Managerial Leadership role for Nurses’ Use of Research Evidence Essay

The rapid noticeable change in healthcare delivery coupled with professional responsibilities of nurses to incorporate research evidence into their decision making underscores the need to understand the factors involved in implementing evidence-based practice. Linking current research findings with patients’ conditions, values, and circumstances is the defining feature of evidence-based practice. Significant and rational for using evidence in practice in nursing care Evidence-based practice (EBP) is an approach to health care where the best evidence possible is used in health professionals to make clinical decisions for individual. It involves complex and conscientious decision-making based on the available evidence, patient characteristics, situations, and preferences( McKibbon, 1998). Evidence-based practice in nursing is defined as â€Å"integration of the best evidence available, nursing expertise, and the values and preferences of the individuals, families and communities who are served† (â€Å"Sigma Theta Tau International position statement on evidence-based practice February 2007 summary,† 2008). The gist of evidence based health care is the integration of individual clinical expertise with the best available external clinical evidence and the values and expectations of the patient. There are different recourses of evidence which includes the following: †¢Research Evidence: which refers to methodologically sound, clinically relevant research about the effectiveness and safety of interventions, the accuracy of assessment measures, the strength of causal relationships and the cost-effectiveness of nursing interventions. †¢Patients Experiences and Preferences: identification and consideration of patient’s experiences and preferences are central to evidence-based decision making. Patients may have varying views about their health care options, depending on factors such as their condition personal values and experiences, degree of aversion to risk, resources, availability of information, cultural beliefs, and family influences. †¢ Clinical Expertise. AS the mixing of these different types of evidence may be influenced by factors in the practice context such as available resources, practice cultures and norms leadership styles, and data management, we must consider the level of evidence while using the research evidence to take the proper decision, look to appendix A which is represent the level of evidence. (Haynes, Devereaux, & Guyatt, 2002; Sigma Theta Tau International position statement on evidence-based practice February 2007 summary,† 2008). Evidence-based practice is a prominent issue in international health care which is intended to develop and promote an explicit and rational process for clinical decision making that emphasizing the importance of incorporating the best research findings into clinical care to ensure the best possible treatment and care derived from the best available evidence (E. Fineout-Overholt, Levin, & Melnyk, 2004) Once a new research is completed new evidence comes into play every day, technology advances, and patients present with unique challenges and personal experiences(Krainovich-Miller, Haber, Yost, & Jacobs, 2009). The nurse who bases practice on what was learned in basic nursing education soon becomes outdated, then becomes dangerous. Patients are not safe if they do not receive care that is based on the best evidence available to assist them at the time their needs arise, so all aspects of nursing, from education to management to direct patient care, should be based on the best evidence available at the time (Reavy & Tavernier, 2008). Through reviewing the literature there is a dramatically changing and advancing in the technology, available body information and quality of care provided, the rapid pace of change in healthcare delivery coupled with professional responsibilities of nurses to incorporate research evidence into their provided care and decision making underscores the need to understand the factors involved in implementing evidence-based practice (Bostrà ¶m, Ehrenberg, Gustavsson, & Wallin, 2009; Ellen Fineout-Overholt, Williamson, Kent, & Hutchinson, 2010; Gerrish, et al., 2011; Gifford, Davies, Edwards, Griffin, & Lybanon, 2007). Before that nurses must first believe that basing their practice on the best evidence will lead to the highest quality of care and outcomes for patients and their families(Ellen Fineout-Overholt, et al., 2010; Melnyk, et al., 2004). To let change occuring, â€Å"there must be a clear vision, written goals, and a well-developed strategic plan, including strategies for overcoming anticipated barriers along the course of the change†(Melnyk, et al., 2004). Emerging evidence indicates that the  leadership behaviors’ of nurse managers and administrators play an important role in successfully utlizing research evidence into clinical nursing(Amabile, Schatzel, Moneta, & Kramer, 2004; Antrobus & Kitson, 1999; Gifford, et al., 2007). There is a consistency between many researches that clamethe importance role of the leadership and leadership factors such as support and commitment of managers on the staff at the implication of EBP(Aitken, et al., 2011; Antrobus & Kitson, 1999; Melnyk, et al., 2004; Winch, Creedy, & Chaboyer, 2002). Nurse managers and administrators are responsible for the professional practice environments where nurses provide care, and are strategically positioned to enable nurses to use research. As being a role model, administrators must be committed to provide the necessary resources such as EBP mentors, computers, and EBP education. Some administrators have tried to encourage a change to EBP by integrating EBP competencies into clinical promotions. However, Miller (2010) argue that this extrinsic motivational strategy is unlikely to be as effective as when people are intrinsically motivated to change. Also there is a claimed that if people are involved in the strategic planning process, they are more likely to change to EBP. Intervention protocol for promoting nurses compliance to EBP As the Decision making in health care has changed dramatically, with nurses expected to make choices which based on the best available evidence and continually review them as new evidence comes to light (Pearson et al, 2007). Evidence-based practice involves the use of reliable, explicit and judicious evidence to make decisions about the care of individual patients. As an important role in providing safe and high quality care the nurses must take into account the quality of evidence, assessing the degree to which it meets the four principles of feasibility, appropriateness, meaningfulness and (Doody & Doody, 2011; Johnson, Gardner, Kelly, Maas, & McCloskey, 1991). What nurses need to operate in an evidence-based manner, is to be aware of how to introduce, develop and evaluate evidence-based practice. There more than one model for introducing the EBP in health care one of them that I chose is the Iowa model. The Iowa model focuses on organization and collaboration incorporating conduct use of research, along with other types of evidence(Doody & Doody, 2011; Johnson, et al., 1991). Since its origin in 1994, it has been continually referenced in nursing journal articles and extensively used in clinical research programmes. This model uses key triggers that can be either problem focused or knowledge focused, leading staff to question current nursing practices and whether care can be improved through the use of current research findings(Bauer, 2010; Doody & Doody, 2011; Johnson, et al., 1991; Titler, et al., 2001). By using Iowa Model; a question is generated either from a problem or as a result of becoming aware of new knowledge. Then a determination is made about the question relevance to organizational priorities. If the question posed is relevant, then the next step is to determine if there is any evidence to answer the question. Once the evidence has been examined, if there is sufficient evidence, then a pilot of the practice change is performed. If there is insufficient evidence, then the model supports that new evidence should be generated through research (Bauer, 2010). Step one of the Iowa model is to formulate a question. The question if asked in a PICO format is easier to use to search the literature. A PICO format uses the following method to frame the question: Frame question in PICO format †¢ P= Population of interest †¢ I= Intervention †¢ C= Comparison of what you will do †¢ O= Outcome(Hoogendam, de Vries Robbà ©, & Overbeke, 2012). The final step to the process is to share the outcomes of the practice change with other in the form of an article or poster. In using the Iowa model, there are seven steps to follow in detail as it is outlined in the figure shown in appendix B. Step 1: Selection of a topic In selecting a topic for evidence-based practice, several factors need to be considered. These include the priority and magnitude of the problem, its application to all areas of practice, its contribution to improving care, the availability of data and evidence in the problem area, the multidisciplinary nature of the problem, and the commitment of staff. Step 2: Forming a team The team is responsible for development, implementation, and evaluation. The composition of the team should be directed by the chosen topic and include all interested stakeholders. The process of changing a specific area of practice will be assisted by specialist staff team members, who can provide input and support, and discuss the practicality of guideline. A bottom-up approach to implementing evidence-based practice is essential as change is more successful when initiated by frontline practitioners, rather than imposed by management. Staff support is also important. Without the necessary resources and managerial involvement, the team will not feel they have the authority to change care or the support from their organization to implement the change in practice. To develop evidence-based practice at unit level, the team should draw up written policies, procedures and guidelines that are evidence based. Interaction should take place between the organization’s direct care providers and management such as nurse managers, to support these changes(Antrobus & Kitson, 1999; Cookson, 2005; Doody & Doody, 2011; Hughes, Duke, Bamford, & Moss, 2006). Step 3: Evidence retrieval Evidence should be retrieved through electronic databases such as Cinahl, Medline, Cochrane and up-to-date web site. Step 4: Grading the evidence To grade the evidence, the team will address quality areas of the individual research and the strength of the body of evidence overall (see appendix A for level of evidence). Step 5: Developing an Evidence-Based Practice (EBP) standard After a critique of the literature, team members come together to set recommendations for practice. The type and strength of evidence used in practice needs to be and based in the consistency of replicated studies. The design of the studies and recommendations made should be based on identifiable benefits and risks to the patient. This sets the standard of practice guidelines, assessments, actions, and treatment as required. These will be based on the group decision, considering the relevance for practice, its feasibility, appropriateness, meaningfulness, and effectiveness for practice. To support evidence-based practice, guidelines should be devised for the patient group, health screening issues addressed, and policy and procedural guidelines devised highlighting frequency and areas of screening. Evidence-based practice is ideally a patient centered approach, which when implemented is highly individualized. Step 6: Implementing EPB For implementation to occur, aspects such as written policy, procedures and guidelines that are evidence based need to be considered. There needs to be a direct interaction between the direct care providers, the organization, and its leadership roles (e.g. nurse managers) to support these changes. The evidence also needs to be diffused and should focus on its strengths and perceived benefits, including the manner in which it is communicated. This can be achieved through in-service education, audit and feedback provided by team members. Social and organizational factors can affect implementation and there needs to be support and value placed on the integration of evidence into practice and the application of research findings(Aitken, et al., 2011; Doody & Doody, 2011; Gerrish, et al., 2011; Reavy & Tavernier, 2008) Step 7: Evaluation Evaluation is essential to seeing the value and contribution of the evidence into practice. A baseline of the data before implementation would benefit, as it would show how the evidence has contributed to patient care. Audit and feedback through the process of implementation should be conducted and support from leaders and the organization is needed for success. Evaluation will highlight the programme’s impact. Barriers also need to be identified. Information and skill deficit are common barriers to evidence-based practice. A lack of knowledge regarding the indications and contraindications, current recommendations, and guidelines or results of research, has the potential to cause nurses to feel they do not have sufficient training, skill or expertise to implement the change. Awareness of evidence must be increased to promote the translation of evidence into practice . A useful method for identifying perceived barriers is the use of a force field analysis conducted by the team leader. Impact evaluation, which relates to the immediate effect of the intervention, should be carried out. However, some benefits may only become apparent after a considerable period of time. This is known as the sleep effect. On the contrary, the back-sliding effect could also occur where the intervention has a more or less immediate effect, which decreases over time. We must not to evaluate  too late, to avoid missing the measures of the immediate impact. Even if we do observe the early effect, we cannot assume it will last. Therefore, evaluation should be carried out at different periods during and following the intervention (Doody & Doody, 2011). Nursing leadership is an essential role for promoting evidence-based practice while the nurse managers and administrators are responsible for the professional practice environments where nurses provide care, are strategically positioned to enable nurses to use research. AS the leadership is essential for creating change for effective patient care the leadership behaviors are critical in successfully influencing the stimulation, acceptance, and utilization of innovations in organizations (Antrobus & Kitson, 1999; Gifford, et al., 2007). From my perspective I consider that the leaders and managers are the corner stone for utilizing researches and make practices based on evidence. By playing a role model for staff and handling the authority they have a magic force to urges the staff to use evidence based in there practice. Leaders can encourage the staff to use EBP in their practice in several ways such as increase the staff awareness, stimulating the intrinsic motivation of people, implying an effort to increase the will and internal desire to change through support encouragement, education, and appealing to a common purpose, monitoring performance, strengthen the body of knowledge that the staff have by forcing them to attend and participate in conferences, workshops & Journal clups, giving rewards to staff who collaborate in finding, utilizing and applying the EBP and make promotion and appraisal according to adherence to application of EBP. Implication of EBP For implementation to occur, aspects such as written policy, procedures and guidelines that are evidence based need to be considered. There needs to be a direct interaction between the direct care providers, the organization, and its leadership roles (e.g. nurse managers) to support these changes. The evidence also needs to be diffused and should focus on its strengths and perceived benefits, including the manner in which it is communicated. This can be achieved through in-service education, audit and feedback provided by team members. Social and organizational factors can affect implementation and there needs to be support and value placed on the integration of evidence into practice and the application of research findings. There are many ways that can be used to create an environment to implement and sustain an area of EBP such as : -Development of EBP champions; – Use of EBP mentors; – Provision of resources such as time and money; – Creation of a culture and expectation related to EBP; – Use of practical strategies including EBP workgroups, journal club and nursing rounds (Aitken, et al., 2011). EBP is being used in every aspect of the life, especially in the health care. The most common application of EBP is not only in intervention or treatment plane, but also the EBP process has been applied to making choices about diagnostic tests and protocols to insure thorough and accurate diagnosis, selecting preventive or harm-reduction interventions or programs, determining the etiology of a disorder or illness, determining the course or progression of a disorder or illness, determining the prevalence of symptoms as part of establishing or refining diagnostic criteria, completing economic decision-making about medical and social service programs. Nursing research proves pivotal to achieving Magnet recognition, yet the term research often evokes an hunch of mystery. Most of the policy, guidelines. And protocols that guide the work in the organization are based on evidance (Weeks & Satusky, 2005). Also, it is also useful to think of EBP as a much larger social movement. Drisko and Grady (2012) argue that at a macro-level, EBP is actively used by policy makers to shape service delivery and funding. EBP is impacting the kinds of interventions that agencies offer, and even shaping how supervision is done. EBP is establishing a hierarchy of research evidence that is privileging experimental research over other ways of knowing. There are other aspects of EBP beyond the core practice decision-making process that are re-shaping social work practice, social work education, and our clients’ lives. As such, it may be viewed as a public idea or a social movement at a macro level (â€Å"Evidence-Based Practice: Why Does It Matter?,† 2012). Cost effectiveness of using EBP in health care  Beneficial outcomes of the implementation and use of evidence-based practice by staff nurses include increased ability to offer safe, cost-effective,  and patient-specific interventions. Critical thinking skills and leadership abilities can also grow because of the use of evidence based practice; it is a way for staff nurses to become involved in change and regain ownership of their practice (Reavy & Tavernier, 2008). EBP used in clinical practice lead to make improvement in quality of provided care, which lead to improve the patients outcome, patient satisfaction and employee satisfaction. All these aspect are directly and indirectly lead to increase the cost effectiveness of the organization. When the patient satisfaction increased the patient acceptance to the organization increased, the employee satisfaction also increases and turnover will decrease all these things will increase the financial revenue to the organization. Also when using EBP in health care this will lead to decrease errors, complications and losses (e.g. compliance of evidence based infection control guidelines will lead to decrease incidence of infection, decrease length of stay an d decrease the cost of patient treatment), another example is using EBP to treat diabetic foot will result in decreasing the loses and increases the satisfaction so adherence to EBP will be costly effective when it result in better outcome, quality of care and satisfaction. Sometimes using EBP in certain area is costly; in such cases we must weighing the benefits ( immediately and after considered period of time) and mak e our decision based on the collected data and information. References: Aitken, L. M., Hackwood, B., Crouch, S., Clayton, S., West, N., Carney, D., et al. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244-254. Amabile, T. M., Schatzel, E. A., Moneta, G. B., & Kramer, S. J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. The Leadership Quarterly, 15(1), 5-32. Antrobus, S., & Kitson, A. (1999). Nursing leadership: influencing and shaping health policy and nursing practice. Journal of Advanced Nursing, 29(3), 746-753. Bauer, C. (2010). Evidence Based Practice:Demystifying the Iowa Model Providing optimal care through promotion of professional standard, networking and development, 25(2). Bostrà ¶m, A.-M., Ehrenberg, A., Gustavsson, J. P., & Wallin, L. (2009). Registered nurses’ application of evidence-based practice: a national survey. Journal Of Evaluation In Clinical Practice, 15(6), 1159-1163. Cookson, R. (2005). Evidence-based policy making in health care: what it is and what it isn’t. Journal Of Health Services Research & Policy, 10(2), 118-121. Doody, C. M., & Doody, O. (2011). Introducing evidence into nursing practice: using the IOWA model. British Journal of Nursing, 20(11), 661-664. Evidence-Based Practice: Why Does It Matter? (2012). ISNA Bulletin, 39(1), 6-10. Fineout-Overholt, E., Levin, R. F., & Melnyk, B. M. (2004). Strategies for advancing evidence-based practice in clinical settings. Journal of the New York State Nurses Association, 35(2), 28-32. Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews On Evidence-Based Nursing / Sigma Theta Tau International, Honor Society Of Nursing, 7(1), 51-53. Gerrish, K., Guillaume, L., Kirshbaum, M., McDonnell, A., Tod, A., & Nolan, M. (2011). Factors influencing the contribution of advanced practice nurses to promoting evidence-based practice among front-line nurses: findings from a cross-sectional survey. Journal of Advanced Nursing, 67(5), 1079-1090. Gifford, W., Davies, B., Edwards, N., Griffin, P., & Lybanon, V. (2007). Managerial leadership for nurses’ use of research evidence: an integrative review of the literature. Worldviews on Evidence-Based Nursing, 4(3), 126-145. Haynes, R. B., Devereaux, P. J., & Guyatt, G. H. (2002). Clinical expertise in the era of evidence-based medicine and patient choice. ACP Journal Club, 136(2), A11-A14. Hoogendam, A., de Vries Robbà ©, P. F., & Overbeke, A. J. P. M. (2012). Comparing patient characteristics, type of intervention, control, and outcome (PICO) queries with unguided searching: a randomized controlled crossover trial. Journal Of The Medical Library Association: JMLA, 100(2), 121-126. Hughes, F., Duke, J., Bamford, A., & Moss, C. (2006). Enhancing nursing leadership: Through policy, politics, and strategic alliances. Nurse Leader, 4(2), 24-27. Johnson, M., Gardner, D., Kelly, K., Maas, M., & McCloskey, J. C. (1991). The Iowa Model: a proposed model for nursing administration. Nursing Economic$, 9(4), 255-262. Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journa l of Nursing Education, 48(4), 186-195. Melnyk, B. M., Fineout-Overholt, E., Feinstein, N. F., Li, H., Small, L., Wilcox, L., et al. (2004). Nurses’ perceived knowledge, beliefs, skills, and needs regarding evidence-based practice: implications for accelerating the paradigm shift. Worldviews on Evidence-Based Nursing, 1(3), 185-193. Reavy, K., & Tavernier, S. (2008). Nurses reclaiming ownership of their practice: implementation of an evidence-based practice model and process. Journal of Continuing Education in Nursing, 39(4), 166-172. Sigma Theta Tau International position statement on evidence-based practice February 2007 summary. (2008). Worldviews on Evidence-Based Nursing, 5(2), 57-59. Titler, M. G., Kleiber, C., Steelman, V. J., Rakel, B. A., Budreau, G., Everett, C. L. Q., et al. (2001). The Iowa Model of Evidence-Based Practice to Promote Quality Care. Critical Care Nursing Clinics of North America, 13(4), 497-509. Weeks, S. K., & Satusky, M. J. (2005). Demystifying nursing research: to encourage compliance with Magnet accreditation standards, f urther your facility’s research initiatives. Nursing Management, 36(2), 42. Winch, S., Creedy, D., & Chaboyer, W. (2002). Governing nursing conduct: the rise of evidence-based practice. Nursing Inquiry, 9(3), 156-161.

How to Kill a Tree Without Chemicals

How to Kill a Tree Without Chemicals Killing a tree is hard work, particularly if you avoid using chemical assistance. You have to cut off a trees water, food and/or sunlight at a critical time in its life cycle to do the job. Herbicides work by gumming up or shutting down a trees working parts to deprive the plant of one or more of the above.   Using the Bark Trees can be killed without herbicides or chemicals but extra time, patience, and understanding of tree anatomy are necessary. You most especially need to know about the function of a trees inner bark- cambium, xylem, and phloem- and how they combine forces to affect a trees life.   The bark is a trees most vulnerable body part above ground and the easiest target for an effective kill. Damaging enough roots to kill the tree quickly is complicated and hard to do without using chemicals. The bark is made up of cork and phloem which protects the cambium and xylem. Dead xylem cells carry water and minerals from the roots to the leaves and are considered the trees wood. Phloem, a living tissue, carries manufactured food (sugars) from the leaves to the roots. The cambium, which is a moist layer only a few cells thick, is the regenerative layer that gives birth to xylem on its inside and phloem to its outside. Destroying the Bark If the food-transporting phloem is severed all the way around the tree (a process called girdling), food cannot be carried to the roots and they will eventually die. As the roots die, so does the tree. Periods of rapid growth, usually from March until June in North America, are the best times to girdle a tree. These spring growth spurts are when tree bark slips. The phloem and cork layer easily peels free, leaving the cambium and xylem exposed. Remove as wide a section of bark as you have time to make an adequate girdle ring. Then scrape (or chop) into the surface of the xylem to remove the cambium. If any cambial material remains, the tree will heal by overgrowing the girdle. The best time to girdle is before the trees leaf out. The process of leafing out will deplete energy stores from the roots, which stores cannot be renewed if the phloem conduit has been interrupted. Avoid the Sprout Some trees are prolific sprouters and produce adventitious twigs near an injury. If you dont remove or kill the entire root, you just may have to control these sprouts. Sprouts coming out below the girdle must be removed as they will continue the process of feeding the roots if left to grow. When you are removing these sprouts, it is a good idea to check the girdled strip and remove any bark and cambium that may be trying to bridge the wound. Even cutting a tree down cant guarantee it will be killed. Many tree species, particularly some deciduous broad-leaf species, will sprout back from the original stump and root system.

Inspirational Quotes About Teacher

Inspirational Quotes About Teacher Do you remember a teacher who inspired you? Do you want to thank that teacher for her or his selfless service? Here is your chance. Pick an inspirational quote for your teacher from this page and send it as a special message for your teacher. Each inspirational quote lauds the efforts of good teachers. Martin HeideggerTeaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by learning we now suddenly understand merely the procurement of useful information.AnonymousIf you can read this, thank a teacher.Albert EinsteinIt is the supreme art of the teacher to awaken joy in creative expression and knowledge.John GarrettThe job of a teacher is to excite in the young a boundless sense of curiosity about life, so that the growing child shall come to apprehend it with an excitement tempered by awe and wonder.Edmond H. FischerIt is commonly said that a teacher fails if he has not been surpassed by his students.David E. PriceThe impending teacher shortage is the most critical education issue we will face in the next decade.Malcolm S. ForbesEducations purpose is to replace an empty mind w ith an open one. Morihei UeshibaStudy how water flows in a valley stream, smoothly and freely between the rocks. Also learn from holy books and wise people. Everything even mountains, rivers, plants and trees should be your teacher.Richard BachLearning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers and teachers.Thomas H. HuxleySit down before fact as a little child, be prepared to give up every preconceived notion, follow humbly wherever or whatever abysses nature leads, or you will learn nothing.

Quotes Attributed to Epictetus

Quotes Attributed to Epictetus Epictetus (A.D. c. 55 - c.135) To a reasonable creature, that alone is insupportable which is unreasonable; but everything reasonable may be supported.Epictetus - Discourses Chap. ii. The rational and the irrational are naturally different for different persons as are good and evil and profitable and unprofitable. For this reason we need to learn how to adjust our conceptions of rational and irrational and keep them in harmony with nature. When we determine the rational and the irrational we use both our estimates of external things and the criterion of our own character. This makes it most important that we understand ourselves. You must know how highly you value yourself and at what price you will sell yourself; different men sell themselves at different prices.Epictetus - Discourses 1.2Courtesy of translator Giles Laurà ©n, author of The Stoics Bible. When Vespasian sent word to Helvidius Priscus not to attend the Senate, he answered: It is in your power to forbid me to be a member of the Senate, but so long as I am one I must attend its meetings.Epictetus - Discourses 1.2.Courtesy of translator Giles Laurà ©n, author of The Stoics Bible. If every man could be convinced heart and soul in the belief that we are all begotten by Zeus, father to both men and gods, I think he could no longer have any ignoble or mean thought about himself. If Caesar adopts you no one will be able to endure your conceit, but if you know you are a son of Zeus shouldnt you be elated? Two elements are commingled in us: the body which we have in common with the brutes and intelligence which we have in common with the gods. Many of us incline towards the former which is unblessed and mortal and only a few incline towards the latter which is divine and blessed. Clearly, every man is free to deal with things according to his opinions of them, and those few who think that their birth is a call to fidelity, self-respect and unerring judgement cherish no mean or ignoble thoughts about themselves, whereas the multitude do quite the opposite and cleave to their animal part and become rascally and degraded.Epictetus - Discourses 1.3.Courtesy of translat or Giles Laurà ©n, author of The Stoics Bible. He who is making progress has learned that desire is for things good and that aversion is for things evil, and further, that peace and calm are only achieved as a man gets the things he wants and avoids the things he doesnt want. Since virtue is rewarded with happiness, calm and serenity, progress towards virtue is progress towards its benefits and this progress is always a step towards perfection.Epictetus - Discourses 1.4.Courtesy of translator Giles Laurà ©n, author of The Stoics Bible. In a word, neither death, nor exile, nor pain, nor anything of this kind is the real cause of our doing or not doing any action, but our inward opinions and principles.Epictetus - Discourses Chap xi. Reason is not measured by size or height, but by principle.Epictetus - Discourses Chap. xii. O slavish man! will you not bear with your own brother, who has God for his Father, as being a son from the same stock, and of the same high descent? But if you chance to be placed in some superior station, w ill you presently set yourself up for a tyrant?Epictetus - Discourses Chap. xiii. When you have shut your doors, and darkened your room, remember never to say that you are alone, for you are not alone; but God is within, and your genius is within, and what need have they of light to see what you are doing?Epictetus - Discourses Chap. xiv. No great thing is created suddenly, any more than a bunch of grapes or a fig. If you tell me that you desire a fig, I answer you that there must be time. Let it first blossom, then bear fruit, then ripen.Epictetus - Discourses Chap. xv. Any one thing in the creation is sufficient to demonstrate a Providence to an humble and grateful mind.Epictetus - Discourses Chap. xvi. Were I a nightingale, I would act the part of a nightingale; were I a swan, the part of a swan.Epictetus - Discourses Chap. xvi. Since it is Reason which shapes and regulates all other things, it ought not itself to be left in disorder.Epictetus - Discourses Chap. xvii. If what the philosophers say be true,that all mens actions proceed from one source; that as they assent from a persuasion that a thing is so, and dissent from a persuasion that it is not, and suspend their judgment from a persuasion that it is uncertain, so likewise they seek a thing from a persuasion that it is for their advantage.Epictetus - Discourses Chap. xviii. Practise yourself, for heavens sake, in little things; and thence proceed to greater.Epictetus - Discourses Chap xviii. Every art and every faculty contemplates certain things as its principal objects.Epictetus - Discourses Chap. xx. Why, then, do you walk as if you had swallowed a ramrod?Epictetus - Discourses Chap. xxi. When one maintains his proper attitude in life, he does not long after externals. What would you have, O man?Epictetus - Discourses Chap. xxi. Difficulties are things that show what men are.Epictetus - Discourses Chap. xxiv. If we are not stupid or insincere when we say that the good or ill of man lies within his own will, and that all beside is nothing to us, why are we still troubled?Epictetus - Discourses Chap. xxv. In theory there is nothing to hinder our following what we are taught; but in life there are many things to draw us aside.Epictetus - Discourses Chap. xxvi. Appearances to the mind are of four kinds. Things either are what they appear to be; or they neither are, nor appear to be; or they are, and do not appear to be; or they are not, and yet appear to be. Rightly to aim in all these cases is the wise mans task.Epictetus - Discourses. Chap. xxvii. Everything has two handles, one by which it may be borne; another by which it cannot.Epictetus - Enchiridion. xliii. When a man prides himself on being able to understand and interpret a difficult book, say to yourself: If the book had been well written this man would have nothing on which to pride himself.Epictetus - Encheiridon 49.Courtesy of translator Giles Laurà ©n, author of The Stoics Bible. My object is to understand and follow Nature, so I look for someone who understands her and I read his book. When I have found a man of understanding, it is not for me to praise his book but rather to act on his precepts.Epictetus - Encheiridon 49.Courtesy of translator Giles Laurà ©n, author of The Stoics Bible. Once you have fixed on you governing principles, you must hold them as laws that you cannot transgress. Pay no heed to what is said of you for it is beyond your control.Epictetus - Encheiridon 50.Courtesy of translator Giles Laurà ©n, author of The Stoics Bible. The appearanc e of things to the mind is the standard of every action to man.Epictetus - That we ought not to be angry with Mankind. Chap. xxviii. The essence of good and evil is a certain disposition of the will.Epictetus - Of Courage. Chap. xxix. It is not reasonings that are wanted now; for there are books stuffed full of stoical reasonings.Epictetus - Of Courage. Chap. xxix. For what constitutes a child? Ignorance. What constitutes a child? Want of instruction; for they are our equals so far as their degree of knowledge permits.Epictetus - That Courage is not inconsistent with Caution. Book ii. Chap. i. Appear to know only this, never to fail nor fall.Epictetus - That Courage is not inconsistent with Caution. Book ii. Chap. i. The materials of action are variable, but the use we make of them should be constant.Epictetus - How Nobleness of Mind may be consistent with Prudence. Chap. v. Shall I show you the muscular training of a philosopher? What muscles are those? A will undisappointed; evils avoided; powers daily exercised; careful resolutions; unerring decisions.Epictetus - Wherein consists the Essence of Good. Chap. viii. Dare to look up to God and say, Make use of me for the future as Thou wilt. I am of the same mind; I am one with Thee. I refuse nothing which seems good to Thee. Lead me whither Thou wilt. Clothe me in whatever dress Thou wilt.Epictetus - That we do not study to make Use of the established Principles concerning Good and Evil. Chap. xvi. What is the first business of one who studies philosophy? To part with self-conceit. For it is impossible for any one to begin to learn what he thinks that he already knows.Epictetus - How to apply general Principles to particular Cases. Chap. xvii. Every habit and faculty is preserved and increased by correspondent actions,as the habit of walking, by walking; of running, by running.Epictetus - How the Semblances of Things Are to Be Combated. Chap. xviii. Whatever you would make habitual, practise it; and if you would not make a thing habitual, do not practise it, but habituate yourself to something else.Epictetus - How the Semblances of Things Are t o Be Combated. Chap. xviii. Reckon the days in which you have not been angry. I used to be angry every day; now every other day; then every third and fourth day; and if you miss it so long as thirty days, offer a sacrifice of thanksgiving to God.Epictetus - How the Semblances of Things Are to Be Combated. Chap. xviii. What saith Antisthenes? Hast thou never heard? It is a kingly thing, O Cyrus, to do well and to be evil spoken of.Epictetus - Golden Sayings - VII Whereas if Caesar were to adopt you, your haughty looks would be intolerable; will you not be elated at knowing that you are the son of God?Epictetus - Golden Sayings - IX There is petrifaction of the understanding; and also of the sense of shame. This happens when a man obstinately refuses to acknowledge plain truths, and persists in maintaining what is self-contradictory.Epictetus - Golden Sayings - XXIII If what philosophers say of the kinship of God and Man be true, what remains for men to do but as Socrates did; never, when asked ones country, to answer, I am an Athenian or a Corinthian, but I am a citizen of the world.Epictetus - Golden Sayings - XV But there is a great difference between other mens occupations and ours. . . . A glance at theirs will make it clear to you. All day long they do nothing but calculate, contrive, consult how to wring their profit out of food-stuffs, farm-plots and the like. . . . Whereas, I entreat you to learn what the administration of the World is, and what place a Being endowed with reason holds therein: to consider what you are yourself, and wherein your Good and Evil consists.Epictetus - Golden Sayings - XXIV True instruction is this: to learn to wish that each thing should come to pass as it does. And how does it come to pass? As the Disposer has disposed it. Now He has disposed that there should be summer and winter, and plenty and dearth, and vice and virtue, and all such opposites, for the harmony of the whole.Epictetus - Golden Sayings - XXVI Concerning the Gods, there are who deny the very existence of the Godhead; others say that it exists, but neither bestirs nor concerns itself nor ha s forethought for anything. A third party attribute to it existence and forethought, but only for great and heavenly matters, not for anything that is on earth. A fourth party admit things on earth as well as in heaven, but only in general, and not with respect to each individual. A fifth, of whom were Ulysses and Socrates are those that cry: I move not without Thy knowledge!Epictetus - Golden Sayings - XXVIII You must know that it is no easy thing for a principle to become a mans own, unless each day he maintain it and hear it maintained, as well as work it out in life.Epictetus - Golden Sayings - XXX What you shun enduring yourself, attempt not to impose on others. You shun slavery beware of enslaving others! If you can endure to do that, one would thing you had been once upon a time a slave yourself. For Vice has nothing in common with virtue, nor Freedom with slavery.Epictetus - Golden Sayings - XLI Above all, remember that the door stands open. Be not more fearful than children; but as they, when they weary of the game, cry, I will play no more, even so, when thou art in the like case, cry, I will play no more and depart. But if thou stayest, make no lamentation.Epictetus - Golden Sayings - XLIV Death has no terror; only a Death of shame!Epictetus - Golden Sayings - LV That was a good reply which Diogenes made to a man who asked him for letters of recommendation. That you are a man , he will know when he sees you; whether a good or bad one, he will know if he has any skill in discerning the good or bad. But if he has none, he will never know, though I write him a thousand times.Epictetus - Golden Sayings - LVII God is beneficent. But the Good also is beneficent. It should seem then that where the real nature of God is, there too is to be found the real nature of the Good. What then is the real nature of God?Intelligence, Knowledge, Right Reason. Here then without more ado seek the real nature of the Good. For surely thou dost not seek it in a plant or in an animal that reasoneth not.Epictetus - Golden Sayings - LIX Why, wert thou a statue of Phidias, an Athena or a Zeus, thou wouldst bethink thee both of thyself and thine artificer; and hadst thou any sense, thou wouldst strive to do no dishonour to thyself or him that fashioned thee, nor appear to beholders in unbefitting guise. But now, because God is thy Maker, is that why thou carest not of what sort thou shalt show thyself to be?Epictetus - Golden Sayings - LXI Since then every one must deal with each thing according to the view which he forms about it, those few who hold that they are born for fidelity, modesty, and unerring sureness in dealing with the things of sense, never conceive aught base or ignoble of themselves: but the multitude the contrary.Epictetus - Golden Sayings - IX You also must show the unlearned man the truth, and you will see that he will follow. But so long as you do not show it him, you should not mock, but rather feel your own incapacity.Epictetus - Golden Sayings - LXIII It was the first and most striking characteristic of Socrates never to become heated in discourse, never to utter an injurious or insulting word on the contrary, he persistently bore insult from others and thus put an end to the fray.Epictetus - Golden Sayings - LXIV When we are invited to a banquet, we take what is set before us; and were one to call upon his host to set fish upon the table or sweet things, he would be deemed absurd. Yet in a word, we ask the Gods for what they do not give; and that, although they have given us so many things!Epictetus - Golden Sayings - XXXV Knowest thou what a speck thou art in comparison with the Universe? That is, with respect to the body; since with respect to Reason, thou art not inferior to the Gods, nor less than they. For th e greatness of Reason is not measured by length or height, but by the resolves of the mind. Place then thy happiness in that wherein thou art equal to the Gods.Epictetus - Golden Sayings - XXIII Who would Hercules have been had he loitered at home? no Hercules, but Eurystheus. And in his wanderings through the world how many friends and comrades did he find? but nothing dearer to him than God. Wherefore he was believed to be Gods son, as indeed he was. So then in obedience to Him, he went about delivering the earth from injustice and lawlessness.Epictetus - Golden Sayings - LXXI The reason why I lost my lamp was that the thief was superior to me in vigilance. He paid however this price for the lamp, that in exchange for it he consented to become a thief: in exchange for it, to become faithless.Epictetus - Golden Sayings - XII No labour, according to Diogenes, is good but that which aims at producing courage and strength of soul rather than of body.Epictetus - Golden Sayings - LXII But thou art not Hercules, thou sayest, and canst not deliver others from their iniquitynot even Theseus, to deliver the soil of Attica from its monsters? Purge away thine own, cast forth thencefr om thine own mind, not robbers and monsters, but Fear, Desire, Envy, Malignity, Avarice, Effeminacy, Intemperance.Epictetus - Golden Sayings - LXXI If a man would pursue Philosophy, his first task is to throw away conceit. For it is impossible for a man to begin to learn what he has a conceit that he already knows.Epictetus - Golden Sayings - LXXII The question at stake, said Epictetus, is no common one; it is this: Are we in our senses, or are we not?Epictetus - Golden Sayings - LXXIV One who has had fever, even when it has left him, is not in the same condition of health as before, unless indeed his cure is complete. Something of the same sort is true also of diseases of the mind. Behind, there remains a legacy of traces and blisters: and unless these are effectually erased, subsequent blows on the same spot will produce no longer mere blisters, but sores. If you do not wish to be prone to anger, do not feed the habit; give it nothing which may tend its increase.Epictetus - Golden Sayings - LXXV No man can rob us of our Willno man can lord it over that!Epictetus - Golden Sayings - LXXXIII Wouldst thou have men speak good of thee? speak good of them. And when thou hast learned to speak good of them, try to do good unto them, and thus thou wilt reap in return their speaking good of thee.Epictetus - Golden Sayings - L The beginning of philosophy is to know the condition of ones own mind. If a man recognises that this is in a weakly state, he will not then want to apply it to questions of the greatest moment. As it is, men who are not fit to swallow even a morsel, buy whole treatises and try to devour them. Accordingly they either vomit them up again, or suffer from indigestion, whence come gripings, fluxions, and fevers. Whereas they should have stopped to consider their capacity.Epictetus - Golden Sayings - XLVI In theory it is easy to convince an ignorant person: in actual life, men not only object to offer themselves to be convinced, but hate the man who has convinced them. Whereas Socrates used to say that we should never lead a life not subjected to examination.Epictetus - Golden Sayings - XLVII

Chauser's Wife of Bath is a Female Misgoynist Term Paper

Chauser's Wife of Bath is a Female Misgoynist - Term Paper Example But Chaucer portrays the Wife of Bath as a female misogynist that shows how a woman could react to those male expectations. Thesis-Supporting Passages The Wife of Bath is the most unusual female character who has been interpreted differently by different critics from different points of views. While some critics claim that the Wife of Bath is a typical and also stereotypical embodiment of womanly impiety, sinfulness, immorality and transgression, others claim that Chaucer’s portrayal of the Wife of Bath is asexual and convincingly feministic. Indeed the Wife of Bath’s notoriety and debauchery can be perceived as her individual tendency to follow her own pursuits and her practice of using sexual attributes for personal is essentially her only plausible alternative to economic empowerment in the strictly patriarchic Chaucerian society. Also the reasoning capability of the Wife of Bath to support her cause presents her as a female misogynist’s challenge to the patri archal notion about a woman. ... is no biblical proof against remarriage of woman, As she says, Eke well I wot he said that my husband Should let father and mother, and take to me; But of no number mention made he, Of bigamy or of octogamy; Why should men then speak of it villainy? She throws a challenge to everyone to prove her wrong on the fact that the Holy Scripture has not set a limit to the number of successive marriages that a woman can have throughout her life. Again she argues against the traditional notion of patriarchy that a man’s polygamy is acceptable because men are capable of performing sexual intercourse vigorously with many women. She says that though a man who is capable of performing intercourse with many women is rare, King Solomon had many wives. She believes in King Solomon’s virility since it is in the Scripture. Yet she wonders, Which gift of God had he for all his wives, No man hath such that in this world alive is (40-41). Conclusion In the beginning, the readers become appal led to view a sexually degraded woman who can carefully argue for her sexual role that is perceptibly problematic in the eye of Chaucerian society. But the way in which the Wife of Bath argues against the beliefs of medieval patriarchy about woman seems to be irrefutable. Nonetheless an judicious reader will perceive that Chaucer upholds the Wife of Bath as a female misogynist who is overtly feminine and very independent in nature. Works Cited Chaucer, Jeffrey, The Canterbury Tales, New York: Hacket Publishers,

IT case study Outline Example | Topics and Well Written Essays - 2000 words

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Facebook Essay Example | Topics and Well Written Essays - 1250 words - 2

Facebook - Essay Example This entails posting or getting the discussion started, and then coordinating the protest march. Getting the discussion started regulates the extremity of the responses, where people share information and knowledge regarding certain issues. Online regulation of information enhances closeness between various groups of people. Users give their comments and ideas regarding an issue if only guided at the beginning; otherwise, the effectiveness may be distorted since different people possess diverse views and objectives in their use of social networking sites (Lee & Ingraffea, 2007). The regular plug is effective in promoting the effective communication for Facebook users. The regular signing in enhances build-up of one community. This also promotes interaction since a person can confirm availability through saying something. Facebook hosts over 800 million users out of which only 50% log on daily. It is critical that people take advantage to interact daily with their community as well as engage their community so as to announce their presence. Authenticity enhances effective communication where a person writes and comments anything without any fear, regardless of the location. The person’s values clearly show up from the posts, and this is critical when posting a link, communicating with a certain group, or when responding to a topic (Lee & Ingraffea, 2007). Brevity is critical in order to keep ones words concise and to the point. Brevity forms a vital component of the social media literacy. Research by Buddy Media indicates that Facebook posts with over 80 characters possess 27% change of engagement. Research indicates that people often get tired after the first minute of reading. Consideration of Facebook as a public space is critical where a person should not comment on anything he or she cannot say in public, and people should be positive when using the social networking site. Every person may have unpleasant experiences; however, this should not