of Christian education† (Groome,98) That's why we must make a difference when we teach. My using a life affirming way of teaching, we ar e helping the student to think for themselves and to trust themselves in their learning process. It's a responsibility that some might not want to take but if we want society to be a more loving and compassionate one we must be patient and teach in a lovin g environment and not with a controlling way of being. â€Å"Our intentions must be to sponsor people toward a lived Christian faith that is both free and freeing†. (Groome,99) We must be intentional in helping others when we teach. We must be aware of their li ves and cultures and be authentic and show a genuine love and care for them. We should meet them at their individual needs, not mirror superiority over them. We can show as we learn more about our own freedom in our humanism. â€Å"Human freedom within history will always be an ongoing journey rather than a point of arrival†. (Groome,99) According to Nurten Gokalp, â€Å"Education can be defined as the process of developing and completing of human being†. â€Å"The purpose of education is to provide the appropriate condit ions to people for maintaining themselves as a whole†. (Gokalp,2012) Education should be a way of helping others meet their own personal potential and not make them into robots or people who have no way of thinking or creating their ow n way of being. There should always be a freedomED Darlene Hooks Sring/2018 6 in education to allow the person to help create their own guidance in themselves. There is a wholeness in a life affirming way of teaching that can usher the person into their own greatness. â€Å"Freedom is an important factor in t he process of determining one's self and others†. â€Å"Freedom in this sense is usually regarded as a presupposition of moral responsibility: the actions for which I may be praised or blamed, rewarded or punished, are just those which I perform freely†. (Gokal p,2012) . Now that's human freedom in a life affirming way, in every sense of the word. â€Å"Human being can not choose to be free or not, but with education he can realize his freedom and learn to use it.† And finally, â€Å"real freedom is to choose to comply with the enlightened mind† (Gokalp,2012) This is what Freire calls problem -posing education and that is the education we need to flourish in, in these days and times. â€Å"Problem -posing involves a constant unveiling of reality† he says it, â€Å"strives for the emerge nce of consciousness and critical intervention in reality†. He mentions that students will meet the challenges of the world and instead of running from them they will run into it. (my interpretation) He says, â€Å"Their response to the challenge evokes new cha llenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom -as opposed to the education as the practice of domination -denies that man is abstract, isolated, independent, a nd unattached to the world.† (Freire, 81) I'd like to say that we all should want to live a life of freedom and liberty. It is something that comes naturally to some and is very hard for others. If we being the part of the education system, can help to shap e a person's perspective on life then we should attempt to do it in a holistic approach. There should be an authentic liberation and freedom that emulates from us intoED Darlene Hooks Sring/2018 7 our students, so we can draw out their talents and abilities so that we can make a more peaceful and compassionate way of being in this world. The banking system will not work for this generation. We have too many minds that won't just sit and be still and take it, like other generations before us did. We will ask questions and we will expre ss our differences. There is a self -justice that is beginning in our society and its used in self -expression and in all the ways of communication. Education is a praxis of freedom and a way for people to practice their rights in learning and contributing to society. We are an awake society and live in a more conscious frame of mind. We won't go back to sleep, we won't lay down and roll over every time someone wants us to. We will be a positive contributing factor to our world and be conscious of it. We wil l teach others to love the earth and to more kind in its evolving. Education is a beautiful example of liberation, especially in one's way of giving back. We will fight for our freedom from oppression. We will make others recognize that we are humans and that we will not have anything less then, full humanity. We won't live in a dehumanizing way of being any longer. Because once you've tasted freedom, one can never go back. We won't go back to laying down and allowing others to speak violence into our bein gs. â€Å"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision -making is to change them into objects. (Freire,85) W e will not be objects any more. We can't any more, especially when we have an open consciousness and revelation that we don't have to live this way any longer. Now we have a mandate to live out and bring life to our students. ED Darlene Hooks Sring/2018 8 Bibliography †¢ â€Å"NOVA | Einstein's Big Idea | Einstein Quotes (Non -Flash) | PBS†. 2018. Pbs.Org . http://www.pbs.org/wgbh/nova/einstein/wisd -nf.html. †¢ Freire, Paulo. 2000. Pedagogy Of The Oppressed . New York: Continuum. †¢ Smale, Thomas. 2018. â€Å"8 Hugely Successful People Who Didn't Graduate College†. Entrepreneur . https://www.entrepreneur.com/slideshow/299620#9 . †¢ Pitaru, M.S., L.P.C, Di ana C. 2018. â€Å"Identifying And Tackling Feelings Of Insecurity†. Blog. Unleash Your Creativity . https://blogs.psychcentral.com/unleash – creativity/2015/10/insecurity/ . †¢ Miller, Randolph Crump. 1995. Theologies Of Religious Education . Birmingham, Ala.: Religious Education Press. †¢ Hooks, Bell. 1994. Teaching To Transgress . Routledge. †¢ Gokalp, Nurten. 2012. â€Å"Philosophy Education And Human Freedom†. Procedia – Social And Behavioral Sciences 47: 477 -479. doi:10.1016/j.sbspro.2012.06.683.