Electronic Health Records and Our Government Essay

Electronic Health Records involvement in health care reform is at the main focus of lowering the cost to make care more affordable and improvement in the quality of care patients receive. The transition to electronic health records for the last couple years have been driven by offered incentives through the government. As the time pass by the popularity of electronic health record system increase more and more. EHR Systems involvement with government health care reforms in 2010 Financial incentives were aligned to encourage the adoption of EHR. To further support the transition to EHR funds were also provided to train health care professionals on how to us EHR in a meaningful manner. The incentives decline every year until 2015 when it will then be mandatory. After the deadline of 2015 not being in compliance will result in being penalized financially. In order to receive the incentives there are very specific guidelines and requirements that must be fulfilled. Some examples of requirements are EHR systems that record BMI (body mass index), patient demographics, as well as 40% of prescriptions must be submitted electronically. EHR Systems involvement with government health care reforms in 2011 The reporting year begins for eligible professions on January 1st. Medicare EMR incentive program registration began in January 3rd. In April Attestation began. In May Payments began. July 3rd was the last day for eligible hospitals to begin their 90 day reporting period to demonstrate meaningful use for the Medicare EMR incentive program. September 30th was the last day of reporting year ends for eligible hospitals. October 1st was the last day for eligible professionals to begin their 90 day reporting period for calendar year 2011. December 31st the reporting year ends for  eligible professions. Out of 57% of office based physicians that were using HER systems only 34% met the criteria to receive incentives. (CDC) EHR Systems involvement with government health care reforms in 2013 According to the CDC By this time fifty percent of doctors and eighty percent of hospitals were receiving incentives for using EHR meaningfully. Before the encouragement of transitioning to EHR by presi dent Obama only seventeen percent of physicians were using it. (U.S. Department of Health & Human Services) It was predicted by the congressional budget office that â€Å"the federal government will be saving close to twelve billion by converting to electronic health records†.(U.S. Department of Health & Human Services) WORKS CITED Hsiao, Chun-ju, and Esther Hing. â€Å"Electronic Health Record Systems and Intent to Apply for Meaningful Use Incentives Among Office-based Physician Practices.† Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 07 Mar. 2012. Web. 11 Sept. 2014. HHS. â€Å"News.† Doctors and Hospitals’ Use of Health IT More than Doubles since 2012. U.S. Department of Health &Humanservices, n.d. Web. 11 Sept. 2014. Pear, Robert. â€Å"Standards Issued for Electronic Health Records.† THE NEW YORK TIMES. NEW YORK TIMES COMPANY, 13 July 2010. Web.Schiling, Brian. â€Å"Quality Matters.† The Federal Government Has Put Billions into Promoting Electronic Health Record Use: How Is It Going? THE Comonwealth Fund, n.d. Web. 11 Sept. 2014. Feris, Nancy. â€Å"Electronic Health Record Standards.† Health Affairs. Project Hope, n.d. Web. 11 Sept. 2014.

Bollywood and Gender

Research Proposal Aim: To study and compare the role of women in some of the women centric Hindi films released between 1980 to 1990 and 2000 and 2010. Objective: To study the issues of gender, caste, development that were perceived in Indian cinema then and now in women centric films. A comparative study about the representation of women in Indian cinema then and now in women centric films. Scope: There are a numerous women centric films that are created in diverse languages around the world. When we focus even on one specific type, we get to know about the culture and thought process of that specific region. Also, a strong statement emerges out of the analysis which is a reflection of the prevailing ideologies in the society. This paper will be mark a statement on the thought process, beliefs of the people especially for the women. These beliefs systems and ideologies will be compared through women centric Bollywood movies that were released between 1980’s to 1990’s and 2000 to 2010. The scope can be extended to many women centric movies made in various languages other than Hindi. One can also include the earliest of the eras for a detailed comparison and in-depth study. Not only a comparison on the issues like gender and caste but also a comparison on other issues like lifestyle, costumes, movie posters etc can be done. Limitations: This paper is limited only to Bollywood films because of the language constraints. Also, only two decades have been chosen since the comparison and study would be possible with a limited number of films to study. Also, from each decade four women centric films are chosen and then studied thoroughly. Followed by is a detailed analysis of the movie based on the issues of Gender, caste, development, ideologies. Research Question: What is the difference in the representation of women portrayed earlier (1980-1990) and that which is shown now (2000-2010)? †¢ What are the factors that have affected the change in the representation of women in Hindi cinema esp. between the 1980- 1990 and 2000-2010? And how is the transition identified? †¢ Was the image of women shown in the movies of 1980-1990 stronger, bolder than tho se shown now (2000-2010)? Introduction: Confirming Aristotle’s view of art as an imitation of life, gender discrimination in the Hindi film industry does indeed reflect the bias that exists in Indian society. The gender ratio in India is heavily skewed in the favor of males (1. 08 male(s)/female) (from CIA’s publication). Thus, Indian moviegoers are presumed to be mostly men—roughly between the age of 15 to 34 years. These moviegoers, according to an all-India survey by a research organization, enjoy mindless comedies. Such thinking dominates cinematic expression in one of the world’s largest centers of film production. The Indian entertainment industry stands at $10 billion today and is expected to grow at 18 percent per annum compounded annually over the next two years (Economic Times). An average Indian spends approximately 4. 6 percent of disposable income on movie watching in theaters. And because issue-based films are not a favorite with the masses, a producer opts for subjects with more appeal so that he or she can recuperate the huge investments involved in film production. Even female filmmakers do not risk funding for their films by focusing on women-centric subjects. At New York’s iView Film Festival held in 2009, which explored gender and sexuality issues, filmmakers and actors on the panel were asked to comment on the presentation of social issues through Indian films. Zoya Akhtar, the filmmaker of  Luck By Chance (2009), and a panel member commented on the female protagonist in her film saying that, â€Å"The character could have been any; the fact that she is a woman is a coincidence. † But because the film ends up centering on the story of a woman, the director struggled for six years to make the film—apparently because numerous male actors turned down the costarring role. She had a difficult time despite her insider status in the industry as the daughter of renowned Indian scriptwriters, Javed Akhtar and the sister of an accomplished film director, actor, producer and singer, Farhan Akhtar. The absence of female centric scripts in main stream Hindi cinema is partially to be blamed because of its commercial viability. Also, commercially super-hit films like Jab We Met(2007) and Paa(2009) are termed as female centric films, but on observing closely, we realize that both the female characters in the end need their male counterpart to overcome their grief or are heavily relied on them to ensure a happy ending to their story. Hindi cinema is divided into ‘trends’ or ‘eras’. Starting from the silent ra in 1920s, Hindi cinema has evolved tremendously in terms of technique, story telling and the stories that were told. The period from late 1940s till 1960s is considered as the ‘Golden era’ of Indian cinema. Bollywood witnessed a new wave in form of content, where earlier movies focused mainly on mythological stories, after independence, their focus shifted on development issues (Do Bigha Zameen- in 1953), gender (Bandini-in 1963), caste di scrimination (Sujata-in 1959), etc. In the early years of Indian cinema, it was Bimal Roy who made a host of films in which his heroines had the lead part to play. Commercial cinema then had female centric scripts and Nutan, Meenakumari, Madhubala and Waheeda Rehman have portrayed some of the most powerful female characters in Hindi cinema and delivered super-hit films. The role played by Zeenat Amaan in the movie (Qurbani-in 1980) was much ahead of its time. It was bold and headstrong unlike of the characters that we seen in the movies of late 90’s. One of the outstabding commercial hits Seeta aur Geeta concentrated more on the heroines rather than the two heroes. Besides such mirrored plots, some movis have focused exclusively on the heroine and woven the script around a central female character. In such films, the woman has no prototype. Jaya Bhaduri’s Guddi was one of the early hits where the innocent girl next door image of a star struck teenager became representative of each school going girl for years to come. In other films like Aandhi, an educated wife changes course midway from a happily married woman to a leading politician. When we compare those films with the films produced during 1990s and later, we can see stark contrast in the way female leads were being portrayed. Not only in their portrayal of the character, but also in the way the content of the movie that was generated. At times or rather most of the times, they were meant to accomplishments to their male counterparts. Shridevi in Lamhe(1991), Madhuri Dixit in Hum Aapke Hain Koun-(1994), Karishma Kapoor in Dil to Paagal Hain-(1997), Fiza-(2000) ,Kajol in Dushman-(1998) and Aishwarya Rai in Hum Dil De Chuke Sanam-(1999), Taal-(1999) and Guzaarish-(2010) were some of the most popular leading ladies during this era. Though they were brilliant performers, they hardly were part of a movie where they were not shown adhered to the wishes of the male lead, society and family. It becomes mandatory to ultimately create an image of an ‘ideal’ girl/woman for the audience (here consumers) because that’s how our society works and secondly it becomes easy for that the idea to sell; hence increase in numbers and popularity. Films like â€Å"Dor† (2006), â€Å"Silsilay† (2005), â€Å"Tehzeeb† (2003), â€Å"Pinjar† (2003), â€Å"Chameli† (2003), â€Å"Satta† (2003), â€Å"Filhaal† (2002), â€Å"Zubeidaa† (2001) â€Å"Lajja† (2001), â€Å"Chandni Bar† (2001) and â€Å"Fiza† (2000) brought the woman into the spotlight – all these films got critical acclaim, but they didn't turn out to be a commercial hit. Surprisingly, in recent times, No One Killed Jessica was the only ‘women centric film’ that sort of worked at the box office. All said and done, it shows that we lack on ideas. We as audience are treading backward as we choose to accept only a specific image of woman being shown. Hence, I would focus on a comparative study of two different bollywood era. This will not only comment on the techniques and style of film making, but it will also comment on the kind of cinema accepted by the masses then and now. It will clearly showcase the image of a girl or a woman being shown by the film makers and its acceptance by the audience. It will talk about how issues of gender, caste, development were perceived in Indian cinema then and now. Hence, it will become a cultural comparative study of two different decades from Indian history and will help us understand that how the term ‘Indian Culture’ has evolved over a period of time. A Tentative Bibliography: †¢ Criticisicm and Truth by Roland Barthes |   | |Television commercials and rural women as audience in India by Ila Patel | | | | | |Ways of Seeing by John Berger | | | | | |About Looking by John Berger | | | | | |Women and Art contested Territory by ChicagoJudy | | | | | |Bollywood in Posters by Ausaja. S. M. M. | | | | | |A Thinking Eye by Paul Klee | | Reference Links: www. indianetzone. com www. indianlink. com www. altlawforum. org www. expressindia. com www. semionaut. com www. sebsteph. com www. slideshare. net Heta Vyas MAJ 0310

Identifying and Refining Research Topics in Practice Area Essay

Part I: Research Questions Nursing is a dynamic career. Through nursing research, doors to improved, quality healthcare are paved open from time to time. In practice-based studies, human subjects are inevitable; thus, a researcher must be sensitive, aware and compliant to the regulations set by the Department of Health and Human Services (HHS) (Wolf, Walden, and Lo, 2005; NIH, n. d.; American Nurses Association, n. d.). In this regard, the author of this study was inspired to formulate the following practice-based research questions: Quantitative. Quantitative approach explains using objective facts, eliminating bias and error (Firestone, 1987). Research, especially quantitative method, should avoid false findings (Ioannidis, 2005). 1. What is the relationship between the transport of newborns via a transporter vs. other mode of transport after birth and thermoregulation? 2. What is the relationship between history of general depression and postpartum depression in postpartum mothers? 3. What is the relationship between mandatory nurse-patient ratio and job stress or burnout? Qualitative. Firestone (1987) stated that qualitative approach is best for phenomenological studies where â€Å"multiple realities that are socially defined† and readers are given â€Å"enough detail to â€Å"make sense† of the situation.† 1. Why do children born to teenaged mothers become teenage parents themselves? 2. What are birthing plans that are essential to a successful labor and delivery experience? To determine if these are viable topics for further research, the help of the nurse clinician, the senior staff nurse, a staff nurse, and clinical manager was consulted. On the relationship between the transport of newborns via a transporter vs. other mode of transport after birth and thermoregulation, it has been noted that infants that are transported from Labor and Delivery to the Well Baby Nursery via a bassinette or in mother’s arms experience hypothermia while those that are transported via a transporter maintain normal temperature. From the consultation with the other healthcare providers, there was a research study on infant remaining with the mothers after birth but not on the mode of transport, which influenced the practice by allowing infants to remain with mother after both vaginal and cesarean deliveries until their transfer to postpartum. According to the nurse clinician, this is a good topic as they noted that the infant’s of vaginal delivery are transported in the mother’s arms or in an open bassinette and they usually have low temps while the infants of cesarean deliveries are transported in a transporter and they usually have normal temperatures; thus, there may be correlation between the two. For the relationship between history of general depression and postpartum depression in postpartum mothers, it was noted that mothers with a history of general depression are usually anxious and weepy and have difficulty coping. However, studies for evidence are not sure. The only data that may be readily available for this topic are those referrals of any mother with a history of depression to Social Services for postpartum depression education and resources. On the relationship between mandatory nurse patient ratio and job stress or burnout, the healthcare givers observed and agreed that its implementation is much better and beneficial because the nurses make less mistakes and patient care is better. However, supporting studies are a little bit hard to find. On the other hand, it is noted that significant numbers of teenage mothers are 15 to 18 years younger than their own mothers and considerably, these young mothers will have their second child within one to two years of the first, which means having multiple children within their teenage years. From the consultation, the study is an interesting one but lacks available supporting data. Meanwhile, the study on birthing plans was commended by the healthcare givers during the consultation as it has been noted that the outcome of the facility is usually the opposite effect: Majority of patients with birthing plans experience emergency delivery situations regarding themselves and/or their newborns resulting in cesarean sections for themselves and/or admittance to the Neonatal Intensive Care Unit (ICU) for the newborn. But again, the problem with this topic is on the availability of references that will be used. From the conferred ideas, the author then was enlightened and selected the quantitative study on the relationship between mandatory nurse-patient ratio and job stress or burnout. The author will not have difficulties on supporting information on the topic as lots of research works had been conducted on the matter from all over the world. Job stress or burnout has always been a problem of nurses from time immemorial until now and from the different parts of the world. Part II: Research Study The relationship between mandatory nurse-patient ratio and job stress or burnout Research Problem Nursing is a career that requires lots of activities. With what their jobs require, nurses cannot avoid adverse outcomes related to their nursing care activities and daily patient load which are noted to be increased, shift rotation, and staffing that is short such as skipping their tea or coffee breaks, â€Å"feeling responsible for more patients than they could safely care for, inadequate help available, inadequate time to document care, verbal abuse by a patient or a visitor, and concern about quality of care† (Al-Kandari and Thomas, 2008). A great problem nowadays in nursing is on staffing. Mantese, Pfeiffer, and Mantese (2005-2006) stated that â€Å"in this age of trying to maximize limited personnel to undertake expanding workloads, there is a risk of a detrimental increase of mistakes, misjudgments, and harm.† Flynn and McKeown (2009) support this with their research that focused on â€Å"the impact on patients and nurses of ‘poor’ nurse staffing levels†. From these, burnout or job stress has been found out to be on of the major nursing practice problems (Mrayyan, 2007). In relation to this, the author was inspired and interested to find out more on the relationship between mandatory nurse-patient ratio and job stress or burnout. Statement of Purpose   The purpose of the study is establish a practice-based study which can be utilized by nurses and other concerned people as baseline data for the improvement of their practice or for further understanding of the nursing practice. Job stress or burnout in nurses should be addressed immediately as they are dealing with the lives of their patients. The findings of this study look forward to help uplift nursing management.

Education in the Middle East in the Last 20 Years Essay

Education in the Middle East in the Last 20 Years - Essay Example Poor governance, political revolutions, poor traditional laws, and high poverty levels have had negative reflections on attitudes towards education, especially for the girl child. However, the reform movements have seen significant changes in the people’s perception of education. The governments are increasingly investing in education as they seek aid from international agencies and industrialized nations. Thus, despite the difficulties that are experienced in the most of the Middle East countries, there have been significant improvements in education in these countries, especially in the last two decades. The level of literacy, especially for women, has improved dramatically with women having more access to institutions of higher learning. Education improving in the Middle East in the last 20 years Introduction Education has been considered as one of the fundamental human rights that are necessary for development in a given society. Every individual in the society has the rig ht to access quality education owing to the benefits that education has to the individual and to the society. Education contributes towards all aspects of development in the society. It provides individuals with the basic knowledge and skills that are appropriate for the development of a career. It provides the medium through which different talents can be identified that are beneficial to the society (Behrman & Stacey, 1997, p.11). Education improves an individual’s general understanding of life as well as how to relate to others morally and responsibly in the society. Through education, one is able to understand his or her fundamental rights and freedom in the society, and the necessary steps to be taken when such rights are infringed. The fights for democratic forms of government that are experienced in different parts of the world can be easily won if the citizens are more educated. The education in the Middle East has been low as compared to the other parts of the world like the West. In many regions in the Middle East, education was not taken seriously by the public as well as the government. It was considered a luxury and its access was limited to few individuals (Editorials, 2005, para.3). The restrictions were extreme on the female children. The political oppression, traditional beliefs, and high levels of poverty greatly contributed to this situation. The Middle East Countries include the Arab nations in South Asia and North Africa like Syria, Yemen, Egypt, Iraq, Afghanistan, Iran, Armenia, and Bahrain among several others. The countries have certain similarities and differences in terms of the system of government, economic activities, and the religious culture. All these countries exhibit the Arab–Muslim relations. Most of these countries and the neighboring countries of North Africa that form the Greater Middle East have experienced civil wars resulting from poor forms of governance as well as terrorist attacks. The North African Ara b nations have experienced rebel movements that have seen most of their long-term leaders hoisted unceremoniously. Similar revolutions continue to be witnessed in the Middle East countries like Syria and Yemen.

Cause and Effect and Comparison-Contrast Essay Example | Topics and Well Written Essays - 500 words - 1

Cause and Effect and Comparison-Contrast - Essay Example This was to try and minimize the effects of the radiations to individuals who were to work there for longer periods of time. The radiation was said to be present in the entire environment where water, air, plants and animals were all affected (Aleksievich). The situation was made intense by the fact that people in the region did not know what had just happened and those who were travelling to Chernobyl from other places continued with their journeys. Another cause that increased the effects of the radioactive materials was the steam explosion. Steam is less dense than the normal atmospheric water and therefore was able to be carried v\by the wind to far distances. Moreover, on condensation, it landed on buildings, people, the fauna and flora. This increased the level of intoxication and spread of the radiations. The effects of the radiations to people who took part in the cleaning process, regardless of whether they lived close to the plant were still seen (Lusted). The government involved 500,000 people to clean the place and most of them were young and energetic men and women. These were to be the next generation. In fact, within a few hours of the explosion, people in the environment, who were absolutely oblivious of what had happened, started experiencing illnesses and headaches. Uncontrollable fits of coughing and vomiting were also experienced by the people as well as tastes of metallic substances in their mouths. Many of these people were caught without any information about such an atrocity. These people suffered for longer and by 2005, more than 6,000 cases of thyroid cancer were reported (Cheney, Journey to Chernobyl: Encounters in a Radioactive Zone). This number includes children who were born in the recent years. The second effect to the people was mental health. These individuals were lacking control over their actions, were weak and helpless. The third effect was the actual death caused directly and indirectly by the radiations.

IAS2 Inventories Essay Example | Topics and Well Written Essays - 1250 words

IAS2 Inventories - Essay Example The main objective of IASB for IAS2 was to reduce the alternatives in the measurement of inventories. The revised IAS2 does not allow the consideration of the exchange differences, arising from the purchase of inventories that are invoiced in the overseas currency, to be treated as a part of inventories purchase cost (Malaysian Accounting Standards Board, n.d.). As per IAS2 the inventories are measured at cost or realizable value whichever is lower, based on every item. The inventory costs is the sum total of the purchase cost like cost price, import duties, handling as well as transportation costs; after the adjustments of rebates and trade discounts, conversion costs and other costs that are incurred for transporting the inventories to the current location and form. But this excludes the storage costs, costs relating to abnormal wastage; and selling and administration. Inventories costs can be approximated using the standard cost method or retail inventory method. The cost of inventories relating to items that are usually interchangeable and also goods or services that are produced and set aside for other projects can be assigned costs on the basis of specific identification. The inventories are valued using the first-in-first-out (FIFO) method or the weighted average method. In FIFO the items in the inventory are measured on the basis of recent purchase. Net realizable value is the amount that the business expects to receive from the inventory sale in the due course of the business. In the Balance Sheet an entity reports the lower of the net realizable value and cost as an asset. This is shown below- After the sale of inventories, the carrying amount of the related inventories is recognized as expenditure in the statement of income in the time period when the revenue from it is recognized. In the event of a fall in the net realizable

Crash Assignment Example | Topics and Well Written Essays - 750 words

Crash - Assignment Example However, the reality is that most of us end up harboring racism inside, without letting anyone be aware of it. It is so well hidden that sometimes even we are unaware of it. The racism has its own way of coming out, for instance, in the case of an accident, if one of the drivers is a woman, most of us will automatically make the sexist remark about how women cannot drive. Just like Ria does in the movie when she is involved in an accident with an Asian woman, most of us end up letting our prejudices get the better of us when we are involved in an altercation of any sort. Though, normally, we are unaware that such prejudices reside within us. Interestingly enough, I feel, we cannot blame this trend on lack of education. Our educational system, we think, ends our prejudices, or at least weeds them out. What we are unaware of, however, is that most of the time our bigotry is latent within us, despite the refinement and education we undergo. Our inner instincts are sometimes witness to the fact that we do harbor biases within us. In Crash, Jean Cabot, who is the wife of the local District Attorney, and a very educated and cultured woman, still reaches out for her husband’s arm for protection only because she sees two black men crossing her path. This brings us to stereotyping. I feel stereotyping is wrong, no matter what the generality. There are no positive stereotypes. When we lump up a group of people together based on the color of their skin, or their gender, or any other outward appearance, we are, essentially, showing that a bias exists in our minds. We make an image, often unrealistic, in our minds about all of the people of a certain gender, or class, and then judge everyone by it. A case in point would be the way all of us tend to indulge in blonde jokes – jokes about blonde women, and how dimwitted they are. The reality

The Holocaust Museam Report Essay Example | Topics and Well Written Essays - 1000 words

The Holocaust Museam Report - Essay Example The Museum, through static displays, brings history alive by explaining how the Nazi Party inflicted mayhem and cruelty out of sheer feelings of hatred and abhorrence for the Jews. The museum also takes great care to explain that women, elderly, and over one million children were killed in cold blood, in order to take revenge for the alleged support rendered by some European Jews to the enemies of Germany during WWI. It is believed that nearly six million Jews were massacred by different means during these twelve years, and that other cruelties were inflicted upon other racial communities. Between 1941 and 1945, five to six million Jews were systematically murdered by the Nazi regime, its allies, and its surrogates in Nazi-occupied territories. Yet, despite the extraordinary scale and intensity of this genocide, its prominence in recent decades was far from preordained. Hatred can be overcome only if an honest, non-political approach is used towards those who may be affected or who m ay instigate the violence. Hatred, undeclared violence towards others left unchecked, can lead others to disregard their understanding of their own humanity. To dislike somebody or something is understandable; however, to do so in such an intense manner to somebody or something that evokes feelings of anger, hostility, or animosity, is wrong. To know hatred, there first must be an understanding of what forms of hate can influence our actions and theits effects on history. Once hatred is identified, hopefully through education, solutions can be implemented in ways to intervene and negate such actions. The Jewish Holocaust, a depressing subject, helps to shed light on the darkness of humanity in the modern age. Although other holocausts have occurred throughout history, it is often the victor of such tragedies who writes history. Thus, such tragedies are often relegated through time, and their long-term impact can be eroded. The museum helps to educate and serve as a venue of historie s past. Most individuals have never seen a dead body in person in a non-clinical setting. Imagine witnessing such an atrocity as someone being murdered. Try to comprehend this tragedy and multiply it by six million. This idea, with the use of pictures and the personal accounts displayed in the museum, illustrates this dark chapter of humanity with the use of personal details and artifacts of the Jewish-American immigrants who survived. The efforts by the museum can only help to teach, in a non-partisan way, what has happened and could continue to happen if efforts to stop such tragedies are not undertaken. As the WWII generation can no longer tell their story due to old-age, the Holocaust Museum will speak on their behalf for many years after their voices fall silent. The Holocaust Museum demonstrates the overall history of the solution through the logical sequence of Jewish migration. The museum displays explain that it is not easy to order a fighting soldier to take 25 innocent pr isoners and kill them. Social, political, and religious ideological understandings must be in place to activate such atrocities. Throughout history, evil persuasion has influenced others to act inhumanely. Although such instances are rare and difficult, history has proved that genocide has occurred

Next Generation Science Standards and the Common Core State Standards Essay

Next Generation Science Standards and the Common Core State Standards - Essay Example I believe this will serve a critical role in ensuring students develop ideas and facts through access to various pieces of information. Exposing students to various forms of facts will help them make credible arguments will reliable facts. This will be valuable to the filed of science where students are faced with difficulties of understanding and accumulating facts. The article also talks of the essence of gaining knowledge in the organization of ideas. This is seen as an important factor in the field of science. I believe this is instrumental in teaching and learning. This is because the organization of ideas also helps in an organization of facts. As a result, it will be easy to support each idea with a fact and hence improve student learning and understanding of a particular concept. The use of the two concepts will be useful to the teaching fraternity. The teachers will find it easy in achieving their goals in class. This is because it will be easy for teachers to make various c oncept of science be understood by students. Students will then be able to engage in attentive and close reading of science text. In conclusion, it is clear that learning science is a critical thing. This can only be achieved through a critical approach of various texts in the field. The teachers can improve this understanding by using the two standards together in science classes. The use of two tools together will help students in significant ways.

Analysis of Women Victimization Assignment Example | Topics and Well Written Essays - 500 words

Analysis of Women Victimization - Assignment Example This dismal of women of color by white women stands as a roadblock to the connection between women. More so, such assumption about black women exposes all women to various degrees and forms of patriarchal oppression in society, some of which as women they share and some of which they do not. The issue of sexism among native women activists is of much concern. It is important that we eliminate the problem of sexism, as they tend to marginalize women in society. Feminism and activism contribute a lot to feminist politics since they question the legitimacy of the United States as an appropriate form of governance. For instance, many racial justice organizations in America rally against hate crimes resulting from the September 11 attack under the name â€Å"we are Africans too†. Issues such as sexism and feminism should unite all women because it forms the basis of their history. Ironically, this is not the case, as native women do not refer to themselves as feminists because they argue that the word feminism is a white concept that should be recognized with white women. Therefore, they assume that the claim of feminism as white then implies that native feminist politics is similar to the feminist politics of other communities. These perceptions have for a long time divided women thus, making it hard for them to work together and fight issues such as patriarchal oppression that affect them in society. Women such as Hillary Clinton, Michelle Obama, Sarah Palin, and Tahita Jenkins followed what they believed was true and were not coerced to interact with other women because of their race or color. According to Plato, women should not be discriminated or oppressed because all people are equal, whether female or male. For instance, Plato asserts that while women are caring and rearing children, men should take care of other duties.   

The Theology of the Emerging Church Research Paper

The Theology of the Emerging Church - Research Paper Example Its members do not adhere to the traditional modernist dualisms of spirit and matter, mind and body, sacred or secular, but they want to go a different part in the midst of postmodernism.2 Thesis Statement: This paper aims to study the place of Christology in the theology of the Emerging Church. The need for the study The primary aim and mission of Emerging Church is to bring Christians from different denominations by making significant changes on how the church should be run and organized. This study will have ecumenical importance because it has implications on bringing the different churches together. The church is still diverse and fragmented movement; leaders just want to call it a conversation. They want to be heard and many of the different churches have been spreading their thoughts and beliefs through the different media including the Internet. Main Body The Emerging Church has been understood as a conversation on how to interpret the gospel in the midst of postmodern cultur e, and a call to action in this setting. It has been regarded by proponents that the Emerging Church has made important contributions to the church’s ecclesiology.3 The church has undergone a paradigm shift due to culture change. Discussions on postmodernity and postmodern have been taking place in various denominations. The terms postmodernity, postmodernism, and postmodern cultures have been freely interchanged but are not, in reality, synonymous. Nathan C. P. Frambach prefers to use the term â€Å"post-whateverism†, whose language refers to a ‘concept of flux’4. The world passes through various phenomena and transitions, for instance, the industrial age which refers to the past, the information age which is the present, and the biotechnology age which is the future. There are three core characteristics that identify the Emerging Church, and these are: ‘identifying with the life of Jesus, transforming secular space, and commitment to community as a way of life’.5 These practices lead to the other six practices which are: ‘welcoming the stranger, serving with generosity, participating as producers, creating as created beings, leading as a body, and taking part in spiritual activities’.6 The Nine Patterns Eddie Gibbs and Ryan Bolger discussed the nine patterns in imitating the ways of Jesus, leading to a new conversation and a new life with the Lord, apart from the practices of the traditional church. Identifying with the life of Jesus The example of Jesus, when he lived with his disciples on earth, is characteristic of the emerging churches. But they also hold Christ as unique. Jesus’ teaching is linked to the gospel he proclaimed. He asked his disciples to repent and be baptised because â€Å"The kingdom of God is at hand.† This is the kingdom promised by the Hebrew prophets and to be established with the coming of Jesus. D. A. Carson says that emergents are following the uniqueness of Christ and that this uniqueness allows them to have a new thinking and a new way of questioning their

Core Competencies Essay Example for Free

Core Competencies Essay A business or product which generates a sturdy, dependable flow of cash. Dog- a product with low market share in a slow growing market and thus neither generates more consumes large amounts of cash. Star- products that are in high growth markets with a relatively high share of that market. They tend to generate high amounts of income. Question Mark- growing rapidly and thus consumes large amounts of cash but because they have low markets shares they do not generate much cash 2. What are core competences? Core competences are critical capabilities to a business achieving competitive advantage. The starting point for analysing core competences is recognising that competition between businesses is as much a race for competence mastery as it is for market position and market power. Senior management cannot focus on all activities of a business and the competencies required to undertake them. So the goal is for management to focus attention on competencies that really affect competitive advantage. 4 Potential sources of core competences * Distribution * Marketing * Management * Manufacturing 4 criteria used to evaluate core competences * Valuable * Rare * Costly to imitate * Non substitutable 3. What should an audit of resources include? The resources available to a business whether it be owned or obtained through partnerships, joint ventures or simply suppliers arrangement with other businesses. The assessment of the strength and weakness of an organisation in conjunction with an assessment of opportunities and threats. It should have the key success factors for the markets and industries in question and the comparable strengths and weaknesses of competitors for the same customers. 4. What are the strategic options for competing in a Mature Industry? Prune marginal products and models * Emphasize innovation in the value chain Strong focus on cost reduction * Increase sales to present customers * Purchase rivals at bargain prices * Expand internationally * Build new, more flexible competitive capabilities 5. Define the Value System The Value System is the set of interdependent situations within a business which both directly or indirectly adds value to the customer and ultimately generates a net cash inflow. This also provides a key link between competitive strategy and shareholder value. Even though the value system bears some resemblance to Porter’s value chain, the latter is perhaps less flexible and less easily tailored to the variety of the modern business.

Effects of Culture in Teaching and Learning

Effects of Culture in Teaching and Learning Teaching English in Saudi Arabia – The Cultural Context Introduction In this essay, I aim to examine the cultural context predominant in the Kingdom of Saudi Arabia (KSA) in so far as it might affect effective teaching and learning styles and strategies in the EFL classroom. My interest in this topic is grounded in the reality of the post-9/11 world where the Western world has been pitted against the Arabic world as if there is a great social, cultural and religious divide that might never be bridged – or so the message in the media goes. This poses a great challenge and temptation for EFL teachers working in or curious about the region. The KSA makes for a particularly interesting study into how the local cultural and religious context might impact on successful English teaching and learning, because of the Kingdoms â€Å"politically sensitive geography† (Marcinkiewicz, 1995). The holy cities of Mekkah and Madinah are situated right within its borders and the KSA has thus â€Å"undertaken a protectoral role in religion.† It follows then that the Islamic religion is not only the most pervasive aspect of local culture, impacting directly on teaching method and content, it is also a significant motivating force for KSA learners who are â€Å"intensely religious, Islam having a strong influence on their minds and hearts.† (Al Haq and Smadi, 1996). It can thus be expected then that the religious dynamics in the KSA will â€Å"cause friction in the classroom† (Traynham, 2006). With Islam being the â€Å"strongest denominator† of students in the KSA (Kniffka, 1996), cultural awareness must inform any teaching methodology in order to achieve successful outcomes. Outline of essay I will introduce the cultural context underpinning effective language teaching and learning and give a brief background of the history of English instruction in the KSA as a way of introducing the larger historical and cultural context in which English-language instruction occurs. I will next consider some of the specific sociocultural and sociolinguistic issues that impact on the learning styles and strategies preferred by students and teachers in the KSA. Referring to the relevant literature, I will suggest connections between the local cultural context and the effectiveness of learning and teaching methods and strategies employed. Finally, I will conclude that while the local culture affects both students and teachers – and teachers must respond to this at the practical and theoretical levels – teachers must, at the same time, avoid overgeneralizing about cultural and religious factors and understand that each and every classroom exhibits a unique dynamic between a g iven set of individual students and their teacher and that, in fact, in many cases a universal education culture exists in all EFL classrooms regardless of social and cultural geography and context. The cultural context underpinning effective language teaching and learning In the past decade the concepts of context and culture have become increasingly more important in the literature on language teaching (Byram and Grundy, 2003). This is due to the increased acknowledgement of the significance of socio-political factors in teaching and learning and of the perception of learners as social beings who respond to learning a new language with â€Å"feelings and identities† (p. 1). In language teaching, cultural context is â€Å"usually defined as a/the culture associated with a language being learnt† (p. 1). As far as the English language is concerned, English has been taught in the KSA ever since the Kingdom was established, in 1932 (Al-Seghayer, 2005). The explosion of economic activity within the oil industry resulted in rapid development of English language programs in the 1970s, so that Saudis could successfully communicate in English with imported manpower and outside interests. Today, English is used as the major medium of instruction in universities where science, medicine, engineering and technology subjects are taught. English instruction begins in elementary school and is centralized and controlled by the Ministry of Education. Despite the ever-increasing importance of English in Saudi Arabia â€Å"as an essential vehicle for personal and national growth,† (Al-Seghayer, 2005, pp129), the system still fails to produce a satisfactory level of English language proficiency in Saudi learners. This seems to be an incongruous result, considering that the socio-cultural motivations for learning English are quite significant. Al Haq and Smadi (1996) find that a good knowledge of English rewards with social prestige and is considered to be a kind of duty to help Saudi Arabia advance economically, culturally and religiously at both the Islamic and international levels. With English being the lingua franca, in so far as technology and the sciences are concerned, Saudi citizens see English as a vital tool in advancing in this modern world. But this might be part of the problem. The English language – as the bearer of the goods of technology and science – necessarily comes with Western culture. Languages are expressions of national, historical and cultural identities. Languages are also â€Å"ideological because they are associated with aspirations of unity, loyalty and patriotism,† and â€Å"social because they are perceived as symbols of status, power, group identity, and belonging,† (Wesche, 2004, p. 279). As such, there is a fear in the KSA that the â€Å"use of English entails Westernization, detachment to the country, and a source of corruption to [] religious commitment.† (Al Haq and Samdi, 1996, p. 308). The sociolinguistic features of the English language – the grammar, phonetics and vocabulary – necessarily impact socio-affectively on the society of EFL learners (Khuwaileh, 2000, p. 287) wherever they might be situated in the world. In the case of Saudi Arabia, English language instruction often relies on Western cultural content that conflicts with Islamic culture and ideals. For example, Traynham (2006) explains how many EFL textbooks contain vocabulary – dating, alcohol, music, dance – that is offensive to Saudi students and to the Islamic faith. Khuwaileh (2000) also found similar sociolinguistic obstacles and cultural barriers when learners in an English for Science and Technology class refused to write on topics that included â€Å"taboo vocabulary† such as, AIDS, sexual diseases and contraception (p. 286), because for one student, at least, â€Å"religion,† â€Å"honor† and â€Å"politeness† were more important than gaining the certificate in English. Khuwaileh concluded that, unless modified, â€Å"course material rich in taboo content can significantly hinder the learning process.† (p. 287) Moreover, in a study of EFL textbooks – largely those written by non-Saudis and non-Muslims – used to teach freshman English in Saudi Arabia, Alhaidari (2003) found that they contained images and vocabulary â€Å"that clashed directly with Islamic and Saudi cultures.† These issues might seem easily solved, if common sense prevails even before theoretical and pragmatic considerations are examined. Offensive material should be avoided by designing unique material adapted to the socio-cultural reality of the student group. Even so, the pervasive presence of the textbook as the â€Å"dominant tool in teaching† holds a â€Å"powerful influence† over both cognitive and affective factors in individual students (Alhaidari, 2003, p. 3). Cultural revulsion towards a given text might impact on a students attitude to authority (in this case, the English language and English teacher) and on a students attitude to how important a text might be. A negative response, which is likely to be expected, will surely result in â€Å"learning difficulties, probably lost teaching objectives and, consequently, useless curricula.† (Khuwaileh, 2000, p. 287). Cultural issues in Saudi Arabia affecting effective language learning strategies For all of these reasons, awareness of cultural issues is not only beneficial, but a necessity, and Kniffka (1992) stresses that EFL instructors need to increase their level of expertise in cultural awareness and teaching language within a cultural context. Cultural awareness begins with the understanding that culture is a concept that concerns the role of the individual in the â€Å"unending kaleidoscope of life situations of every kind and the rules or models for attitudes and conduct in them† Oxford (1996, p ix). Context includes the beliefs, perceptions and assumptions that directly influence two things: language learning styles (the general approaches that guide learning) and language learning strategies (the specific steps or techniques used by learners). Of the six types of learning strategies – cognitive, metacognitive, memory, compensatory, affective and social – outlined by Oxford (2003, pp. 12-15), studies (introduced below) find that Arabic students tend to use cognitive and metacognitive strategies with greater frequency, and socio-affective strategies with lesser frequency, though students also exhibit an optimistic flexibility toward using a wide range of learning strategies. Abu-Ghararah (1996) found that â€Å"a wide variety of learning strategies were used† even while the majority of the EFL students surveyed in three public schools in Madinah â€Å"tended to use more cognitive strategies [more] than socio-affective strategies [] in acquiring English as a foreign language† (p. 6). Abdan and Almuarik (1992) also found that students exhibited a preference for multiple learning styles. In fact, gender and subject major, in their study, made no difference at all to their preferences. Riazi and Rahimi (2005) similarly found that while their Iranian student subjects used metacognitive strategies â€Å"at a high frequency,† overall they were â€Å" medium strategy users.† This can be extended to Saudi Arabia, because both Arab countries have a â€Å"similar history, culture and language† (p. 282). These studies show that students regularly â€Å"combine all the learning orientations.† Riazi and Rahimi (2005, p. 110) suggest that this openness and flexibility results from a â€Å"specific philosophy of life† where â€Å"a human being can only be perfect, when he studies all of the sciences and arts.† Reasons pointing to more frequent use of cognitive and metacognitive strategies might be that these strategies offer students direct ways to control learning and are strategies that can be employed in private study, rather than in group situations, which seem to be less preferred. Another factor suggested was that these students might not have much exposure to English in social situations so as to â€Å"pick up† the target language â€Å"unconsciously.† Reasons pointing to the minimal use of other strategies might be, apart from cultural background, â€Å"improper teaching,† and again lack of exposure to English in a native environment with native speakers. For Riazi and Rahimi, at least, it is up to the English instructors to introduce other strategies by discussing them with their students and providing appropriate opportunities to develop and use those â€Å"neglected strategies† (p. 123). To this end, Zaid (1996) evaluated the methodological preferences of teachers in an English department at a major KSA university and found that the overall preference was for a communicative style of teaching. This is interesting when considered against the findings of Riazi and Rahimi (2005, p. 103) where social learning strategies were the least frequently used strategies of EFL students. In fact, Khuwaileh (2005, p. 282) also concluded that social strategies, such as group work and openly expressing opinions in the classroom are â€Å"culturally bound practices which seem to hinder English language learning.† Zaid (1996) warns against teachers developing â€Å"personalized theories† of teaching when it might result in a â₠¬Å"methodological gap† between what they are doing in the classroom and what program administrators – working within the socio-cultural framework of the KSA – expect. Personalized teaching might also result in a preferential gap between how the teacher prefers to teach and how the students prefer to learn. Good practice then is clearly a collaboration between program administration, teacher preference, and the expectations of students as a group and as individuals. â€Å"Individual† is stressed here because, as Oxford (2003, p. 16) emphasizes, a teacher needs â€Å"adequate knowledge about their individual students style preferences† in order to provide the most effective classroom instruction. The literature examined in this essay, while clearly suggesting learning trends and preferences based on cultural background, also suggest an openness and flexibility in the learning strategy preferences of Saudi, and other Arab, students. In fact, the impact of culture is often found to be influenced by other factors, such as individual personality traits (Oxford, 2003), gender, as well as motivation (Kaylani, 1996, p75). Individual learners who are more motivated – regardless of cultural background – will use a wider range of learning strategies thus ensuring greate r success in their learning (Oxford, 1996a, p118). This may further imply that students may successfully adjust preference and expectation if a teacher introduces new activities â€Å"on trial† (Tomlinson, 2005), in the first instance, and only incorporate lesser used strategies should students find them useful and enjoyable. In fact, Tomlinson (2005) suggests that while learners may well have expectations based on cultural norms and experiences, the level of innovation introduced by any given individual teacher into the EFL classroom may have the effect of creating a new and unique to the classroom â€Å"temporary culture.† Tomlinson finds that even in significantly different cultural contexts, â€Å"educational cultures seem to be remarkably similar† (p. 139), what he refers to as a â€Å"universal† education culture. He calls it a Tomlinson seeks to stress the â€Å"teachers attitude† in response to the perceived cultural context in which they work and warns against the â€Å"dangers of cultural overgeneralization.† He concludes that teachers should remember that in a classroom teachers teach to a â€Å"class of diverging individuals rather than to a convergent group of cultural stereotypes.† Conclusion In conclusion then, the sociocultural and religious context in the KSA clearly influences teaching and learning. Teachers should not only be aware of the cultural context in which they teach and but this context should directly inform their choices of method and materials. However, teachers should avoid, on the one hand, making methodological choices based on overgeneralizations and preconceived ideas about how cultural issues influence their students, and on the other hand, should also avoid personalizing their methodology to suit their preferences and ideology. Methods and strategies employed in EFL instruction should always be negotiated anew between the teacher and the group of individual students. And all of this, of course, within the general framework of the sociocultural and religious dynamic prevalent in the KSA. References Abdan, A.A., and Almuarik, S.A., 1992. The Learning Style Preference of Saudi EFL University Students. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 4, No. 1, Abstract from King Saud University Journal Digital Library, Available from: http://digital.library.ksu.edu.sa/paper2214.html. [Accessed 15 November 2008]. Abu-Ghararah, A.H., 1996. The Learning Strategy Uses of EFL Students. [online] In Educational Journal, Faculty of Education, Kuwait University. Vol. 10, No, 38, pp. 15-32, Available from: http://abughararah.com/App_content/File/Researches/07.pdf  [Accessed 16 November 2008]. Alhaidari, A.O., 2003. The Compatibility of Freshman EFL Textbooks Used by Saudi Universities with Islamic Culture. [online] In Journal of King Saud University. Educational Sciences Islamic Studies. Vol. 15, No 2, pp1-41, Available from: http://wwww.ksu.edu.sa/printpress/researches/V28M206R2970.pdf, King Saud University Journal Digital Library.  [Accessed 17 November 2008]. Al Haq, F.A., and Smadi, O., 1996. Spread of English and Westernization in Saudi Arabia. In World Englishes, Vol. 15, No. 3, pp 307-317. Al-Seghayer, K., 2005. Teaching English in the Kingdom of Saudi Arabia: Slowly but Steadily Changing. In G Braine, ed. Teaching English to the World: History, Curriculum, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, p 125-191. Byram, M., and Grundy, P., eds., 2003. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. Kaylani, C., 1996. The Influence of Gender and Motivation on EFL Learning Strategy Use in Jordan, p 75-88. In Oxford, R.L., ed., 1996. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. : University of Hawaii Press. Khuwaileh, A.A., 2000. Cultural Barriers of Language Teaching: A Case Study of  Classroom Cultural Obstacles. In Computer Assisted Language Learning, Vol. 13, No. 3, pp. 281–290. Kniffka, H., 1992. Cultural Identity, Life Cycles and Intercultural Communication: Teaching  German to Adults in Saudi Arabia. In Language Teaching Journal, Vol. 2, pp. 75–80. Marcinkiewicz, H.R., 1995. Educational Technology Transcends the Saudi Desert and Cultural Mores. [online] In TechTrends, Vol. 40, No. 2. Preview available from http://www.springerlink.com/content/m415w713355677h4/fulltext.pdf?page=1, Springer Boston  [Accessed: 16 November 2008]. Oxford, R.L., 2003. Language Learning Styles and Strategies: An Overview. In Learning Styles Strategies: Oxford, GALA. Oxford, R.L., 1990. Language learning strategies: What every teacher should know. New York: Newbury House. Oxford, R.L., 1996. Language Learning Motivation. Manoa: University of Hawaii Press. Oxford, R.L., ed., 1996a. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. Manoa: University of Hawaii Press. Riazi, A., and Rahimi, M., 2005. Iranian EFL Learners’ Pattern of Language Learning Strategy Use. In The Journal of Asia TEFL, Vol. 2, No. 1, pp. 103-129. Tomlinson, B., 2005. English as a Foreign Language: Matching Procedures to the Context of Learning. In Hinkel, E., ed., Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, p. 137-154. Traynham, M.S., 2006. Challenges for EFL Students and Teachers in Saudi Arabia [online] TESOL Courses.  Available from: http://www.tesolonline.com/articles/complete_articles.php?index=177category=59  [Accessed: 15 November 2008]. Wesche, M., 2004. Teaching Languages and Cultures in a Post-9/11 World. [online] In The Modern Language Journal, Vol. 88, No. 2, pp. 278-285.  Available from: http://www.jstor.org/stable/3588759, Blackwell Publishing.  [Accessed: 16 November 2008]. Zaid, M., 1996. Ascertaining the Pedagogical Preferences of EFL Teaches in Saudi Arabia. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 8, No. 2. pp. 1-20. 20. Available from http://digital.library.ksu.edu.sa/V8M317R2260.pdf Abstract from King Saud University Journal Digital Library.  [Accessed 15 November 2008]. 9/ 9

What Theological Or Ethical Principles Religion Essay

What Theological Or Ethical Principles Religion Essay As palliative care is specialized comfort care for people who are approaching the end of their lives, it is related to many ethical issues and concerns. Its framework is based on the moral values and principles of the professionals involved, patients concerned, their families and society as a whole. Palliative care is a very sensitive issue and it is important that it is administered in an appropriate manner. The main objective is to achieve the best possible quality of life, both for the person, and for their family. As such, palliative care is more than the provision of medical relief from pain and other distressing symptoms. It encompasses the psychological, social, emotional and spiritual aspects of end of life care. The palliative care philosophy affirms life and regards dying as a normal process. It neither aims to hasten nor postpone death. It endeavours to provide a team-based support system for the person, enabling them to live as fulfilled a life as possible for the time remaining; and to help their family cope during their loved ones illness and prepare for their bereavement. Care can be provided at home, in a hospital, an aged care facility or a palliative care unit. Above all, palliative care respects the dignity of the person who is dying, carefully honouring their story, wishes and needs. A discussion about palliative care doesnt necessarily mean that death is imminent, in fact, its far better to start thinking and talking about your palliative care options before you need them. Palliative care is sometimes required for a person whose death is very near a matter of hours or days while others will need care over a longer period of time, sometimes years. In this case their care needs will tend to be less intensive and more episodic. The need for palliative care does not depend on any particular medical diagnosis, but the combination of many factors assessed through the judgement of the person, their family, the palliative care team and other medical professionals, including the persons GP. Families and carers may also receive assistance from palliative care services in order to help them cope with emotional and social problems; wounded healers also need healing. To palliate is to cover with a cloak of care; to offer protection and provide relief in the last chapter of life. A palliative approach is a type of palliative care and recognizes that death is inevitable for all of us. For me writing, I am reminded of a comment Professor John Swinton made in response to a question at the recent CAPS conference: Wherever we are in life, there is a storm coming preparedness becomes about the solidity of our foundations. End of life questions of quality, planning and dignity are ethically and theologically grounded in solidifying our foundation. Clements (1990) wrote of this, explaining that as the person moving through life finds their roles stripped from them, and if they have no spiritual foundation, they may be found naked at the core. Residential Aged Care Facilities are often the place where people spend the final chapter of their life; people come into care because they are no longer able to look after themselves and most will have chronic illness alongside ageing. The focus of care in aged care facilities is to help people live well with their illness and frailty during their time spent there. This focus on living well is the essence of the palliative approach to care. Our goal is always to assess and treat pain and other symptoms thoroughly, in familiar surroundings and in the company of the persons loved ones. Theres a Japanese proverb of which I am particularly fond, A sunset can be just as beautiful as a sunrise. In my work Ive seen many beautiful sunsets in peoples lives. Sadly, Ive also witnessed some that arent so beautiful. With forward planning they may have been different. The sudden onset of illness has a way of turning our lives, and the lives of our family and friends, upside down at any age. Suddenly decisions can be very difficult to make; thats why planning ahead is important. If we know what a persons choices and wishes are, were able to respect them if something should happen and theyre unable to tell us themselves. Medical treatment to manage symptoms goes alongside comfort care and could include surgery or medications. The focus of a palliative approach is on living. That is why staff will want to set goals and to plan for how the person wants to live the rest of their life. The end-of-life stage is an extraordinarily profound and emotional time; and a person does not have to be religious to have spiritual considerations. Spirituality is about how we make meaning in our lives and feel connected to other things, people, communities and nature. Spiritual questions, beliefs and rituals are often central to people when they are in the final chapter of their lives. Ensuring that staff are informed about each residents unique spiritual considerations will allow them to be properly respected and addressed. Helping the person to tell their story can help them find meaning, affirmation and reassurance. To effectively palliate would mean that: family and staff communicate openly and with compassion with the person in care and with each other; that pain control and comfort is achieved as far as possible; that the resident has every opportunity to communicate with those who are important to them; and that their physical, emotional, social, cultural and spiritual needs are addressed and as far as possible met. One size cloak of care does not fit all (Hudson, 2012). When these elements are neglected the cloak becomes an empty cover up, leaving the resident exposed rather than protected. When the cloak does not fit it is uncomfortable to wear (Hudson 2012) but the vulnerable population of people in their fourth age may wear it anyway for fear of seeming ungrateful. An appropriate cloak of care must have a spiritual lining, and provide opportunities to reveal hidden hurt; forgive, reconcile; and find peace in loss through tasks of self-reflection and self-transcendence. Spiritual and pa storal care in this context aims for wholeness and spiritual growth. Palliative care should not palliate death itself denying the stark reality of death and dying with false platitudes and consolation can mask existential pain and real needs and further, make these taboo. From a Christian theology, death is recognized as inevitable and necessary. Ageing is an inescapable process that in part defines human existence and experience. From the moment we are born we age. Ageing only ends when we die. Experience of human life tells us that ageing and death are linked. The curse of Adam in Genesis 3 introduces this finitude to our lives. Our role as pastoral carers is one of empowerment, relationship and human presence. Care of people who are suffering means providing real spiritual care, where a closeness or intimacy is developed between the person who is suffering and the carer. This is often quite alien for health professionals, who, through the culture of residential aged care accreditation, are subscript to activity theory and a doing role that emphasizes action rather than being with (MacKinlay, 2006). This involves not a sense of competence, but a sense of humility in the awareness of our own inability to fix anything, beyond being with that person at their point of need. The vulnerability of being present to ageing and death constitutes a simple and costly demand to stay. Not to understand or explain just to stay; Or else to expire in terrible wilderness, lonely silence (Caldwell 1960). In MacKinlays (2006) observation that care of people who are suffering means to walk the journey of suffering with them, to be present with them and authentic in caring (p. 167) I am reminded of Jesus telling his disciples to watch and pray (Matthew 26:36-46)  to bear witness. We cannot cure the scriptural worst enemy of the fatal sting but we CAN care sincerely respecting that the cloak is not ours to fashion and that the chapter will always have an end (Hudson, 2012). Jesus, in becoming human and by his death and resurrection, defeats death and gives resurrection hope of a body free from ageing, decline and frailty, providing hope to all people, especially those in the fourth age. Terminal illnesses do not inhibit people the way they used to; a person burdened with such an illness can live a long and reasonably well life. Consequently terminal disease is tangled in an ethics web concerning limited health resources, contributing to funding and community tensions. These tensions intrinsically present ethical issue in the equity of service provision. Stemming from this is the sensitive nature of transitioning to palliative care, and further to end-of-life care. End of life can be defined as that part of life where a person is living with, and impaired by, an eventually fatal condition, even if the prognosis is ambiguous, or unknown. The World Health Organisation defines palliative care as an approach that improves the quality of life of individuals and their families facing the problems associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and management of pain and other needs, physical, psychological and spiritual. There is further tension surrounding communication and generational knowledge. As with Jefferys Mrs Davis there can be enormous gaps in generational perspective which may compromise informed decisions. The onus for decision making in a palliative care team lies with the resident themselves so, ethically, whose responsibility is it to be sure that a decision is well-informed? And further, who can be unbiased in providing information so as not to manipulate a decision? Contradictory beliefs, conflicting principles, and competing duties between the parties involved in end-of-life care can tear the cloak. Beauchamps primary principles of health care include: non-maleficence, confidentiality, autonomy, truth telling, informed consent, and justice. Empathy underpins each of the principles above, and in this lies the difficulty. We cannot understand (Okon, 2006 cited by Hudson 2012), we cannot try the cloak on for size but sometimes just looking as though you could understand (Saunders, 1987 cited by Hudson, 2012) makes a world of difference and goes some way to thwart loneliness. In end-of-life care, our presence as pastoral carers is strengthened in enabling spiritual growth through the sharing of connectedness and ritual. A palliative approach is built on an understanding of the uniqueness of individuals life histories and personalities, and implies commitment to an individuals developmental tasks of ageing and coming to peace. To be able to reach such goals as personal satisfaction, the individual must have means of expressing themselves. Our role in the care of older people is to support and enable each individuals sense of meaning and self-expression; to affirm each individual as a person of great value, and loved by God. Aged care is a delicate balancing act in that functional decline, infirmities and diseases are often inherent in ageing. Because of the nature of chronic illness in the fourth age, a caring response in the face of incurable illness is respect, and commitment to personal autonomy and integrity. That is, our role in promoting overall comfort and wellbeing through positively reinforcing and enabling those with such prognoses, to live to their best quality of life. The goal of palliative care is to provide comfort and care when cure is no longer possible. This paradigm shift entails a shift in the definition of autonomy. People at the end stage of life are not playing by the same rules as you or I who would oblige patient autonomy and nod to expert medical opinion. Health professionals in this context need to be enablers not decision makers. Gradual functional decline and loss of control in autonomy are inevitable with age. Loss of control is painful and scary. Perhaps this kind of persona is paralleled only in infancy leaving our elders feeling a sense of childhood being forced upon them (Jeffery, 2001). Unfortunately admission to aged care often does not help these older adults to feel less like children. The danger and ethical dilemma here is the assumption of impaired autonomy; in that decisions are made and autonomy declared lost even when this is unnecessary, because it is a simpler, easier course of action we know what is good for you (Jeffery, 2001). The basis of this kind of paternalism is beneficence its motivation is to act in a persons best interest so that no one gets harmed; making harm or burden the reason for intervention. Some loss of autonomy is inevitable in later life and steps have to be taken to act in the incompetent persons best interest, sometimes with their wishes recorded in living wills or advance care plans. Often autonomy presupposes someone, who acts in accordance with such a pre-conceived plan, and who is rational and independent; but autonomy may be better understood in terms of identity and self expression of values (Jeffery, 2001). A written advance care plan is about ensuring peace of mind. Effective advance care planning can avoid an unwanted transfer to a hospital. But even such counteractions as advance care planning can be problematic as these are based on todays situation and forecasted futures i.e. these cannot take into account tomorrows medical breakthrough. This being the case, there arise new ethical dilemmas e.g. do we have a right as people acting in someones best interests to tweak what they have proclaimed to want for themselves? Would they have wanted what they said they wanted were they deciding now? When autonomy is understood as a property of action or a capacity of persons (Reich, 1995); impaired autonomy, becomes a hopelessly limiting self fulfilling prophecy in that it diminishes à ¢Ã¢â€š ¬Ã‚ ¦the opportunities of those who lack certain abilities or capacities (Caplan, 1992). Autonomy needs to be seen as a way of valuing the human person, respecting them and recognizing their right to make decisions as the master of themselves. Personhood is not compromised or incapacitated by end stage life we are who we remember one another to be an essential aspect of being human is to care and be cared for; interdependence is a non-accidental feature of the human condition. Being human, we are bearers of the image of God (Gen 1:26). This image demonstrates our capacity for relationship with God, and with the rest of humanity (Green, 197). This capacity for relationship does not diminish as we age. If autonomy is taken as valuing ones uniqueness and the capacity to give gifts, it is a search for meaning in life authenticity. That is: as Jeffery writes; authentic choice is the autonomy of action that requires meaningful choices to be offered and identified with which equates to ones values and essentially what they stand for. If this is how we understand autonomy then this sheds new light on impaired autonomy. In effect we lose the ability to stand for what we stand for. In this case, autonomy becomes less about incompetence and more about advocacy in helping the person to reconnect their essential values to their choices and allowing them to give meaning to their life. By honouring this form of authentic control rather than a control via acquiescent consent or accept it or leave it culture we enable fulfillment and empowerment of the persons dignity. Being a resident in a nursing home may conjure conceptions of a twisted and limited self, and is destructive of autonomy. This is partly because the environment is thick with congruity and thin with community (Jeffery 2001); and partly because decision making is made nearly obsolete. The desire to control is moderated by the self-realization of the possibility of not being able to process all the relevant information: as the person psychologically shrinks, so too does their autonomy and self faith. Further, someone faced with a life shock can find their autonomy impaired in that they find themselves in a dramatically different world where previous life plans have no meaning and even stable values disappear (Jeffery 2001). In such settings autonomy becomes about the ability to make meaningful choices. An older person may not be able to carry out what they decide, but they are able to recognize commitments and to be themselves (Jeffery, 2001). As partners in end-of-life care, aged care staff must take into account such ethical dilemmas as autonomy and intergenerational tension in the way physical care is given; by focusing on presence, meaningful experience, journeying together, listening, connecting, creating openings, and engaging in reciprocal sharing.  Affirmative relationships support residents, enabling them to respond to their spiritual needs. Barriers to appropriate palliative care include lack of time, personal, cultural or institutional factors, and professional educational needs.  By addressing these, we may make an important contribution to the improvement of patient care towards the end of life.

Borges, the Apologist for Idealism :: Philosophy Philosophical Papers

Borges, the Apologist for Idealism ABSTRACT: In Nueva refutacià ³n del tiempo, Borges explicitly interprets both Berkeley and Hume as genuine exponents and "apologists" of idealism. We may not owe Berkeley the discovery of a doctrine which according to Borges is practically as "ancient" and "popular" as metaphysics itself. However, his arguments connote a unique philosophical achievement. Borges himself adheres to these arguments and goes beyond them. He makes Berkeley's doctrine flow into Hume's which in turn flows into the uniform ocean of pantheistic idealism as envisioned by Schopenhauer and by Oriental philosophy. A close reading of the story "Tlà ¶n, Uqbar, Orbis Tertius" shows how the epistemology inherent in the language descriptions of this planet leads its metaphysicians to move from the underlying Berkeleian-Humean principles to the acceptance of pantheistic idealism. This story is not only a subtle, imaginative fantasy; it is also a work of intellectual elegance reading deep into the problem of knowledge of the external world. Berkeley and Hume devoted their whole attention to this issue and developed views that could adequately address the problem. Borges avoids arguing whether their doctrine falls under the denomination of "immaterialism," "phenomenalism" or "idealism." He seems either to deliberately ignore this scholarly dispute or to go beyond it in an effort to let the texts speak for themselves. Thus, Berkeley's Principles, and Hume's Treatise and first Enquiry show a common fact: the world is mind-dependent. Noli foras ire, in te ipsum redi, St. Augustine, De vera religione, XXXIX, 72. The first person narrative voice in "El Zahir," one of the stories included in El Aleph, states that according to the idealist doctrine the verbs "vivir" y "soà ±ar" son rigurosamente sinà ³nimos ("living and dreaming are rigorously synonymous," OC I 595). Borges portrays himself as a fictional character — a common narrative device used in many of his stories — and talks with a voice that seems to echo other voices. The attentive listener will detect many. Only a few, such as Schopenhauer, Hume, and Berkeley, have a distinctive recurrence in Borges' writings, but they also echo other voices in this our infinite "Library of Babel." In volume II of Die Welt als Wille und Vorstellung we read that the world must be recognized as "akin to a dream," a mental creation (vol II, 4).For Schopenhauer, no truth is more certain than this: everything that exists for knowledge is only object in relation to the subject, perception of the perceiver, or "representation" (vol. Borges, the Apologist for Idealism :: Philosophy Philosophical Papers Borges, the Apologist for Idealism ABSTRACT: In Nueva refutacià ³n del tiempo, Borges explicitly interprets both Berkeley and Hume as genuine exponents and "apologists" of idealism. We may not owe Berkeley the discovery of a doctrine which according to Borges is practically as "ancient" and "popular" as metaphysics itself. However, his arguments connote a unique philosophical achievement. Borges himself adheres to these arguments and goes beyond them. He makes Berkeley's doctrine flow into Hume's which in turn flows into the uniform ocean of pantheistic idealism as envisioned by Schopenhauer and by Oriental philosophy. A close reading of the story "Tlà ¶n, Uqbar, Orbis Tertius" shows how the epistemology inherent in the language descriptions of this planet leads its metaphysicians to move from the underlying Berkeleian-Humean principles to the acceptance of pantheistic idealism. This story is not only a subtle, imaginative fantasy; it is also a work of intellectual elegance reading deep into the problem of knowledge of the external world. Berkeley and Hume devoted their whole attention to this issue and developed views that could adequately address the problem. Borges avoids arguing whether their doctrine falls under the denomination of "immaterialism," "phenomenalism" or "idealism." He seems either to deliberately ignore this scholarly dispute or to go beyond it in an effort to let the texts speak for themselves. Thus, Berkeley's Principles, and Hume's Treatise and first Enquiry show a common fact: the world is mind-dependent. Noli foras ire, in te ipsum redi, St. Augustine, De vera religione, XXXIX, 72. The first person narrative voice in "El Zahir," one of the stories included in El Aleph, states that according to the idealist doctrine the verbs "vivir" y "soà ±ar" son rigurosamente sinà ³nimos ("living and dreaming are rigorously synonymous," OC I 595). Borges portrays himself as a fictional character — a common narrative device used in many of his stories — and talks with a voice that seems to echo other voices. The attentive listener will detect many. Only a few, such as Schopenhauer, Hume, and Berkeley, have a distinctive recurrence in Borges' writings, but they also echo other voices in this our infinite "Library of Babel." In volume II of Die Welt als Wille und Vorstellung we read that the world must be recognized as "akin to a dream," a mental creation (vol II, 4).For Schopenhauer, no truth is more certain than this: everything that exists for knowledge is only object in relation to the subject, perception of the perceiver, or "representation" (vol.

Creative Story: The Chronic Swamp Murders :: essays research papers

Creative Story: The Chronic Swamp Murders   Ã‚  Ã‚  Ã‚  Ã‚  One day while Joe and Jill Hemp were walking through Chronic swamp they came across a trail of blood in the water. They followed the trail until it stopped at a dead body. The body was of a man who was wearing a camouflage outfit. They immediately ran back to their house, which was not far from the murder site and called the police. Their house was located right on the edge of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  When the police got there they roped off the whole area so they could start their investigation. At first it looked as if it was definitely a murder, but after a few days of investigation the police concluded that the man was probably a hunter who had either fallen out of a tree or just tripped and broken his neck. A broken neck was definitely what killed the man. The only problem with this hypothesis was that it left a few unanswered questions. If the man was a hunter where did his gun or bow go? How often did you find a dead hunter just lying in the middle of a swamp? Even with these questions police told the Hemps that it was an accident and they were in no danger.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemp's life went on with no interruptions until about two weeks after the hunter was found. Another body had been found in the swamp. This time the body was a male whom had a business suit on. The police came back and investigated this death. After about a week they concluded again that it was a broken neck that had killed the victim. There were no signs of a struggle so the investigators said that it was some type of freak accident. They also told the Hemps to stay out of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemps never went back into the swamp again, but one night they were awakened by a loud pounding noise on the front door. When Mr. Hemp got up to see what it was, all he saw was something large running into the swamp. He then made sure that all the doors were locked and he got his shotgun out of the closet. He waited in his dark living room for about an hour and then went back to his bed. He didn't tell his wife what had happened so she wouldn't be scared   Ã‚  Ã‚  Ã‚  Ã‚  The next day when Joe was coming home from work he noticed the door was wide open. When he got closer he noticed that the door frame was broken and the Creative Story: The Chronic Swamp Murders :: essays research papers Creative Story: The Chronic Swamp Murders   Ã‚  Ã‚  Ã‚  Ã‚  One day while Joe and Jill Hemp were walking through Chronic swamp they came across a trail of blood in the water. They followed the trail until it stopped at a dead body. The body was of a man who was wearing a camouflage outfit. They immediately ran back to their house, which was not far from the murder site and called the police. Their house was located right on the edge of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  When the police got there they roped off the whole area so they could start their investigation. At first it looked as if it was definitely a murder, but after a few days of investigation the police concluded that the man was probably a hunter who had either fallen out of a tree or just tripped and broken his neck. A broken neck was definitely what killed the man. The only problem with this hypothesis was that it left a few unanswered questions. If the man was a hunter where did his gun or bow go? How often did you find a dead hunter just lying in the middle of a swamp? Even with these questions police told the Hemps that it was an accident and they were in no danger.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemp's life went on with no interruptions until about two weeks after the hunter was found. Another body had been found in the swamp. This time the body was a male whom had a business suit on. The police came back and investigated this death. After about a week they concluded again that it was a broken neck that had killed the victim. There were no signs of a struggle so the investigators said that it was some type of freak accident. They also told the Hemps to stay out of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemps never went back into the swamp again, but one night they were awakened by a loud pounding noise on the front door. When Mr. Hemp got up to see what it was, all he saw was something large running into the swamp. He then made sure that all the doors were locked and he got his shotgun out of the closet. He waited in his dark living room for about an hour and then went back to his bed. He didn't tell his wife what had happened so she wouldn't be scared   Ã‚  Ã‚  Ã‚  Ã‚  The next day when Joe was coming home from work he noticed the door was wide open. When he got closer he noticed that the door frame was broken and the

Mernissi Essay -- English Literature Essays

Mernissi Mernissi makes the claim that "Any man who believes that a Muslim woman who fights for her dignity and right to citizenship excludes herself necessarily from the umma...is a man who misunderstands his own religious heritage, his own cultural identity" (Mernissi viii). She goes about supporting this claim by delving into the very detailed documentation of Islam history. She attributes misogyny in the past and present Muslim culture to the male elite. She gives many examples of how Muhammad and Islam have only supported equality of the sexes and also how the male elite used false hadiths and very narrow interpretations of the Koran and true hadiths for their purpose. She begins by describing how the male elite started running things right from the onset of Muhammad's death. When a successor to Muhammad was picked, it did not involve the people of the community at all or any women. It was done by a small group of followers which were very close to the prophet, a sort of elite group. This sort of leadership in Islam continued in the same manner as only the elite were involved. This helped preserve what they thought was essential and according to the interests of the participants the essentials varied. The fabrication of false hadiths by the male elite was probably the first and most popular way for them to protect their interests. The people governing knew how important it was to "seek legitimacy in and through the sacred text" (Mernissi 43). Mernissi talks about al-Bukhari, who methodically and systematically collected and verified true Hadiths. He was exiled from his native town because he refused to bring the knowledge of the Hadith to the governor of the town and have it corrupted. He knew that the invitation from the governor was made only for him to probably fabricate some Hadith which would benefit the politicians. Many did not follow al-Bukhari's example but allowed themselves to be bought for a price and fabricated Hadiths for the politicians. Even Companions of the Prophet fabricated Hadiths in order to promote their own personal views. In the case of the Hadith which states, "Those who entrust their affairs to a woman will never know prosperity", Mernissi argues that this Hadith was never uttered by the Prophet and probably made up for personal reasons of Abu Bakra, who claimed to have heard the Hadith spoken by the... ... as instructing them not to give any wealth to women, the foolish. This is quite obvious narrow interpretation of the text, which meant not to give your to any foolish person no matter the sex. Mernissi goes on to give other texts which are harder to reject the sexist attitude in them, but goes on to give the example of Muhammad and his life as the ideal Islam or Muslim way of life. She wraps up the book by saying that the Muslim man could not accept the change in the present time back in Muhammad's time and has not been able since then to let go of the past. She also started the book by describing how the Muslim nation has always fled to the past to escape change in the present and future. I agree with Mernissi when she says, "The image of `his women' will change when he feels the pressing need to root his future in a liberating memory" (Mernissi 195). Until Muslim men let go of their past, things will never change, unfortunately, for the women in that society. Mernissi got her point across really well in this book in a way which is simple for anybody to understand and I would like to know how the male elite handled and responded to this book when it came out.

Women in Sons and Lovers

Sons and Lovers, published in 1913, is D. H. Lawrence's third novel. It was his first successful novel and arguably his most popular. Many of the details of the novel's plot are based on Lawrence's own life and, unlike his subsequent novels, this one is relatively straightforward in its descriptions and action. D. H. Lawrence has been always criticized for the content of his novel and his characters. Sons and Lovers is another novel which was even banned for years because of its explicit indications to sexual intercourse and the complex and complicated relationship of mother and sons.Society has a certain code fixed for a mother but Lawrence attempted to portray the mother figure in a quite different way. In fact, Lawrence puts question that to what extent a mother should care for her children and shows what happens if a mother becomes wife-submissive through the character of Gertrude Morel who is also known as Mrs. Morel. This paper would attempt to explore the character of Mrs. Mor el through the feminist point of view. Before discussing Mrs. Morel’s character through the magnifying glass of feminism, it is needed to focus what does feminism means and what does the feminist criticism deal with.The most straightforward definition of feminism says that is a movement for social, cultural, political and economic equality of men and women. It is a campaign against gender inequalities and it strives for equal rights for women. Feminism can be also defined as the right to enough information available to every single woman so that she can make a choice to live a life which is not discriminatory and which works within the principles of social, cultural, political and economic equality and independence.It is in fact a global struggle for gender equality and end of gender based discriminatory practices against women. Feminism is also related to men in the sense that all gender based equality is in fact a balance between the male and female with the intention of li berating the individual. In that sense the definition of feminism also includes all movements and campaigns that target men and boys for gender sensitization with a goal to end gender based discriminatory practices and achieve gender based equality. Feminist literary criticism is the critical analysis of literary works ased on the feminist perspective. In particular, feminist literary critics tend to reject the patriarchal norms of literature that privileges masculine ways of thinking/points of view and marginalizes women politically, economically and psychologically. Some critics find that feminist criticism makes space for and listens to women's voices previously muted or drowned out by dominant patriarchal literary-critical practices. In other words, what the text leaves out says much about the writer, literature in general, and society as a whole.By using this â€Å"hermeneutics of suspicion† literary critics hope to reveal how women are marginalized in the language of li terature. Now, in Sons and Lovers, Mrs. Morel is portrayed as the victim of the patriarchal society and the stones in Paul’s life road to success, to some extent. This paper would try to avoid the normal literary criticism to Sons and Lovers, and rather would focus on the analysis of the three tragic women through feminine position, and specially would explore how Lawrence has portrayed Mrs.Morel with all the issues of female essence (differance). Mrs. Morel, who came from a little capitalist class, aloof and cultured, is a woman of knowledge of a Victorian woman but her character can be read from Marxist-Feminist point of view. From very young, she has been struggling against patriarch, fighting for her existence and for women’s rights, longing to become an authoritative, independent and responsible man. As the England industrial atmosphere came, in the man-centered family, her husband treated her sadistically, Mrs.Morel naturally constitute an alliance with her sons to live, she taught them to change their social position and entered the middleclass, through knowledge and will, the children became Mrs. Morel’s tools to make her dream and ambition come true. But all these just paint deep tragic color to Mrs. Morel. Because Mrs. Morel chose the rood to setting up a union with her son to become hermaphrodite didn’t come true. She put her children in her bosom, cast her own dream and life outlook on her children, hoped to fill in her emotion empty because she is a wife-submissive.Although this abnormal maternal lieu helped her sons become outstanding, hold back free growth of individuality, cause their thought variant and their personality split. Mrs. Morel’s existence is the only support to Paul’s life road to become an artist. Through loving his mother, Paul tried to find man’s rights even in sleep. She should be responsible for this abnormal love, no matter what position she held in her sons’ growth, she got only the colored utilizable repay, she didn’t fulfill her emotion’s need, and this is her very most tragic thing.But this is just a simple summary of the whole novel and there are more left for discussion. D. H. Lawrence believed in male supremacy and that is why he wrote that â€Å"as a matter of fact unless a woman is held by man, safe within the bounds of belief, she becomes inevitably a destructive force†. Simone de Beauvoir terms this attitude â€Å"bourgeois conception† and states that Lawrence rediscovers this conception that woman should subordinate her existence to that of man. Thus, Lawrence can be regarded as an anti-feminist.An anti-feminist writing is not only satirical in tone but it represents women nature intended to conform her to male expectations and tries to decide what she ought to be and what is not her own. Mrs. Morel is presented by Lawrence as a proud woman as she came from an old burgher family and that made her pay higher r ent to the landlord which is a way of showing off superiority over other miners’ families. Lawrence defines it as â€Å"a kind of aristocracy†. Mrs. Morel did not take Walter’s earnings into account while they got married but after the marriage it became a huge issue for her.She could not accept it that her husband was not a gentleman rather he is a miner and ultimately, this became the reason of failure of their marriage life. Though she married Walter knowingly that he earns a little but after a certain period of time, she started hating her husband for being a miner and for not having a respected job. In the first half, Mrs. Morel is shown with sympathy to be the victim of a brutal husband and of an economic system that oppresses her. Later she becomes the over-possessive mother shifting her growing children and thwarting their natural development towards the independence of adulthood.It can be said that Mrs. Morel became too much authoritative because of her ‘penis envy’. She knew that though she came from a burgher family, still she is bound to obey Mr. Morel as he is the head of the family according to the patriarchal society. Apart from the issue of penis envy, Lawrence presented the relationship between man and series of female stereotypes. The mother’s disappointment with the father leads to the transfer of her deepest feelings from him to her offspring and particularly, the male offspring, whom, unconsciously she begins to treat as substitutes for her husband.The mother who has poured her love into her son instead of giving it to her husband does seem, in Lawrence’s own cherished meaning of the phrase, ‘wife-submissive’. But at the same time, that phrase is a give-away. It sounds an old familiar note. Here is the mother being wife-submissive to her son, says the exasperated voice of Lawrence, when she ought to be preciously that to her husband – a simple case of misdirected energy. I t has not been simply misdirected, but distorted as well.The woman does not feel now, for the first time, as a true wife might feel, nor does the son find her love quite so wonderful as all that. Sexual frustration inevitably follows, and this is excellently diagnosed in Sons and Lovers. His mother is far closer to him; she clings to him jealously, fighting against the younger woman’s power, and succeeding in holding the pair apart. Paul wants to marry Miriam but Mrs. Morel resists because she wants Paul â€Å"to marry a lady†. Apart from Paul, she also does the same thing for William. She wants William to be a gentleman unlike his father.Her possessiveness becomes clearer when a girl comes to meet William and Mrs. Morel replies â€Å"I don’t approve of the girls my son meets at dances. † In this novel, D. H. Lawrence has portrayed women, Specially Mrs. Morel with all he weaknesses (female essence) like nagging, orienting the children against their father , making the sons as husband-substitute, showy in nature and being over-possessive. Paul partly disassociated himself from the crude gender distinction he is voicing, although he still endorses the idea that women are by nature unfitted to full-time work.So, Lawrence reveals Paul’s opinion of women’s inferior capacity for work. After all these discussions, it seems quite clear that Mrs. Morel is the victim of one man and therefore can only live out her life vicariously through the progress made by her sons. Miriam also feels victimized by the men in her family and looks to Paul to help her escape from her servitude. Same thing goes for Clara. All of them, especially Mrs. Morel, are defined by men as their â€Å"Other† and thus, marginalized textually as well as socially and sexually.