Ancient Egypt A Important Part Of The National Egyptian...

Ancient Egypt was one of the earliest civilizations, and had a stable structure that influenced the cultures of other countries such as Europe, the Middle East, and Africa. Egyptian culture is one of the world s most oldest cultures, one that descended from an ancient civilization that emerged in the 10th millennium BCE. Egypt has a long history, longer than any modern country. Ancient Egypt was home to some of the earliest developments of agriculture, writing, organized religion and central government. Their cultural heritage is a very important part of the national Egyptian identity. This essay will identify and discuss several aspects of Egyptian culture, ranging from language, religion, government, attire, and other cultural norms for the country. Arabic has been the spoken and written language of Egypt for almost 13 centuries. The language of Coptic descended from Ancient Egypt, and this was originally the language of religious and everyday life for the majority of the populatio n. However it has been replaced by Arabic, and now only exists to be a liturgical language for the Coptic Orthodox church. Coptic was the last stage of the written Egyptian language, and is more commonly referred to as Hieroglyphs. The Ancient Egyptians developed this method of writing by giving each word a symbol, or illustration. Some symbols they associated with sounds or value, and therefore when combined would form a spoken word. Hieroglyphs were well drawn and colorfully painted, andShow MoreRelatedCulture : The Light Of A Society1097 Words   |  5 Pagesstay alive, and a nation dies when it’s mentioned unique identities die. Culture constitutes a complex tissue of mutual relationships and set different forms of tradition and expression within a society. 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Considering loyalty is one of the most important aspects in Egyptian life it is safe to say that once they accept the product they will become loyal

Riddles of the Sphinx is critically acclaimed and...

Riddles of the Sphinx is critically acclaimed and extremely hard to understand feature which uses several interesting perspective of story telling. This movie generalizes the broad topic of feminism in playful demonstration through camera lens. Interesting long 360 pans and close ups on Egyptian Sphinx makes the movie outstandingly unique and delicate. Mainly focused in a story of a mother, movie revolves around so many factors trying to make comparison between existing examples and feminism theory. In Riddles of the Sphinx Mulvey and Woolen create an altogether different project for the mother within the organizing system of the gaze. The film opens with a view of pages being turned from a book titled Myths of woman. This scene goes on†¦show more content†¦Pan moves us slowly along entire room and kitchen. This sense of being closer to the characters tends us to predict what might be the next move or who else or what else we could see in the house. We also see Louise and Anna outside the home, Louise at work as a phone operator at a switchboard and Anna at day care. Louise converses with other women workers, especially her friend Maxine, about their working conditions and the possibility of having child care on the worksite. Visible in the background of their break room is a poster depicting dunes within a desert scene an image reminiscent of the films opening desert scene with the woman as sphinx suggesting power and change from previous authority. In one of the following scenes, Louise’s ex-husband asks them to watch a film he is editing. Artist, writer and theorist Mary Kelly appears in the film reading from her journal about problems she is having regarding her son going to day care. She is wearing a dark shirt with lighter crescent shapes, the same that documents her own postpartum Project (1973-79) maternal project. At that time Kelly was in the midst of producing her groundbreaking project, whose concerns about the formation of a maternal space in language and culture dovetail with those being explored by Mulvey and Wollen. Riddles of the Sphinx also discusses on how social issues coexist with the psychic space of maternal. In a following scene the mothers

A Reflection Application to Practice Free Essays

Introduction This reflective brief aims to discuss how and why I will apply my new learning to my routine practice; in particular, focusing on how this learning experience will enable me to show and promote care, compassion, commitment, courage, communication, and competence (6 Cs) within my everyday practice. Although the discussion revolves around these issues, it is consistently supported by literature and evidence. Reflective Discussion My most important features of learning within the module For me, the most important features of learning within the module are the inculcation of evidence-based practice of care through communities of learning, and the positive contribution that healthcare-related lifelong learning can extend to an empowering and person-centred care. We will write a custom essay sample on A Reflection: Application to Practice or any similar topic only for you Order Now According to Houser and Oman (2011), evidence-based practice necessitates the incorporation of scientific evidence in the process of clinical decisions rather than sole reliance on experience or intuition. It is also a problem-solving approach to the practice of care, integrating the utilisation of current best evidence from well-designed researches, the expertise of the care professional, and care users’ values and preferences. The concept has several useful implications for my personal practice. In the field where I am currently engaged, the evidence-based practice allows me to carry out my profession to promote and deliver care, utilising the supportive backdrop of theory and practice. At the heart of this backdrop is the way in which evidence-based interventions can help deliver positive outcomes to the practice of care. In other words, such learning is not simply cognitive or knowledge-based, but also affective and psychomotor (i.e. applying knowledge into practice). These are also embodied in Utley (2011) and Rice (2006). By offering a way for theory to support practice, evidence-based healthcare seems to allow the practitioners to incorporate affective and psychomotor aspects with a more rational, research-based approach. I have fully grasped the module’s goal of providing the opportunity to engage with the service users and their carers – their experiences and outlook – and integrating this goal to my professional values. I have thoroughly recognised the importance of this integration, as working with service users and their carers in a healthcare domain necessitates soaking my whole perspective into the care practice. The health practice has become a way of life where I provide care, compassion, courage, etc. which are required of me as a health care professional. This is because it has been a part of my daily routine and concerns. From this, I have come to understand that the care practice is more than a field or profession. Leininger’s Theory of Culture Care informs us of care as the central, dominant, and unifying focus of nursing (De Chesnay and Anderson, 2008). The 6 Cs Care is first and foremost the primary duty of a health professional, and on which evidence-based practice must be focused. This idea is also embraced in Brooker and Waugh (2013) and Olsen, Goolsby, and McGinnis (2009). Care requires me to have an interest in the condition of service users, their aspirations, uncertainties, hopes and so on. It is not merely working with service users and seeing the work as an objective component of the care practice; but that the care practice requires traits and values beyond these, such as applying an ethical code and seeing the care user with dignity and respect. I would like to note that compassion is a concept that cannot be objectively measured. Rather, it is something that I can extend to a care user only if I have sufficient knowledge of their condition, the problems that bother them, their emotional state vis-a-vis their existing health condition (e.g. Department of Health, 2012). This is where we would find the value of clinical assessment, which must be efficiently carried out (Abbott, Braithwaite, and Ranson, 2014). This is also the reason why I need to communicate with them regularly or as needed, since only through constant interaction can I have adequate knowledge of their present condition; from which I can grow compassion towards them. Commitment hence results from this engagement to the care practice, which I believe is not an overnight process, but definitely requires routine. Watson (1999) describes commitment as a moral ideal aimed to preserve humanity. Courage takes place from such commitment, which enables the health professional to support and even campaign for the welfare of the service users and their carers; certainly a result of his care, compassion, communication, and commitment to the care practice in general. I would say that competence is a product of knowledge and practice of care being put together; it is an expression of evidence-based practice on which the module is focused. My important learning in this aspect is that these values are linked to ethical and moral code governing the care practice (Kelly and Tazbir, 2014). Has the new learning helped me reevaluate issues of dignity and respect? My new learning helped me reevaluate and better understand issues such as dignity and respect. This is by valuing the human person on a higher scale, viewing the care service as a channel for a person to regain his health and live normally again. This is also by looking at their ultimate recuperation as a foremost goal, including their mental, physical, emotional, and even spiritual well-being. This way, the care user is afforded dignity and respect, of which he is certainly worthy and which the health care professional must provide to him/her at all times and by all means. Treating the service user this way is concretely demonstrated in making him well-informed about his overall condition, the kind/nature of care he needs, and the like (Nolan, Hanson, and Grant, et al., 2007). My strengths for applying this learning to my practice The strengths I have for applying this learning to my practice are my sympathetic nature, my interactive character, and my ability to recognise accountability for issues involving the welfare of others. I believe that my being sympathetic will enable me to develop care and compassion (two of the 6 Cs) more easily. My interactive character connotes my propensity towards good communication (also one of the 6 Cs), which is definitely necessary in the care delivery. My ability to recognise accountability, on the other hand, will motivate me to pursue my goals (as a health care provider) with careful implementation of the care practice so that the care user will receive the most adequate level of necessary care (Barrick, 2009). The Intuitive-Humanist Model explains the link of intuition to the relationship between the nursing experience, the knowledge thus obtained from this relationship, and how it enhances the clinical decision-making process (Banning, 2007). Enabling me to demonstrate and promote the 6 Cs would require my knowledge of the care practice as the initial and necessary first step; and the next would be immersing in the health profession and knowing the issues/problems related to care users’ health condition or those affecting the delivery of care, as well as the issues/problems faced by their carers. The idea of the whole point is that the care practice must be evidence-based, since if not, our potential to harm the service users will rise accordingly (e.g. Newell and Burnard, 2011). Opportunities and threats to applying my new learning An opportunity in applying my new learning to my routine practice is the acquired knowledge of evidence-based care practice and its incorporation into the 6 Cs: care, compassion, commitment, courage, communication, and competence. This is why the 6 Cs are involved/patched to the care practice, as the care practice is not merely a professional domain where one obtains a care service and where the care providers get paid for providing the needed care. There are also threats that may hinder the application of the 6 Cs in my health practice. These are inadequate care facilities and circumvented processes within the care units, which can both delay care delivery. According to Malloch and Porter-O’Grady (2010), evidence-based processes require the development of attitude and facilities in order to obtain real-time information that must be assessed, applied, and translated within the framework of the care circumstance. In this regard, inadequate care facilities can be overcome by pointing out the needed areas to be changed and/or resources to be supplied. Circumvented processes can be resolved by applying efficient methods, such as the Lean management method. It has been proved that Lean adoption produces viable results for the care organisation (Lighter, 2013; Zidel, 2006). A need to share my learning with others From completing this module, there is a need to share my learning with others. Such sharing will enable the care practice to develop further, especially if it is shared with colleagues. It can also improve health setting when shared within the job, since it can be evaluated this way. I may pass learning formally through health seminars where I am a speaker. There might also be a case that I would be invited to talk to a group of people about the care practice, in which I can share my learning about the module. The value of sharing one’s experiences about the care practice is in fact exemplified in Hinchliff, Norman, and Schober (2008) where the authors state that the care provider must facilitate the mutual knowledge sharing to others by contributing to their personal and professional learning experiences and development. Capossela and Warnock (2004) even discuss ‘share to care,’ which describes how a group may be organised to care for someone who is seriously il l. It only demonstrates the importance of sharing the care experience to allow others to benefit for their own circumstances. The relationship between my routine practice, continuing professional development, and safe and effective care These concepts are interlinked and cannot be done without, and dismemberment of any will result in flawed care implementation. If safe and effective care could be achieved by simply doing what one has always done (caring for clients adequately), then it could quite easily be ensured. Furthermore, such relationship is also understood as one that leads to evidence-based practice. This is because it is through routine practice (from which the care provider gains learning and training everyday) (Gordon and Watts, 2011) that empirical evidence is established. Yammel and O’Reilly (2013) even posit that routine practice is an essential part of a continuing professional development programme. From continuing professional development, the care professional is able to pursue lifelong learning and develop expertise about the field (Cleary, 2011). Safe and effective care, on the other hand, is the goal of the care user. On the point of view of evidence-based practice (Brooker and Waugh, 2013), it is crucial to ensure that service users get the most effective treatments and services and receive the best health outcomes. Together with available and adequate funding, cost-effective care services form the provision of clinically effective care. Conclusion This reflective discussion presents my learning experience from the module, supported by a range of literature. The evidence-based practice of care provides a basis for promoting and delivering an empowering and person-centred care. It is a field where I have necessarily obtained cognitive knowledge as well as affective learning and psychomotor application. This reflective discussion has presented what I consider the most important features of learning within the module. The new learning has helped me re-evaluate/better understand certain issues relating to the care user, such as dignity and respect of the human person. My strengths to applying this learning to my practice are my sympathetic nature, my interactive character, and my ability to recognise accountability. The 6 Cs provide opportunities for applying my new learning and humanising the care profession. There are however threats that may hinder effective care delivery from taking place, such as inadequate care facilities and circumvented processes within the care units. Measures to address them are also identified. I also see a need to share my learning with others, which the extant literature also supports. The relationship between my routine practice, continuing professional development, and safe and effective care is inter-connected, from which a flawed care practice might occur if such interconnectedness is lost. It is therefore my realisation to ensure the link between them. References Abbott, H., Braithwaite, W., and Ranson, M. (2014) Clinical Examination Skills for Healthcare Professionals. United States: MK Update Ltd. Banning, M. (2007) A Review of Clinical Decision Making: Models and Current Research. Journal of Clinical Nursing, 2007 February 28. Barrick, I. (2009) Transforming Health Care Management: Integrating Technology Strategies. London: Jones Bartlett Learning International. Brooker, C. and Waugh, A. (2013) Foundations of Nursing Practice: Fundamentals of Holistic Care. St. Louis, MO: MOSBY Elsevier. Capossela, C. and Warnock, S. (2004) Share to Care: How to Organize a Group to Care for Someone Who is Seriously Ill. New York: Fireside Rockefeller Center. Cleary, M, et al. (2011) The Views of Mental health Nurses on Continuing Professional Development. Journal of Clinical Nursing, 20 (1): 3561-3566. De Chesnay, M. and Anderson, B. A. (2008) Caring For the Vulnerable: Perspectives in Nursing Theory, Practice and Research. Second Edition. London: Jones Bartlett Learning International. Department of Health (2012) Compassion in Practice. Nursing, Midwifery and care Staff: Our Vision and Strategy. London: DOH. Gordon, J. and Watts, C. (2011) Applying Skills and Knowledge: Principles of Nursing Practice. Nursing Standard, 25 (33): 35-37. Hinchliff, S., Norman, S., and Schober, J. (2008) Nursing Practice and Health Care 5E: A Foundation Text. NW: CRC Press. Houser, J. and Oman, K. S. (2011) Evidence-based Practice: An Implementation Guide for Healthcare Organizations. London: Jones Bartlett Learning International. Kelly, P. and Tazbir, J. (2014) Essentials of Nursing Leadership and Management. Mason, OH: Cengage Learning. Lighter, D. RE. (2013) Basics of Health Care Performance Improvement: A Lean Six Sigma Approach. London: Jones Bartlett Learning International. Malloch, K. and Porter-O’Grady, T. (2010) Introduction to Evidence-Based Practice in Nursing and Health Care. London: Jones Bartlett Learning International. Newell, R. and Burnard, P. (2011) Research for Evidence-Based Practice in Healthcare. Second Edition. West Sussex: John Wiley Sons. Nolan, M., Hanson, E., Grant, G., and Keady, J. (2007) User participation in Health and Social Care Social Research: Voices, Values, and Evaluation. England: Open University Press. Olsen, L., Goolsby, W. A., and McGinnis, J. M. (2009) Leadership Commitments to Improve Value in Health Care: Finding Common Ground. Washington, DC: The National Academies Press. Rice, R. (2006) Home Care Nursing Practice: Concepts and Application. St. Louis, MO: MOSBY Elsevier. Utley, R. (2011) Theory and Research for Academic Nurse Educators: Application to Practice. London: Jones Bartlett Learning International. Watson, J. (1999) Nursing – Human Science and Human Care: A Theory of Nursing. London: Jones Bartlett Learning International. Yammel, J. and O’Reilly, D. (2013) Epidemiology and Disease Prevention: A Global Approach. Second Edition. Oxford: Oxford University Press. Zidel, T. G. (2006) A Lean Guide to Transforming Healthcare: How to Implement Lean Principles in Hospitals, Medical Offices, Clinics and Other Healthcare Organizations. Milwaukee: American Society for Quality, Quality Press. How to cite A Reflection: Application to Practice, Essay examples

COMPASSION FOR THE SOULS WHO INHABIT HELL Essay Example For Students

COMPASSION FOR THE SOULS WHO INHABIT HELL Essay Dantes Inferno is a 14th- century poem that seems calculated to cause the greatest possible pain to a 20th-century humanist, or to anyone who is attracted to Christianity because of its compassion and belief in the possibility of redemption. The God of the Inferno has precious little compassion and no forgiveness. He was the God who not only turned a blind eye to Belsen, but also exercised great ingenuity in constructing His own blood-chilling concentration camp, where sinners should suffer, not only during their brief lives, but for all eternity. What is particular about Dantes God is that He consigns sinners to their particular circle in Hell according to an immutable tariff of offences. No attention is paid to mitigating circumstances, or the idea of doing justice to the individual soul before the Divine Court. Hell, in short, was made on exactly the lines that the present Home Secretary would wish to impose on our present sentencing system. How do we reconcile the enjoyment of a great poem with what must seem, to many of us today, a repellent theology? Ulysses may best capture our own views in his speech to his sailors. He celebrates the dignity of man and says: You were not bornto live as a mere brute does/ But for the pursuit of knowledge and the good. But such sensible humanism is, apparently, no better than the excuses of the gluttons and the adulterers. Ulysses is condemned as a thief and must suffer in Hell. In an admirable Preface to Robert Pinskys translation, John Freccero deals with past attempts to enjoy the poem without revulsion. Coleridge advised us to ;suspend disbelief; and enjoy the poetry without accepting the theology. Erich Auerbach suggested we separate ;Dantes didactic intent from his power of representation, and held that the reality of the condemned characters overwhelmed their allegorical meaning. Perhaps we should simply remember how Dante suffered from the ruthless power-seeking and political intrigue in Florence and take Hell as an accurate picture of politics today. George Steiner, the distinguished critic and polymath, has suggested in his book In Bluebeards Castle that the Holocaust is the Christian idea of hell made real and that the most knowledgeable guide to the camps is actually Dante. Robert Pinsky, the recently appointed poet laureate of the United States, was asked to comment on this notion in an interview in The Forward that marked the publication of the poets acclaimed translation of Dantes Inferno. ;In magnitude, in challenge to the imagination, in degree of horror, in terrifying questions it raises, thats an appropriate analogy. But we must never forget the defect of the analogy. Souls are assigned in the Inferno according to a system of justice; souls were assigned in the camps according to a system of injustice. Of all the concentration camps in the Nazis vast empire, the one that perhaps most clearly resembled Dantes Hell was Dora, the underground camp composed of a series of massive tunnels actually built into the side of a mountain, where the V-1 and V-2 rockets were manufactured through the most horrific use of slave labor in all of the Reich. There were many Jews among them, but the prisoners represented a cross- section of all the nationalities and religions in Europe. In these camps sadism exercised without constraint. The prisoners were exposed to extremes of suffering, constant physical misery and sickness, all of it aggravated by a starvation diet. There was a conspicuous gallows where inmates were hanged, usually for suspected sabotaging of the missile parts, but often just for the sport of the SS men. The other inmates were forced to watch these especially brutal executions. If an inmate managed to survive the starvation diet, the accidents with machinery or the hangmans noose, there were still sadistic SS men waiting in the shadows. ;Ironface; was one of the most dreaded of these murderers, an individual said to be able to kill even a healthy man with a single well-placed blow of his club. More people were killed making rockets than by the rockets themselves. This was established in London. Environmentsl Sys Essay Less than 5,000 people were killed and 4,000 were injured. More than 20,000 died in Dora. Dante inferno poem is the .