A critical reading of the western, referring to Jim Kitses Notes on the Western

A critical reading of the western, referring to Jim Kitses Notes on the Western By 1960, the production of Westerns in Hollywood had entered a decline from which it never recovered. Although for a time in the mid sixties the supply was augmented from an unexpected source, as the Italians found new ways to inject life into a dying genre. This was witnessed in the "spaghetti" westerns of Sergio Leone such as The Good, The Bad, and The Ugly(1968), but this proved to be a short lived phenomenon, and by the seventies, Hollywood was struggling to produce a bare score of westerns per year. In the eighties, with production declining still, the death of the genre was produced on all sides. By the nineties, the western girded itself for one last stand, witnessed in the frontier western of Dances With Wolves(1991) and the revenge western Unforgiven(1995), which director Clint Eastwood attempted by sheer effort to get the genre back on its feet. However the predicted full scale revival failed to materialise.English: A Japanese poster for Akira Kurosawa's Se...We can specula te on the reasons for this decline. Edward Buscombe, who has written profusely on the western, believes the decline of the studio system resulted in the decline of the staple Western form, the B film, during the 1950s. More recently he goes on to say, the change in production patterns means now catering for the changing demographics of the cinema audience, the majority of whom are now too young for a genre that always venerated age. The younger audience is attracted to other genres- horror, science fiction- that offer many traditional satisfactions of the western without the dated historical baggage that now seems increasingly irrelevant in the 21st century. The changing attitudes of society, especially in terms of sexuality and ethnic difference, have left the classic Western marooned in its nineteenth century values.The death of the Western genre mirrors the...

Offensive and Otherwise Inappropriate German Words

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Although Germans sometimes borrow  the English f-word, the German version is rarely used in swearing. German terms roughly equal to American bullsh or British bollocks include:   der BockmistScheiß redenScheiße!Quatsch mit Soße Donnerwetter!  Darn it! Zum Donnerwetter!  , it depends on the tone of your voice and how it is said. As an interjection of acknowledgment, it is more like My word! You dont say. die Drecksau/der Dreckskerl  filthy swine, bastard die Hà ¶lle  hell   Ã‚  Ã‚  Fahr zur Hà ¶lle!   Go to hell!  Ã‚  Ã‚  Zur Hà ¶lle mit...   To hell with...  Ã‚  Ã‚  Sie machte ihm das Leben zur Hà ¶lle.   She made his life a living hell. NOTE: Avoid anglicisms like  was in der Hà ¶lle!  Most English hell expressions are Teufel expressions in German. Der Mist  is a mild German word meaning dung, manure, or rubbish/nonsense. However, when used in some compound words (der Mistkerl,  das Miststà ¼ck), it is no longer fit for polite society! der Mistkerl  bastard, dirty swinedas Miststà ¼ck  bastard (m.), bitch (f.) verdammt  damned, bloody Verdammt!   Damn!/DammitVerdammt noch mal!   Damn it all!/Damn it to hell!/Bloody hell! (Br.)Verdammter Mist!   Goddamn it!/Sod it! (Br.) verflucht!  damn! Verflucht noch mal!   For chrissake!/Goddamn it! der Scheiß  /  die Scheiße Variations of this German word [literally, sh, crap, damn, bloody (Br.)] are so ubiquitous as to warrant an entire section of its own.  It is important to know that the German and English versions of the s-word are not always equal. The English subtitles of German movies often mistranslate the German expletive  Scheiße!  Its use in German is frequently closer to English Damn! or Dammit! To say This town really sucks, you could say:  Diese Stadt ist echt Scheiße.  Although it sometimes isnt as strong a curse word as English Sh! that doesnt mean you should casually use  Ã¢â‚¬â€¹Scheiße!  in German. An expression such as  Dieses Scheißauto!  could mean This f-ing car! or This damned car! - depending on how it is said and by whom.   Scheiß-  prefix  lousy, shty, bloody (Br.), crappy, damned (thing).  This prefix, like its cousin above, often should be translated as damned (thing), or something more mild than you might think. For instance, when a German says  So ein Scheißwetter!, it only means that the weather is really bad: Such awful weather! By the same token,  Diese Scheißpolitiker!  means These damned politicians! (a universal complaint).   scheißegal  adj.  of no damned importanceDas ist mir  (doch)  scheißegal!  I dont (really) give a damn/f-/sh (about that)!scheißen  to sh, crapDu scheißt mich an!  Youre sh-in me!/Youre a pain in the ass!Ich scheiß drauf!  I dont give a damn/f-/sh (about that)!der Scheißkerl  bastard, son-of-a-bitch, motherf-er Obscene Hand Gestures While we dont include inappropriate gestures in this glossary, you should know that some hand signs or gestures are universal, but others are not. In some parts of the world, the American OK sign (finger and thumb forming an O) is an insult having to do with a body orifice. If a German taps his/her forehead with the index finger in someones direction, that is a bad thing (meaning the other person is an idiot), and punishable by a fine if a policeman sees it or someone files charges. Sexual Terms and Body Parts Many of the terms in this glossary relate to human sexuality. Some of them have a double meaning that you should be aware of. If you refer to an animals tail in German (der Schwanz), thats OK, but you should also know that the same term is a crude way of referring to the male sex organ. The German verb  blasen  can have many of the same multiple meanings that blow has in English. But if you want to enjoy a good German erotic novel, youll find some of that vocabulary here as well. blasen  Ã‚  to blow (fellatio) jemandem einen blasen   to go down on s.o., do fallatioSie hat ihm einen geblasen.   She gave him a... ficken  Ã‚  to fk, have sex (vulgar),  mit jemandem ficken   to fk s.o. NOTE:  The German forms of  ficken  are used only in a sexual sense. Most English fs: Fk him!   Der kann mich doch am Arsch lecken!; This f-ing car!   Dieses Scheißauto!; We were just f-ing with you.   Wir haben dich nur verarscht.; Fk off!   Verpiss dich! geil  horny.  This word (along with  supergeil) has become slang for cool or great in German.  Das ist ja geil!   Thats really cool! die Eier  (pl.)  balls, nuts (lit.  eggs) einhandsegeln  (teen slang)  to jerk off, wank, spank the monkey einparken  (teen slang)  to have sex, get laid, bang die Kiste  boobs, tits; (big) buttDie hat ne große Kiste.   Shes got big tits.Note: In some regions, this can mean a big butt rather than boobs. knallen  to bang, screw der Knutschfleck  (-en)  hickie, love bite The Bottom Line der Arsch   ass, arse; butt.am Arsch der Welt in the middle of nowhere, in a Godforsaken holeam/im Arsch sein to be screwed upDas geht mir am Arsch vorbei! I dont give a sh (about that)!in den Arsch gehen to get screwed upDu kannst mich! (am Arsch lecken) You can kiss my ass!Leck mich am Arsch! Kiss my ass!/F- off!Setz deinen Arsch in Bewegung! Get your ass in gear!er Arschkriecher/der Arschlecker (-)  ass-kisser, brown-nosedas Arschloch  a-holeder Po  bottom, behind, butt kommen  to come, have an orgasm der/das Kondom  condom.  Also known by many slang terms:  Gummi,  Pariser, etc. die Mà ¶pse  (pl.)  tits, boobs pissen  to piss, pee.   sich verpissen   to piss off, f- off der Sack  (Scke)  bag, sac, sack; scrotum, balls (testicles); bastard, bugger, sod ein fauler Sack  a lazy bum, lazy bastard/bugger (degree of harshness depends on circumstances/tone of voice)eine faule Socke  a lazy bum (less harsh than fauler Sack) die Sau  sow, bitch, bastard.  alte Landsau  stupid old bitch, dumb bastard (lit., old country sow).  Also see Schwein below!  In German, words related to the pig (sow, swine) fill in for English terms of illegitimacy (bastard, son-of-a..., etc.).   Sau-  prefix  bloody, damn, lousydie Sauarbeit  damned/bloody/lousy workdas Sauwetter  damned/bloody/lousy weather die Scham  shame; private parts, genitals, vulva (fem.) das Schamhaar  pubic hair scharf  hot, horny, sexually aroused Ich bin scharf auf ihn.  I have the hots for him. die Scheide  Ã‚  vagina.  The  Rammstein  song lyric bis der Tod der Scheide is a play on this word and the phrase bis der Tod euch scheidet (till death you do part) in their song Du hast. See  full lyrics. der Schwanz, die  Schwnze, das  Schwnzchen (diminutive)  tail, slang for penis das Schwein  pig, bastard, son of a bitch, swine.  This is one of the worst words in German! NEVER use it (or its compounds) unless you know what youre doing, and probably not even then! Ironically,  Schwein haben  means to be lucky:  Wir haben Schwein gehabt.   We were lucky. (We came out smelling like a rose.) Schweine:  So eine Schweinerei!  How disgusting!/What a dirty trick! der Strich  prostitution; red-light district.  auf den Strich gehen  to be a prostitute, ply her / his wares der Teufel  devil Zum Teufel!   Dammit!  Ã‚  Ã‚  Wer zum Teufel hat das gemacht?   Who the hell did that?  Ã‚  Ã‚  Der Teufel soll mich holen, wenn...   Ill be damned if...  Ã‚  Ã‚  Geh zum Teufel!   Go to hell!  Ã‚  Ã‚  Hol dich der Teufel!   Go to hell!  Ã‚  Ã‚  Scher dich zum Teufel!   Go to hell!  Ã‚  Ã‚  Der Teufel wird los sein.   The sts gonna hit the fan. All hells gonna break lose. ​die Unaussprechlichen  (pl.)  ones unmentionables (humorous) die Zuckerstange  (slang)  penis (candy cane) German Slang Terms for Masturbation Lest you think that German has an abnormally large number of terms for masturbation,  let me point out that English does as well. sich abzapfenaus dem Handgelenk schà ¼ttelnden Fleischtopf rà ¼hrenden Schimmel schà ¼ttelnden Trumpf in die Hand nehmendie Hnde in den Schoß legendie Ladung là ¶schen, entsaftendie HandmassageHuptling Schnelle Vorhauthobelnkrumme Finger machenOld Schà ¼ttelhandsein eigenes Sà ¼ppchen kochenselbst ist der Mannsich einen runterholensich einen von der Palme schà ¼ttelnsich entschleimensich Luft machenTaschenbillarddas ÃÅ"bel an der Wurzel packenwichsen Derogatory Terms for  Other People  (Xenophobia,  der Auslnderhass) Like English and other languages, German  has many derogatory and insulting terms for groups of people most of which, not surprisingly, should be avoided at all times.  Some Germans, Austrians, and Swiss, particularly members of right-wing (rechtsextreme), neo-Nazi, or other hate groups, express their dislike of foreigners and other enemy categories (leftists, women, gays) with derogatory German slang terms. Because of their inflammatory nature, we have included only a few terms here, but others are easy enough to find elsewhere online. Of interest, the simple German phrase Im proud to be a German â€Å"Ich bin stolz, ein Deutscher zu sein.† is considered a typical German right-wing slogan.  While in many countries, such a statement is considered normal and patriotic, in Germany it has overtones going back to the Nazi era.   Other phrases associated with right-wing extremist groups include the following: der Hitlergruß: Nazi salute (Hitler salute).  A right-wing symbol of neo-Nazi groups such as the skinheads in Germany. Any display of Nazi symbols, the swastika, Nazi flags, or Nazi-related regalia is against the law in Germany.Unarische  non-AryansUndeutsche  un-GermansRotfaschisten  red fascistsZecken  ticks, blood-suckersRechte  (Rightists)Faschos  fascistsGlatzen  skinheads (baldies)Neonazis  neo-NazisRechtsextremisten  extreme right-wingersSkinheads  skinheadsUnrechtssystem  unjustice systemUnterrassen  sub-racesweißer Spiesser  WASP (White Anglo-Saxon Protestant) More Insults Subkulturen  (Subcultures, e.g., Punks, Goths, etc.)Dekadente  decadentsAsseln/Assis/Asoziale  asocialsVertreter der Wirtschaft  (Business People)Kapital- und Politbonzen  capitalistic and political fat-catsLinke  (Leftists)der Piefke  (PEEF-kah)  Kraut, Heini, Jerry (German person).  Austrians use this word as a disparaging term for a German, somewhat like the Mexican use of gringo for an American. Even in Germany, a  Piefke  is a pompous idiot, so it is not a word to be used lightly.  Ein kleiner Piefke  is a little pipsqueak. Bodily Functions der Pups  fartfurzen  to fart, cut onepupsen  to cut one, fartdie Kacke  caca, crap, sh. Example:  dann ist aber die Kacke am Dampfen.  | Then the sh will really hit the fan.die Flitzerkacke  (teen slang)  the shs, diarrhea (der Durchfall)kacken  to crap, poop, sh

How Everyman presents the idea about Religion and Hypocrisy Essay

How Everyman presents the idea about Religion and Hypocrisy - Essay Example How Everyman presents the idea about Religion and Hypocrisy Even though we are unable to see God, religion makes us believe in our hearts that He exists and observes everything we do all the time, wherever we go. Due to religion, most people believe that we live our lives in order appease God by trying to make it good since he will approve the manner in which we lived our lives. Through living in the will of God, according to gospel, we believe that He will enable us have eternal life. This makes religion to appear very important to man since no one would prefer going to hell to having eternal life. The writer of â€Å"Everyman† discusses the ideas on religion and hypocrisy in his article. In the story, at the beginning, the messenger assures us that we might be relaxed about our sins at the period they take place, and we can also enjoy our earthly wealth not knowing that all these will come to pass in the day of reckoning (2121). As the story continues, the messenger explains that when we die, our good deeds and sins are taken with us in grave. However, he says that it is good that our good deeds overcome our sins in order to face God with a little hope in the Day of Judgment. The good deeds we had are the only ones that determine our eternity. God’s character reveals to us that the story is about Christian beliefs since God is presented as Jesus, being hanged on the cross. Everyman’s character presents a real example of hypocrisy. In the outside view, he appears to have everything. For instance, he had a family, wealth, beauty, knowledge and strength. His state is admirable and is the kind of life most people wish to have.

The Lands of Bolivar Essay Example | Topics and Well Written Essays - 250 words

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Middle Range Nursing Theory Essay Example | Topics and Well Written Essays - 1250 words

Middle Range Nursing Theory - Essay Example Patients that have terminal illness may feel distress or pain in any or all of these domains and that the desire for comfort should be evaluated and attended to on all areas, instead of simply focusing on the long-standing practice of managing physical pain. The purpose of this paper is to discuss Kolcaba’s comfort theory, particularly its history, principles, and concepts, and application to specific nursing practice. A Brief Description of Kolcaba’s Comfort Theory At the advent of the twentieth century, the concept of ‘comfort’ was applied in a broad way, and it was greatly appreciated in nursing. Furthermore, the capability to give comfort demonstrated the personality and skill of nurses. During this period, nurses thought that giving comfort was their sole responsibility. Comfort was mainly essential because therapeutic medical procedures were still absent (Kolcaba, 2003). Improving the comfort of patients was viewed as a proactive nursing objective tha t also was encouraging, and, in almost all instances, should involve progress from an earlier condition. Comfort arose from environmental, emotional, physical, and psychological interventions, but directives for special comfort procedures were under the doctor’s discretion. ... The value of family comfort started to surface during this period and families were regarded valid beneficiaries of comfort therapies. Nurses encouraged self-care in patients if at all possible. Comfort became the top priority of nurses only when their patients have terminal illness. Moreover, where nursing contexts were less affected by technology, like long-term care and nursing homes, comfort was more essential as a purpose of nursing (Fawcett & DeSanto-Madeya, 2012). Smith and Liehr (2008) argued that such pattern had wide-ranging repercussions for nursing in the twenty-first century, because of an increasingly aging population. More and more elders desire comfort in the remaining days of their lives. Frances Kolcaba describes comfort in nursing as â€Å"the satisfaction (actively, passively, or co-operatively) of the basic human needs for ‘relief’-- a condition wherein a patient’s special needs were met--, ‘ease’-- a condition of total peace and serenity-- or ‘transcendence’-- a condition wherein an individual overcomes pain and difficulties-- arising from health care situations that are stressful† (McEwen & Wills, 2007, 256). Kolcaba’s comfort theory takes place within a context made up of ‘three states of being’ and ‘four contexts’ wherein comfort for the ill can exist in (McEwen & Wills, 2007, 256). The three interconnected states of being wherein a patient is supported are relief, ease, and transcendence. The environmental, social, psychospiritual, and physical are the four contexts wherein comfort for patients takes place. The psychospiritual domain is where life’s purpose and meaning reside (McEwen & Wills, 2007, 256). Comfort theory is rooted in the idea that all human beings respond in a

Effects of Low Health Literacy

Effects of Low Health Literacy Imogen Parker This assignment will discuss health literacy, its various influences and the effect of low health literacy levels on individuals and communities. The various methods and strategies that have been devised to alleviate low health literacy will also be examined. Since the World Health Organisation’s Alma Ata Declaration (WHO 1978), primary health care strategies and methods of effective communication have been established to promote health and improve health literacy. This essay will draw on examples of primary health care strategies employed in Australian communities and various methods for improving health literacy that can be actioned by health professionals and the wider health system. The concept of health literacy can be defined as the capacity of individuals to understand, access and apply health related information and services to maintain physical, mental and social wellbeing (WHO, 2009). Health literacy is essential in allowing individuals the ability to comprehend their own wellness or illness, make informed health decisions and seek appropriate and timely care through this comprehension. In 2012, 59% of Australians aged 15-74 years had inadequate levels of health literacy (AIWH 2012). Individuals’ health can be negatively affected in numerous ways and to different degrees by low health literacy levels. For example, individuals with poor literacy comprehension may be unable to complete personal detail or consent forms that are necessary for consultation or treatment by health care professionals. This may lead to the individual abandoning their attempt to access health care due to the embarrassment surrounding poor literacy skills, or for fear of being met with unhelpful condescension by health care professionals. Additionally, individuals with low literacy may be unable to comprehend essential information in mediums such as pamphlets, prescriptions or medication instructions. This lack of comprehension could have dire consequences for the individual; they may choose to take no medication, or incorrectly administer their medication which could result in harmful side effects. These consequences indicate a failure on the part of the health system or the health care provider, as they have either failed to clarify understanding during consultation with patients or have communicated or presented information in a way that is inaccessible for individuals with low literacy levels. Health literacy not only concerns individual health behaviour and lifestyle decisions, but requires an understanding of the wider societal influences on health. Social determinants of health such as income and employment, education and social exclusion (among a myriad of other factors) can affect an individual’s capacity to be health literate and health literacy itself is one of these determinants. (WHO 2009) Lower socioeconomic status has been historically attributed to lower literacy levels, which in turn affects the ability to be health literate. The social gradient is a prominent determinant of health; the lower the individual sits on the social class ladder often correlates with poorer health outcomes. (WHO 2003) It is evident that social, educational and economic inequalities contribute to the commodification of health care; something that the privileged can access and the disadvantaged may struggle to access and utilise. The effect of low health literacy in conjunction with socio-economic background can be observed through examining health status among the population of Australia. Chronic illnesses with high prevalence such as cardiovascular disease, diabetes, respiratory disease and cancer can be influenced by risk factors such as obesity and tobacco smoking. (Department of Health 2012) Such risk factors can be inextricably linked to the aforementioned illnesses and may also indic ate the socio-economic status and health literacy level of the individuals who are affected. For example, an individual who was unemployed or had little income may be more likely to consume processed food as it is dramatically less expensive and less labour intensive to prepare than fresh, more nutritious ingredients. Inexpensive, processed food is often high in fat and low in nutrition, but can be purchased inexpensively and often in large quantities; making it an economical option. However affordable, regular consumption of these products can lead to individuals becoming over weight and potentially obese, which in turn can lead to subsequent conditions such as Type 2 diabetes and cardiovascular disease. It is evident that societal and economic structures can influence health status profoundly and present barriers to good health that are fundamentally difficult for individuals to overcome (WHO 2003). The role of the healthcare system, health professionals and greater society must be examined and modified if health literacy is to be ameliorated. â€Å"If achieving health literacy is to be a goal, some rediscovery of the importance of health education needs to occur, together with a significant widening of the content and methods used† (Nutbeam 2006). The Primary Health Care approach aims to minimize health inequality between social classes and encourage good health for everyone. Primary health care ‘reflects and evolves from the economic conditions and sociocultural and political characteristics of the country and its communities’ (WHO 1978). Accordingly, health care providers must facilitate patients’ understanding and ability to self-manage their health by presenting health information that is accessible for individuals of all literacy levels. In direct communication with patients or clients, health professionals can employ the teach-back method to ensure comprehension by the patient. This provides an opportunity for questions to be asked and clarification to be achieved, thus promoting health literacy (Egbert Nanna 2009). The application of primary health care has been demonstrated as essential in addressing low health literacy and poor health status in Indigenous communities throughout Australia. One stra tegy for improving health literacy from a young age is the Family Planning Association of Western Australia (FPWA) Mooditj program: a community based sexual health education program for Indigenous youth in remote and rural areas. The program aims to educate individuals in early adolescence on sexual health and related issues. Mooditj uses informal discussion techniques to encourage participation and openness, and culturally relevant art and role playing activities to address sensitive topics concerning sexual and emotional health. The cultural and social relevance of the program was determined effectively through recognition of the various social determinants and cultural influences occurring throughout the community it served. The development involved extensive consultation with members of the community, parents and Aboriginal Elders regarding relevant health issues, effective methods of information delivery and ensuring that local language and customs were incorporated. Indigenous community members can be trained to deliver the Mooditj course and the sharing of information and experience between Mooditj facilitators and participants is encouraged in order to strengthen the integrity and scope of the program. The Pika Wiya Health Service in Port Augusta, SA provides the chronic disease self-management course, Life Improvements for Everyone (LIFE) to improve health literacy and health status in Indigenous communities. The LIFE program is peer-led and community focused, aiming to bridge health inequalities between the indigenous population and the wider Australian population. The program utilises individual care plans for clients with chronic illnesses (such as diabetes and heart disease) that are culturally appropriate and specific to their personal capabilities, health circumstances and goals. Both Mooditj and LIFE are consistent with the primary health care approach as the programs have been tailored to suit the health needs of the community with respect for culture and social circumstances. Furthermore, such programs can facilitate increased community capacity and engagement in health education, contributing to improving levels of health literacy. The essence of successful health education programs is empowerment; where individuals have greater control and confidence in their ability to manage their own health. Health education that is accessible to all literacy levels, is culturally reflective and developed with consideration of the social determinants of health has great potential to reduce the prevalence of preventable chronic illnesses in both the Indigenous community and the wider Australian population. Efforts to improve health literacy and encourage a healthy population must be holistic in nature and motivated by empowerment and equality across all areas of society. Effective promotion of health literacy among the individuals and communities which the health profession serves will need to reflect on the social determinants of health and how they are interconnected with health literacy and health status. References Australians for Native Title and Reconciliation 2007, Success Stories in Indigenous Health, pp.28-29, September 2007, viewed 1/4/15. https://antar.org.au/sites/default/files/successstories.pdf> Australian Government Department of Health 2011, Discussion of the four key health issues, National Women’s Health Policy, viewed 1/4/15. http://www.health.gov.au/internet/publications/publishing.nsf/Content/womens-health-policy-toc~womens-health-policy-key~womens-health-policy-key-literacy> Australian Institute of Health and Welfare 2012, Australia’s Health 2012, Australias health no. 13., Canberra, 2012, viewed 1/4/15. http://www.aihw.gov.au/publication-detail/?id=10737422172> Department of Health and Families 2009, Revision of the Preventable Chronic disease strategy, Background Paper: Preventable Chronic diseases in Aboriginal Populations, Northern Territory, April 2009, viewed 1/4/15. http://health.nt.gov.au/library/scripts/objectifyMedia.aspx?file=pdf/47/68.pdf> Egbert, N., Nanna, K. 2009, ‘Health Literacy: Challenges and Strategies’, The Online Journal of Issues in Nursing, vol. 14, no.3. Family Planning Association of Western Australia2004, The Mooditj manual: a sexual health and life skills program for Aboriginal youth, FPWA, Northbridge, W.A. Nutbeam, D. 2006, ‘Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century’, Health Promotion International, vol. 15, no.3, pp.259-267. Sexual and Reproductive Health, WA 2015, Mooditj Leader Training, viewed 1/4/15.  http://www.srhwa.com.au/wp-content/uploads/2014/06/Mooditj-Leader-Training-2015.pdf> Strobel, NA., Ward, J. 2012, Education programs for Indigenous Australians about sexually transmitted infections and bloodborne viruses, Resource sheet no. 12 for the Closing the Gap Clearinghouse, Canberra: Australian Institute of Health and Welfare Melbourne: Australian Institute of Family Studies. World Health Organisation 1978, Declaration of Alma Ata, International Conference on Primary Health Care,Alma-Ata, USSR,12th of September 1978. World Health Organisation 2003, The Solid Facts, Social Determinants of Health, viewed 1/4/15. http://www.euro.who.int/__data/assets/pdf_file/0005/98438/e81384.pdf> World Health Organisation 2009, Track 2: Health literacy and health behaviour, viewed 1/4/15.  http://www.who.int/healthpromotion/conferences/7gchp/track2/en/>

Fate in A Tale of Two Cities by Charles Dickens Essay -- french revolut

Charles Dickens captures the aura of the French Revolution so poetically it is almost as if he was there. Dickens’ A Tale of Two Cities is a thrilling novel originally printed in the newspaper, explaining the cliffhangers at the end of many a chapter. One of the elements that makes the story so thrilling is his incorporation of the theme of fate. Dickens incorporates innumerable symbols to enforce this theme. The echoing footsteps, the storm, and the water are all symbols that reflect the theme of fate by demonstrating the inevitability of your fate. The echoing footsteps written in the novel are meant to inspire the idea of all of the people that are going to come into the characters’ lives. Dickens’ character Lucie Manette is listening to a storm with her friends when she says, â€Å"I have made the echoes out to be the echoes of all the footsteps that are coming by-and-by into our lives† (Dickens 78). This quote indicates that Lucie has some premonition of people who will enter her life. While Lucie may think she has some idea of what and who are coming into her life, she has no idea what direction fate will take her. She does not know if she will meet good people or bad people, and all she can do is wait and be patient. Patience is a virtue when it comes to fate, because fate plays out on its own. Further into the conversation Charles Darnay asks of Lucie, â€Å"Are all these footsteps destined to come to all of us, Miss Manette, or are we to divide them among us?† (78). Mr. Darnay, like all humans , is curious about his fate. Humans are extremely curious about their future, otherwise fortune-tellers would not be in business. The reason for this is most likely a mix between people’s curiosity and their obsession with control. People hav... ... brings up the idea that one cannot change their fate through his symbols, and his inclusion of water as a symbol reinforces this notion. The theme of fate is represented by the echoing footsteps, the storm, and the water with the idea that one cannot stop their fate from proceeding. Dickens uses many symbols throughout A Tale of Two Cities that aid in the promotion of the theme of fate. These three symbols demonstrate the idea that one’s fate is unchangeable and there is a reason for that. The symbols used in this book to expose the theme of fate indicate that Dickens believes that fate is powerful force not to be messed with. Dickens relays the theme of fate being unchangeable in an effective and exciting way that captivates readers and makes A Tale of Two Cities a marvelous read. Works Cited Dickens, Charles. A Tale of Two Cities. N.p.: Dover, 1999. Print.

Angels in America Essay Essay

Tony Kushner’s play, Angels In America, explores the trials of the journey of human life through the development of his characters throughout the play. When Rabbi Chemelwitz says â€Å"Great Voyages is this world do not any more exist. † (Millennium 16) he speaks only the partial truth. It is true that none of the characters at the funeral can make the same kind of trip Sarah Ironson made, the pilgrimage from her home to a foreign land across the Atlantic. However, the voyage to America Sarah took and the various struggles the characters face have many parallels. Instead of the physical trials of Sarah’s great voyage, they are faced with equally as difficult emotional problems that cause them to make certain choices in the great voyage of their lives. Every character faces some psychological journey throughout the play that takes them to new places emotionally, physically, and spiritually. The best example of all three of these journeys is Prior’s development through the play. Prior’s great voyage is the most obvious and widely explained of any of the characters in the play. We first meet Prior at what he knows is a turning point in his life: telling Louis he has AIDS. He says â€Å"K. S. baby. Lesion number one. † (27) telling Louis he is going to die. This is clearly an immensely difficult decision or Prior because he then goes on to say how afraid he is that Louis will leave him. This is the first real step in Prior’s â€Å"great voyage. † Everything else that happens to Prior is a result of this one act. The most immediate and drastic change brought about by this decision is that Louis confirms Prior’s fears and leaves him. After Louis leaves, Prior is thrown into a deep state of depression. His emotional struggle at this point is a perfect parallel for the initial hardships suffered by immigrants immediately after they leave home. In both cases, their lives are drastically changed by some decision which leads to some form of hardship. For the immigrant, it is the physical hardship of adjusting to life at sea and the emotional hardship of losing their home. For Prior, it is the physical hardship of his own body betraying him due to his AIDS and the emotional shock of needing to live without having Louis as a part of his life. The point where we truly see Prior’s voyage is in Perestroika when he climbs the ladder to heaven. The voyage to heaven and back is Prior’s physical great voyage in the play. Everything else has lead up to this culmination of his journey. Prior: But still. Still. Bless me anyway. I want more life. I can’t help myself. I do. I’ve lived through such terrible times, and there are people who live through much worse, but†¦ You see them living anyway. When they’re more spirit than body, more sores than skin, when they’re burned and in agony, when flies lay eggs in the corners of the eyes f their children, they live. (Perestroika 267) When Prior says this, it shows that even though he recognizes that his life is awful, and life in general can be awful, he wants to go on living. While it may seem contradictory, it ends up working out for him in the end when he and Louis make up in the epilogue, or final chapter of Prior’s great voyage. Prior manages to reverse all of the bad about him, except for the AIDS, and even that he is able to beat with his wish for more life. Harper’s great voyage is also another voyage in which the character taking it changes completely. She starts the play as a hopeless drug addled housewife, unable to even truly take care of herself. This is shown in her introduction to the play. She is portrayed as a semi-mad woman who talks to her hallucinations more than actual people. Harper even realizes this is wrong when she says â€Å"Weird stuff happens†¦ like you, for instance. † (Millennium 23) She realizes something is clearly wrong yet does nothing about it. As the play progresses though, she gains more confidence in herself and eventually confronts Joe about his homosexuality. She comes out and directly asks him, â€Å"Are you a homo? † (43) after her hallucination with Prior. This is a huge step for her because she has always had her suspicions about Joe but has never confronted him about it before. Now however, she begins to change. She gains confidence and winds up leaving Joe. It is at this point when she takes a journey with Mr. Lies to try to get away from her life in New York. Unfortunately, the hallucinations are only a temporary distraction as first, Joe finds his way into them and second, she eventually comes back to her senses and is arrested for burning a tree in Central Park. Finally, at the end of her great voyage, she gains enough self-confidence and assurance to make a physical voyage all the way out to San Francisco. A third character who goes on a great voyage through the play is Louis. He originally starts out unable to deal with the reality of Prior having AIDS so he leaves him. However, although he left Prior, he feels truly guilty and awful about it so tries to cover it up. He first tries to bury it by not focusing on it. This is shown by his entire speech at Belize. He doesn’t really want to talk about politics and racism in America, it is his way of coping with the soul-eating guilt that is killing him. He later tries to bury it through sex, â€Å"Keep going. Infect me. I don’t care. I don’t care. †(63) He says this to a random stranger indicating that he feels so guilty, he would rather catch AIDS and die than live with his guilt. He doesn’t stop after this though. He says â€Å"I have to find a way to save myself. † (85) indicating that although Prior is the one with AIDS, he is still only worried about himself. Finally, he continues his downward spiral with Joe. He says â€Å"Let’s stop talking. Or if you have to talk, talk dirty. † This show that he is really not worried in the slightest about Prior at this point and is still only worried about himself. Eventually though, he start to miss Prior, shown when he tells Joe â€Å"I just†¦ need to see him again. † He has the realization that he has greatly wronged Prior and goes back to try and make amends. However, Prior refuses to take him back and although they are no longer lovers, he and Prior are at least back to friends in the epilogue. Louis’ great voyage is an emotional roller coaster in which he eventually does the right thing and makes up with Prior. All of these characters go through great voyages over the course of the play. They change emotionally, physically and psychologically due to them. While Rabbi Chemelwitz may have been technically right when he said they could not go on a great voyage because they are already in America, he is speaking the literal truth. However, the play does not truly bear this out as every character undergoes some fundamental change after going through what can only be described as a great voyage.

The Definitive Guide to the Xiggi Method for SAT Prep

The Definitive Guide to the Xiggi Method for SAT Prep SAT / ACT Prep Online Guides and Tips The Xiggi Method was written by a popular member of the forum CollegeConfidential. After scoring well on the SAT, he wrote 10 pages of his top tips for SAT prep. The value in the Xiggi Method, however, is not just in reading the guide, but in understanding how to put it into action in your own study plan. As he notes himself, "there are no earth-shattering secrets...it's mostly based on common sense." Therefore, to get the most out of the Xiggi Method, you need to understand critical ways that it may not apply to you and know how to move forward to guide your own SAT prep. Read on for our detailed guide to the Xiggi Method and how to use it. If you don't already have the Xiggi Method document, click here to download it. Note that all these points work equally well for the ACT. Instead of the Official SAT Study Guide mentioned below, you'll need to buy The Real ACT. The 7 Major Points of the Xiggi Method Let's start with the key points from this SAT study guide: Why prep for the SAT? Because the SAT is unlike anything you've ever taken in school. The questions are different, and the skills tested are different from what you've learned. Brilliant students can do poorly on the SAT, and weak students can do extremely well on the SAT. Therefore, familiarizing yourself with the test will dramatically raise your score - if you study the right way. When taking full-length practice tests, use only official tests published by the College Board. No other company publishes tests as realistic as the College Board. Take your first practice tests without a time limit. Spend 30 minutes taking a section, then spend 30 minutes reviewing your answers. Review both correct and incorrect answers - try hard to understand every question in detail! Most other books not published by the College Board aren't very good. They give "strategies" that seem like they'll help on the test, but actually aren't very effective. They're mostly helpful for people scoring in the lower ranges who don't have a good grasp of the underlying content. Vocab studying isn't as important as it used to be. Don't memorize giant lists of thousands of words - your time is better spent elsewhere, like in getting better at passage questions. If you want to study vocab, study it over a long period of time so that the words stick in your memory. Most nationwide test prep chains like Princeton Review and Kaplan are way more expensive than they're worth. At $800-1600, you'll sit in a class with an inexperienced instructor who's just rehashing the $30 book you can buy on Amazon. When you've learned more of the underlying content and understand the SAT in more detail, then you can schedule timed,full-length exams to get familiar with the endurance and energy needed for the 4-hour test. You'll need to face timing pressureto know how the real test will feel. In his SAT guide, Xiggi goes into more detail in each of these points. His main points are sound advice, and we agree with them on a high level. However, there are a few critical ways that the Xiggi Method may not work well for you... 5 Warnings about the Xiggi Method and You (Important) If You're Not Motivated The Xiggi Method is most applicable for highly motivated students driving for a top score. If you find it hard to motivate yourself to study, you will benefit from having more structure in your prep. You may need someone else to remind you to study and to hold you accountable, or a study program that gives you clear step by step instructions on what to do. If You Find it Hard to Learn From Your Mistakes If you find it hard to learn from your mistakes, you'll need someone who can teach you. The most important part of SAT prep is understanding where you're going wrong and how to avoid those mistakes in the future. If an answer explanation on a page often doesn't help you understand your mistakes, you need to find a person who can guide you. Do NOT "Buy As Many Books As You Can" Even though Xiggi suggests it, you should NOT buy 'as many books as you can.' In fact, this will waste a lot of time and money as you spread yourself too thin. Focus on the Official SAT Study Guide published by the College Board, and one or two supplemental books that teach you underlying content and strategies. When I was studying for the SAT, I used three main books: The Official SAT Study Guide, Barron's SAT, and another book of practice questions. I went through all of them and scored a 2400. It was my quality of studying, not the number of books, that earned my full score. Look out soon for our comprehensive guide to the best SAT/ACT books. You Need to Schedule Enough Time to Study You need to schedule time to study. There's no way around it. The SAT is so expansive and covers so many types of questions that to get familiar with all of them, you need to encounter them over and over again. We recommend that you study at least 40 hours to have the best chance of raising your score. If You're on a Tight Budget The method relies on buying books, which can amount to $100 or more. If this is out of your budget, here are two methods to find those books so you can study. 1) Visit your local library or school library and see if they have the books. Check them out and work on paper so you can return the books. 2) Visit your local bookstore, which is very likely to have the books mentioned in this article. You can sit in the bookstore and work from the books without buying it (just don't spill coffee or make marks in the book!) What To Do Next: Following the main points of the Xiggi Method is a great way to get your feet wet in SAT prep. Here's a step by step guide on what to do: Buy the Official SAT Study Guide by the College Board, if you haven't already. Take Test 1, section by section, without a timer. After each section, review all your answers, even the questions you got right. Aim for equal times taking the test and reviewing: about 30 minutes for each section, and 30 minutes reviewing. Reflect on your progress. Were you able to finish Step 2 within one or two weeks? If not, you likely need more motivation to put in enough study time. Were you able to understand every single answer choice, correct and incorrect? If not, you'll need clear answer explanations, or a tutor who can guide you through your mistakes. Adapt your study plan according to your reflection. Keep reading to learn even more SAT prep strategies. Read More: Month-by-Month; A one-year study schedule for serious extended SAT study. What is a good score on the SAT? Start Improving Your SAT Score Today:

Quotes From Great Writers About the Month of April

Quotes From Great Writers About the Month of April April is a month of transition. It arrives when winter has just ended and spring is beginning, symbolizing a period of rebirth. With this roundup of quotes about April, learn how writers from William Shakespeare to Mark Twain viewed this key month of the year. The Nature of April Many poets and writers have focused on the natural beauty present in April- birds singing, rainbows, and the first flowers of spring. A gush of bird-song, a patter of dew, A cloud, and a rainbows warning, Suddenly sunshine and perfect blue- An April day in the morning.  - Harriet Prescott Spofford, April Again the blackbirds sings; the streams / Wake, laughing, from their winter dreams, / And tremble in the April showers / The tassels of the maple flowers.  - John Greenleaf Whittier, The Singer April comes like an idiot, babbling and stewing flowers.  - Edna St. Vincent Millay Now the noisy winds are still; / Aprils coming up the hill! / All the spring is in her train, / Led by shining ranks of rain; / Pit, pat, patter, clatter, / Sudden sun and clatter patter! . . . / All things ready with a will, / Aprils coming up the hill!  - Mary Mapes Dodge, Now the Noisy Winds Are Still Sweet April showers / Do spring May flowers.  - Thomas Tusser When April winds / Grew soft, the maple burst into a flush / Of scarlet flowers. / The tulip tree, high up, / Opened, in airs of June, her multitude / Of golden chalices to humming birds / And silken-wingd insects of the sky.  - William Cullen Bryant, The Fountain A Month of Symbolism For many writers, April symbolizes youth, newness, and promise. However, for some poets (such as T.S. Eliot), April also stirs up memories and prompts reminiscences of the past. April... hath put a spirit of youth in everything.  - William Shakespeare April is the cruelest month, breeding / Lilacs out of the dead land, mixing / Memory and desire, stirring / Dull roots with spring rain.  - T.S. Eliot, The Waste Land April is a promise that May is bound to keep.  - Hal Borland April prepares her green traffic light and the world thinks Go.  - Christopher Morley, John Mistletoe April Showers as Tears   Some poets and writers have described April rains as tears, symbolizing the passing of time and the changing of the seasons. Every tear is answered by a blossom, / Every sigh with songs and laughter blent, / April-blooms upon the breezes toss them. / April knows her own, and is content.- Susan Coolidge (Sarah Chauncey Woolsey), April For April sobs while these are so glad / April weeps while these are so gay,- / Weeps like a tired child who had, / Playing with flowers, lost its way.- Helen Hunt Jackson, Verses- April Old April wanes, and her last dewy morn / Her death-bed steeps in tears; to hail the May / New blooming blossoms neath the sun are born, / And all poor Aprils charms are swept away.  - John Clare, The Last of April Sweet Aprils tears, Dead on the hem of May.  - Alexander Smith, A Life Drama A Period of Joy and Promise For many poets and writers, April symbolizes renewal and rebirth. Our spring has come at last with the soft laughter of April suns and shadow of April showers.  - Byron Caldwell Smith Sweet April-time- O cruel April-time! / Year after year returning, with a brow / Of promise, and red lips with longing paled, / And backward-hidden hands that clutch the joys / Of vanished springs, like flowers.  - Mrs. Craik (Dinah Maria Mulock), April The April winds are magical, / And thrill our tuneful frames; / The garden-walks are passional / To bachelors and dames.  - Ralph Waldo Emerson, April The children with the streamlets sing, / When April stops at last her weeping; / And every happy growing thing / Laughs like a babe just roused from sleeping.  - Lucy Larcom, The Sister Months April 1. This is the day upon which we are reminded of what we are on the other three hundred and sixty-four.The first of April is the day we remember what we are the other 364 days of the year.  - Mark Twain The sun was warm but the wind was chill. / You know how it is with an April day. / When the sun is out and the wind is still, / Youre one month on in the middle of May. - Robert Frost, Two Tramps in Mud Time

Television and Effect on Children Research Paper

Television and Effect on Children - Research Paper Example Constant television viewing by children comes with physical, mental, and emotional ramifications that have been proven to have lasting effects on children if ongoing television viewing is not put to an end. The consequences will be revealed throughout this paper, as well as ways to prevent the consequences from taking place. Physical Ramifications Obesity has become one of the greatest health concerns among children in this day and age, and it has been directly connected to children spending more time in front of the television than outside being active. A massive lack of physical exercise and the need to be eating while watching television has caused children to weigh more now than they have in previous years. The longer that these two activities exist together, the more, and the quicker, that a child’s health is capable of failing. Television is not what it used to be. When the television was first introduced in homes, there were only a handful of television stations and a s imilar number of television shows, most of which were news channels. Nowadays, there are over one hundred easily accessed television channels and almost four times the amount of television shows, many of which are directed at the younger audiences (Liebert et al, 1988) and are usually available roughly around the time that most children are released from school. The television studios know exactly what they are doing when they air certain shows at certain time. As such, children have found it possible to sit in front of the television and watch show after show without even a hint of a break at times that are most convenient for them: when they are most likely to be at home. This ability to be constantly watching television has caused an increase in the amount of time that children spend in front of the television and, similarly, a decrease in the amount of time spent engaging in physical activities, such as sports or simply running around with their friends. This also causes childre n to begin to associate television with good activities and exercise as more of a chore. It is common for people to want to eat while they watch television and movies, and when children sit in front of the television as often as they do, they enjoy many unhealthy snacks and meals while enjoying their television shows. This holds especially true when they come home from school; they crave both something to eat and something to allow themselves to unwind after a long day of school. Excessive eating and a lack of physical activity can cause children to gain great amounts of weight over short amounts of time. The diets of children is another area of concern; most children are not being fed the proper types of food, so they often go for the greasy, fatty snacks while they are watching television. Again, after school snacks often consist of unhealthy snacks in large quantities. Even if their meals throughout the day are healthy, constant snacking of fattening foods can only build up in th e bodies of these children, and if they are not exercising, they are not getting rid of that unhealthy weight. In essence, the longer that children sit in front of the television, the more unhealthy food they are likely to eat. The consequence of the two aforementioned issues is that children gain

Implementating magnet environment in Riyadh Military Hospital ICU unit Essay

Implementating magnet environment in Riyadh Military Hospital ICU unit - Essay Example The process of magnet environment in magnet hospitals begins from the process of recruitment and continues with the process of retention. In the process of recruitment, a considerable number of measures are put in place and taken into account in order to ensure the attainment of recruitment objectives. In which candidates current and future expectations are taken into account. After recruiting, many efforts are consumed to retain the hired nurses. Needless to say, it is the ultimate objective of the recruitment of nurses to ensure their continual nursing services with a quite foreseeable future with the management of hospital. More significantly, numerous factors are taken into that require their attainment at recruitment and retention of nurses. However, Shortell & Kaluzny (2006) provide some fundamental elements essential to magnet environment within hospitals; they include, quality of nursing and leadership, organisational performance, motivation and worker autonomy, work design, effective groups and teams, coordination and communication, participative or decentralized management, and organizational change and organizational innovation. The nursing profession consists of three types of workers: registered nurses, nurse aides, and licensed practical nurses (General Accounting Office, 2001). Registered nurses, who are state-licensed and possess associate degrees (two-year community colleges), diplomas (three-year hospital programs), or baccalaureate degrees (four-year colleges), provide direct patient care besides managing nursing care (Keenan, & Kennedy, 2003). Nurse aides may provide their health care services in hospitals and home care settings as well, but... This paper talks also about a few things. One of them is attrition, which is not only a problem for hospitals but also for the managers, health policy makers, and managers relevant to the field of nursing. Besides increasing cost burden over the hospital management to renew the hiring process in order to fill the gap created by attrition of nurses. Interestingly, not only in the developed countries, where the health industry is considerably advanced and stable than health industry operating in the developing countries. Throughout the essay, we can see profound infromation on magnet environment and types of nurses, where it's discussed how important quality of nursing and leadership, organisational performance, motivation and worker autonomy, work design, effective groups and teams, coordination and communication, participative or decentralized management, and organizational change and organizational innovation are. Then the essay begins discussing the causes of nurse attrition, where the general perception of nurse is less positive. Afterwards, the paper talks about the effective strategies to increase nurse retention. This essay has a conclusion, which states that magnet environment holds a key to retain nurses. And, the magnet environment occurs when all the elements inside an organisation work in the required way; In which, organisational commitment, nurse leadership, recruitment policies and procedures, and enablement of nurses in the required level of decision making.