The theme of responsibility in An Inspector Calls Essays

The theme of responsibility in An Inspector Calls Essays The theme of responsibility in An Inspector Calls Paper The theme of responsibility in An Inspector Calls Paper Essay Topic: Literature Every member of our society should be equivalent and adjusted to each other. Other peoples actions, suggestions and reactions make a considerable difference to our lives. This has great significance and concludes that we need to care about each other. The playwright of An Inspector Calls, J.B. Priestley, wrote this play for several essential and specific reasons. One of the key ideas was based on the theme of responsibility. In this essay, I have focused on the same ideas. Furthermore, I will carefully analyse and compare two very contrasting character in the play. I have chosen to do my research and comparison on Mrs Birling and Sheila Birling. And to help me analyse them I will use quotes from the play. An Inspector Calls is a play, which was written by John Boynton Priestley in 1945 (set in 1912), and was staged in the theatre on the 1st of October 1946. Priestley uses the play as an example of what can happen if we ignore the feelings of others. Priestley believed a great deal in socialism and used the play to influence people to be socialists. An Inspector Calls is a play about a family called the Birlings. One day, they were celebrating the engagement of their only daughter, Sheila, while they were enjoying themselves; an inspector approaches their house and turns the joyful and thrilling night into misery. Every character gives a first impression, and Sheila is one of them. Sheila is a pretty girl in her twenties, very pleased with life and rather excited. My fist impressions about Sheila was that she is an immature, naà ¯Ã‚ ¿Ã‚ ½ve girl but as the play advanced I was proved very wrong. The latter parts of this essay will provide evidence so. In 1912, Britain was at the height of the Edwardian society, known as the Golden age. A quarter of the world belonged to Britain meaning that it was coloured red on the globe of the world. The British Empire was the most vast and powerful since the Romans-the best nation in the world. Theatres, musicals, prom concerts and film were making a vital impact as it entertained the Edwardian population. The upper classes (such as the Birlings) led such a lavish life that the Edwardian era is now infamous for. However, despite the illusions of these secure times, many of the cities were overflowing with prejudice and crooks. There was a huge division between the upper and lower classes. The higher classes barely knew the existence of the underprivileged. I personally thought that this play was very effective as J.B. Priestley wrote it at a significant time. In 1947 Britain had just come to end of a devastating world war, where families suffered from immense losses and society was desperate for a fairer, more equal lifestyle. Priestley realised that socialism was becoming increasingly popular and he was rewarded by the play. He effectively used crucial hints in this play to ensure that discrimination in Edwardian time was not repeated. The inspector is the most thought-provoking and mysterious character in the entire play. The mysterious element contributes greatly to making him a very interesting character. I did not find a great deal out about the Inspector but we are given hints and clues from the way he speaks and we are forced to piece together our own ideas about his identity and intentions. The role of the Inspector is very noteworthy for the play. He uses very simple techniques and he moves the play along. By moving the play along he encourages the characters to tell their stories. The Inspector could be considered as a narrator for the vast variety of contributions he makes. I transpired this point because he was accused of being an impostor in the play. J.B. Priestley has made the Inspector an old mysterious and thought-provoking person. In this way, the audience are forced into judging and reaching personal conclusions about him. So, the main role of the Inspector was to promote and change the thoughts of the Birling family. There are many connotations within the name Inspector Goole. As an Inspector, he has come to investigate or inspect the family members and their actions. Goole is a similar sounding to the word Ghoul, a ghost or phantom. It introduces a very eerie spirit-like feeling to the play as if the Inspector is not real. The inspectors final speech dramatically contrasts his use of language throughout the play. He uses simple language, which allows the members of the family to relay their versions of events. He moves from commenting on one particular person to all of those people who are cruelly and unnecessarily exploited in society, millions of Eva Smiths and John Smiths. This is Priestleys main message: we are all responsible for each other. Before the Inspector disembarked, Sheila acts arrogantly towards Eric and Gerald. But she demonstrates respect for her mother and father but with a tone of undermining. Sheila is very happy about her engagement to Gerald but with this of tone towards her family, I feel that she is trying to remind them that this is her special day and that they should not fail to remember it. I fell this because she tries to change the subject of the talk to herself. Arthur (Mr Birling) says I do not think you ought to talk business on an occasion like this and Sheila states Neither to I. All wrong. When the Inspector arrives he uses different interrogation approaches to get his answers from his suspects. Sheila responds to the Inspector in a very honest way. After coming back into the room, she is very sincere with everybody. Sheila answers her questions and queries as honestly as she can, she is genuinely sorry for what she did to Eva Smith and contributing to her death, Yes but it didnt seem to be anything very terrible at the time. Dont you understand? And if I could help her now I would. After her confession, Sheila is eager for everybody to confess to what they supposedly did to Eva Smith. When questioned, Sheila breaks into tears. When questioned, Sheila and Eric have broken down and confessed for their indecency after being just asked a few questions. Sheila was shown a picture of the girl, which she had fired, from Millwards. She recognizes the picture and runs out of the room sobbing. She comes back in and says, You knew it was me all the time, didnt you? This clearly shows that Sheila is an honest girl. Sybil on the other hand answers the Inspectors questions with very short and few word answers. The inspector shows her a photo and says, Do you recognize her? Sybil then says, No. Why should I? Which is a blatant lie because she may think that the inspector knows nothing about this case but really he does or hes very clever and bluffing. The younger characters feel remorse for what they have done; Sybil does not even pity the poor girl. I am very sorry, but I think she has only herself to blame. But then Mrs Birlings opinion is hat Eva should not have used the respectable Birling name, lied about where she came from and why she wanted help from her charity. The difference between classes at that particular time was very clear. The Birlings are obviously a rich family and their name is highly respectable. For Eva to use the name was a big insult to Sybil. However, towards Sheilas engagement. Sybil acts normal because it is the engagement of her daughter. She says that she is happy for her daughter and her fiancà ¯Ã‚ ¿Ã‚ ½ but does not use emotion, tone of voice or body language to convey this. Sybil seems very cold towards her family; she does not show affection at all, not even through speech. I suppose that this is how typical high-class women were expected to act. Sybil having had much more life experience knows how people of different classes should speak to her. Lower-class people should speak to her with respect because without people like her husband and their factories a lot of people would be without work. As soon as the Inspector comes and speaks to her normally, she is shocked. I think you can tell this by her short answers that go straight to the point. I meant what I said. Most of what she says is never more than a line long. I think that the Inspector realised this and plays on it, but this back fires because Sybil does not like being spoken to like this, so she is very short and avoids the main point that the Inspector is trying to achieve from her. This is very clever, meaning the Inspector actually has to know everything. With the other characters he just mentions a name and asks a few questions and he will have the whole story. Sybil believes that an unfamiliar person cannot embarrass her. Sybil however stays calm and again does not show any emotions. She doesnt let this stranger intimidate her because she feels she did the right thing by her charity of which she is the chairperson and is a great influence on the overall decision of who they should help. Every other character except Sybil feels remorse for what they have done. To conclude I have to say that I found that age does affect the way the Edwardian family act. If Sheila was older and more grown up then she would have known that someone not of her class, can not intimidate her if she knows how to react. Sybil however, obviously knows how to respond but she is certainly arrogant. Also, if Sheila was older she would have known that she does not have to be ashamed of her actions to justify them. I f your actions cannot be justified then they cannot be wrong. Sheilas actions were not justified enough. Mrs Birling remains pompous and proper throughout the whole episode. In the play, I have learnt many fundamental things. The ending is a mystery and leaves the audience thinking. This ending takes the audience back to the beginning when the inspector arrives. It leaves us pondering whether the Inspector was some kind of spirit warning towards the Birlings. This adds to the dramatic tension of the play. I think the play was a success in making it dramatic and that issues such as homelessness and refugees have changed since the play was written but still has the same effect on the audience. I think the moral of the play has contributed greatly. Think of the least unfortunate and the Birlings, and carefully analyse how both were treated. This play would challenge the audience with their moral beliefs of right and wrong. If you have done something wrong then the play makes you think about it and what you should do if you are in this situation again. The important thing is to try and correct it because it might just blow out of portion. This is shown well in the play when Sheila realises that she should have said something about Erics drinking problem as it is the main reason that he got involved in this situation. The main purpose of the play is that it wants people to improve on, to have more consideration for everybody and life does not revolve around money but compassion for others. Another message is underlined throughout the play is that all classes have different wealth but when it comes to feelings and sensitivities, we are all equal. The final message of the play is a plea for changes, a change in human nature first, then society. People have to learn that private behaviour has public outcomes. The play was correct.

Demagoguery and How to Pronounce It

Demagoguery and How to Pronounce It Demagoguery and How to Pronounce It Demagoguery and How to Pronounce It By Maeve Maddox As the 2016 US presidential election campaign slouches toward November, the words demagogue, demagogic, and demagoguery make frequent appearances in the media. For example, in a Sunday morning interview with Rachel Martin, NPR stalwart Mara Liasson remarked on the reaction of other Republican candidates to Donald Trump: â€Å"They’re talking about the demagoguery and the authoritarian, violent rhetoric.† What drew my attention to the radio interview was Liaison’s pronunciation of the word demagoguery. She pronounced the second g with a soft sound: /dem-uh-GAHJ-er-ee/. Both g’s in demagoguery are â€Å"hard.† The spelling gue is always pronounced /g/, as in tongue, league, and prologue. Demagoguery is defined as â€Å"the principles or practices of a demagogue.† In modern usage, a demagogue is â€Å"a political leader who appeals to the passions and prejudices of the mob in order to obtain power and further his own interests.† An unlimited Google search for demagoguery and demagogue gives the following results: â€Å"demagoguery† about 508,000 results â€Å"demagogue† about 484,000 results A search for demagogue limited to the year 2000 brings about 2,260 results. Of the ten summaries that come up on the first page of results, nine refer to definitions and discussions of the word. Only one refers to a politician as a demagogue: â€Å"He’s a Demagogue, That’s What He Is: Hodding Carter on Huey Long.† The Ngram Viewer goes only to 2000. On the graph, the word demagogue peaks in 1862 and then drops precipitately. Note: The noun demagogue is verbed by some speakers: Hes merely made use of an existing, flawed system to demagogue his way into the hearts and minds of angry low-information voters, of whom there are a lot. The OED and the Howjsay pronunciation site give /dem-uh-GAH-gik/ (both g’s â€Å"hard†) as the first pronunciation and /dem-uh-GAH-jik/ (second g â€Å"soft†) as an alternative pronunciation. Merriam-Webster gives only the hard g pronunciation: /dem-uh-GAH-gik/. Note: When I began this post, I did not think it necessary to remark on the pronunciation of the o in demagogue. However, a friend told me that she heard NBC’s Brian Williams pronounce demagogic with a long o as well as with a soft g: /dem-uh-GO-jik/. Broadcasting networks do have pronunciation guides. Perhaps their announcers don’t always remember to consult them. American pronunciation for the three words- demagogue, demagogic and demagoguery- is with short o (as in hot) and hard g (as in got): /dem-uh-GAHG/, /dem-uh-GAH-gik/ and /dem-uh-GAHG-er-ee/. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Spelling Test 1How to Punctuate with â€Å"However†Is "Number" Singular or Plural?

The Cold War and The Post-Cold War Periods Essay

The Cold War and The Post-Cold War Periods - Essay Example ost half of the twentieth century caused mutual suspicions, a series of global incidents, and heightened tensions resulted in world’s superpowers involving is disasters. Most Americans claim that it was Ronald Reagan who emphasized the ending of the Cold War. However, many historians point the Soviet Economy as the main factor that led to the end of the Cold War. The Soviet economy stagnated following the expensive race of weaponry. Due to this, Gorbatsjov was forced to change the Soviet economy using his â€Å"perestrojka† policies. This situation caused a definite economic fall. During this time, the Soviets found it difficult to maintain a firm grasp over eastern European satellite states. The policy of Gorbatsjov glasnost caused a lot of strain to the Eastern Europe. Therefore, afterwards, the Berlin Wall came down marking the ending of the Cold War. One of the main challenges that Europe faced after the end of the Cold War was security issues. The security environment of the European countries has been increasingly unstable and uncertain since the year 1989 when the Cold War ended. What is mainly affecting Europe after disintegration of USSR, Csechoslovakia breakup, and Yugoslavia crisis is the unravelling political arrangements that were established after the ending of the First World War (Mearsheimer 23). There are new territorial and ethnic issues that resulted from the Cold War. These issues have caused much destabilization in Europe and undermining efforts of creating new and stable security orders in Europe. Historically, after the end of the Cold War, most European states are unable to solve complex security problems by their own. After numerous enlargements, the Union of Europe currently has twenty seven members who have inevitably turned out to be international players. Additionally, despite the increment of EU and NATO membership, Cold War also brought political differences between Eastern and Western Europe (Phillips 54). On top of these

How the company combine to satisfy shareholders and the demands of Dissertation - 1

How the company combine to satisfy shareholders and the demands of society with no impact on the profitability - Dissertation Example Through these two elements, the reality of the global market, of virtual realities and faster access and exchange of information are realized (Brooke et al., 2004; Chandra, 2008; Soros, 2002; Suarez-Orozco & Qin-Hilliard, 2004), creating a vision of a better world across the globe. However, in 2007, the world has been hit by global economic crisis, which has led to serious difficulties in the lives of ordinary people (Roth 2009; Yandle 2010). The global financial meltdown has put into limelight the relationship and responsibility of businesses to the society as the economic crisis has been precipitated by excessive risk taking of businesses and masking its dangerous actions through, corporate philanthropic, activities (Bordo, 2008; Lin-Hi, 2010; Reinhart, 2008). The notion of economic institutions having social responsibilities has been widely discussed in the past two decades (Campbell, 2007). This coincides with the fact that also in the last two decades the influence and power of corporations have grown due to global presence of multinational corporations and trans- national corporations, which pave for more jobs and resources, higher standard of living and better social conditions (Uccello, 2009). Nonetheless, it should be noted, that the idea of economic institutions of being responsible not only in fulfilling their fiduciary responsibilities to the shareholders, but also satisfying the public interest and stakeholders demands have been proposed already as early as the 1930’s (Hemingway, 2002). As such, the concept of corporate social responsibility is not something new, but it has long been recognised that corporations have responsibilities towards, employees, shareholders, consumers, local communities, natural environment and other stakeholders (Hemingway & Maclagan, 2004; Zolsnai, 2006). However, due to the global financial crisis the urgency to look into the purpose and relationship of economic institutions (businesses) in the society becomes ne cessary. The global financial crisis has concretely shown that actions of corporations are not happening in a vacuum, but it has a direct effect not only to the shareholders but also to all stakeholders (Lin-Hi, 2010). In this regard, this research will look into how company combines satisfaction of both the shareholders and stakeholders and on how this can be measured. The research will be mainly dealing with corporate social responsibility; however, the research will attempt to provide alternative insights regarding CSR because the study will be conducted with the experience of the global financial meltdown as its beacon. The experience demands that CSR be re-understood with clearer parameters and measures that will assist people and stakeholders as attempts are made to further clarify the purpose and relationship of businesses in the society. 2. LITERATURE REVIEW In the literature review, current trends and discussions regarding corporate social responsibility (CSR) will be prese nted. The discussion will cover three sections. The first part will be dealing with the nature of CSR, while the second part will be touching on the apparent relationship among CSR, shareholder satisfaction and profitability. Finally, the third part will be about the means undertaken to determine the impact of CSR. To be able to embark on a discussion, the research has conducted a library research. The electronic databases Academic Source Complete, Business Source Complete, Jstor, Google Scholar, PsycheInfo and ERIC have been searched using a

Attitudes Towards Implementation of Evidence Based Practice

Attitudes Towards Implementation of Evidence Based Practice Introduction The term of evidence based practice (EBP) was firstly used in medicine as evidence based medicine, after that the term developed and being used in nursing with purpose of build up scientific database to improve nursing as science (Colyer and Kamath, 1999). Evidence based practice was passed through three stages; in which the EBP was appeared in Old Testament which was the first form and appearance of EBP; after that the EBP was developed in different form in middle ages, in which the period of middle ages was considered a stage of renaissance of the EBP which characterized by beliefs-related methods of treatment; the third stage of EBP was the modern stage, in which the modern stage considered the last version of EBP that began at 1972; in which the modern version of EBP was the EBP that widely known form among highly educated and professional nurses (Claridge and Fabian, 2005). The Bible was the oldest known source in EBP documentation, in which the Bible contains a story that was represented as an interventional research that progress for ten days (Weingarten, 2003); the story in the Bible said Then Daniel said to the guard whom the master of the eunuchs had put in charge of Hananiah, Miscael and Azariah and himself .Submet us lo this rest for ten days. Give us only vegetables to eat and water to drink: then compare our looks with those of the young men who have lived on the food assigned by the king and be guided in your treatment of us by what you see. The guard listened to what they said and tested them for ten days. At the end of ten days they looked healthier and were better nourished than all the young men (Claridge and Fabian, 2005, P. 548). During the second stage of EBP (1700s-1900s), the EBP was restricted to believes-related methods of treatment; in which Blood-letting was the main treatment for many diseases in middle age period (Klar and Donner, 2002). Physicians and priests were used Blood-letting; in which Physicians and priests were believed that diseases caused by wicked souls; in which the diseased patients should be injured to expel the wicked souls with blood outside of patients bodies (Klar and Donner, 2002). During the last four decades, the EBP was featured in a modern form; in which the borderline for modern period of EBP was began in 1972 by Archie Cochrane (Klar and Donner, 2002). Cochrane (1972) published a paper with title of Effectiveness and efficiency: random reflections on health services; in which the paper was discuss and evaluate the effect of randomization (the randomization was regard to patients and regard to intervention) on the outcomes of the patients health. The Cochranes paper was the first paper reflects the importance of randomized clinical trials; in which Cochrane was found that the randomization of the sample and intervention will exhibit evidence with high quality which improve the quality of health care provided and improve health outcomes of the patients (Cochrane, 1972). Melnyk and Fineout-Overholt (2005) defined EBP as a knowledge-based conflict-resolving strategy that performed by adapting best available evidence to provide best possible care for patients and their families. Furthermore, Evidence Based Practice is a process of integration of research-based results which contribute to achieve best practice (Institute of Medicine, 2001). In addition, Sackett, Rosenberg, Gray (1996) estimated that evidence based practice is synchronous combination of professional nursing experience and research with high level of evidence under patients believes and values consideration. Besides that, Ingersoll (2000) documented that evidence based practice is meticulous, unambiguous, and well-judged theoretical information and reliable research-findings to provide effective decisions about patients care regard to patients and organizational needs (P. 152). Furthermore, evidence based practice defined as Explicit and judicious decision making about health care deliver y for individuals or groups of patients based on the consensus of the most relevant and supported evidence derived from theory-derived research and data-based information to respond to consumers preferences and societal expectations (Driever, 2002, p. 593). Evidence based practice is considered as a magical solution for complicated health problems (Institute of Medicine, 2001). Furthermore, evidence based practice considered wide discipline term used as a solution to clinical-related problems which began to provide findings and basics of clinical decision on best reliable and evident researches with purpose of improving health care provided (Sackett, Strauss, Richardson, Rosenberg, and Haynes, 2000). The Institute of Medicine (2001) was illustrated that EBP process provide intensive care to patients, using effective recent researches to achieve desired outcomes, and provide cost effective standard care. In addition, another study found that EBP enhance nurses professions by improving nurses knowledge and skills to analyze, understand and develop research (Melnyk and Fineout-Overholt, 2005). Evidence Based Practice improves nurses ability to be excellence profession in areas of practice, and improves patients health outcomes by providing high qualified nurses (Institute of Medicine, 2001). Evidence based practice improve patients outcomes within four dimensions; clinical dimension (improve signs and symptoms of patients diseases), life quality dimension (improve patient satisfaction upon to life), functional dimension (improve patients ability to achieve daily living activity), and economic dimension (using EBP was prove ensure of cost effectiveness for patient and hospital) (Weaver, Warren, and Delaney, 2005). In addition, Newhouse, Dearholt, Poe, Pugh, and White (2005) demonstrated that the evidence based practice improve efficacy of health care provided to achieve pleasurable patients outcomes, save patients/nurse time, and use of EBP considered cost effective for patients, families, and hospitals. Melnyk, Fineout-Overholt, Sadler, and Green-Hernandez (2008) documented that implementation of evidence based practice can be achieved by improving nurses knowledge and skills about research and evidence based practice, improve and strengthening nurses beliefs to reinforce nurses to be integrated within evidence based practice environment. Evidence based practice education allow nurses to formulate and answer any research question raised from clinical area by recent and reliable researches, allow nurses to critique and evaluate any research according to level of evidence, allow nurses to conduct researches according to patients needs; family; nurse; and hospital needs, and allow nurses to share research findings as journal club activity (Melnyk, Fineout-Overholt, Sadler, and Green-Hernandez, 2008). Another study conducted by Wolf and Greenhouse (2007) documented that using of EBP is significantly needed in clinical practice, in which EBP pleasured to achieve improvement in patientfamilynurse education regard to condition and treatment, improve quality of health care provided by nurse and hospital, improve using new technology in clinical setting as computers, and build nurses community prepared with recent scientific information. Most of health care provided by nurses nowadays is based on traditional practice with observable lacking in evidence-based practice (Mariano, Caley, Eschberger, Woloszyn, Volker, Leonard, et, al. 2009). Furthermore, an Iranian study was conducted to identify the Iranian nurses perception toward EBP, the Iranian study was conducted by using convenience sample of 21 nurses who undergone within qualitative research design; in which the Iranian study was documented that 21 participants from nurses did not listen about the concept of evidence based practice before and they did not implement EBP in clinical area (Adib-Hajbaghery, 2009). American and Netherlandic studies conducted at 1998 and 2001 respectively; was estimated that about 35% of hospitalized patients do not receive evidence based care (the nurses treat patients according to traditional care that was not based on researches) (Schuster, McGlynn and Brook, 1998; Grol, 2001); in which Estrada (2009) conducted a descriptive study to assess nurses knowledge and attitudes toward EBP, in which the Estradas study was founded that 25% of sample did not hear about EBP previously. Moreover, Melnyk and Fineout-Overholt (2007) was conducted a study to develop two scales; attitude toward EBP scale and implementation of EBP scale, in which Melnyks and Fineout-Overholts study was estimated that 40% of collected sample did not listen and dealt with the concept of EBP previously. Evidence based practice improve patients outcome; in contrast, lack of nurses prepared evidence based practice will affect patients outcomes negatively (Institution of Medicine, 2001); in which, about 25% of health care provided was not sufficient to meet patients needs and the health care provided was not safe for hospitalized patients (Schuster, McGlynn and Brook, 1998; Grol, 2001). Furthermore, Pravikoff, Pierce, and Tanner (2005) conducted a study to evaluate nurses perception to integrate within EBP which conducted by random sample of 1,097 nurses, the researchers were found that more than half of the sample did not listened about EBP previously, more than half of the sample had a negative attitudes toward EBP and those nurses was not integrated within EBP activities, 73% of the nurses had not ability to use electronic database, and all 1,097 nurses had not sufficient information about choosing best researches. The problems that impede of EBP for nursing and medical societies has been reported by Institution of Medicine (2001) in which around 45% of patient did not received professional health care; the implementation of new discovered evidence needs about two decades at least to let the recent of evident researches to be handled and public with nurses and medical stuff worldwide, and health care providers were not adequately prepared to translate recent researches in clinical practice. Hunt (1996) concluded that there is a wide whole between using the findings of researches and clinical practice; in which an interventional study was conducted to evaluate the effect of educational intervention on nurses knowledge and attitudes toward EBP, the pre- test of these educational study was showed that 50% of 49 convenience sample of nurses did not listen about EBP and professional health care provided previously (Varnell, Haas, Duke, and Hudson, 2007). In addition, Melnyk (2006) concluded that the implementation of evidence based practice was little in nursing that explained by Hunt (1996) who documented that there are several factors prevent evidence based practice implementation as: disorientation toward research, lack of beliefs (attitudes) exhibited toward using research, and lack of understanding of research elements. There are some barriers to EBP were appeared; these barriers limit nurses engagement within evidence based practice (Weaver and Sorrells-Jones, 1999). Funk, Champagne, Wiese, and Tornquist (1991) estimated that these barriers had been originated from different sources and organized within four categorical origins; characteristic of the nurse, characteristic of setting, characteristic of research and characteristic of presentation of research. Furthermore, Funk, Champagne, Wiese, and Tornquist (1991) documented that nurse can be considered as a barrier to implement EBP; in which nurses were unaware about principles of research and research process, and nurses had not sufficient time to implement EBP . Moreover, Funk, Champagne, Wiese, and Tornquist (1991) concluded that practice setting can be considered as a barrier to implement EBP; in which hospitals were not provided sufficient facilitation to implement EBP activity within clinical setting, and nurses had not ability to change pat ient-care procedure without getting permission from hospitals authority to change guidelines. Indeed, Funk, Champagne, Wiese, and Tornquist (1991) documented that research and research presentation can be considered as barrier to implement EBP; in which nurses were believed that research elements as introduction, literature review, methodology, statistical analysis, and conclusion were not understandable clearly within articles. Melnyk (2006) concluded that nurses need applicable teaching strategies to provide nurses with adequate evidence based practice knowledge and skills and provide nurses with positive beliefs (attitudes) toward integration within evidence based practice activity. Di Leonardi (2007) documented that lecture presentation for educational intervention was considered most effective and appropriate teaching strategy; lectures were widely-spread and known perfectly to all universitiescolleges-certificated persons. In addition, Hart, Eaton, Buckner, Morrow, Barrett, Fraser, et, al. (2008) were conducted an educational intervention to teach nurses about nursing research and evidence based practice by using computer-based modules strategy; in which the result was exhibit that the educational intervention improve nurses knowledge and skills about using research and evidence based practice, and improve nurses attitude toward evidence based practice. Lacey (1996) was evaluated 870 courses of the English National Board which contain materials enable student nurses to understand research and evidence based practice, with convenience sample of 30 nurses student; 65% of the students were demonstrated that knowledge, skills about research and evidence based practice were significantly improved after the educational intervention. Furthermore, Hundley, Milne, Leighton-Beck, Graham, Fitzmaurice (2000) compared between long term research course (six months) and short term research course (one month); the study conducted by convenience sample of 481 nurses and midwives; the result showed that nurses who integrated within long term research course were exhibited more knowledge, skills, and attitudes toward evidence based practice than respondent received short term research course. The purposes of this study were to evaluate the effect of educational intervention about evidence based practice and nursing research lectures on the beliefs toward using evidence based practice, to evaluate the effect of educational intervention about evidence based practice and nursing research lectures on the frequency of the implementation of evidence based practice, to determine any differences between two groups (experimental and control group) regard to variables (age, gender, level of education, the experience in clinical area, and the effect of educational intervention that will be implemented), to investigate the variation among socio-demographic variables in response to evidence based practice beliefs and frequency of evidence based practice implementation, and to fixing first block in building EBP team in King Abdulla University Hospital.

Prevention of Stress

To help reduce stress and improve the quality of life, many organizations are becoming more involved in wellness programs. With increasing health care costs, many employers are concentrating on disease prevention and health promotion. By putting a wellness program in place, it leads to a healthier workforce which increases its productivity level, reduces employee absenteeism, creates less overtime, and it also cuts the cost of health benefits (Kizer, 1987). Another reason that many companies are developing a wellness program within the organization is the effect it has on the bottom line. By preventing stress, an organization has happy healthy employees which means t quality and quantity of work will be improved. For example † A middle manager may be a company's shining star, but if he is living in constant disharmony at home, or if his teenage daughter, whom he suspects is using street drugs, did not come home until 3 a. m. last Saturday night this promising manager is not going to be particularly efficient at even routine daily tasks. A worksite wellness program could help† (Kizer, 1987, p. 36). Another contributing factor to higher job related stress is less leisure and vacation time. Throughout the 1980s, the amount of paid time off for employees is act† shrinking. Many European workers are gaining vacation time, while Americans are losing it. † In the last decade, U. S. workers have gotten less paid time off – on the order of three and a half fewer days each year of vacation time, holidays, sick pay, and other paid absences. † (Schor, 1991 p. 32). Many companies faced an economic squeeze in the 1980†³s. Vacations and holidays were among the cost-cutting efforts. DuPont reduced its top vacation allotment time from seven four weeks. They also eliminated three of their paid holidays a year. With the new trend of downsizing, many employees are fearful of job loss and therefore, spend less time away from the workplace (Schor, 1991, p. 32). Individuals who experience high or frequent levels of stress need to learn to cope. High levels of stress can effect job performance and it can also be unhealthy. To maintain a healthy lifestyle, people need to attempt to take responsibility for stress. Those individuals need to learn more about stress in general and how it effects them. They also need to develop technique. for monitoring personal levels of stress and develop techniques to deal with job related stress. Employees should look within the organization on ways to alleviate stress and how to cope more effectively. Organizations an often unnecessarily stressful and should be changed to reduce the negative impact on individuals' physical and mental health (Paine, 1982, p. 21). Three major strategies for strengthening individuals are workshops, stress management skills, and focused short term counseling. Introductory workshops are essential to communicate and educate to be more mentally and physically healthy. Such workshops which specialize in topics as time management or relaxation techniques help to alleviate the stress in one's life (Paine, 1982, p. 22). Finding techniques that deal with personal stress can also be useful in dealing with job stress. Regular aerobic exercise to deep breathing techniques are potentially useful in stress management. Many specialist agree that there is not any one method to overcome the problem. One needs to realize their own self needs and strengths in dealing with stress management (Paine, 1982, p. 23). There are many different ways in which you can deal with job stress. Individuals can take on simple self-help countermeasures. There is also help from friends, colleagues, spouse, or other relatives. Professional help is available from clergymen, physicians, or counselors. The worksite offers several advantages for employees interested in making healthy lifestyle changes. The advantages include: Most employees go to a worksite on a regular schedule, thus providing opportunities for regular participation in wellness programs. Contact with co-workers can provide strong social support which is believed to be a primary force in sustaining lifestyle changes. Opportunities for strong, steady support of the program, as well as for promoting the concept that good health is good for everyone. Programs at the worksite may be less expensive to the employee than comparable programs in the community or may even be offered free as an employee benefit. Because of the varity of data systems available, it is possible to evaluate changes in an employee's health status or other measures resulting from the program. The most attractive feature from an employee†s viewpoint is the fact that the program is convenient. From the employers viewpoint the benefits of worksite health promotion for stress include: Improved employee relations Improved retention Improved community relations. Reduced absenteeism Reduced number of hours lost to late arrivals and sick davs. Since there's no getting around life†s problems, the best way to manage stress is to learn better coping skills. First pinpoint the reasons for stress in your life. Then try changing your attitude about them. Learn what you can control and accept the things you cannot. Practice self talk (this to shall pass, Some day we will laugh about this, or Its a learning experience). Keep your perspective. Ask yourself, â€Å"Will I remember this in five years? † Try to find the positive side to a stressful situation. Do not worry about things that may never happen. Practice positive self-talk, for example,†I can do this,†or â€Å"I'm in control. â€Å"Negative self-talk such as, â€Å"I have to be perfect,† or â€Å"I can't do this,† produces more stress. Take action to manage stress. Changes and stress create energy. Are you using that energy to continue toward your goals? Or are you letting stress make you unhappy and unproductive? Take action to control your stress, both at work and at home. Manage your time better- make a â€Å"to do† list. Make it realistic so you can do the things listed and set priorities. Break task into bite size chunks. Delegate as much as possible. Keep in mind that tomorrow is another day and accept the fact that you may not get everything done today. Make sure you are communicating effectively- Go into stressful meetings as fully prepared as possible. Organize your thoughts, establish eye contact and listen for the whole message, including content feelings, and meanings. Remember that solving problems depends on give and take. Be prepared to negotiate and compromise. Break the tension cycle-At your desk, close your eyes, breathe deeply and relax. Laugh with co-workers, go out for lunch. At home, read a book, take a walk, chat with next door neighbors. Gets plenty of regular exercise and sleep-they will help you cope better. Get organized at home-Set daily and weekly routines for household chores. Delegate some chores to other family members. Cook meals in large quantities and freeze some for later. Plan for emergencies, keep first aid supplies and an extra set of car keys around. Stress can affect your self-esteem and your health, if you let it. Be kind to yourself. Relax, keep a positive attitude and get involved in activities you enjoy. Build on your strengths, take care of yourself Also team to reach out to others. Everyone needs a support system, a network of trustworthy people you care about and who care about you. Share your feelings so that they don't build up. Then focus on building positive energy. Stress is a normal, involuntary response to any demand made upon the body. Stress is very complex. Sources of stress may be made either more positive or more negative by a range of factors related to a given situation. Stress has become a widely used yet poorly understood term. As a result, a number of misconceptions about stress exist. Three of the most identified misconceptions are that: all stress is dab, stress is a part of life and there is nothing you can do about it, and stress is caused solely and completely by environmental factors. Stress is very much a personal condition, and individuals vary in their ability to cope with different forms and levels of stress. An example of this stress on a personal note would be co-worker conflict. When this stress occurs co-workers should discuss this matter privately. If possible, arrange your meeting on neutral grounds. Approach the person in a non-threatening manner. Respond to them with: â€Å"I would like to talk something over with you. † Try to make the other person feel less defensive or angry. Do not blame the other person. Listen closely to the other person. Understanding the other point of view may help you feet less stressful. Focus on ways to solve the problem. In this I mean do not revisit every past negative incident, this may distract from the resolution. Finally if none of the above work, seek help. If necessary talk with an employee assistance counselor who can help develop ground rules for such discussions and promote respectful communications. Stress is a complex process. It can arise in white collar as well as in blue-collar workers. Surveys have found little difference between white and blue-collar workers in terms of complaints, health, life satisfaction, depression, or other indicators of stress. Shift workers are thought to be more susceptible to stress-related illnesses. Because of personal involvement with the disruption in basic steep patterns and disruption in social life. Since every situation is unique, there are probably as many separate sources of stress as there are work situation. This may is important to recognize when seeking to evaluate working environments for sources of stress. Never the less sources of work related stress can be grouped into four general categories. Work load-which means stress resulting from to much work, to little work, work that is to hard or to easy. Work conditions-refers to a wide variety of factors including organization structure, such as job loss, change in work, and similar factors. Work patterns- pertains to shift work, repetitive work, and paced work Work roles-, which can be stressful because of role expectations with efficient use of resources and staff. Employers may also wish to introduce an EAP, which provides an effective strategy for assisting employees with personal and work related problems. Where organizations believe it would be necessary to make decisions about the quality of the proposed program. Such decisions should be made on the basis of a well-defined set of criteria. The following set of eight criteria for evaluating and selecting a stress intervention program is suggested.

Different Dimensions Used in Sir Gawain and the Green...

Different Dimensions Used in Sir Gawain and the Green Knight by J.R.R. Tolkien In Sir Gawain and the Green Knight, J.R.R Tolkien uses many different dimensions to keep the poem interesting. Each dimension that is presented has a contradiction, making the poem somewhat of a fantasy. By using these techniques Tolkien makes the poem more humorous and psychological. As a Christian knight Sir Gawain comes across many obstacles that attempt to lead him astray. He tries to make all the correct actions in his conquest, however sin and temptation force him to decide between good and evil. Although Tolkien presents a tale of a knights chivalry and honor as well as the aspect of death, some of the situations are presented as comedic. I†¦show more content†¦By taking Lady Bertilaks girdle, he puts his faith into something material and also jeopardizes his relationship with Bertilak. When Gawain takes this girdle he is not only acting for himself but his whole assembly of knights. When he goes back and tells his adventure, they all seem to be humbled by Gawa in taking the girdle, when in fact they are actually just laughing at themselves, because they also have to wear the girdle. Although humor plays an important role in the poem of the Green Knight, Tolkien also adds psychological effects in the poem as well. The element of Sir Gawain and the Green Knight that involves the most psychological devices is when Lady Bertilak tries to seduce Gawain. While this is happening, Bertilak is out hunting game to give to Gawain as a gift. In return for Bertilaks gift, Gawain would also give a gift to Bertilak. Each day Bertilak presents a different animal to Gawain, and Gawain gives Bertilak a kiss. Gawain is not aware that with every different animal Bertilak hunts, Gawain embodies the characteristics of that animal when the Lady attempts to seduce him. As the days go on, Gawains characteristics become complex and more involved. Finally on the third day he embodies the fox, which is cunning and sly and will do anything to get out of a peculiar situation. So Gawain does exactly this; he takes the girdle so he can escape from the evil temptations of Lady Bertilak. Along with every other dimension, this too has