Discussion Question for Niccolo Machiavelli's The Prince Essay

Discussion Question for Niccolo Machiavelli's The Prince - Essay Example He himself was made subject to this, when he lost his position in 1512 in the hands of the Medici Family. All these real life experiences led Machiavelli to write â€Å"The Prince† which at first was criticized for being cruel, but later, it was appreciated for all the theories and guidelines of warfare and politics. He easily finished the old norms of ruling the people and brought about a completely new way to run an empire, city or state. In the beginning of the book, Machiavelli very cleverly identifies his readers with the terms and policies that he will be using further in the book. The initial chapters are simple and they give the reader an easy introduction into the world of Machiavelli: one that exists on the hard work and effort of the ruler himself and has nothing to do with Divine Interference or whatsoever. Niccolo’s ideas become very clear initially when he clearly explains the idea of maintaining a new principality is better than governing a hereditary sta te. He argues that inheriting power and position means that one has to keep up with people’s expectations to make their life better. However, it is much easier to govern an entirely new principality where people care less if their lives are not fidgeted with. His brutal and cruel nature is depicted through the idea of killing the former Prince’s family to keep control. ... And if his successors had been united they would have enjoyed it securely and at their ease, for there were no tumults raised in the kingdom except those they provoked themselves.† Cold hearted and cold blooded, Niccolo believed that the power stays with you only if you are ready to go to any extents possible. As the book proceeds, the typical Machiavellian thoughts shine. As the adjective suggests, his name is used as a synonym for treachery, cruelty and oppression. Hence, the book starts on with why and how a prince should really act and rule. To put it in simple words, the people of the state do not matter to Niccolo at all. For him it only matters that the Prince, the ruler has faith in him and then there is nothing else that will keep him out of power. â€Å"But to come to those who, by their own ability and not through fortune, have risen to be princes, I say that Moses, Cyrus, Romulus, Theseus, and such like are the most excellent examples†. Contradictory to Ancie nt theory, that rulers were sent with Divine help and that they have to be obeyed at any cost, Niccolo was with the view, that a person, himself is responsible for his throne and no one else, even not the people. Though he does not put aside the idea of a common man’s support, it is just an element or a step to the throne rather than the route itself. He is very clear about his ideology that rulers rule because they believe in their strength and they work hard for it. And working hard, for him meant oppression, brutality and cruelty. Machiavelli moves on to present an argument that ignores the question of right and wrong. He acknowledges the use of crime and cruelty in establishing power, and stresses on extreme cruelty if need rises. However, he suggests limiting the time period of cruelty so

Political Discourse Essay Example for Free

Political Discourse Essay Political incivility has been around for a very long time. According to the article â€Å"The Rise and Fall of Nasty Politics in America†, a number of studies have been conducted to prove that politics has always been â€Å"a bit rough†. Many people in and out of the political world are agreeing that politics these days have turned in to a horrible cycle. Politics today involves nasty language about fellow members families, angry protests and violent outbursts. Sometimes racial slurs and discrimination is also involved in bringing down your opponent. Furthermore, political incivility has caused a variety of problems in American politics throughout the years. Knowing this, what are some of the things that can be done to help increase political civility? Political incivility has caused a variety of problems in the political process. Politics today is often biased based off of the partisan media and views of opposing sides of various parties. According to the article â€Å"What Is Civil Engagement Argument and Why Does Aspiring to It Matter? † the partisan media only shares those facts that are inconvenient to their opponents, engage emotion, and replace argument with ridicule causing many of the listeners or viewers to have angry views of the policies on the opposing side. Allowing the partisan media to be broadcasted for Americans to see causes outrage and incivility in the world around us. This brings me to my next point where the violence in the political world is getting out of control. The violence that occurs includes both physical and emotional attacks by the opposing parties. For example, the district office of a Georgia representative was defaced with a swastika, and the lawmaker, who happens to be African American, has been the recipient of racist hate mail (Shea and Sproveri, 417). There have also been many other instances where racial violence was used including during the final health-care reform meetings. A lot of the protesters yelled out racial slurs at the African American members of Congress. Also during this time one of the legislators was spat on while entering the Capitol Building to cast his vote (Shea and Sproveri, 417). This type of violence causes politicians to lack the motivation to run for office. Olympia Snowe, a former Senate member, finds it very frustrating that the atmosphere of polarization and the â€Å"my way or the highway† ideologies has become persuasive in campaigns and in our governing institutions (Maisel, 408). She is resigning from office and decided not to run for her forth term in office. Other politicians are afraid of ridicule about their families and therefore will not be running for office any longer. Another reason that political discourse is harming the American political process is it is influencing the ability of govern. â€Å"Incivility leads to an inability to govern and, therefore, more can be done in other areas† (Maisel, 408). The inability to govern leads the government officials to detach from politics and take interest in other areas. Also, politicians in today’s era have only one thing on their mind and that is to win. They do not care about the common good or the similar believes of the opposing parties. All they want to do is finish on top. This situation is causing the president and other officials to lack the ability to pass laws that may benefit the whole population. â€Å"According to NBC News-Wall Street Journal poll conducted in the fall of 2011, more than four out of five voters felt that the Congress’s decisions on the debt ceiling were decisions made for partisan political advantages† (Maisel, 408). This is problematic because it brings other officials to not want to run for office and for the population to be dissatisfied with the whole system of government. This can lead to outburst and protests by the people of the nation. So, what is the best way to increase civility in American politics? First, we can follow the ways of the people during the World War II period where partisan differences still existed but at the end of the day the government officials went back to their families where their wives and children were interacting with the wives and children of those with whom they had been debating with (Maisel, 409). In those times, the politicians worked together for one cause, which was to be united and progress with the well being of the nation. That is what the politicians in today’s world need to realize. The politicians in that era had certain rules they needed to abide by like they had to treat others involved with respect and civility. They also relied strictly on truth and not on the fact that they need to win no matter what the consequences to the nation are. This seems to be one of the biggest problems that the American politics has today. The US House of Representatives has it’s own set of rules that ensure that there is civility. The Congress has a set of rules that ensure that the disagreements in Congress are purely philosophical but not personal and that their views are legitimate even if they are wrong (Jamieson and Hardy, 412). This is exactly the type of rules that need to be set for regular debates and this will ensure that the members do not over step those boundaries. The House makes sure that the members do not call each other bad names or over step any boundaries that may cause them to lie. They are not even allowed to call their fellow members hypocritical even if they are being hypocritical. Their understanding is that each side needs to be heard and then they will come up with a compromise to make both parties accept it. In conclusion, the political incivility going on today is effecting the government in ways unimaginable. Politicians are not willing to run for office because of their fear of having their families or themselves ridiculed and talked about in an inappropriate manner, there is a big increase in violence during debates and the politicians of today are only focused on winning and not on the benefit of the greater good. There is a lot that needs to be improved before there could be any type of change in the political world. The government needs to set a variety of rules for debates just like the House of Representatives or the Senate has that will set a limit to the type of things the politicians can say to each other. This will minimize the political discourse today and help new politicians accomplish more and help the nation prosper in the future.

Virginia Woolf | A Modernist Perspective

Virginia Woolf | A Modernist Perspective Virginia Woolfs novels incorporate the quintessential elements of the modern experience. I will explore the literary expression of these characteristics in relation to three of Woolfs novels: Mrs Dalloway, The Waves and To the Light House. Firstly, I will analyse the modernist perspective in relation to form, narrative technique, structural dynamic, gender etc. I will also investigate Woolfs materialization of time and how its constant reflections on the past incorporate a manifestation with the progression of actuality. I will also deconstruct the thematic ideologies envisioned in Woolfs texts and relate them to the exhibition of contemporary being. This part of the dissertation will focus centrally on the technical and modernist aspects of Woolfs writings The second part of the thesis will conceptualize the sociological and political background of Woolfs narratives. I will unravel the historical constructions and implications of her compositions. I will explore the concrete reality and the space that occupies the fictional fabrications of her novels. I will analyse Woolfs encapsulation of the city as a medium that shapes and conceptualizes aesthetic experience. I will explore her representations of the urban landscape and social environment and relate them to the theoretical investigations promulgated by critical interpretations of the metropolis. I will also analyze Woolfs exhibition of the city as a transitionary space in which sociological models are deconstructed and materialized. 3) Structure Introduction: Woolf as the quintessential modernist. This particular chapter will explore the general interpretations and influences of the modernist writer. It will offer an overview and introduction of Woolfs works. I will explore Woolfs idiosyncratic depictions of reality and how this complex process became the central preoccupations of the 19th century modernist writer. I will also deconstruct the radical innovations of the modernist experience and how these cultural, political, economical and historical productions destabilized the conventional constructs of actuality. Chapter 1: Past as a continuous presence, literary experiments with time: the experience of linear temporality and contemporary being in Virginia Woolfs novels. In this chapter I will analyze the influential dynamic of the past and how its materialization can formulate contemporary moments of temporality. I will particularly examine Mrs Dalloway. I will investigate the modernist production and representations of psychological and impersonal time. This chapter will incorporate a variety of critical theorist such as Henri Bergson and how his theoretical implications and materializations of time had consequential implications on the modernist aesthetic. Chapter 2: Experimental perspectives: the exploration of modern representations of the unconscious in Virginia Woolfs The Waves. This chapter will incorporate an exploration of the subjective experience presented in Woolfs narrative. I will investigate the exposition of Woolfs stream of consciousness technique and its consequential implications on the aspects and productions of the modernist experience. Chapter 3: Historical representations: a panoramic view of class and social structure in Woolfs Mrs Dalloway I will explore the social dynamic of Woolfs novels in this third chapter. I hope to encapsulate an entire perspective and viewpoint of the social world of Woolfs narratives. I will explore the social relationships that are represented in the text in particular in Mrs Dalloway. Chapter 4: The City as an aesthetic experience: metropolitan modernity in Woolfs novels. In this chapter I will incorporate an intense investigation on the depiction of the urban landscape displayed in Woolfs novels. I will uncover the aesthetic perspectives of the metropolis and consider its dynamic as a fluctuating and transformative space. I will also examine the different forms in which she presents the city as an aesthetic, irresolute and wavering experience. Chapter 5: A feminist critique: understanding Woolfs perspective. This particular chapter will offer an exploration on Woolfs representations and constructions of gender relations. I will also investigate the depictions of gender stereotypes in relation to class division and structure. Working Bibliography Ayers, David, Modernism: A Short Introduction. Blackwell, 2004. Print. Black, N. Virginia Woolf as feminist. Cornell University Press, 2004 Bradbury, Malcolm James McFarlane, eds. Modernism: 1830-1930. Penguin, 1976. Print. Bridge, Gary Sophie Watson. The Blackwell City Reader. Blackwell, 2002. Print. Briggs, J. Reading Virginia Woolf. Edinburgh University Press, 2006. Print. Brooker, Peter. Geographies of Modernism. Routledge, 2005. Print. Coverley, Merlin, London Writing. Pocket Essentials, 2005. Print. Cuddy-Keane, Melba, Virginia Woolf, the Intellectual, and the Public Sphere. Cambridge UP, 2003.Print. De Certeau. Michel, The Practice of Everyday Life. California UP, 1988. Print. DeBord, Guy, The Society of the Spectacle. Rebel Press, 1992. Print. Dettmar, Kevin. Rereading the new: a backward glance at modernism. University of Michigan Press, 1992. Print Eysteinsson, Astradur. The Concept of Modernism. Cornell UP, 1990. Print. Faulkner, Peter, Modernism. Routledge, 1990. Print. Froula, Christine, Virginia Woolf and the Bloomsbury Avant-Garde: War, Civilization, Modernity . Columbia UP, 2005. Print. Goldman, J. The feminist aesthetics of Virginia Woolf: modernism, post-impressionism and the politics of the visual. University Press, 2001. Print. Goldman, Jane, Modernism, 1910-1945: Image to Apocalypse. Palgrave, 2003.Print. Goldman, Jane, The Cambridge Introduction to Virginia Woolf .Cambridge U P, 2006. Print. Hanson, Clare, Virginia Woolf . Macmillan, 1994. Print Humm, M. Modernist women and visual cultures: Virginia Woolf, Vanessa Bell, photography, and cinema. Rutgers University Press, 2003. Print. Kern, Stephen, The Culture of Time and Space, 1880-1918. Harvard UP, 1983. Print. Kolocotroni, Vassili et al (eds), Modernism: An Anthology. Edinburgh UP, 1998. Print. Lee, Hermione, Virginia Woolf . Chatto and Windus, 1996. Print. Lee, Hermoine. The novels of Virginia Woolf. Taylor Francis, 1977. Print. Lefebvre, Henri, The Production of Space. Blackwell, 1991. Print. Levenson, Michael, ed., The Cambridge Companion to Modernism. Cambridge UP, 1998. Matz, Jesse. The modern novel: a short introduction. Wiley-Blackwell, 2004. Print. Nicholls, Peter, Modernisms: A Literary Guide. Macmillan, 1995. Print. Olsen, Donald J., The City as a Work of Art .Yale UP, 1986. Print. Rainey, Lawrence, Modernism: An Anthology . Blackwell, 2005.Print. Scott, Bonnie Kime.,ed. The Gender of Modernism: A Critical Anthology . Indiana UP, 1990. Print. Squier, Susan Merrill, Virginia Woolf and London: The Sexual Politics of the City. North Carolina UP, 1985. Print. Stevenson, R. Modernist fiction: an introduction. University Press of Kentucky, 1992. Print. Weston, Richard, Modernism. Phaidon, 1996.Print. Whitworth, Michael. H. Virginia Woolf. Oxford University Press, 2005. Print. Williams, Raymond, The Politics of Modernism. Verso, 1989. Print. Wilson, Jean Moorcroft, Virginia Woolf: Life and London. Woolf, 1987. Print. Wolfreys, Julian, Writing London: Materiality, Memory, Spectrality, Vol.2. Palgrave, 2004. Print. Woolf, Virginia. To the lighthouse. Oxford University Press, 2006. Print. Woolf, Virginia. Mrs Dalloway. Penguin Woolf, Virginia. The Waves. Collectors library, 2003. Zwerdling, Alex. Virginia Woolf and the Real World.University of California Press, 1987. Print. Articles Abbott H. P. Character and Modernism: Reading Woolf Writing Woolf New Literary History, 24.2, Reconsiderations (Spring, 1993): 393-405 Banfield, Ann. Time Passes: Virginia Woolf, Post-Impressionism, and Cambridge Time Poetics Today, 24. 3, Theory and History of Narrative (2003): 471-516 Brian Phillips Reality and Virginia Woolf Reality and Virginia Woolf The Hudson Review, 56.3 (2003): 415-430 King, James. Review: Wallowing in Woolf Molly HiteReviewed work(s): Virginia Woolf The Womens Review of Books,13.2 (1995): 5-6 Paul Tolliver Brown Relativity, Quantum Physics, and Consciousness in Virginia Woolfs To the Lighthouse Journal of Modern LiteratureHYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/journals/journal_of_modern_literature/toc/jml.32.3.html, 32.3. (2HYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/journals/journal_of_modern_literature/toc/jml.32.3.html009):39-62 Pawlowski, Merry M. Virginia Woolfs Veil: The Feminist Intellectual and the Organization of Public Space MFS Modern Fiction StudiesHYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/journals/modern_fiction_studies/toc/mfs53.4.html, 53. 4. (HYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/journals/modern_fiction_studies/toc/mfs53.4.html2007): 722-751. Seshagiri, Urmila. Orienting Virginia Woolf: Race, Aesthetics, and Politics in To the Lighthouse. MFS Modern Fiction StudiesHYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/journals/modern_fiction_studies/toc/mfs50.1.html, 50.1. (HYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/journals/modern_fiction_studies/toc/mfs50.1.html2004) 58-84 Taylor, Chloe .Kristevan Themes in Virginia WoolfHYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/action/doBasicSearch?Query=virginia+woolfacc=onwc=onprevSearch=item=3ttl=15185returnArticleService=showFullTextHYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/action/doBasicSearch?Query=virginia+woolfacc=onwc=onprevSearch=item=3ttl=15185returnArticleService=showFullTexts HYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/action/doBasicSearch?Query=virginia+woolfacc=onwc=onprevSearch=item=3ttl=15185returnArticleService=showFullTextHYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/action/doBasicSearch?Query=virginia+woolfacc=onwc=onprevSearch=item=3ttl=15185returnArticleService=showFullTextThe WavesHYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/action/doBasicSearch?Query=virginia+woolfacc=onwc=onprevSearch=item=3ttl=15185returnArticleService=showFullText . Journal of Modern Literature, 29.3 (2006): 57-77

Leininger’s Culture Care Theory of Nursing

Leininger’s Culture Care Theory of Nursing Around the world Madeline Leininger is considered the founder of the theory of Culture Care Diversity and Universality and also for the discovery of the research method known as enthonursing or transcultural nursing. She was the first nurse to theorize about human care from a worldview rather than the usual medical view. She is a creative, innovative, and visionary editor and author of 22 books, 265 articles, and 40 chapters focused on transcultural nursing and human care phenomena (Cohen). Leininger is a United States-born anthropologist in which she incorporated her knowledge and expertise in anthropology to her practice in nursing to create an idea that would greatly influence the way in which nurses cared for their clients as well as develop a sense of self-awareness. In 1948, Leininger first received a diploma from St. Anthonys Hospital School of Nursing in Denver, Colorado which qualified her as a registered nurse. She quickly moved on to receive a bachelors degree in biological science and soon thereafter earned masters degree in psychiatric nursing. Finally, she was the first nurse in history to study at a doctorate level and receive a PhD in cultural and social anthropology. She applied her roots in anthropology to provide nursing with a way to study caring while taking into account peoples culture, beliefs, patterns, and values to provide culturally sensitive and congruent care to every patient (McCance, McKenna, Boore). By the 1950s, Leininger began to formulate writings on nursing practice with a primary focus on caring and transcultural awareness (Cohen). In the late 1980s, Leiningers writings on her theory of transcultural nursing and cultural care were published in her Journal of Transcultural Nursing in which Leininger defined caring as the essence and central domain of nursing practice(Cohen). The intention of this publication was to share scholarly work among nurses and others with an interest to incorporate transcultural nursing knowledge into their scope of practice. Her published theory states that caring is the central and unifying domain for the body of knowledge and practices in nursing (Leininger). Globally, she is considered one of nursings most prolific writers. Leiningers theory of transcultural care is significant and unique in the fact that it is the sole theory that focuses on cooperative care that takes into consideration all cultures around the world (Cohen). It is predicted by the U.S. Census Bureau, that by 2042, no single racial-ethnic group will hold a majority population position, and more than half of Americans will be members of a minority group (Varcarolis 2010). In a time when the world is growing smaller and our society is encompassing and adopting more and more diverse cultures, it is imperative that nurses are competent in the ability to give culturally congruent care to patients in all healthcare settings. According to an article on global leadership in transcultural practice, education, and research by Margaret Andrews, Leininger has identified three key historical phases in the process of her development of the transcultural theory of nursing, according to one of her articles called The Evolution of Transcultural nursing with Breakthroughs to Discipline Status (2007). These phases serve to outline the development of transcultural nursing. During the first phase (1955-1975): Establishing the Field of Transcultural Nursing, Leininger acknowledged the relationships between nursing and anthropology, but kept a focus on nursing and the benefits of having a theory (Andrews). During the second phase (1975-1983): Program and Research Expansion for Transcultural Nursing, increasing amounts of nurses became interested in the valuable contribution of transcultural nursing around the world. And lastly the third phase (1983-present): Establishing Transcultural Nursing Worldwide, is the period dur ing which transcultural nursings global agenda is the primary focus. It all began when Leininger was working as a psychiatric clinical nurse specialist in a child guidance home in the 1950s when she experienced the unfamiliar feeling of culture shock. While at the guidance home she worked with children of various cultural backgrounds. She began to notice a lack of understanding amongst herself and the staff about how the childrens cultural backgrounds where influencing their behavior. From this, she came to the conclusion that caring is the central unit to nursing and being culturally competent is vital in order to deliver care to patients. She then began to develop strategies that would help the staff to incorporate congruent care to children with diverse cultures, patterns, and ways of life by developing a worldview and incorporating it into their technique. In the early 1960s, as a part of her doctoral studies in cultural anthropology at the University of Washington, Leininger decided to reside with the people of New Guinea, in which no one had any familiarity, in order to further study this new idea of culturally based interventions (Cohen). She established herself in Gadsup, New Guinea for two years in which she opened her eyes to the values, world views, and beliefs about the health and illness of the villages and how they were crucial in delivering appropriate healthcare. When Leininger arrived in Gadsup she was baffled at how completely different their world was from the one she left behind and she knew that the unfamiliarity would pose a tremendous challenge to her studies. However, Leiningers eagerness to study the meaning of healthcare to these people and how it influenced their wellbeing lead her to adapt and provide specific care that would be beneficial to people and families who were ill. Leininger believed that culture was universal framework to how people solve their problems. The experiences she encountered during her visit in Gadsup sprung the idea that beliefs about health and healthcare are imbedded in the values of the person or persons receiving the care and the understanding of these values and beliefs are critical for interventions to be successful in allowing the patient to heal and be cured. Transcultural nursing with a focus on caring must become the dominant focus of all areas of nursing. It is holistic and the most complete and creative way to help people (Leininger, 1981:5). A key factor that she derived from her experience was her newly discovered research method that she referred to as ethnonursing. The central idea of the enthnonurisng research method was to establish a naturalistic and largely emic method to study phenomena especially related to her culture care diversity and universality theory (Leininger McFarland). The terms Emic and Etic are used widely by anthropologists to re fer to the way in which observations are viewed. The term etic refers to the behavior or belief of the observer of the culture. The term emic refers to the view from the person within the culture and this view is has largest influence on Leiningers studies considering that her work was centered on the patients views in order to meet and understand concepts that were indigenous to them. Leininger applied ethnonursing for the study and analysis of the local or indigenous peoples viewpoints, beliefs, and practices about nursing care phenomena and the processes of designated cultures. She formulated this concept to take into account that nurses do not usually have the time to study the entity of peoples lifeways and interests, but that care is more geared toward the health patterns and phenomena. In an article written by McCance, McKenna, and Boore, a practical application of Leiningers theory was conducted by Barry Kronk in 1993. The purposed of this study was to gain knowledge of the culture of a group of Guatemalan refugees who fled to the United States due to political unrest, extreme poverty, and persecution. The refugees major barrier to congruent care was the language barrier that disabled the caregivers to provide culturally congruent care due to being unable to communicate the refugees cultural preferences. The knowledge that needed to be acquired of their culture included concept of health, health care beliefs, caring behaviors, and barriers to health care. In order to acquire these concepts the health care providers used methods of data collection such as observing, interviewing, life history, photography, and participating with the people in their own environment. When using these methods, Barry Kronk, were able to gather findings of the refugees such a kinship and social factors, educational factors, religious and political factors, traditional factors, belief factors, economic factors, and previous health care factors. When applying Leiningers transcultural care theory and diagnostic tools, Barry Kronk were able to provide a number of recommendations for the refugees in order to provide care. This study also conveys another concept that is unique to Leiningers theory in which the focus of caring may transcend the individual and focus on families, society, or communities as a client (Cohen 1992). Sometimes, culturally competent care cannot be focused on the person as central to nursing because in many cultures, such as those of Eastern or Indigenous cultures, the term person or self does not linguistically exist (Cohen 1992). In these cultures it is not uncommon to see that the concept of a clients health illness is due to a lack balance or harmony within their community or tribe. Madeleine Leiningers culture care theory suggested three modes in which to facilitate nursing actions, judgments, and interventions to meet the heathcare needs of their patients in a culturally sensitive and congruent manner. The three modes of care were: preservation/maintenance, accommodation/negotiation, and repatterning/restructuring. Cultural preservation or maintenance refers to nursing care interventions that help clients of particular cultures to retain and preserve cultural care values when providing healthcare. Cultural care accommodation or negotiation refers to creative and innovative nursing actions that help people of different cultures adapt or negotiate with others in order to attain a goal of optimal health outcomes suitable to the clients culture whether it be an individual, a family, or a community. Cultural care repatterning or restructuring refers to the therapeutic actions taken by the culturally competent nurse that enable the client to modify personal health b ehavior to achieve beneficial outcomes while respecting the cultural values of the client . These assumptions are the philosophical basis in which Leininger has used to add meaning, depth, and clarity to the overall focus of culturally competent care. Visual aid to her theory: sunrise It is amazing what some women and men dare to do with their ideas in many places in the world. Creative thinking and actions are what the world needs most. Transcultural nursing has been an example of these attributes. While taking new actions may be troublesome to some people, yet new actions and new ideas can lead to a wealth of new knowledge and new ways to serve people. Transcultural nurses have taken such actions and are transforming nursing and health care in many places in the world (Leininger).

Interpretive Richness of Leslie Marmon Silkos Ceremony Essay -- Silko

The interpretative richness of Silko’s Ceremony Leslie Marmon Silko’s Ceremony is the extraordinary tale of Tayo, a mixed-blood Native American in his long quest to cure the suffering that afflicts him and his people. The novel is complex enough that it can be interpreted in the context of starkly different paradigms, each highlighting important facets of the story. For instance, in the article â€Å"Feminine perspectives at Laguna Pueblo: Silko’s Ceremony,† Edith Swan offers a (symbolic) analysis of the plethora of important female characters in the novel that is based on a deliberately unicultural, Laguna worldview on the grounds that â€Å"[...] western presumptions must be set aside so that they do not adversely bias or manipulate tribal structures of meaning. Native premises must be allowed to stand on their own terms† (309). On the other hand, Dennis Cutchins, in his article â€Å"‘So that the nations may become genuine Indian’: Nativism and Leslie Marmon Silko’s Ceremony† advocates a politico-historical interpretation of the novel as a reaction against the overwhelming influence of Western civilization on Native American culture. This reaction, Cutchins argues, takes the form of a â€Å"revision† of history for the purpose of removing the Western influence and adapting ancient traditions to better serve the needs of the present, thus resolving the conflict between the two cultures. Cutchins’ interpretation therefore, is multicultural, focussing on the historical relationship between Western and Native American cultures and providing a paradigm (namely, nativism) that helps put it all in perspective. By utilizing divergent paradigms in interpreting Ceremony, Swan and Cutchins both succeed in highlighting the many fascinating... ...nse in the context of the outside world and the history of the Native American people. The differing theses however, do not contradict each other. Rather, they complement each other by providing a more complete picture through the simultaneous consideration of socio-cultural as well as politico-historical perspectives of the novel. 7 Works Cited Cutchins, Dennis. â€Å"‘So that the nations may become genuine Indian’: Nativism and Leslie Marmon Silko’s Ceremony.† Journal of American Culture 22.4 (1 Dec. 1999): not paginated. Silko, Leslie Marmon. Ceremony. New York: Penguin, 1977. Swan, Edith. â€Å"Feminine Perspectives at Laguna Pueblo: Silko’s Ceremony.† Tulsa Studies in Women’s Literature 11.2 (Autumn, 1992): 309-328. Work cited from within Swan, Edith: Allen, Paula Gunn. â€Å"The Psychological Landscape of Ceremony.† American Indian Quarterly. 5.1 (1979): 12. 8

Dylan Thomas Poems of 1933 Essay -- Dylan Thomas Poets Poetry Languag

Dylan Thomas' Poems of 1933 Show how, in his poems of 1933, Dylan Thomas uses language and poetic form to explore both his own metaphysical viewpoint and his position as a poet in relation to the rest of society. In this essay I will look at how Dylan Thomas uses language and poetic form to explore his own metaphysical viewpoint and his position as a poet in relation to the rest of society. I will begin by looking at and analysing the poems that explore DT’s metaphysical ideas. In this part of my analysis I will be analysing relevant parts of the following poems; ‘The force that through the green fuse’, ‘And death shall have no dominion’ and ‘Why east wind chills’. ==================================================================== From reading the first poem ‘The force that through the green fuse’ I see the image of life being the ‘force’ and living things are the ‘fuses’. I think that what DT is trying to say is that life is a continual cycle and never stops, it is only the physical elements which the ‘force’ must possess to become life that are the restriction to the flowing and continual cycle. I think the key lexis here is ‘fuse’; the word fuse has many different connotations within the context of this poem (also note that the fuse is green – a further connection with nature and natural things). One such meaning that could be derived from it is that of a fuse used in an electrical socket. This kind of fuse breaks if there is too much current flowing through at once. On the other hand the word fuse can also means to join together, to combine. So, the force that combines human kind and nature as one is at the same time the force that divides us and prevents us from understanding why we exist.... ... nature in order to create bead and wine for Holy Communion. This is show in line 10 ‘Man broke the sun, pulled the wind down’ the word ‘sun’ could also be a pun for son – Jesus. In the last stanza the reader is addressed directly ‘you’, bringing them into the poem and allowing them to see what damage man is causing. He reminds them that he too is a part of nature, which seems to suggest that his destruction is an inevitable part of his purpose on earth. Overall I feel that these poems give a representation of DT’s position as a poet in relation to the rest of society. I feel that he is trying to say that, as a poet, he is isolated from the rest of civilisation and that it is his job to help readers see the falseness of society and persuade them to not change it, but realise the illusion and appreciate the wonders of nature and all natural things.

Women and Social Change in Harper Lee

Heaper Lee's ‘To Kill A Mockingbird' was first published in the sass's which was an era famous for radical change in the United States both culturally and politically as bit by bit both women and African Americans were gaining power In a society predominantly governed by rich, white men. ‘To Kill A Mockingbird' can almost be regarded as a form of propaganda In favor of women's rights as well as those of the African American community. Although things were changing, Harper Lee still needed to be careful as to how she got her message across.Cleverly, she manages to get way with the things she says, using the medium of fictional characters, such as Miss Maude or California, and more Importantly Innocent children, for example Scout, In order to give the novel a sense of realism however, there are many characters who do not advocate this type of social change such as the Lowell family or, In some aspects, Aunt Alexandra. In a sense, Scout is essentially the personification of the social change to come and a model society.Her naivety due mostly to her youth enables her to interact with the community without prejudice. When Gem recounts to Scout what he thinks about the efferent social classes in Macomb, discriminating between ‘regular' people and the Negroes', Scout responds with, â€Å"Ana, Gem, I think there's Just one kind of folks. Folks. † Although neither she nor Gem realism it this is a deeply profound quote because in it's simplest form she is saying that everybody is equal.Although brushed off by most adults in ;To Kill A Mockingbird' as immaturity, Scout's thoughts could be viewed as a form of maturity because, unlike many key members of the community, she does not worry about inconsequential and superficial matters such as sex or race but connives their attitude and their character. Scout also has a very inquisitive mind and unlike most children her age, she does not simply blindly agree with tradition, she questions everything she is told and everything she does.It is likely that a lot of these qualities come from the role models in her life including Miss Maude and California. When it comes to being a role model for Scout and Gem, Miss Maude Is the perfect woman to look up to. More importantly for Scout because as she lost her mother, she needs a positive female in her life to aspire to. Miss Maude Is Gem and Scout's favorite adult among the community because she treats everyone she meets with respect unless they give her a reason not to.This respect extends even to children and members of the black community. She explains to Scout what Attic's meant when he said it was a sin to kill a mockingbird, â€Å"Mockingbirds don't do one thing but make music for us to enjoy†¦ That's why It Is a sin to kill a mockingbird†. She Is very alike to Attic's and holds similar principles and views on how society should be. In developing the mockingbird metaphor, she helps Scout to learn about what Is eight and w hat Is wrong. With the loss of their mother at a young age, It Is up to discipline the children.She is especially important for Scout because, being a girl, she needs a female role model to look up to and emulate. With Attic's being particularly laid back it is California who reprimands the children when they do wrong. She provides discipline and support for Scout which are both important aspects of a child's life. In the book Scout describes California showing affection towards her; ‘California bent down and kissed me. I ran along, wondering what had come over her'. This exemplifies the love California offers the children as well as all the discipline even if Scout fails to recognize it.It is also important that the children experience the African American culture in order to fully understand who these people are and the injustice they have been through. With this in mind, California takes Scout and Gem to her church on what could be represented as an educational trip. Cal ta kes them there to show them first hand what the black community is really like in Macomb as oppose to the negative stories and rumors the children have probably heard from their friends. Another important influence in Scout's life and on the community is Aunt Alexandra.However, her effect on Scout's life can be regarded as slightly negative as her social standpoint and beliefs are almost completely opposite as to those of which Attic's shares with Miss Maude. Aunt Alexandra is a fiercely traditional and family orientated. She represents Macomb's conservative society which is based strongly around an unjust social hierarchy. Her traditional views often lead to arguments between her and Scout. For instance when Scout asks Aunt Alexandra why she wont allow her to go and play with Walter she replies eternal, â€Å"Because-?he-?is-?trash, that's why you can't play with him.I'll not have you around him, picking up his habits and learning Lord-knows-what†. She is so caught up in the superficial image of her family that she won't even let children of two separate social classes play together. This causes Scout to dislike her Aunt as throughout her entire life she had been taught by Attic's and her other female role models to respect everyone and treat them as equals. Although often forgotten about in history, women play an increasingly important role in all our lives.Although any of Macomb community's women choose to abstain from making an impact on society a small few such as Miss Maude decide to make a difference. They do this by influencing the future generations and educating them so as to enable them to do more in life. There are many people in Macomb that influence society but in particular that influence Scout. Some positively and some negatively. Each person contributes to her wealth of knowledge, however, in the end, it is up to Scout and the rest of her generation to form their own opinion and change society and the way things are for women.