Religion in american experience Essay Example | Topics and Well Written Essays - 250 words

Religion in american experience - Essay Example ishing slave trade also saw support from the moderate social thinkers who taught that the Protestants initiated steps of abolishing slave trade would bear fruits. The Protestants encouraged the slaves to disobey their masters because they taught that the Bible would free the slaves. The Protestants believed that the civil war was a religious war and it was being predestined by God. According to Protestants in 1860s, the civil war marked a period of their influence in United States; however this also marked the end of the domination of Protestants in America (Noll 72). Abraham Lincoln, who was not a member of any religious church, had the same opinion as Protestants since he believed that the civil war was as a consequence of religious war. During his second Inaugural speech in 1865, he captured on the religious distress of the civil war than any protestant follower (Noll 72). He says those who fought were the same people who read the same Bible, and prayed the same God; however, these people turned against each other. Lincoln was assassinated just some days after the Civil War ended and many Protestants mourned and expressed their dissatisfaction for his death. These Protestants believed that Lincoln contributed immensely to the end of civil war, which also led to the abolition of slave that had penetrated most parts of the Northern America (God in America, Episode

Transforming Nursing And Healthcare Essay Example for Free

Transforming Nursing And Healthcare Essay In today’s ever changing healthcare world, effective communication among healthcare team members is essential to provide safe and quality patient care. Conventional communication methods such as the telephone and the word of mouth are no longer the most effective ways of communicating important aspect of patient care. So health organizations are adopting communication systems which improve interaction among healthcare providers (McGonigle Mastrian, 2012). Recently my hospital adopted a new operating system called Care Logistics. Care logistics is a â€Å"†¦centralized care coordination model to efficiently anticipate, prioritize, coordinate, schedule, prepare for and track all patient movement, care, services and transport. This coordination of multiple people and departments establishes predictability and timeliness, improving throughput while best serving patients and caregivers.† (Care Logistics, n.d.). Order logistic is a section of care logistics that directly involves the nurses. Order logistics is a central order organizers, service departments and unit clinical care coordinators to manage simultaneous patient service demand across the hospital. The right patients receive tests and procedures in the order that best serves individual. After the nurse receives his/her assignment for the shift, she will log into care logistics to view the patient itinerary for the day. If a particular procedure such as transesophageal echocardiography (TEE) is scheduled at 10 o’clock a.m. Order logistics will communicate with the nurse that the patient will need to be NPO for at least eight hours, have a consent for the procedure and have at least a 20 gauge peripheral IV. Order logistics clearly shows nurses, doctors and service areas what is needed in order to deliver appropriate services. The nurse will acknowledge the procedure. By doing this, the logistics hub knows the nurse is aware that this patient has a procedure pending. During this time, if all requirements are met to have procedure then the nurse will make this procedure green, indicating that transportation can come for this patient. But for instance if the nurse was having a hard time getting the consent because the patient has dementia and  the family is unobtainable, then the nurse can make a note indicating the reason why this patient is not ready. Benefits of Care Logistics With care logistics, nurses are able to let patients and families know their daily itinerary. This eliminates the uncertainty of the day and the constant inquiry from patients about when certain events will occur. Order logistics allow nurses to spend more time with patients instead of the repeated interruptions by phone pages from radiology and other various departments. Acknowledging the procedures and/or indicating that the patient is ready, the nurse does not have to worry about scheduling and can spend more of her time providing quality bedside care. With order logistics doctors have started receiving test results more quickly. This allows them to appropriately diagnose and treat patients. Care logistics move patients through the hospital faster, by reducing wasted time and average length of stay for patients. Care logistics enhances communication and workflow while keeping the care in the forefront. As with any new healthcare technology patient care is the focus. Barriers of Care Logistics As with any new technological tool, there will be barriers that arise. Compliance of staff members to care logistics has been a problem. Resistance has occurred because nurses look at this system as another task to be completed. In actuality it is not anther task, it is eliminating repeated telephone calls and the uncertainty of what the patient need. Most of the nurses that experience this are older nurses that view change as a difficult obstacle. This slows down the process. Before the hospital went live with care logistics, there was a brief class orientation to the system. For someone that does not have a problem with maneuvering themselves around computer systems, a brief class orientation is sufficient. However for the nurses that struggle with computerized charting should be given the opportunity for extending class time. During their sessions they would be given scenarios of multiple patient itineraries and be guided through the care logistic process. If this was done then the hospital would probably have better compliance with this new communicating system. References Care Logistics. (n.d.). Care Coordination Model. Retrieved from http://www.carelogistics.com/solution/care-coordination-model.aspx McGonigle, D., Mastrian, K.G. (2012). Nursing informatics and the foundation of knowledge (Laureate Education, Inc., custom ed.). Burlington, MA: Jones Bartlett Learning.

Examine the use of the dramatic monologue Essay Example for Free

Examine the use of the dramatic monologue Essay Examine the use of the dramatic monologue in the poetry of Carol Ann Duffy Unlike the soliloquy, the dramatic monologue speaks directly to the reader and voices a single character or personas thoughts, this offers a better understanding of the ideas and message the poet is trying to express. The dramatic monologue is used to form a bond or relationship between the speaker and the reader, taking the poem to a personal level, and in turn more effective in conveying a certain message. This essay will explore the way the dramatic monologue is used in both Demeter and Mrs. Midas by Carol Ann Duffy, taken from her collection of poems The Worlds Wife. The phrase, Behind every great man there is said to be a great woman comes to mind when reading The Worlds Wife. The title of this collection reveals much about its content and Duffys intentions. The Worlds Wife places emphasis on the wife, giving the woman the centre stage and allowing her the chance to speak through the medium of the dramatic monologue. From Mrs. Midas to Mrs. Beast, Duffy explores the thoughts and feelings of the women behind famous men, be it through history or through myth or fairytale, Duffy makes it very clear that every woman has a tale to tell. Mrs. Midas tells the untold story of the well-known Greek myth King Midas, who is miraculously, granted the wish of turning everything he touches into gold. As with all the poems in The Worlds Wife, the title is a clear giveaway of what the poem is about to entail, and this is no different. Mrs. Midas, the wife of King Midas is the persona of this particular monologue and here she voices her thoughts on her husbands newfound ability. The kitchen filled with the smell of itself. This personification continues through the first stanza of Mrs. Midas. Its steamy breath and wiped the others glass like a brow, personifies the kitchen Mrs. Midas is in to help you relate to the familiar homely setting that surrounds her. The effect of this is that you feel how she feels at that time, safe, happy and without a care in the world. The lines begun to unwind and the imagery of her relaxing to a glass of wine enforce this feeling. The use of dramatic monologue helps to dramatise the final line of the stanza, He was standing under the pear tree snapping a twig, the descriptive lines before this contrasts with the abrupt change of topic, this prepares you for the turning point in her story, where the twist to her tale begins. Within the next few stanzas Mrs. Midass tone dramatically changes from feeling relaxed and happy to shocked and horrified at what her husband has done. He came into the house. The doorknobs gleamed. He drew the blinds. The short sentences evoke a feeling of everything happening too fast, supporting the shocked and horrified mood, which continues to the next stanzas. The first point of the poem in which you hear of her husbands reaction is where he laughs in reply to her question, What in the name of God is going on? Duffy has intended his initial reaction to be laughter instead of explaining himself to portray the stereotypical man that doesnt show consideration or take the situation or his wife seriously when she clearly needs it. The poem is set out in a structure of eleven stanzas consisting of six lines where only two exceptions of this rule is made. He toyed with his spoon, then mine, then with the knives, the forks. The word forks takes a line by itself to help you imagine the way in which Mrs. Midas is speaking to you, she is clearly still in a state of shock and this new line marks a short pause in her speech where she is struggling to stay calm. You see, we were passionate then, where then is on a line by itself it is as though Mrs. Midas has taken a short moment to imagine those happy times when they were passionate, appreciating them as those days are now long gone. I locked the cat in the cellar, The toilet I didnt mind. Like in much of her work, Duffy implements short spouts of humour throughout the poem, the effect of this is that the colloquial language engages the reader and helps to support the idea that Mrs. Midas is actually voicing her tale to the reader personally. Mrs. Midas speaks bitterly about the fatal consequences her husband has bought to their marriage, Separate beds. In fact, I put a chair against my door, near petrified, she also reminisces of the days when they were happy and uses words such as unwrapping which connotes the excitement she once felt. Contrasting the good times they had together with the breakdowns of their marriage they are experiencing now highlights the selfishness and lack of thought her husband had for their relationship. The poem ends with Mrs. Midas being forced to separate from her husband. He is left secluded on his own in the wilds away from people he can potentially harm. The irony of this is that he had hoped the power of the golden touch would win him prosperity, popularity and love and respect by all, and yet it has forced him to live alone for the rest of his life, unable to ever be intimate with his wife again, and unable to enjoy the things he had hoped money would buy him. but the lack of thought for me. Pure selfishness.

Festingers Social Comparison Theory Psychology Essay

Festingers Social Comparison Theory Psychology Essay In this essay we are asked to look at Festingers social comparison theory and its findings, applications, methodologies and theoretical approaches since its birth. We are asked to illustrate our understandings with reference to literature. Social comparison theory assumes that people tend to evaluate their successes, failures and opinions in relation to others (Festinger, 1954). This may occur with reference to a physical reality; what is happening at a particular moment in time relative to ones perceptions of anothers abilities. Take for example if someone can run a 6 minute mile he or she cannot know this is good or bad without comparing this time with other runners. It may also take place with reference to an objective evaluation, for example a comparison between two assignments with similar grades. Festinger (1954) postulates that there is an innate drive within human beings to compare themselves with outside images and assess their abilities in line with their assessments of others who are similar on the same tasks. Following on from Festingers (1954) original theory according to Kruglanski Mayseless (1990) people prefer to compare themselves with people who are similar to themselves as it tends to result in a mo re accurate evaluation. For example the runner would take into account age and sex of other runners and make comparisons based on this knowledge. Social comparisons are defined as comparative judgements made about a stimulus from the environment. They are context dependent (Kruglanski Mayseless, 1990). There are three levels of analysis to Social Comparative Theory. Firstly a judgemental process must exist before comparisons can be made. Social comparisons are made up of categorisations and comparative judgements about the self. The third level is the most specific of the three and is composed of the content of the comparison whether it is in the domain of comparison for example in sporting competition; levels of achievement with reference to age and gender may be taken into consideration, as outlined by the runner example(Kruglanski et al., 1990). There are two main kinds of social comparison; upwards and downwards social comparisons. Upwards comparisons occur when an individual compares itself to someone who they believe to be better off than themselves. Downwards social comparisons occur when people compare themselves to people they believe to be worse off than themselves. Festinger (1954) proposes that people who engage in downwards social comparisons do so in order to maintain their self esteem and buffer their self evaluations. Upwards social comparisons supposedly exhibit more negative effects such as lowered levels of self-esteem. These processes will be discussed later. There have been many components to Festingers original theory that still remain intact but the scope of social comparison theory has been extended to a vast array of psychological domains and its implications have been applied to a variety of settings. How SCT findings, methodologies and theorising has evolved since Festingers 1954 publication Festingers original theory has undergone a number of changes over the years particularly in relation to its extension towards cognitive psychology. Since its founding the theory has been accepted to be more complex than originally thought. For example new dimensions of the theory have been suggested. Revisions include en empirical emphasis on motivations and drives, self enhancement, perceptions of self esteem, self esteem buffering, perceived target closeness, components of closure to name but a few (Kruglanski et al., 1987; Corning, 2002, Gerrard, Gibbibs, Lane Stock, 2005). According to Suls, Martin Wheeler (2002) social comparisons serve as a defence mechanism to protect ones self evaluation. Self enhancement depends on a number of variables such as whether the person compares upwardly or downwardly. If a person compares his or her own abilities in relation to people perceived to be lower than the individual this may act as a buffer to maintain the person sense of self worth and esteem. In the educational domain, people that are less academically driven prefer downwards social comparisons to prevent them from felling bad about bad results (Blankton et al., 1999). Research suggests that people have varying responses to social comparisons and these depend upon the perceived closeness of the target and the perceiver, and the importance of the particular domain of categorisation or expertise owned by the perceiver (Tesser, 1988; Suls et al., 2002). Several other models have been introduced to extend Festingers (1954) original theory. Social comparisons proxy model as proposed by Wheeler, Martin Suls (1997) refers to a situation in which people use social comparisons to assess their abilities in relation to an unfamiliar task. To illustrate, Wheeler et al., (1997) offers the example of a person considering pursuing a university degree. Social comparisons are made between the person and others who are currently in university. If the proxy (experienced other) is similar to how they perceive themselves on average they are more likely to pursue the goal. Amount of effort needed to pursue goal is an important indicator of the outcome and often other related attributes are perceived irrelevant (Suls et al., 2002). There seems to be sufficient evidence to support this theory. A model that has been derived from SCT is the Relative Deprivation Theory as proposed by Davis (1959). This model provides a conceptual framework for personal perceptions of discrimination and deprivation. Davis (1959) postulates that this process helps people cope with social deprivation, people tend to assess their levels of deprivation by comparing their situation with those around them. In India because of the inflexibility of the Caste system people often compared themselves downwardly in order to deal with their present state of poverty, for example those living in the slums would compare themselves to the sewage dwellers or pavement people. This acts as a buffer for people to cope better with their unchangeable circumstances. The applications of Festingers (1954) theory are vast. The implications have many important effects particularly for health psychology. Research suggests that when a threat is involved downward social comparisons help people cope better. For breast cancer patients it was found that patients who preferred downwards social comparisons dealt with their illness much better (Taylor, Wood Lichman, 1983). Likewise, according to Meta analysis, comparisons of the self to others in relation to appearance can lead to body dissatisfaction which correlates strongly with eating disorders (Myers Crowther, 2009). In conjunction with Meta Analysis Corning, Kruum Smithans (2006) study looking at social comparisons and eating disorder symptoms found that women who engage in everyday social comparisons were more likely to exhibit eating disorder symptoms, and also found that self esteem was also a predictor of disorders. Research reveals that social comparisons can also predict success in cessation o f smoking behaviours (Gerrard, Gibbons, Lane Stock, 2005). People that dissociate themselves from other smokers or the target behaviour are more likely to give up smoking in comparison to those who do not. When a decrease in downwards comparisons to smoking exists, smokers are more likely to quit. Social comparison theory has also been applied to an academic setting. Research suggests that upwards social comparisons can predict success in an academic environment. Gibbons, Benbow Gerrard (1994) found that gifted students preferred to compare themselves with those who did the best in the class on receiving a high grade. Conversely, if students received a poor mark they preferred downwards comparisons. This inconsistency is considered by the researchers to represent a form of buffering of the self concept and esteem. Research conducted by Blankton, Buunk, Gibbons Kuyper (1999) found that overall those who preferred upwards social comparisons did better in end of term grades. Interaction between affect and social comparison Comparisons may involve affective and cognitive components. The Wheeler Miyake (1992) study that incorporated the Rochester Social Comparison Record (RSCS) scale found several important findings conveying the importance of the cognitive and affective component. Firstly the comparison direction, either upwards or downwards; depended on the perceivers relationship with the target. It also found evidence for a cognitive component to the theory, that is to say, priming mood effects the directional movement of social comparisons. Schacter (1959) proposes that people make comparisons by evaluating emotions. In a number of experiments he found that fear evoked participants to want to be in a situation where someone else was experiencing the same feelings. This has been explained as a self evaluative component similar to what Festinger outlines in his original theory (Schacter, 1959). Conversely, Goethals Darley (1977) suggest that values are a component people make social comparisons base d upon. Priming of a negative mood led to more upward social comparisons. Wills (1981) found that inducing threat leads to more downwards social comparisons this is explained as downwards comparisons serve to increase positive affect, mood, boost esteem and may reduce anxiety. Another study found that comparisons can lead to an induction of a positive or negative feeling (Buunk, Collins, Taylor, VanYperen Dakof, 1990). Downwards social comparisons increased peoples subjective well-being and an opposite effect was found for the upwards comparison (Wheeler et al., 1992). Being primed with either a threatening ego or self-esteem booster condition has a significant effect on individual social comparisons. When an ego boost is induced people tend to prefer upwards social comparisons and can this can predict behaviour i.e. individuals exhibited increased ability on a task. The opposite effect was found for an induced threat, similarly to Buunk et als. (1990) findings. Thus it has been co ncluded that motivations to maintain a positive self evaluation reflects performance on tasks (Johnson Stapel, 2007). Lastly people who exhibited high self esteem tended to engage in more self-enhancement comparisons (Wheeler et al., 1992). There seems to be a ubiquitous consensus that SCT exists but the exact dimensions of the theory are contested. The methodologies used tended to be mostly qualitative and really not applicable to the natural world. According to Wheeler Myiake (1992) existing methodologies for studying social comparisons have focused primarily on retrospective accounts and specify that an experience sampling measure should be adapted to account for social comparisons as they occur in naturalistic settings. In their 1992 study they describe a qualitative method of measuring SCT called the Rochester Social Comparison Record (RSCR) (Wheeler et al., 1992). Discussion Conclusion It has been assumed that social comparison theory is a pervasive and ubiquitous phenomenon in everyday life. However, there still needs to be a lot of work conducted in this area particulary in relation to directional comparisons and their implications (Buunk et al., 1990). Albeit, despite revisions on social comparison theory the fundamental building blocks of Festingers (1954) original theoretical framework remains the same. The self evaluative component is important for this theory (Suls et al., 2002). As proposed by Festinger (1954) people make evaluations of their own behaviours in relation to others that they perceive are similar, this aspect has remained untainted. There seems to be evidence for this drive like ambition for humans to compare themselves in relation to others (Festinger, 1954). There seems to be a distinct cognitive component to social comparison theory. Suls et al. (2002) propose that comparisons are made uniformly across all domains and are not exponentially context driven. Priming can effect comparative judgements (Wills, 1992; Schacter, 1959). Current research in this domain outline that comparative knowledge depends on the motivations of the comparator and are dependent upon a number of situational, cultural and personality facets. Kruglanski et al., (1990) posit that motivational factors, perceived relevance, and availability heuristics all have an important role in whether the evaluative dimension relates to similar or different others. The work on social comparison theory has been extended to practical applications to health, counselling psychology and educational psychology. Over all social comparison theory has had a major impact in Psychology. Its implications and applications have been extended to many branches of psychology and undoubtedly the full extent of its pervasiveness have yet to be uncovered.

Ethics of Full Disclosure of Security Holes Essay -- Hackers Internet

Ethics of Full Disclosure of Security Holes Introduction Security breaches are making big headlines nowadays, and Microsoft is leading the charge. Its flagship operating systems and office suite are so bulky and complex, that it is impossible to be bug-free. The system administrators (the white hats) are up to their noses plugging all the holes from super hackers (the black hats). Yet they are also facing attack from another front – those that post vulnerabilities on the internet (the gray hats). The gray hats are hackers that find security vulnerabilities and post them on the internet, forcing system administrators to patch up the holes. Usually, they inform the vendor ahead of time. Then, if they deem the company is not taking them seriously, and malicious hackers will exploit the threat, they post it on a forum. Though acting in good faith, the ethics of full disclosure of security holes are in debate, including: how full disclosure can cause more harm then good, how long vendors should be allowed to fix the problem, and liabilities for posting on the internet. Issue 1: Full disclosure of security-related information can inflict more damage than good. You are showing people how to break into systems. The debate about vulnerability-disclosure policies involves two main parties. Researchers at security companies say they want to get their latest findings out quickly to hasten software makers' response to bugs. Software makers, on the other hand, say they aren't given enough time to deal with a problem, and that publicizing it simply alerts malicious hackers to an opportunity. There are super hackers out there who find security vulnerabilities, then write a script up on the internet, with one or two l... ...on't publish code, 17 Oct. 2001, CNet News.com, 11 Mar. 2004, 6. Lemos, Robert, Microsoft developers feel Windows pain, 7 Feb 2002, CNet News.com, 12 Mar. 2004, < http://news.com.com/2100-1001_3-832048.html> 7. Lemos, Robert, When is Hacking a Crime? 26 Sept 2002, ZDNetNews, 15 Mar. 2004, 8. Fried, Ina, Attack concerns slow Microsoft's pace, 16 Mar. 2004, CNet News.com, 16 March 2004, 9. Shankland, Stephen, Governements to See Windows Code, 14 Jan 2003, CNet News.com, 14 March 2004, 10. Lemos, Robert, New laws make hacking a black-and-white choice, 23 Sept 2002, CNet News.com, 14 March 2004,

American Directness and the Japanese Essay -- Essays Papers

American Directness and the Japanese American and Japanese ways of speaking are so different that they often cause culture shock to both Americans and Japanese who visit each other's country. Most Japanese who come to the United States are at first shocked and have a problem with the American direct way of speaking. Culture shock occurs because most Japanese cannot easily escape from the formula "politeness= indirectness." Compared to the American way of speaking, Japanese speak much more indirectly. Directness is considered a form of impoliteness in Japan. Therefore, when we want to be polite, we speak and act very indirectly. For example, we seldom say, "I'll go to a bathroom," except when we are with close friends. Usually, we say, "I'll go wash my hands." Especially when we are at the table or with an important person, we say only, "Excuse me. I'll be back in a minute" because we do not want to remind other people of the bathroom, which is considered a dirty place, even though it is actually clean. Also, other Japanese can infer that we are going to a bathroom from this phrase. But Americans cannot. They ask where we are going since they have no idea what we are going to do: make a phone call? buy something? Yet, in this case, these questions make Japanese frustrated, wondering why these Ame ricans do not understand our polite expression. Basically, expressing our desire directly is not considered polite, and culture shock happens to Japanese when Americans expect us to express our feelings honestly. Concerning appetite, when we are guests, we are unlikely to say, "I'm hungry." We put up with hunger until we are asked, "Aren't you hungry?" Even when we answer the question, we want to stay polite, so we never say, "Yes.... ...ure shocks to Japanese who come to the States. The difference between American and Japanese ways of speaking can cause us some bad experiences at first; however, once we get accustomed to the direct speech of Americans, it is more convenient than the Japanese way. First, we can say what we want. Second, we do not have to hesitate to tell the truth in order to be polite. Finally, it frees us from unnecessary misunderstandings. The third point makes us happy because it makes us feel we have adjusted ourselves to American society at last. Compared to Americans trying to learn the Japanese way of speech, we are supposed to have much less difficulty learning the American way. At first, it might seem to be difficult, but in a few months, we will find ourselves comfortable in the direct speech of the Americans and may be in trouble when speaking with newcomers from Japan.

Human Migration Factors Essay -- essays research papers

Human Migration Factors   Ã‚  Ã‚  Ã‚  Ã‚  Migration, the movement of people from one place, origin or country to another1. For as long as man can remember migration has been a big part in our lives. People have migrated continuously since their emergence as a species.   Ã‚  Ã‚  Ã‚  Ã‚  The art of migrating is to move from place to place or country to country, to find what we searched for, A suitable environment for our families and us to live in. It is vital for humans to keep on the move or migrating. Many people migrate to different places around the world, like Europe, Africa, The Americas, Australia, and the Soviet Union. Humans migrate because they feel that they need to have stable and suitable environment in which to live in and bring up their families. Pe...