Judith Wright And Sylvia Plaths Naked Girl And Mirror

Both Judith Wright and Sylvia Plath explore different feminist views in their poetry in order to highlight the freedom that comes with the empowerment of women and the escapement from the boundaries of social expectations. Wright uses stylistic devices such as punctuation, oxymoron, metaphor, and personification to discuss the insecurities she has with her body in her poem ‘Naked Girl and Mirror’. The oxymoron, â€Å"I see you are lovely, hateful naked girl†, depicts the internal struggle she deals with that centres on her self-image. The world has metaphorically detached Wright’s mind from her body and this encourages her to write with a more feminist view in order to remind her listeners that she has a soul and her gender is not all she is.†¦show more content†¦In her poem ‘Ariel’, she describes stumbling on, â€Å"heels and knees†, and compares it to Ariel’s transformation from a mermaid to a human to depict Plath†™s coming out of her shell. The feministic tone of the poem talks about the issue of women being in bad situations and the struggle of trying to find the motivation to escape and transform into an improved version of herself. Both poets use their poetry to explore different feminist views in order to discuss the freedom of empowering women; the poems convey the boundaries of social expectations and how this has limited the authors in their personal lives which serves as an encouragement to all listeners of their poetry. Furthermore, Wright, Plath, and Amy Winehouse explore the limitations of being confined in a mentally abusive relationship in order to highlight the importance of freedom in all of their respective pieces. Winehouse explores being in a relationship with a man who only stays with her for her wealth through techniques such as metaphors, colloquialisms, and similes. In a metaphor, she describes herself going, â€Å"back to black†, whenever her husband is unfaithful in their relationship. Being confined in a relationship with a man who detrimentally effects Winehouse’s emotional health causes her to fall back into the depression she has been struggling with for

An Introduction to Anasazi Puebloan Societies

Anasazi is the archaeological term used to describe prehistoric Puebloan peoples of the Four Corners region of the American Southwest. This term was used to distinguish their culture from other Southwestern groups like the Mogollon and Hohokam. A further distinction in Anasazi culture is made by archaeologists and historians between Western and Eastern Anasazi, using the Arizona/New Mexico border as a fairly arbitrary divide. The people who resided in Chaco Canyon are considered Eastern Anasazi. The term Anasazi is an English corruption of a Navajo word meaning Enemy Ancestors or Ancient Ones. Modern Puebloan people prefer to use the term Ancestral Puebloans. Current archaeological literature as well tends to use the phrase Ancestral Pueblo to describe the pre-contact people that lived in this region. Cultural Characteristics Ancestral Puebloan cultures reached their maximum presence between AD 900 and 1130. During this period, the landscape of the entire Southwest was dotted by large and small villages constructed in adobe and stone bricks, built along the canyon walls, the mesa top or hanging over the cliffs. Settlements: The most famous examples of Anasazi architecture are the famous Chaco Canyon and Mesa Verde National Parks. These areas contain settlements constructed on the mesa top, at the bottom of the canyon, or along the cliffs. Cliff dwellings are typical of Mesa Verde, whereas Great Houses are typical of Chacoan Anasazi. Pithouses, underground rooms, were also typical dwellings of Ancestral Puebloan people in their earlier times.Architecture: Buildings were usually multistory and clustered near the canyon or cliff walls and were reached through wooden ladders. Anasazi constructed typical round or squared structures, called kivas, which were ceremonial rooms.Landscape: Ancient Puebloan people shaped their landscape in many ways. Ceremonial roads connected Chacoan villages among them and with important landmarks; staircases, like the famous Jackson Staircase, link the bottom of the canyon with the mesa top; irrigation systems provided water for farming and, finally, rock art, such as petroglyphs and pictographs, dots the rocky walls of many sites surrounding, testifying to the ideology and religious beliefs of these peoples.Pottery: Ancestral Puebloans crafted elegant vessels, in different shapes, such as bowls, cylindric vessels, and jars with distinct decorations typical of each Anasazi group. Motifs included both geometric elements as well as animals and humans usually portrayed in dark colors over a cream background, like the famous black-on-white ceramics.Craftwork: Other craft productions in which Ancestral Puebloan excelled were basketry, and turquoise inlay works. Social Organization For most of the Archaic period, people living in the Southwest were foragers. By the beginning of the Common Era, cultivation was widespread and maize became one of the main staples. This period marks the emergence of the typical traits of Puebloan culture. Ancient Puebloan village life was focused on farming  and both productive and ceremonial activities centered around agricultural cycles. Storage of maize and other resources lead to surplus formation, which was re-invested in trading activities and feasting celebrations. Authority was probably held by religious and prominent figures of the community, who had access to food surpluses and imported items. Anasazi Chronology The Anasazi prehistory is divided by archaeologists into two main time frames: Basketmaker (AD 200-750) and Pueblo (AD 750-1600/historic times). These periods span from the beginning of settled life until the Spanish takeover. See the detailed Anasazi timelineSee details on the Rise and Fall of Chaco Canyon Anasazi Archaeological Sites and Issues Penasco BlancoChetro KetlPueblo BonitoChaco CanyonKivaChaco Road System Sources: Cordell, Linda 1997, Archaeology of the Southwest. Second Edition. Academic Press Kantner, John, 2004, Ancient Puebloan Southwest, Cambridge University Press, Cambridge, UK. Vivian, R. Gwinn Vivian and Bruce Hilpert 2002, The Chaco Handbook. An Encyclopedic Guide, The University of Utah Press, Salt Lake City Edited by  K. Kris Hirst

The Second Half of Adolf Hitler’s Life Free Essays

The world-renowned dictator of Germany, Adolf Hitler, was actually born as Austrian in 1889. It was during the second half of Hitler’s life that he began to realize German nationalism and anti-Semitism in Vienna, Austria. He had internalized and absorbed these ideas and decided to transfer to Munich, Germany where he gave up his Austrian citizenship by seeking the endorsement from the German nation. We will write a custom essay sample on The Second Half of Adolf Hitler’s Life or any similar topic only for you Order Now This happened in the year 1913. In 1914, World War II broke out and Hitler and used this occurrence to prove his loyalty to Germany which he considered as his new homeland. He served as a corporal in an infantry regiment and was decorated after being wounded in 1917 (â€Å"Adolf Hitler Biography,† n.d.). By 1918, Germany declared defeat and eventually surrendered and attributed this failure to the betrayal and treachery of the Jews as well as the Communist’s political rebellion. Hitler believed that in order to avoid this unpleasant incident from transpiring again, these so-called traitor groups must be abolished. Taking a different direction, Hitler decided to involve himself in politics by the year 1919 in that he signed up for the German Workers Party. In a year’s time he became the organization’s leader and later changed its name to National Socialist German Worker’s Party or more popularly known as the Nazi. Hitler’s platform was simple: create a new nation that included all German people and rebuild the German military forces (â€Å"Adolf Hitler Biography,† n.d.). Following World War I, the German army signed the Treaty of Versailles after which they were trimmed down in number and was obliged to disburse billions of dollars to the Allied powers for war damages thereby downgrading German reputation and resulting to economic depression and downfall. Subsequently, Hitler and the Nazis failed to recapture Germany in the supposed Beer Hal Putsch in 1923. This act was considered treason. As such, Hitler was punished for five years imprisonment, however, he only served it for nine months due to political demands. During Hitler’s stay in the penitentiary, he was able to write Mein Kampf (My Struggle), his political declaration and proposal for a Nazi government. In this manuscript, he proclaimed German superiority above other races and condemned the Jews as tainted among others. After the war, he even ordered the genocide of about six million Jews termed as the Holocaust. Hereon, Hitler advanced a dictatorial leadership to have power over the German population and inhibit those who rebel against him. During the 1930s, Hitler urged for a transformation of the German society upon the advent of political and economic flux and regression and this was heeded by the German people. In 1933, the Nazis gained recognition for these innovative agenda thus Hitler was appointed chancellor of Germany. His leadership was tremendous in that he used media and press propaganda, large security force which used terror and incarcerated Jews in concentration camps to signify Nazi authority in Germany. How to cite The Second Half of Adolf Hitler’s Life, Papers

Individual Position Statement on Evidence Practice-myassignmenthelp

Question: Discuss about theIndividual Position Statement on Evidence Based Practice. Answer: Introduction Evidence-based practice aims at hardwiring available nursing knowledge into making decisions related to healthcare process to improve the provisions of care and the patient outcomes. It holds huge promise to produce the intended health outcomes. Majority of the healthcare deficits lead to significant avoidable harms. The Quality Chasm Report was first developed in the form of a blueprint with the objective of redesigning healthcare processes. The chasm focused on using evidences to inform best practices in a hospital setting (Harolds, 2016). This report aims to elaborate on the effect of evidence-based practice on patient outcomes and the role of nurses in implementing such practice. Discussion Components of EBP Evidence-based practice (EBP) can be best defined as the explicit, conscientious, and judicious use of current evidences while making decisions related to care of individual patients. Clinical expertise is integrated with the best clinical evidence that is available from systemic research. This integration helps to provide a holistic care to the patients and increases patient satisfaction. Nursing knowledge helped me understand that evidence, itself, is not sufficient to make healthcare decisions. However, it plays an essential role in supporting the patient care process. Complete integration of all the three components in clinical decision making process, enhances the opportunity for increased clinical outcomes and better quality of life (Andre Heartfield, 2011). Patient encounters often lead to the generation of questions that are related to the effects of therapy, prognosis of diseases, utility of diagnostic tests, and aetiology of disorders. Therefore, the practice requires nurses to acquire new skills, engage in efficient literature search, and apply formal rules of evidence to evaluate the clinical literature (Courtney McCutcheon, 2010). Figure 1- Components of EBP Role of EBP in improving patient outcome Results from several researches helped me gain knowledge that improved patient outcomes, high care quality, reduced hospitalization costs, and greater satisfaction are achieved when compared to traditional care approaches. The standards of practice set by the Nursing and Midwifery Board of Australia states that a Registered nurse (RN) is entitled with the duty of carrying out evidence-based and person-centred practices and should follow approaches that have a preventative, supportive and curative role (Nursingmidwiferyboard.gov.au, 2017). These standards provided me the information that when an RN is involved in accessing, analyzing and using the best available evidence, which includes research findings, a safer and better quality of care service can be given to the patients, catering to their specific demands. These standards also state that a relevant plan should be developed to appraise the comprehensive research information collected, before documenting and applying the evidence in hospital setting. Mentors of evidence-based practice directly work with clinicians and try to implement the best practices (Daly, Speedy Jackson, 2017). Supportive context of EBP, administrative support and multifaceted education program assistance enhance the effectiveness of EBP in improving the outcomes. An organized setting or environment where the patients receive healthcare services is an extremely important factor in implementation of evidence at care centres. I realized that patient outcomes are greatly enhanced with the implementation of a wide range of strategies such as availability of resources and mentors, enhancement of individual skills of healthcare leaders and clinicians, allotment of sufficient time, tools and resources that enable clinicians to engage in effective research of the best possible care approaches (Stevens, 2013). My nursing knowledge also assisted me to understand that patient outcomes get improved on rewarding or recognizing the staff who are engaged in the effort of implementing EBP and by the presence of healthcare leaders who are responsible for spearheading the teams and creating strategic goals and vision for achieving best patient-centred care (Aarons Sommerfeld, 2012). In order to measure the effect of EBP on patient outcome, a study was conducted that aimed to develop EBP competencies for APN and registered nurses, practicing in clinical setting. These competencies could be used by the healthcare institutions to obtain a high performing system that sustains EBP. Initially, a set of competencies were formulated by national EBP leaders through a consensus building process, followed by conduction of a survey across the nation with the aim to determine clarity and consensus of the developed competencies (Melnyk et al., 2014). From the findings, I can deduce that higher quality and consi stency was observed in patient outcomes and the cost of hospitalization reduced significantly when these competencies were incorporated in the healthcare system. Another research focused on reporting a natural experiment, where an EBP unit was formed by reorganization of the internal medicine service. However, the rest of the services were unchanged. The units were made to attend to similar patients and the outcomes were compared. I deduced that patients who were subjected to EBP, showed a significantly lower death risk and shorter length of hospital stays (Emparanza, Cabello Burls, 2015). This helped me reach the conclusion that implementation of such evidence-based approaches are effective in enhancing patient outcomes. Clinical and theoretical application of EBP My clinical knowledge and the standards of practice helped me understand that a registered nurse plays a vital role in ensuring the engagement and application of evidence-based practice at the point of care. There are several formulations of national competencies that are specific for registered nurses. Before implementing these EBP to a theoretical setting, it is necessary to identify the competencies (Florin et al., 2012). The implementation process involves some essential activities such as, planning a course of action, engaging appropriate individuals in the implementation, executing the implementation following the standards of the plan and finally evaluating the implementation efforts. According to the standards of practice, I can state that an accurate and comprehensive conduction of systematic assessments is essential for RNs. This helps them to analyse data and information and communicate the outcomes (Nursingmidwiferyboard.gov.au, 2017). This forms the basis for our practice. In order to implement such practices theoretically, it is necessary that we should use a wide range of evaluation techniques that will help us to systematically collect accurate and relevant data and assess the resources that are available for our planning (Stokke et al., 2014). We should work in collaboration with other healthcare professionals to determine the factors that might affect the wellbeing and health of our patients (Friesen?Storms et al., 2015). This will help us to identify the patient priorities for future referral. Development of the evidence-based plans agreed upon, I partnership will further help in their implementation. According to the standards of practice, nurses are responsible for constructing nursing practice plans until the goals, priorities and contingencies are met (Nursingmidwiferyboard.gov.au, 2017). We should be involved in effective formulation of the practices until the intended outcomes and actions are agreed upon by all healthcare staff who is involved in the setting. The role of RN also entitles us to assess the time frame of engagement and coordinate the planned actions effectively before implementing the practices. We should work towards providing comprehensive and safe practice to the patients to achieve the desired goals. Moreover, effective implementation of the EBP is achieved when we follow the relevant guideline, policies, regulations and standards to provide safe patient services. Implementing EBP without training Despite the favourable findings, that support the role of registered nurses in applying EBP to improve health outcomes of the patients, nurses often remain inconsistent in the implementation process. My clinical experience helped me realize that there are some nurses, whose inadequate education and training makes it difficult for them to follow EBP that has been incorporated in their nursing curriculum (Gray et al., 2013). RNs often lack basic internet and computer skills, necessary for implementation of these practices. As a result, various misconceptions arise about EBP. These lead to the development of theories that EBP is difficult and time-consuming (Torrey et al., 2012). One of the barriers is the availability of huge amount of healthcare literature that is published in different sources. This makes it difficult for untrained nurses to keep up to date with the new practices that are being discovered (Gerrish et al., 2012). I also identified that lack of access to adequate resource and difficulty in assessing statistical analysis often created barriers for RNs while implementing EBP. Untrained RNs are most often unable to interpret the jargon present in the research findings due lack of information searching abilities and limited IT skills (Dalheim et al., 2012). Therefore, as a nursing student I can conclude that RNs should not be entitled with the complete responsibility of implementing evidence-based practices unless, they show adequate skills and are well trained to search for the best evidence and integrate them with their practice. Conclusion Evidence-based practices empower nurses and enhance their nursing capabilities. However, effective implementation of those practices in hospital setting requires presence of adequate clinical information, skill and judgement abilities. Competencies are necessary to continuously improve the safety and quality of healthcare system with the aim of utilising EBP to provide patient-centred care. As a nursing student, my knowledge helped me understand that several research studies have been carried out, which demonstrated the positive influence of EBP in creating good patient outcomes and reducing hospitalisation costs. However, a thorough research of the barriers that arise in this context helped me conclude that it is not feasible to expect RNs to carry out EBP unless they are well trained and educated in this context. References Aarons, G. A., Sommerfeld, D. H. (2012). Leadership, innovation climate, and attitudes toward evidence-based practice during a statewide implementation.Journal of the American Academy of Child Adolescent Psychiatry,51(4), 423-431. Andre, K., Heartfield, M. (2011).Nursing and midwifery portfolios: Evidence of continuing competence. Elsevier Australia. 75-93. Courtney, M., McCutcheon, H. (2010). Using evidence to guide nursing practice (2nd ed.). Churchill Livingstone. Chatswood. Dalheim, A., Harthug, S., Nilsen, R. M., Nortvedt, M. W. (2012). Factors influencing the development of evidence-based practice among nurses: a self-report survey.BMC health services research,12(1), 367. Daly, J., Speedy, S., Jackson, D. (2017).Contexts of nursing: An introduction. Elsevier Health Sciences. 93-110. Emparanza, J. I., Cabello, J. B., Burls, A. J. (2015). Does evidence?based practice improve patient outcomes? An analysis of a natural experiment in a Spanish hospital.Journal of evaluation in clinical practice,21(6), 1059-1065. Friesen?Storms, J. H., Moser, A., Loo, S., Beurskens, A. J., Bours, G. J. (2015). Systematic implementation of evidence?based practice in a clinical nursing setting: A participatory action research project.Journal of clinical nursing,24(1-2), 57-68. Florin, J., Ehrenberg, A., Wallin, L., Gustavsson, P. (2012). Educational support for research utilization and capability beliefs regarding evidence?based practice skills: a national survey of senior nursing students.Journal of advanced nursing,68(4), 888-897. Gerrish, K., Nolan, M., McDonnell, A., Tod, A., Kirshbaum, M., Guillaume, L. (2012). Factors Influencing Advanced Practice Nurses Ability to Promote Evidence?Based Practice among Frontline Nurses.Worldviews on Evidence?Based Nursing,9(1), 30-39. Gray, M., Joy, E., Plath, D., Webb, S. A. (2013). Implementing evidence-based practice: A review of the empirical research literature.Research on Social Work Practice,23(2), 157-166. Harolds, J. A. (2016). Quality and Safety in Health Care, Part VI: More on Crossing the Quality Chasm.Clinical nuclear medicine,41(1), 41-43. Melnyk, B. M., Gallagher?Ford, L., Long, L. E., Fineout?Overholt, E. (2014). The establishment of evidence?based practice competencies for practicing registered nurses and advanced practice nurses in real?world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs.Worldviews on Evidence?Based Nursing,11(1), 5-15. Nursingmidwiferyboard.gov.au. (2017).Registered Nurse Standards for Practice. Nursingmidwiferyboard.gov.au. Retrieved 30 October 2017, from https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines- Statements/Professional-standards/registered-nurse-standards-for-practice.aspx Stevens, K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas.Online Journal of Issues in Nursing,18(2), 4-4. Stokke, K., Olsen, N. R., Espehaug, B., Nortvedt, M. W. (2014). Evidence based practice beliefs and implementation among nurses: A cross-sectional study.BMC nursing,13(1), 8. Torrey, W. C., Bond, G. R., McHugo, G. J., Swain, K. (2012). Evidence-based practice implementation in community mental health settings: The relative importance of key domains of implementation activity.Administration and Policy in Mental Health and Mental Health Services Research,39(5), 353-364.