Movie Review Essay Example for Free

Movie Review Essay The famous, well known writer and director Meera Syal has written a breathtaking movie Anita and Me. Meera Syal is a best selling novelist and has sold thousands of her fantastic stories one of which is called, Anita and Me all over the country. Syal puts a lot of herself in her work and also she is a British born woman; however she still has her Indian origin which revolves in her storys and movies. Her movies have been compared to the following Bend it Like Beckham and East is East. These movies all have an Indian culture behind them as well as a fun and laughter side. Its also has its own culture in the movie while being surrounded by the British society, and also one which a young girl wants very much to be a part of, although the dominant culture doesnt mean it is going to be all peachy, if that is what you are thinking, that is what made it the most amusing and most incredible movie of the year. The story of Anita and Me basically revolves round Meena when she was living in a little village called Tollington. Meena is a young Indian girl who was born in Britain. She wants to be like all the other British people in her neighbourhood, eating fish finger instead of chapattis, having colourful flowers in her garden instead of crop and also have a normal life were you could go out whenever you wanted to with your mates, but instead Meena has to spend more time with her family. To be honest Meena wants to be English! See Meena is Punjabi and she cannot speak a word of Punjabi, however her midlands ascent is stronger than most of the families which have been living there for generations. Her parents brought Meena to England to have a better quality of life for their daughter, but Meena is having a difficult time adjusting to her surroundings. However trouble rides up in town when a girl gang known as the wenches, who very much enjoy teasing young boys and thieve from their local sweets shop, unfortunately for Meena, the gang leader was her next door neighbour and soon became her future best friend. Meena and Anita eventually formed an unlikely bond, and become like blood sisters, vowing to be there for each other through thick and thin. However, Meena was facing her secondary school entrance exam and during that time she had suffered domestic abuse by Anitas mother and toured the two girls apart. Meena wants to be like Anita, a blond, light-headed British girl who is 14 years old. Meena admires Anita for her charm, good looks and her independence, and in so many different ways Meena wants to be like her. The story took place in year 1972. Political correctness has not yet been invented. The called dark skins in English villages are as rare as black footballers in the First Division. Life me be quite old fashioned, but its also racist. For example:  Meenas friend Anitas mum comes home one day with a cuddly black poodle pup.  Whats it called? Anitas little sister asks. Nigger, she is told. And no-one blinks an eye. In the movie some of the British characters refer to Meena and her family as wogs and darkies. A member of Meenas family was beaten up and was killed for being Indian. Meena then finds out that Anita and her boyfriend Sam went Paki bashing (go of to kill the Indians). This starts to ring a bells and Meena then realize that it was Sam who killed her uncle. The film finally ends with English music being played in the background. The whole family starts to dance to the music and then Meenas Dad begins to sing in Punjabi along with the music. This shows that the two cultures are eventually beginning to mix and become friends. From racism to the repairs to the local church this movie covers most of the areas of life. In the movie Meena becomes more independent and begins to make her own decision towards her life, whereas before her parents used to make them all. There has been some high and low points in Meenas family life and eventually they get what they want in the end and the neighbourhood becomes more peaceful. Meena passed in her entrance exam for the Grammar School and so the family can move to a better neighbourhood. Meena found out that she couldnt please the whole world even if that did mean her racist neighbourhood because she was meant to Indian. When Meena moved away to live closer to her new school, she had left behind a chapter of her life, and had matured enough to have realized that Anita was never a real friend. I personal think that this movie a perfect example of what Indians where put through back in the days in England. The English had discriminated the Indians and the Asians just because of their skin colour, however this doesnt only happen in England, it happens all over the world. This movie is also show a culture side of the story and a bit of history about Indian, such as the independents when India and Pakistan was split into to different countries. The movie Anita and Me was amusing and enjoyable to watch and was fast moving. Anita and Me is a unique vision of the British childhood in the early seventies, a childhood caught between two cultures, each on the edge of enormous change. For these points I would rate this movie 4 star.

Empowering women through education

Empowering women through education Ghuman (2002) overviewed that women with higher freedom are those who retain their earnings compared to those who are unemployed and have no importance in the contribution to decision-making in households. He also added that working women occupy a better position and have a higher degree of authority as they earn money. As said by Noeleen Heyzer, executive Director of the United Nations Development fund for Women(UNIFEM) efforts must be put together to empower women and take decision to eliminate gender inequality. Carmen Moreno,Director of United Nations International Research and Training Institute of Women (INSTRAW) added that women must be encouraged to raise their voices in politics, participate in decision making and have access to education which will contribute positively in their development and for them to make better decisions on the different issues. 2.5 Empowering women through education As stated in the report of the of the expert group meeting by the United Nations Division for the Advancement of Women (DAW), education smooth the progress of womens empowerment and for eradicating poverty among women as it enlarges womens abilities. During the period 1980-1994 the gap between girls enrolments and boys enrolment at primary level decreased in developing countries. But there are some important differences that stand out. In the case of sub-Saharan Africa the declining of the gender gap in some countries is accredited to a fall in the enrolment of boys and only a minor rise in the participation of girls. According to UNESCO data, girls net enrolment in secondary school decreased between 1985 and 1997 in 10 out of 33 countries in sub-Saharan Africa; 7 out of 11 countries in Central and Western Asia; 2 out of 21 countries in Asia and the Pacific; 6 out of 26 in Latin America and the Caribbean; 6 out of 9 in Eastern Europe; and 1 out of 23 countries in Western Europe and other developed countries.. According to Goutam Roy (2009), women education contributes in helping to reduce poverty. He added that empowerment and total emancipation are two major aspects that can help to alleviate poverty. Greater emphasis is being put on women education nowadays, as there are wider job opportunities and proper attention to the women in development programmes. He also mentioned that Scholarships are given by government in HSC level, technical of vocational education to motivate women students to become educated. Women teachers are being trained to improve the quality of education given and improved teaching methodology. Goutam Roy research proved that Empowerment and development are inter- related. The slow speed of women education is boosting women empowerment resulting in women development. According to the last decade, many countries have decided to reach our women, understand their needs and include them in the development process. Survey which was carried out in 2000 shows women literacy is 66% higher than men in developing countries. He analyses that the empowerment of women has become a social and political phenomenon. The development process is strengthening when both men and women participate and education is deeply related to women empowerment. Investing in education is one of the most effective ways to reduce poverty as Investment in girls in secondary education gives positive outcomes. Stine Ankerbo Karina Hoyda (2003) outlines that education is vital to womens empowerment in so far as it enables women to be more productive. According to the World Bank, a mothers education has beneficial impact on the size of the family, her children well-being and how effective she uses commodity services. Education is a mean to promote development in social, political and economic spheres. Studies and research prove that there exist a high correlation between an increase in women schooling and decline in infant mortality and fertility rates. Before the mid 1970s little attention were paid to the economic benefit which can be related to women. Educated women contribute to economic development. For example, in Africa 46 percent of the female labour force is in agriculture. If they were given proper education they would have been increase in productivity that will hinder economic growth. With investment in education for girls and women significant progress in social and economic gr owth can be deduced according to economic analysis. An increase in girl enrolment in primary schools leads to lower fertility rate, higher GDP per capita and life expectancy. Studies undertaken by a world bank on 20 developing countries find that when devote substantial resources to female primary education which leads to higher economic productivity, improved standard of living and life expectancy, lower infant and maternal mortality compared to countries where women do not benefit from proper education. According to CSO reports, the earlier a child starts going to school every day, and the less risk of slipping into a spiral of poverty in adulthood. Therefore, the EAP program helps families who, for lack of money, do not send their children to school. 2.6 Feminization of poverty The term feminization of poverty refers to the fact that women suffer from poverty much more than men. In countries and across the world, women live in poverty excessively in contrast to men. The term feminization of poverty, created in the 1970s by Diana Pearce, refers to the focus of poverty among women, mainly female-headed households. However, the feminization of poverty, in reality, refers to something broader than merely lack of income or a state of economic need for women. She added that poverty is being feminized because of three main reasons, namely: The growing amount of female-headed households. Individual and cultural stereotypes about and inequity against women and girls. Macroeconomic trends such as globalization and trade that fall short to take into consideration womens position in economy. While the very definition of poverty mean the lack of ability to meet essential needs such as food, clothing, or shelter, being poor also involve the lack of choice, little opportunity, the incapability to accomplish life goals, and eventually the loss of hope. In addition, the feminization of poverty influence more than just women as it affects children, who disproportionately live in female-headed households. According to Bianchi, the increase in non marriage among women, especially those who were adolescent, restricted the income prospective of the family, but also make the legal aspects of child support difficult. The increase of divorce rate, and a rise in life expectancy among women further enhance a gendered poverty, while social programs and income transfers planned to remove individuals out of poverty were less successful in reaching this goal for women than for men. Presently, research persists to prove the existence of a gendered component to poverty, one that has become more obvious and even more prominent with the increase in female-headed households, and perhaps even more noticeable among the young and elderly female population. Female heads of household are not only more likely to be poor, but their poverty is more likely to be elongated. The majority of studies of the hardship of women point to two primary mechanisms that force women into poverty at higher rates: demographic change and the economy. Since the discovery of the feminization of poverty, the nature of social life has changed considerably, as has the structure and nature of the family. Demographic shifts have without doubt rise inequality for women and their children. The amount of children born to unwed mothers has seen a considerable rise since the 1950s. Childbearing out of wedlock, high divorce rate, explain a drastically higher percentage of households headed by single women who are upbringing their children on their own. Moreover, the average lifespan for both males and females has improved and nowadays women are one step ahead of their male counterparts. With a longer life expectancy, women will require significantly more income to guarantee their survival in their later years. Changes occurred in the constitution of family and general demographics have led women and mothers at a substantial disadvantage in terms of the monetary funds accessible to cater for themselves and their families. Apparently the poverty rate among single-male heads of household was around 17.6%, while the rate for single-female heads of household was 36.9% in 2005.undoubtedly, the increase in the divorce rate has somehow affected women, who disproportionately assume the role of primary caregiver when divorce occurs. When coupled with womens usually inferior incomes and less property rights, divorced women promptly became more vulnerable to poverty than men. In the United States, most of the children living at or below the poverty line live in single-mother households. Furthermore, women are less likely to remarry after a divorce than men, which left them to single-income households with fewer resources for a long period of time. In 2005, there were 13.5 million divorced women in the United States-3.7 million, or 37.6%, more divorced women than divorced men. 2.7 Measuring the extent of feminization of poverty Taking into account the extent to which poverty is feminized, one is mostly disturbed with whether or not women disproportionately experience poverty in contrast to men. Conversely, as considered by the Census Bureau and other governmental agencies, both in the United States and around the globe, poverty is a household concept. That is, individuals are classified as poor if they form part of a household in which the household revenue is below the poverty level for the household size. In households headed by married couples, the assumption is that both men and women presumably experience poverty at the same rate-either both members of the couple are in poverty, or neither of them is. According to Christopher et al., the gender gap in poverty exists because single women are poorer than single men. Additionally, in many examples, women living in marriages where their partner is the wage earner are consequently more likely far from poverty. 2.8 Women in politics During the UN Committee on Elimination of Discrimination against Women on July 2010, some of the successes noted by Helen Hambling, Group Manager, and head of the Australian delegation stressed on the fact that women now comprises of almost one third of parliamentarians, while seven ministerial positions, including the Prime Minister, and the Governor General the highest public position were held by women. Since 1995, womens position improved by three-fold, and of the seven High Court justices, three were women. To enhance the participation of indigenous women in political life, the Government had started the indigenous womens programme. It was a grant programme that supply financial support for actions that would aid lessens those womens disadvantages and promotes their assumption of legislative and management roles. Rachel N. Mayanja, special advisor to the secretary- general on gender issues reported that there are only a few women in politics, with women presently filling just 16.8 percent of parliamentary seats, a slight rise of 4 percent since 1999. LIZ Chadderdon powell highlighted that There are only 19 female CEOs running Fortune 500 companies. That is only 3.8%. Moreover there are seventy-four women in Congress out of five hundred and thirty five seats in both the House and Senate. That implies that women comprises of only 13.8% of Congress while being 52% of the voting population of America. Sarah Brewer, Associate Director of the Women and Politics Institute at American University, states her study on female political consultants demonstrate women frequently work longer in the field before setting up their own firms. three primary reasons for the political consulting industrys glass ceiling: firstly Women are mothers and need to give time to their children, which make it difficult to serve their clients 24/7/365 and loose that edge to their male competitors, moreover being a committee ED or a partner in a firm one need to be powerful some women are shy and cannot be that aggressive and finally people in dominant positions (usually men) are reluctant to move out and give others a leg up. 2.9 Feminization of the labour force The effect of neobileral structural adjustment economic development on woman in the worlds workforces in the global economy is of great interest to policy makers. Standing (1989, 1999) and Catagay and Ozler (1995) suggest that neoliberal structural adjustment generally leads to greater feminization of the labour force caused by both demand and supply side. supply may increase due to the fact that woman enter the labour force to offset declining household and demand may increase as firms may employ more women due to lower cost of female workers. Different studies made on feminization of the labour force such as the modernization hypothesis suggest the economic development contribute to an increase in women labour force participation. On the controversy boserup(1970) who first propose the marginalization hypothesis found that economic development , urbanization relative growth of the manufacturing can lead to a fall in women labour force in the market because their traditional roles in agriculture and home production lose importance. According to the studies of Cooper Lewis (1999),Mintzberg(1996) and Rosener (1990) there is the establishment of a more humane style of management with a rise in women occupying higher level jobs as women show much care to their employees and they are more concerned with their well-being. 2.10 Equal opportunity A recent policy research report by the World Bank (2001) identifies gender equality both as a development objective in itself and as a means to promote growth, reduce poverty and promote better governance. Research undertaken by the university of stellenbosch business school in south Africa found that top level positions is still uncommon ready to accept woman are professional equals as governments policies legislation do not works . In 1996 a Gender Policy Framework (GPF) was set by the African government to authorize the international convention on the elimination of all forms of discrimination against woman. The GPFs main aim was to integrate gender policies by ensuring that; Womens rights are perceived as human They have equality as active citizens Their economic empowerment is promoted Their social uplift is given priority They are included in decision making They are beneficiaries in political, economic, social and cultural areas. Turning to the labour market, Helen Hambling, Group Manager, Department of Families Housing, Community Services and Indigenous Affairs, and alternative head of the Australian delegation recognized that women in Australia still received 18 per cent less than men and were retiring with half the savings of men. The New Fair Work Act recently operated also intended at pay equity between women and men. In the private sector, however, women held one in eight executive management positions, and the number of companies with no women executive managers had increased between the years 2006 and 2008. To deal with that, the Equal Opportunity for Women in the Workplace Agency had developed a combination of regulatory and educative measures, and held round tables across the country 2.11 Role of micro finance in empowering women and reducing poverty Akinyi Janet, Editor of The African Executive magazine reported that Women in Africa are not empowered because of poverty and negative cultural practices. Credit is not very accessible, which is the main restriction on womens capability to earn income. The Microfinance sector is involving African women in the economy as they were in terrible need of income to enhance their small farms which hardly fed them. Statistics shows that women consist of 74% of the 19.3 million of the worlds poorest people now being helped by microfinance institutions. She further said that In Africa, MFIs have witnessed remarkable gains. The sector offers financial services to the poor women in possible micro-enterprises make enterprising women more powerful through financial access and expertise and significantly lessen poverty. Her research shows that more access to savings and credit facilities make women stronger in taking economic decisions. It also develops their skills, knowledge and in addition improves their position in the community. The increase in access to microfinance has made womens path to social and political empowerment easier. Moreover Akinyi Janet found that Women have shown that they are reliable clients especially in repaying loans in a specific time .empowering women has been a success as it increases individual family expenditure on health, education, improved nutrition and food security. The UNDAW report (November 2001) microcredit and microfinance projects have been recognized as key strategies to tackle womens poverty by offering women with the prospect to have their own businesses, augment their productivity and earnings and, attain greater empowerment. However, there is increasing concern among womens organizations, researchers and practitioners concerning the way in which microcredit and microfinance programmes are being encouraged. It is observed that there is limited empirical evidence to maintain a linear relationship between microcredit, poverty alleviation and gender equality and empowerment of women. There are also not many studies that investigate the extent to which microfinance programmes have helped non-economic dimensions of womens empowerment. Hulme and Mosley (1996) also reveal the relationship that exists between credit and poverty reduction is from new investments to the pattern of income change to poverty alleviation. A positive link can be generated between the two depending on whether projects yield high returns and if they can create jobs. World Bank (2001) highlights that the poor can be helped through credit replacing productive assets damaged in a natural disaster. Therefore, microfinance programmes help the poor households to sustain income shocks. Moreover the majority of the micro-credit programmes help mainly women or households headed by women (Otero and Rhyne, 1994; Hulme and Mosley, 1996; Khandker, 1998; Murdoch, 1999b; World Bank, 2001). Sadegh Bakhtiari, from Isfahan University in Iran stresses on the fact that Microfinance can be a helpful means for poverty reduction. However, it should be used thoughtfully -It has been proven that the link between microfinance and poverty alleviation is not simple, because poverty is not an easy phenomenon as there is many obstacles for the poor to cope with. It is important to know what form microfinance is appropriate for the poorest; the delivery channel, methodology and products offered are all linked together and affect poverty. 2.12 Political and economic constraint in empowering women It is a fact that male dominates women under certain aspects like political, economic and socio-cultural and they are much well paid for the same work. Henshall (2004) defines gender equality as the same opportunity given to men and women to be able to lead an enjoyable life. However this may not always be the case as according to Feinstein (1979), there still exists a large gap in female and male wages. For the same job performed women may earn less than men. In Pakistan female job is viewed as inferior and low grade. He also argued that women are obliged to carry out domestic job like household maintenance and child caring. The traditional thinking of people in Pakistan strengthens restriction over empowerment. Khalid (1991) analyses that women are restricted from the political environment in the country. They are not exposed to social, cultural, political and economic participation in the community activities. Their works are unrecognized and they encounter problem with societys attitudes which affect their working capabilities adversely. Henslin (1996) finds that male are commonly paid more for the same work and they usually dominate the socio-cultural, economic and political aspects of the society. In contrast, females are discriminated against economically, politically and socially. Consequently this adversely affects them to emancipate and become independent in life. According to Dr Naz (2009), in Pakistan male has much more power in controlling economic resources. Consequently women are regarded as inferior as they have no say in economic and political affairs as well as decision making also. Furthermore even if women are equally qualified as men yet their income tend to be lower than that of men. However, this type of inequality exists in other countries as well. Due to the complex structure in Pakistan, women face a lot of difficulties in taking part in the economic and political activities in a democratic way and to even exert their voting right. Additionally Hafeez (1983) argued that the traditional thinking of husbands that is they are conservative and believe that women should remain at home as housewives prevents the participation of women in political and economic activities. The ego problem of the husband which restrict women employment have negative effects on their children and family life .At times the relatives (in-laws) are against women employment as they fear of losing their self-image as women may become too independent and neglect their traditional roles. 2.13 Barriers of empowering women through educational attainment According to Amartya Sen (1999) the main focus of women empowerment in the process of development more precisely it includes female education, their employment prospect and the working of the labour market. She also added that difficulty to allow women empowerment through education is due to stereotyping in the formal education system which strengthens the traditional gender characters. Apart from the every day life experience, women are discriminated in the field of education. Male members are seen as the prime source of earnings and parents usually prefer to educate their sons instead of their daughters. The higher one climbs the educational ladder, the more that learning is a masculine experience (Henslin, 1996). Muzammil(2010) in his analysis validates the evidence that a barrier to acknowledging the significance of empowering women through schooling relate to stereotyping in the formal education system which further strengthens gender roles. He also found that it is taken for granted that women with lower level of education than men should earn less. In reality, patriarchy is an obstacle to womens empowerment and it is inter related with the political system to dominate women. Through the United Nations Division for the Advancement of Women (UNDAW) meeting in 2001 A.Jacqueline emphasise on the fact that Womens rights and gender equality is still an issue in African countries. Women are discriminated in different field such as access to social and economic services. Consequently this act as a barrier to women empowerment. Research conducted by the United Nations High Commissioner for Human Rights in July 2009 found that media and other reports disclose that women re not allowed to participate in public life. Many working women are threatened or are intimidated. Women are therefore forced to remain at home. We can conclude that this type of behaviour restrict woman to participate in life and emancipate. A forum on the role of women in Saudi Arabia suggest that However, women in the audience criticized the ministry for making it difficult for them to manage their own businesses without a male guardian or agent, which often allows men to wrest control of womens money. Also women are not allowed to drive. Unfortunately, it is such extreme measures have stood in the way of womens employment and narrow their business opportunities. 2.14 Conclusion The literature on women in different field and how women empowerment has been a success till now is considerable. As far as possible the key theories have been analysed, supported by the empirical research that has been carried out on the different features. The subject continues to evolve and there is an interest to go further in empowering women to reduce poverty.

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.

The Gothic Age :: essays research papers fc

The Gothic Age Introduction The Gothic Age   Ã‚  Ã‚  Ã‚  Ã‚  As the third year that followed the year on thousand grew near, there was to be seen over almost all the earth, but especially in Italy and in Gaul, a great renewal of church buildings; each Christian community was driven by a spirit of rivalry to have a more glorious church than the others. It was as if the world had shaken itself, and casting off its old garments, had dressed itself again in every part in a white robe of churches. Raoul Glaber, Historia, c.1003   Ã‚  Ã‚  Ã‚  Ã‚  The Gothic Age (c. AD 1130-1530) marked the end to an age of chaos, primarily caused by the sacking and pillaging of the Vikings. After the great minds of Western Europe were freed from using their vast knowledge to defend against invaders or plagues, they now had the time and the resources needed to design any and everything in this era from bridges to city walls and castles to cathedrals. This was also a very religious age, with plenty of money being pumped into the Church, some from the crusades, with all of its included looting, and a lot more from all of the tithes all of the people who were born in the population explosion gave faithfully. Another even bigger source of income for the Church came to it in the shape of power and prestige, when the power of the church peaked in AD 1277.   Ã‚  Ã‚  Ã‚  Ã‚  Not only was this a good time for the Church, but this was also a very good time for all of humanity. The standard of living dramatically rose, and along with it, the population of Western Europe shot up. In 1346, the estimated population of Europe was fifty-four point four million just before the plague hit and wiped out more than a third of the population.1 2 This was more than twice the population of Europeans in the year 950 when it was 22,600,0003 .   Ã‚  Ã‚  Ã‚  Ã‚  While the population was exploding there were so many new cathedrals built that in the relatively short time period of two hundred and fifty years, there was more stone quarried to be used in cathedrals (several million tons) than was quarried during the age of the pyramids in Egypt, where there are pyramids that are over two hundred and fifty million cubic meters big.4   Ã‚  Ã‚  Ã‚  Ã‚  The Gothic age survived many crusades, a plague that didn ¹t leave Europe until the late 18th century, and many other horrible atrocities. Following this great age, there was a period without the great accomplishments as in this age, since everyone was just happy using what their forefathers had done.

Islam` Essay examples -- essays research papers

The Islam faith was a very predominant one in the world’s past history. When it first started to rise along with the teachings of Mohammed, it was very popular. Their military and cultural achievements were remarkable. When the Arabs first started conquering land, they had affected the language and cultures of those lands. Mohammed was a very spiritual man, who helped Islam rise and conquer.   Ã‚  Ã‚  Ã‚  Ã‚  Mohammed was born in 569 B.C.E. Mohammed had lost both of his parents by the age of 6, leaving him in the care of his grandmother and uncle. At 12 years old, his uncle took him on a caravan to Syria, where he picked up certain points from the Jewish and Christian religions. He married a wealthy woman at age 25, and they produced a few children together. When Mohammed was 40, he had a period of spiritual strain; he felt that God had chosen him to be a prophet. After answering to God and believing that the Koran was communicated to him, he believed he had a divine calling: to teach the power of Allah, he wanted to warn his people of the Day of Judgment, and let them know of Paradise and the rewards it held.   Ã‚  Ã‚  Ã‚  Ã‚  Shortly after he had passed away, his teachings were written down of this new religion, Islam, which meant â€Å"submission to God’s Will†. Mohammed called upon his followers to follow 5 pillars of Islam. In short, they are: 1. â€Å"There is no God but Allah; Mohamed is the Messenger of Allah†. 2. Pray five times daily-dawn, noon, midafternoon, dusk, and after dark. Facing the direction of Mecca, praying on a carpet, shoes removed and heads covered, 3. Moslems must give alms generously, 4. Moslems must fast from daybreak to sunset during the whole month of Ramadan, 5. Once in their lives Moslems, of they can, must make the pilgrimage to Mecca.   Ã‚  Ã‚  Ã‚  Ã‚  The rituals Mohammed created made a strong bond amongst the followers of Islam. They had to obey these five pillars together. Take care of their fellow Moslems who were economically challenged. They also had the Koran, which bound them together as followers, and they had their pilgrimage to Mecca, which they took together with fellow Moslems. The Koran gave guidance for all parts of life for the Moslems-â€Å"for manners and hygiene, marriage and divorce, commerce and politics, crime and punishment, peace and war† (Stavrianos, 178-179). Therefore you coul... ...lind power complex of the Moslems because they thought they were unstoppable. They had a negative attitude towards those not part of their empire.   Ã‚  Ã‚  Ã‚  Ã‚  Egocentricity let down the iron curtain between the Moslems and the west, especially in the field of science. Scholars of the Moslem world were naà ¯ve to the achievements in anatomy, medicine and astronomy. Moslem science had festered with little drive for new discoveries in the years to come.   Ã‚  Ã‚  Ã‚  Ã‚  A final reason for the explanation of the decline of the Moslem empire were that the three greatest Moslem empires were land empires. These people ruling and taking charge in these empires had their backs to the ocean, so they never felt a need to go to sea. The rulers did not help by being uninterested in trading overseas. This situation let Europeans to jump past the Moslems and become leaders in the overseas trading industries. The Europeans controlled the world trade and the stimulated the economic, social and political development of this nation. Europe became increasingly wealthy, productive, and dynamic, completely leaving the Moslem empire following in its footsteps for centuries.

Human Trafficking Essay

Since biblical times, men, women and children have been trafficked across borders and sold into slavery. The modern slavery trade is called human trafficking. Young Adults should be aware of human trafficking because half of the 27 millions victims are teenagers, 600,000-800,000 people are trafficked across borders worldwide annually, and 10 minutes from here in Westminster there are buildings full of teenage girls trapped in the malicious lifestyle of a human trafficker. And so the counter argument, Erick Erickson; a human events reporter stated â€Å"if we legalized prostitution this would all go away. † Meaning every money problem, all the kidnapping, every single little piece of slavery still today would simply disappear on one action. Some see eye to eye, others oppose robustly, without a clear decision and declaration the world stands oblivious. Sex Trafficking is a major issue in our society. As more researched is being done, it has come apparent that the sexual enslavement occurs most habitually in certain regions. The Eastern Europe, former Soviet Union countries, and The United States stand out as the major source of forced prostitution. â€Å"Eighty percent of the victims are female, and seventy percent of victims are trafficked for sex purposes. †(New York Times) As next generation leaders, we should become alert of this crisis and find a way to put a stop to it so our children can have a safe and healthy lifestyle. â€Å"An ounce of cocaine wholesale: $1,200. But you can only sell it once. A woman or child: $50 to $1,000. But you can sell them each day, every day, over and over again. The markup is immeasurable. † (2005 Lifetime film â€Å"Human Trafficking†). The absolute ignorance of these so called â€Å"geniuses† is causing pain to more than 27 million lives. This 8 billion dollar industry not only affects the innocent lives being enslaved but also communities around the world. About every 45 minutes away, you can find houses full of young teens imprisoned to perform sexual acts and labor for the buyer. 00,000 is more common than an average person can believe, think twice before you step outside your door. August 7th, 2009: Police arrest 23-year-old Westminster man who is connected to dealers in the business of prostitution and human trafficking. Eleven Vietnamese women are suspected of prostitution were arrested at the business location. The case was most commonly around Orange County, particularly in the Asian American communities around Little Saigon. Little Saigon is down he street from Garden Grove High School, knowing we are around the corner from danger , we should come together and discuss the brutality we will shun from here on out in our society for the better of mankind. My position on this subject matter is out of all the 27 million lives that were unlucky enough to escape this evil, we the free citizens should come to know this as a history and prevent it from growing any larger in our community. Take action, be loud, speak up, never underestimate our power, and become an inspiration for those in need.

127 Hours The Movie

After watching and studying the film, reflect on a defining moment in your life. We often talk about character epiphanies (realizations). Use one or two of Ralston’s quotes as a springboard for your own personal reflection. Write out a response and video tape it. Due Tuesday, October 22nd as well as Journal. (Personal Response Rubric – Thoughts and Ideas/Presentation) Quotes from Aron Ralston novel, Between a Rock and a Hard Place â€Å"It's me. I chose this. I chose all of this — this rock has been waiting for me my entire life. I’ve been moving towards it my whole life.† â€Å"Saying farewell is also a bold and powerful beginning.†You'll never find your limits until you've gone too far.†Ã¢â‚¬Å"How would I behave in a situation that caused me to summon the essence of my character? The tragedy inspired me to test myself. I wanted to reveal to myself who I was: the kind of person who died, or the kind of person who overcame circumstances to help himself and others†Ã¢â‚¬Å"Indeed, it has affirmed my belief that our purpose as spiritual beings is to  follow our bliss, seek our passions, and live our lives as inspirations to each other.†Ã¢â‚¬Å"Like looking through a telescope into the Milky Way and wondering if we're alone in the universe, it made me realize with the glaring clarity of desert light how scarce and delicate life is, how insignificant we are compared with the forces of nature and the dimensions of space. (†¦) We are not grand because we are at the top of the food chain or because we can alter our environment – the environment will outlast us with its unfathomable forces and unyielding powers. But rather than be bound and defeated by our insignificance, we are bold because we exercise our will anyway, despite the ephemeral and delicate presence we have in this desert, on this planet, in this universe.†Ã¢â‚¬Å"Adversity has the effect of eliciting talents, which, in prosperous circumstances, would have lain dormant. -Horace†Ã¢â‚¬Å"dum spiro, spero -Part of the official state motto of South Carolina. Literally, â€Å"While I breathe, I hope† Or more loosely, â€Å"Where there is life, there is hope.†Ã¢â‚¬Å"That boulder did what it was there to do. Boulders fall. That’s their nature. It did the only natural thing it could do. It was set up, but it was waiting for you. Without you coming along and pulling it, it would still be stuck where it had been for who knows how long. You did this, Aron. You created it. You chose to come here today; you chose to do this descent into the slot canyon by yourself. You chose not to tell anyone where you were going. You chose to turn away from the women who were there to keep you from getting in this trouble.You created this accident. You wanted it to be like this. You have been heading for this situation for a long time. Look how far you came to find this spot. It’s not that you’re getting what you deserve – you’re getting what you wanted.† ― Aron RalstonBetween a Rock and a Hard Place