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Gender Is Same And Equal - 3553 Words

1 Xiaotong Liu COM300 20 Mar, 2016: Undoing My Gender?Each Gender Is Same and Equal Introduction?This is a project that we play other genders which are not played in daily life. You can really do something about changing appearance or you can choose to change your daily behaviors and communication methods with people. For my project, I used another totally different masculine communication method to talk with my friends and parents. When staying with my friends, I am the person who always care others feeling so that I seldom express my real feeling. To create a happier and more harmonious atmosphere, I would rather choose to sacrifice myself. However, when living with my parents, I always express my love and†¦show more content†¦Description of the performance?What I first want to do is describing my performance. I would like to divide it into two parts. One is my friends and another is my parents. I also found two different types of my friends. One is more collectivism and feminism and we can call her Kiara, another is more individualism and masculine and w e can call her Cindy. About the performance with Kiara, because my dorm did not have hot water, I went to her dorm to take shower. She played joke on me like we always do with each other. But this time, she turned of the light when I was taking shower. I am scared of dark, especially taking shower. As usual, although I feel uncomfortable, I do not show it. However, because of this challenge and I really wanted her to know that something cannot play joke, I expressed my anger. She was shocked at that moment and tried to relax the atmosphere. I still showed her the emotion deliberately. I could easily feel that she was guilty and hoped me to cool down. After a day, I told her the truth and explained that this is my challenge though I was really afraid of dark. In my expectation, after knowing the truth, she would feel a little angry because it liked that I fooled her. But she did not. She just feel a little speechless and unlucky that becoming my test subject. And she also said that s he was not angry because it was her wrong that making me feel helpless in dark. For Cindy?s part, she did not play joke on me, but had a different opinion

Nursing Practice Free Essays

My nursing practice has been characterized by a marked transition from the general wards to the intensive care unit. Nevertheless, my values have remained intact. Initially, I must admit, I believed that patients had no role in determining the medication or intervention they receive. We will write a custom essay sample on Nursing Practice or any similar topic only for you Order Now However, since I came to know about it, in a nursing class, the value of decision-making independence has guided my practice. I learnt the value in class, thus, my definition of the term is influenced by Fahrenwald et al., who defined decision-making autonomy as the act of allowing patients to make their own decisions regarding diagnosis and treatments, albeit after receiving all relevant information (2005). The value of decision-making autonomy and working with patients under intensive care have shaped my understanding of person-centered care and its relevance to nursing, as a profession and a practice. In the ICU, it is easy to view the person as just a patient. However, I have deliberately chosen to consider them people who are just momentarily inconvenienced by illness. As a nurse, I am in agreement with Ross, Tod, Clarke’s (2015) observation that the definition and use of person-centered care has been fluid and varies in distinct research, guidance, policy and daily practice. Still, I concur with the definition offered by the American Geriatrics Society; eliciting individuals’ preferences and values and, once expressed, letting them guide all healthcare aspects, and supporting their practical life and health goals (2015). However, I find an earlier definition by McCormack, Dewing, Breslin (2010) quite relevant to practice. They define person-centered care as an approach to nursing practice that is created by forming and fostering therapeutic relationships between patients, care providers and other people who are significant to the patients’ lives. Drawing from the two definitions, I believe person-centered care is viewing patients as persons with social networks and accomodating their beliefs and values in the provision of care, while developing relationships that enable the attainment of healthcare as well as life goals. In adherence to the value of decision-making autonomy, I always communicate to patients their diagnosis and suggested interventions. To attain the goals associated with the value, one needs excellent communication and people skills, which is one of my strengths in practice. More specifically, I have demonstrated empathy, which is a person-centered communication skill. In the course of my practice, I try to comprehend and share into the perspectives, current situation and feelings of the persons under my care. That creates a bond of trust, social support and mutual understanding. The informed patients then get to decide whether they agree with the diagnosis, and whether they are willing to receive the suggested interventions. In case of the ICU, I consult with the patients’ families and let them make the decisions. Human dignity is another value that has influenced most of my decisions in my professional and personal life. As a nurse, I believe it is important to respect all individuals, including the patients, their families and the entire society. In line with the value of human dignity, I respect patients’ belief systems and consider their natural human values during my interactions with them and their families. However, at times, it is difficult to know some patients’ beliefs, especially in the ICU. Although it is possible to get information about patient beliefs from their families and close friends, I consider it my duty to ensure that the informants do not pass out their own belief systems as the patients’. Trustworthiness and honesty are important strengths that have enabled me uphold human dignity in my practice. Without being trustworthy, patients and their families would not reveal their secrets to me. Many a times, the secrets are critical to the formulation of interventions. Human dignity also dictates that I protect patients’ confidentiality during clinical interactions. For instance, I always ensure that I cover all exposed body parts of patients. What’s more, I demonstrate my respect for human dignity through respectful communication with patients’ families and keeping their secrets confidential. Respecting human dignity calls for mindfulness, which is another person-centred communication skill I believe I possess. Hafskjold et al., (2015) define mindfulness as the art of drawing unique variations by being present in interactions. By being mindful, I am able to observe the happenings and act according to what I notice. Research shows that mindfulness by nurses leads to more satisfied patients (Ross, Tod, Clarke, 2015). My practice has also been guided by altruism. My own conceptualization of altruism is in line with the definition of the term offered by Shahriari et al., (2013); focusing on patients as human beings, while striving to promote their health and welfare. In nursing practice, the ICU is ostensibly the most tasking department to work in. It requires working without losing concentration, whether one is on a day shift or night shift. I have often found myself standing next to patients’ beds throughout the night just to make sure they are fine. Despite the tough requirements, I believe I have exhibited devotion and selflessness the entire time I have attended to patients in the ICU, and even before. Undeniably, sometimes I have felt exhausted by the demands of the job, but my altruistic tendencies have always reminded me that nursing is not just a job, but a calling that requires me to give my all towards the healthcare and welfare of others. To reflect on my professional practice, I use two different strategies; the Gibbs model and John’s reflective framework. The Gibbs (1988) Model has six stages; description of event, feelings, evaluation, analysis, conclusion and action. On its part, John’s framework has three important elements; bringing the mind home, experience description and reflection (Palmer, Burns, ; Bulman, 1994).Part 2 Wanda formulated a reflection model that requires students to follow a five-step process during reflective practice, also known as the 5Ds structured reflection model (2016). The 5Ds stand for Doubts/differences, Disclosure, Dissection, Discover and Decision. The learner reflects on whether s/he has any doubts in his/her practice, or whether there are any differences between what s/he did in a clinical setting and what is found in literature. Disclosure entails writing about the experiences or situation on the topic discussed in the doubts section, while the dissection section considers why it happened and the impact. Discover involves finding additional information from relevant literature and the decision part describes a future plan.5Ds model of structured reflection (Wanda, 2016) The Rolfe model enables students to reflect on their experiences based on three questions; what, so what and now what (Rolfe, Freshwater, ; Jasper, 2001). The first question allows students and nurses to describe the situation, while the second question gives students room to discuss what they learnt, while the answers to the last question identify what the person should do to develop learning and improve future outcomes. The 5Ds Structured reflection The two models have various similarities and differences. For starters, the two reflective models allow students to explore their experiences while being guided by something. However, in the Rolfe model, students are guided by the questions, while in Wanda model (2016); students are guided by the 5Ds expressed earlier. A key strength of the 5Ds reflection model is that it focuses on the student as an individual (Wanda, 2016). Consequently, it enables students to decide what they need to learn more about, which makes them more self-directed in their learning. Secondly, it has a positive impact on students’ ability to self-evaluate during clinical practice (Wanda, 2016). When used by students, it improves their ability to assess their own performance in clinical practice.Despite the apparent strengths, the model also has some limitations. To begin with, the effectiveness of the model can be restricted by students’ characteristics (Wanda, 2016). For instance, the less motivated students are not suited to the reflective model. As a result, the model is not an effective learning tool for all students. What’s more, the use of the 5D model requires consistent supervision, which is sometimes not possible because faculty members might have workloads that limit their time (Sicora, 2017).Grant, McKimm, Murphy (2017) posit that the analysis part of the Rolfe et al. framework considers not just the technical-rational knowledge but also other forms of knowledge that might inform the comprehension of a particular situation. This is one of the strengths of the reflective model since it allows learners explore all knowledge points. However, it runs the risk of leading to superficial reflections (Sicora, 2017). At times, the students might just result to answering the three questions in short answers. That would not help in yielding a comprehensive reflection that would help them learning about their achievements and shortcomings that can help improve their practice. At a personal level, I prefer the 5Ds model. My preference for the model is informed by my desire to identify my doubts in practice as well as the tasks I perform in a way that is different from dictates of literature. That would help me refine my skills and procedures in practice, while making me a more confident practitioner, particularly in the ICU. Bibliography Fahrenwald, N., Bassett, S., Tschetter, L., Carson, P., White, L., Winterboer, V. (2005). Teaching core nursing values. Journal of professional nursing , 46-51.Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Oxford: Oxford Polytechnic.Grant, A., McKimm, J., Murphy, F. (2017). Developing Reflective Practice: A Guide for Medical Students, Doctors and Teachers. Hoboken, NJ: John Wiley Sons.Hafskjold, L., Sundler, A. J., Holmstrà ¶m, I. K., Sundling, V., Dulmen, S. v., Eide, H. (2015). A cross-sectional study on person-centred communication in the care of older people: the COMHOME study protocol. BMJOpen , 1-10.McCormack, B., Dewing, J., Breslin, L. (2010). Developing person-centred practice: nursing outcomes arising from changes to the care environment in residential settings for older people. International Journal of Older People Nursing , 93-107.Palmer, A., Burns, S., Bulman, C. (1994). Reflective practice in nursing. Oxford: Blackwell Scientific Publications.Rolfe, G., Freshwater, D., Jasper, M. (2001). Framework for Reflective Practice. London, United Kingdom: Palgrave.Ross, H., Tod, A., Clarke, A. (2015). Understanding and achieving person-centred care: the nurse perspective. Journal of Clinical Nursing , 9-10.Shahriari, M., Mohammadi, E., Abbaszadeh, A., Bahrami, M. (2013). Nursing ethical values and definitions: A literature review. Iranian journal of nursing and midwifery research , 1-8.Sicora, A. (2017). Reflective Practice. London, United Kingdom: Policy Press.Smith, K. (2016). Reflection and person-centredness in practice development. International Practice Development Journal , 1-6.The American Geriatrics Society . (2015). Person?Centered Care: A Definition and Essential Elements. Journal of the American Geriatrics Society , 15-18.Wanda, D. (2016). The development of a clinical reflective practice model for paediatric nursing specialist students in Indonesia using an action research approach. Open Publication of UTS Scholars , 1-288.Wanda, D., Fowler, C., Wilson, V. (2016). Using flash cards to engage Indonesian nursing students in reflection on their practice. Nurse Education Today , 132-137. How to cite Nursing Practice, Papers

Free Essay Term Paper Example For Students

Free Essay Term Paper Boredom and Its Victims in Arthur Millers The CrucibleWhen bored, people tend to portray or act differently to either attract attention or change society. The girls in The Crucible are bored of Puritan life and want to do more to get more fun out of Salem life. Boredom led the girls to perform sins that the Puritan society disagrees with entirely. In The CrucibleBy Arthur Miller, boredom proves to be a catalyst for murder. The girls in Salem wanted more attention and more out of Puritan life. Being bored by following the strict Puritan society, the girls rebel against the traditional ways by dancing, singing, and laughing at prayer. What the girls hope to accomplish by rebellion is to draw attention and hope to change the ways the Puritans act or think. Boredom causes people to act differently to get what they want. With the girls in The Crucible, they wanted to show others that there are things that they want to do that will not send them to hell. This is true in todays world too with people getting bored of the same old tradition, so they change their clothes, looks, music, and attitude to change society. The girls getting caught dancing and singing made them to believe that their fun time was over. When asked about the dancing and the singing, they did what any child would do in fear and deny it. But soon the girls were getting bored with denying about the singing and dancing so the girls told more lies to gain attention from the others. With saying more lies, the girls got too much they could handle. With accusing someone of being a witch, they brought attention to everyone in Salem. This attention excited some of the girls because they were finally getting attention from everyone. Yet there are others who are afraid that all this attention will break right in front of them and expose the frauds they are. This is true in todays world where almost everyone in todays society has told a lie in order to either gain respect, attention, or to get higher position in the world. As the events in Salem began to progress faster and faster with the witch trials, so did the numerous lies that came from the girls. The girls thirst for attention led them to their thirst for murder. As each girl announce names of witches they claimed to see, they announced names of those they hated, disliked, loved or seek revenge upon them. This was their chance to get back at those who hurt them in the past. This shows the evil side of mankind, shows that mankind will seek revenge on the first chance he/she gets. It also shows that mankind would rather have dozens of people be killed then themselves be beaten or killed. It is human nature to protect ourselves from death at any cost. It shows here in The Crucible that the girls went too far and still decided to proceed having people killed instead themselves suffer the consequences of lying. In conclusion, boredom not only leads the girls to murder but also the Puritan society for following. Society never showed rebellion to the t raditional Puritan way, but followed in what the girls performed by dancing and singing. Then when the trials came along, almost all of Salem joined in with the girls because it was something different for them to do. It seems that the Puritan society and our modern society are the same with this issue. Both societies are afraid to do something different, but until a person or a group of people does it, then everyone follows the bandwagon. It shows us that society is the followers while the people are the leaders making the changes for all of us. .uf9556ce3c59a8d7f0496ef79198bc6b5 , .uf9556ce3c59a8d7f0496ef79198bc6b5 .postImageUrl , .uf9556ce3c59a8d7f0496ef79198bc6b5 .centered-text-area { min-height: 80px; position: relative; } .uf9556ce3c59a8d7f0496ef79198bc6b5 , .uf9556ce3c59a8d7f0496ef79198bc6b5:hover , .uf9556ce3c59a8d7f0496ef79198bc6b5:visited , .uf9556ce3c59a8d7f0496ef79198bc6b5:active { border:0!important; } .uf9556ce3c59a8d7f0496ef79198bc6b5 .clearfix:after { content: ""; display: table; clear: both; } .uf9556ce3c59a8d7f0496ef79198bc6b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf9556ce3c59a8d7f0496ef79198bc6b5:active , .uf9556ce3c59a8d7f0496ef79198bc6b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf9556ce3c59a8d7f0496ef79198bc6b5 .centered-text-area { width: 100%; position: relative ; } .uf9556ce3c59a8d7f0496ef79198bc6b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf9556ce3c59a8d7f0496ef79198bc6b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf9556ce3c59a8d7f0496ef79198bc6b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf9556ce3c59a8d7f0496ef79198bc6b5:hover .ctaButton { background-color: #34495E!important; } .uf9556ce3c59a8d7f0496ef79198bc6b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf9556ce3c59a8d7f0496ef79198bc6b5 .uf9556ce3c59a8d7f0496ef79198bc6b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf9556ce3c59a8d7f0496ef79198bc6b5:after { content: ""; display: block; clear: both; } READ: The tasks to identity a low-rise domestic building and outline the key external features EssayBibliography:

Rise Of Christianity In The Roman Empire Essays - Christianity

Rise Of Christianity In The Roman Empire Rise of Christianity in the Roman Empire In St. Paul's Epistle to the Romans, he explains that God's justice is ?God's way of righting wrong?. St. Paul says in Jesus' sacrificial death God ? meant by this to demonstrate his justice?. According to Paul, human pride is excluded because ?the keeping of law would not exclude it, but faith does?. St. Paul's reason for this is ?that a man is justified by faith quite apart from success in keeping the law. St. Paul also discusses that a person must use their gifts for the good of people. We have to use our gifts because ?the gifts we possess differ as they are allotted to us by God's grace?. ?A teacher should employ his gift in teaching?. In Paul's last selection, he explains that ?every person must submit to the supreme authorities?. He explains that God institutes all authorities, and if you don't follow the law you are resisting ?a divine institution?. Paul says that if you do right you have no reason to fear the authorities. We pay taxes because ?the authorities are in God's service and to these duties they devote their energies.? Paul also explains that if you love your neighbor has ?satisfied every claim of the law?. ?Love cannot wrong a neighbor; therefore the whole law is summed up in love.? Diocletion was a Roman emperor that persecuted the Christians. He persecuted them by sending out edicts to all the empire saying that all churches be destroyed, Scriptures be burned, people that were Christian and held places of honor be degraded, and citizens that practiced Christianity after the letters went out be taken to prison. Soon after other letters were issued ?commanding that all bishops of the churches everywhere? be put in prison and be ?compelled to sacrifice [to the gods]?. The persecution became worse. The letters demanded that ?all the people should sacrifice at once?and offer libations to the idols?. In the rise of Christianity, Constantine was the most important contributor to the rise of the new faith. Constantine was a Roman ruler that claimed he saw the Roman sign for Christianity and God spoke to him during a battle. He used Christianity as his backbone of his crusade. He eventually took over the whole Roman Empire and greatly supported Christianity. Constantine issued the Edict of Milan, giving religious freedom to everyone .He especially favored Christians by building magnificent churches and exempting clergy from taxes. Religion Essays

Free Essays on Day Of Reconing

NEW YORK (AP) Dozens of teachers and students at a high school next to the World Trade Center site are having trouble breathing and school officials have brought in an epidemiology team to find out why. About 80 of the Stuyvesant High School's 3,200 students and teachers have complained of respiratory problems, headaches and nausea since returning to classes October 9. A few students are wearing respirator masks to school, four blocks north of where the twin towers once stood. "It smells bad and I know there are other things in the air that are harmful to my health," said Joseph Lew, 16, who left school Thursday with a white mask over his nose and mouth. Alex Menglide and Paola Conery, both 14, also held respirator masks. Stuyvesant school administrators brought in an epidemiology team to find out why some students, such as Ruofei Xiang, right, and June Liang, both 15, are having trouble breathing. "We just want to be on the safe side," said Menglide, admitting "It's not exactly the cool thing to do." One problem could be the elevated levels of carbon dioxide, because only 10 percent of the building's air had been coming from outside, compared to 25 percent before September 11, a school spokeswoman said. On Thursday, that level was restored. Epidemiologists began examining indoor air quality data Wednesday. Outdoor tests have indicated no problematic levels of asbestos or toxins. "We just want to have an abundance of caution here," said Karen Finney, a spokeswoman for the school. A doctor and nurse from the Department of Health have been at the high school since it reopened.... Free Essays on Day Of Reconing Free Essays on Day Of Reconing NEW YORK (AP) Dozens of teachers and students at a high school next to the World Trade Center site are having trouble breathing and school officials have brought in an epidemiology team to find out why. About 80 of the Stuyvesant High School's 3,200 students and teachers have complained of respiratory problems, headaches and nausea since returning to classes October 9. A few students are wearing respirator masks to school, four blocks north of where the twin towers once stood. "It smells bad and I know there are other things in the air that are harmful to my health," said Joseph Lew, 16, who left school Thursday with a white mask over his nose and mouth. Alex Menglide and Paola Conery, both 14, also held respirator masks. Stuyvesant school administrators brought in an epidemiology team to find out why some students, such as Ruofei Xiang, right, and June Liang, both 15, are having trouble breathing. "We just want to be on the safe side," said Menglide, admitting "It's not exactly the cool thing to do." One problem could be the elevated levels of carbon dioxide, because only 10 percent of the building's air had been coming from outside, compared to 25 percent before September 11, a school spokeswoman said. On Thursday, that level was restored. Epidemiologists began examining indoor air quality data Wednesday. Outdoor tests have indicated no problematic levels of asbestos or toxins. "We just want to have an abundance of caution here," said Karen Finney, a spokeswoman for the school. A doctor and nurse from the Department of Health have been at the high school since it reopened....

Bull Run (The Battle of 1st Manassas)

Bull Run (The Battle of 1st Manassas) Essay The first major battle of the Civil War was fought in Virginia, near the Manassas, Virginia railway junction. The armies in this first battle were not very large by later Civil War standards. The Federal forces under Brigadier General Irvin McDowell were organized into four divisions of about 30,000 men. These divisions were commanded by Tyler, Hunter, Heintzelman, and Miles. The Confederate command structure was somewhat more stable, including two armies, with no division structure and thirteen independent brigades under Bonham, Ewell, Jones, Early, Jackson, Smith, Bartow, and a cavalry brigade under Stuart. The Confederate Army of the Potomac was under the command of Brigadier General Pierre G. T. Beauregard, and the Army of the Shenandoah was commanded by Brigadier General Joseph Johnston. These two forces would equal McDowells Strength.One thing that was odd was that each commander had planned to initiate an attack on the other side with an attack on the enemys right flank and a massed attack on the opposite flank. Had this been done at the same time, and both been successful in their purpose, the two armies would have pivoted around each other ending up in each others rear, able to march unopposed to Washington or Richmond. McDowell had planned to use Tylers division as the diversionary attack at the Stone Bridge, while Davies brigade did the same at Blackburns Ford. At the same time, Hunters and Heintzelmans divisions would cross Bull Run at Sudley Springs and attack from the north. McDowells troops involved in the flanking column, reached their jumping off positions two and a half hours behind schedule. Tylers and Davies attacks at the Stone Bridge and Blackburns Ford were already well under way, and the Confederate high command was beginning to sense an advantage because the Union attacks were not pressed very hard. When Beauregard was notified that Federal troops were massing on his left flank, he realized that this must be the main attack so began to shift his own troop dispositions. The Federals had about 18,000 men in the main attack column and it was only thanks to the quick reactions of Colonel Shank Evans and his small brigade that Beauregard did not suffer a major disaster. He quickly moved his small force to Matthews Hill to block the Federal move. Sounds of the fighting drew other brigade commanders to Evans aid on their own initiative. Brigadier General Barnard Bee and Colonel Bartow joined Evans defensive line and deployed their men to his right to extend and strengthen it. The Confederate position was still badly outnumbered however, and eventually the weight of those numbers began to be felt. With Tylers division threatening the right flank and rear of the Confederate position after having forced a crossing at the Stone Bridge, and their left flank now being overlapped by Federal reinforcements, the three Confederate brigades broke to the rear, heading toward the cleared plateau of the Henry House Hill. Unfortunately for the Federals, they were slow to follow-up their success and allowed the Southern brigade commanders to rally the remnants of their units behind Jacksons brigade which had just arrived and formed a line of battle on the reverse slope of Henry House Hill. In the meantime, McDowell ordered two artillery batteries to advance to silence the defensive fire. Ricketts Battery and Griffins Battery advanced to well within musket range of the Confederate positions near the crest of the hill. These batteries were counterattacked by Confederate infantry and overrun. The loss of the guns became a focal point for back and forth attacks and counterattacks by each side, with the possession of the guns changing hands several times. Finally having accumulated enough units to not only stabilize the Confederate lines, but also overlap the right flank of the Federal lines, the order was given for a general advance by Beauregard. This attack caved-in the Federal right and what began as a fairly orderly retreat turned into a disorganized rout. The equally tired and inexperienced Confederates however, were in no shape to conduct an effective pursuit, so the battle ended. READ: Restaurant Business Essay The Federals lost about 3,000 casualties (killed, wounded, and captured or missing), and the Confederates suffered about 2,000.