Why I want to be in the nursing program Essay Example | Topics and Well Written Essays - 250 words

Why I want to be in the nursing program - Essay Example I attended a vocation school, and picked health services as my major. From sophomore to senior year I studied to become a CNA. Throughout my nursing studies in high school, it became clear to me that this is what I was meant to do with my life.  As a student, I excelled despite the language barrier and always achieved excellent grades. I always maintained honor roll status throughout my high school years with a 3.8 GPA. I involved myself in extracurricular activities such as: skills USA, Tech prep, National Honor society, Peer mediation, and Varsity soccer. Out of forty students in my Health Career’s class, I was picked for the shop award for all three years. Additionally, I won an award for vocational student of the year out of my entire graduating class. Everything I have done in my life, I have put my entire heart and soul into. I knew that through my hard work, the outcome will be gratifying.   Nursing is a profession which is difficult to define as in 1859 Florence Ni ghtingale wrote:â€Å"The elements of nursing are all but unknown.† However to define the complexities of nursing it can be put that nursing is a profession which helps in curing individuals so that they can attain optimal health from the conditions they are suffering from. The passion of Nursing made me complete the Licensed Practical Nursing Program which made me grasp more knowledge about the profession.

Heteronormativity Kritik Essay Example for Free

Heteronormativity Kritik Essay This chapter is about sex, but not the sex that people already have clarity about. Outer space as a human, political domain is organized around sex, but a sex that is tacitly located, and rarely spoken, in official discourse. The poli ­ tics of outer space exploration, militarization and commercialization as they are conceived of and practiced in the US, embody a distinction between public and private (and appropriate behaviours, meanings and identities therein) highly dependent upon heteronormative hierarchies of property and propriety. The central aim of this chapter is to show how US outer space discourse, an imperial discourse of technological, military and commercial superiority, configutes and prescribes success and successful behaviour in the politics of outer space in particularly gendered forms. US space discourse is, I argue, predicated on a heteronormative discourse of conquest that reproduces the dominance of heterosexual masculinity(ies), and which hierarchically orders the construction of other (subordinate) gender identities. Reading the politics of outer space as heteronormative suggests that the discourses through which space exists consist of institutions, structures of understanding, practical orientations and regulatory practices organized and privileged around heterosexuality. As a particularly dominant discursive arrangement of outer space politics, US space discourse (re)produces meaning through gendered assumptions of exploration, colonization, economic endeavour and military conquest that are deeply gendered whilst presented as universal and neutral. US space discourse, which dominates the contemporary global politics of outer space, is thus formed from and upon institutions, structures of understanding, and practical orientations that privilege and normalize heterosexualiry as universal. As such, the hegemonic discursive rationalizations of space exploration and conquest ,re)produce both heterosexuality as unmarked (that is, thoroughly normal ­ ized) and the heterosexual imperatives that constitute suitable space-able people, practices and behaviours. As the introduction to this volume highlights, the exploration and utilization of outer space can thus far be held up as a mirror of, rather than a challenge to, existent, terrestrially-bound, political patterns, behaviours and impulses. The new possibilities for human progress that the application and development of space technologies dares us to make are grounded only in the strategy ­ obsessed (be it commercially, militarily or otherwise) realities of contemporary global politics. Outer space is a conceptual, political and material space, a place for collisions and collusions (literally and metaphorically) between objects, ideas, identities and discourses. Outer space, like international relations, is a global space always socially and locally embedded. There is nothing out there about outer space. It exists because of us, not in spite of us, and it is this that means that it only makes sense in social terms, that is, in relation to our own constructions of identity and social location. In this chapter, outer space is the problematic to which I apply a gender analysis; an arena wherein past, current and future policy-making is embedded in relation to certain performances of power and reconfigurations of identity that are always, and not incidentally, gendered. Effective and appropriate behaviour in the politics of ourer space is configured and prescribed in particularly gendered forms, with heteronormative gender regulations endowing outer spaces hierarchies of technologically superior, conquesting performance with theif everyday power. It is through gender that US techno-strategic and astro-political discourse has been able to (re)produce outer space as a heterosexualized, masculinized realm. Heteronormativity K 1NC 2. The drive to colonize space precludes queer identities and concretizes sexual difference. This reinforces heterosexism and turns women into commodities. Casper and Moore 95 (Monica J. , Ph. D in sociology from the University of California, San Francisco, feminist scholar and researcher on reproductive justice. Lisa Jean, Ph. D in sociology from the University

Truth vs. Fiction in Narrative of the Life of Frederick Douglass and Un

Truth vs. Fiction in Narrative of the Life of Frederick Douglass and Uncle Tom's Cabin It is often said that truth is stranger than fiction. Perhaps, this is so, as truth wears no veil; it is stark reality. There are no soft edges in truth. Only the most zealous hunters, those willing to meet the sword, actively seek it. The majority, while considering ourselves open to the truth, may only realize it when it comes disguised as something else. In short, it seems that we need to see it as not threatening, but molded and plied into something we can digest. Narrative of the Life of Frederick Douglass, An American Slave is a brilliant and powerful piece which details one of the worst times in American History. After reading Douglass' work, those seeking the truth about slavery could not help but to have been compelled to denounce this institution and those who upheld it. Yet, while there are many who undoubtedly applauded his work, those were difficult times with no easy answers, and truth is relative, at best. In sharp contrast to Douglass' eloquent narrative is H arriet Beecher Stowe's Uncle Tom's Cabin. This piece of sentimental fiction, while based on factual accounts, offered Americans an idealized view of slavery. The slaves were relatively content with their kind masters, and the vivid images of brutality that Douglass describes are not seen in Uncle Tom's Cabin. However, Stowe, writing from a woman's standpoint, presented her own truth in a context that Americans could relate to at the time. In spite of her gender and subsequent social position, and perhaps because of it, through her fiction, Stowe succeeded in portraying the institution of slavery for the abomination that it was. Both Uncle Tom's Cabin a... .... The Heath Anthology of American Literature. Boston: Houghton Mifflin Company, 2002. http://www.gonzaga.edu/faculty/campbell/enl311/domestic.htmhttp://philjohn.com/papers/pjkd_ga06.html#h43v Lauter, John. The Heath Anthology of American Literature. Boston: Houghton Mifflin Company, 2002. Mieder, Wolfgang. Do Unto Others as You Would Have Them Do Unto You:Frederick Douglass' Proverbial Struggle for Civil Rights . Journal of American Folklore 114 no453 331-57 Summ 2001. Piacentino, Ed. Stowe's Uncle Tom's Cabin. The Explicator 58 no3 135-8 Spr 2000. Stowe, Harriet B. Uncle Tom's Cabin. The Heath Anthology of American Literature. Boston: Houghton Mifflin Company, 2002. Stowe, Harriet B. The Key to Uncle Tom's Cabin. http://etext.lib.virginia.edu/etcbin/toccer-new?id=StoKeyu&tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0

British “Raj” in India

British Raj is associated with British rule in the Indian subcontinent. The period embraces 1858-1947. The region which we call India nowadays was under the rule of the United Kingdom and was called the British Indian Empire. Great Britain started to expand its power in India in the beginning of the 1800s and in the middle India was under the full control of the British Empire. Nevertheless, India tried to rebel against expansion and the Indian Rebellion of 1857 appeared to be a turning point in the British history in Indian region.India tried to resist British rule as Britain provided their life standards which contradicted Indian way of life. For example, the British Empire provided cow fat and pork which were unacceptable for Hinduism being practiced in India. Nevertheless, the rebellion had failed and the British Empire provided a number of reforms which included recruitment of Indians into the civil service and tolerance of religion. The reforms aimed at preventing further refor ms through conciliation and to strengthen the British military.Many historians argue that the British Empire didn’t try to take full control over the Indian region, but when rebellion started to threaten British interest, it had to step in. McNamara writes that â€Å"resentment toward the British had been building for some time and new policies which allowed the British to annex some areas of India exacerbated tensions†. (McNamara, 1998) The office of the Viceroy became the first embodiment of the new British Raj in India. When Prime Minister Disraeli proclaimed Queen Victoria as â€Å"Empress of India† in 1876, the affection the British crown felt for its colony.Throughout the remainder of the 19th century the British Raj continued and was characterized by unpopular policies caused emergence of series of Indian nationalist movements. Only after 1947 India had managed to gain certain independence and sovereignty from the British Empire. In 1947 the British India n Empire was divided into the union of India and the Dominion of Pakistan. Bibliography McNamara, Robert. 1998. â€Å"The British Raj Defined India Throughout the 1800s†. Database on-line. Available from http://history1800s. about. com/od/thebritishempire/tp/indiatimeline01. htm

Jane Elliot Blue Eye Brown Eye

In the exercise that Jane Elliot influenced onto the children was very brave, she took a risk on her students as well on her reputation. This exercise showed the following: moral development, group self esteem, looking glass esteem, and prejudice. Elliot’s teaching of racism after the death of Martin Luther King affected many children and even adults. The moral development of a child changed dramatically for these children after this lesson. Since moral development components are: reasons one adheres to social rules and the bases used to evaluate actions by self or others as good or bad.When a child is growing up, learning through social influences, an environment where their parents use derogative names towards African American. Those influences on a child that young could really affect ones moral development. Although when Elliot introduced the idea of what it is to be looked at differently, as the out cast just because of their eye color, they felt what it is like not to be white. While Elliot segregated the children by eye color she tested the children on flash cards.The children that were the â€Å"bad† children, tested to be slower verses the children that were superior. This shows the group esteem that is affected just because of the way they were treated. For example one of the blue eye children was calling the brown eye child names and being a bully, they brown eye child punched him. This is just an example of what people of different color experienced every day when being prejudice was more extreme. In comparison, in the adult’s experiment, blue eye people reacted in rude and very defensive.The group esteem went dramatically down, it seemed like they were almost kids again, although they felt belittled because they are adults. The blue eye people still did not want to listen, pay attention, or corporate. During Elliot’s experiment it was obvious that most, if not all, the children came from a racist family atmosphere. This comes to show how the looking glass self really effects a child’s origin of self. They were impacted and influenced by their parent’s opinions and actions.From the lesson Elliot taught the children, she became one of the best â€Å"looking glass† for the children to look up to. While Elliot was trying opening the eyes of young people, she was broadening their horizons of thinking on their own, creating their own set of norms, and teaching to accept people as people, not eye color nor skin color. Being prejudice is another option they could have chosen to become. After Elliot showed the children the other shoes that they’ve never tried on, it would be hard for them to be prejudice towards a person with different skin color.Considering that they know what it feels like to be looked at and treated disrespectfully. In conclusion, Jane Elliot changed many lives. This story was an eye opener, for many others, such as adults, children, even people that are in ja il, as well as myself. If only everyone was taught this lesson when young, I believe that this world would be less judgmental. The adults are less influenced yet more stubborn, although I believe there is hope for everyone to change their outlook on people and life.

or Undermine Reasoning As A Way Of Knowing.

e ·mo ·tion ( -m sh n) n. 1. A mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, reverence, hate, and love. 2. A state of mental agitation or disturbance: spoke unsteadily in a voice that betrayed his emotion. 3. The part of the consciousness that involves feeling; sensibility: â€Å"The very essence of literature is the war between emotion and intellect† (Isaac Bashevis Singer) rea ·son (r z n) n. 1. The basis or motive for an action, decision, or conviction. 2. A declaration made to explain or justify action, decision, or conviction: inquired about her reason for leaving. 3. An underlying fact or cause that provides logical sense for a premise or occurrence: There is reason to believe that the accused did not commit this crime. 4. The capacity for logical, rational, and analytic thought; intelligence. 5. Good judgment; sound sense. 6. A normal mental state; sanity: He has lost his reason. 7. Logic. A premise, usually the minor premise, of an argument.1 rea ·son ·ing (r z -n ng) n. 1. Use of reason, especially to form conclusions, inferences, or judgments. 2. Evidence or arguments used in thinking or argumentation.1 From the definitions provided, we can see that in this dictionary reason is defined as being synonymous with logic, and emotion with spontaneity. Logic is normally connected with conscious thought and premeditation, and emotion with instinct and reflex. You cannot plan what you feel, but you can plan what you will learn. Take, for example, the idea of scientific objectivity. Scientists carrying out experiments try to put their emotions and predispositions to one side, so as to not negate the objectivity of the experiment. Ideally, an experiment should be carried out in the pursuit of pure fact, and emotions would turn that pure fact into personal interpr... or Undermine Reasoning As A Way Of Knowing. Free Essays on Evaluate The Ways In Which Emotion Might Enhance And/or Undermine Reasoning As A Way Of Knowing. e ·mo ·tion ( -m sh n) n. 1. A mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, reverence, hate, and love. 2. A state of mental agitation or disturbance: spoke unsteadily in a voice that betrayed his emotion. 3. The part of the consciousness that involves feeling; sensibility: â€Å"The very essence of literature is the war between emotion and intellect† (Isaac Bashevis Singer) rea ·son (r z n) n. 1. The basis or motive for an action, decision, or conviction. 2. A declaration made to explain or justify action, decision, or conviction: inquired about her reason for leaving. 3. An underlying fact or cause that provides logical sense for a premise or occurrence: There is reason to believe that the accused did not commit this crime. 4. The capacity for logical, rational, and analytic thought; intelligence. 5. Good judgment; sound sense. 6. A normal mental state; sanity: He has lost his reason. 7. Logic. A premise, usually the minor premise, of an argument.1 rea ·son ·ing (r z -n ng) n. 1. Use of reason, especially to form conclusions, inferences, or judgments. 2. Evidence or arguments used in thinking or argumentation.1 From the definitions provided, we can see that in this dictionary reason is defined as being synonymous with logic, and emotion with spontaneity. Logic is normally connected with conscious thought and premeditation, and emotion with instinct and reflex. You cannot plan what you feel, but you can plan what you will learn. Take, for example, the idea of scientific objectivity. Scientists carrying out experiments try to put their emotions and predispositions to one side, so as to not negate the objectivity of the experiment. Ideally, an experiment should be carried out in the pursuit of pure fact, and emotions would turn that pure fact into personal interpr...

Free Essays on Essay on Platos Republic

ESSAY FOR THE SELECTIONS FROM BOOK II OF PLATO’S REPUBLIC I think that Plato believed history had little significance. Although he was one of the Greek’s greatest political figures, I do not agree with his point of view. His form of censorship leads to the falsification of history. In Plato’s Republic, Plato talked about censorship. He wanted to change or remove lines from poems that made the gods look petty and cruel, and he would not allow stories that made the gods seem evil to be told in his city. He wanted to take these actions to keep the children and citizens of the city thinking that the gods would not do anyone any harm. His doctrine might sound good, but the censorship of literature leads to another kind of censorship, the alteration of history. Censorship seems to be on the rise again, in our period in history. Modern censorship is in the form of extreme â€Å"political correctness.† Some history books I’ve seen sugarcoat the truth in the name of political correctness. These books made huge massacres and battles involving several countries sound like little skirmishes between a couple of ‘people.’ We can not use the term ‘men,’ because the history books must to be ‘politically correctâ€⠄¢ these days. Some people believe that the term ‘men’ does not include the female portion of the human race. I strongly disagree with Plato’s doctrine regarding the treatment of history. Following his advice would hide the real facts behind historic events and could change their real significance.... Free Essays on Essay on Plato's Republic Free Essays on Essay on Plato's Republic ESSAY FOR THE SELECTIONS FROM BOOK II OF PLATO’S REPUBLIC I think that Plato believed history had little significance. Although he was one of the Greek’s greatest political figures, I do not agree with his point of view. His form of censorship leads to the falsification of history. In Plato’s Republic, Plato talked about censorship. He wanted to change or remove lines from poems that made the gods look petty and cruel, and he would not allow stories that made the gods seem evil to be told in his city. He wanted to take these actions to keep the children and citizens of the city thinking that the gods would not do anyone any harm. His doctrine might sound good, but the censorship of literature leads to another kind of censorship, the alteration of history. Censorship seems to be on the rise again, in our period in history. Modern censorship is in the form of extreme â€Å"political correctness.† Some history books I’ve seen sugarcoat the truth in the name of political correctness. These books made huge massacres and battles involving several countries sound like little skirmishes between a couple of ‘people.’ We can not use the term ‘men,’ because the history books must to be ‘politically correctâ€⠄¢ these days. Some people believe that the term ‘men’ does not include the female portion of the human race. I strongly disagree with Plato’s doctrine regarding the treatment of history. Following his advice would hide the real facts behind historic events and could change their real significance....