Development of Person Centred Nursing Care

Development of Person Centred Nursing Care The aim of this essay is to describe the history of person-centred care, explain why person-centred approach is important in healthcare environment and how it is achieved. This essay will also explain the concept of a person-centeredness, the concepts of a person and personhood and the issues arising from this perspectives. Furthermore, it will describe the core concepts and frameworks. Concept of person-centred care (PCC) and patient-centred nursing framework (PCNF) suggest that all healthcare staff should focus onto values and beliefs of an individual while realising the importance of knowing self and competency amongst other factors within the healthcare staff (McCormack McCance, 2010; Royal College of Nursing (RCN), 2010). Principles of PCC are underpinning many guides, codes and publications. These are here to assist the healthcare staff making sure that the individual at the centre of their care will experience high quality care (Department of Health (DH), 2012; Nursing and Mi dwifery Council (NMC), 2008; RCN, 2010). Because of the complex nature of PCC this essay will only explain the above mentioned principles in more depth (values and beliefs of an individual, knowing self and competency). Furthermore, this essay will identify the issues involved in delivering PCC, including the media case involving Mid Staffordshire NHS and Francis report (2013). From historical point of view the term person-centeredness was developed by psychologist and one of the founders of the humanistic approach Carl Rogers, who focused mainly on creating therapeutic relationships with his clients. Rogers identified three core conditions important in delivering person-centred therapy – empathy, therapeutic genuineness and unconditional positive regard for all clients (Josefowitz Myran, 2005). Empathy is described as the ability to put oneself in the person’s place, imagining how one would feel in their situation (NMC, 2010). Accurate level of empathy and congruence defines the genuineness (Truax et al., 1966) of the therapist. Rogers (1957) describes unconditional positive regard as the acceptance of person’s positive, negative feelings and experiences. Now that the historical background of the person-centred approach was explained, it is important to understand the concept of a person. This concept represents the humanness and the way one is constructing a way of life. Attributes of a person such as desires, motives, memory and others, shape moral values, spiritual or religious and political beliefs and also emotional involvement in relationships (McCormack McCance, 2010). Among several perspectives explaining the concept of a person there is the hierarchy of attributes perspective, which suggests that to be classed as a person, one has to collect several physical and psychological attributes (McCormack McCance, 2010). The issue surrounding this approach is that an individual suffering from dementia (loss of a memory attribute) would automatically lose the person status (McCormack McCance, 2010). Concept of personhood defined by Kitwood (1997) suggests that in context of relationship and social being, others give a status to hum an being. This status is based on trust, respect and recognition. Regardless of the differences, these perspectives can be connected through the authenticity. It is a process of self-discovery based on person’s values, ideals and actions. It is a realisation of ones potential and also acting on this potential while accepting the responsibility for the consequences of life choices (Starr, 2008). Respecting and accepting a person as an individual, their values and beliefs and providing an individual approach to person’s needs and care is fundamental in PCC because it ensures that the person is participating in their healthcare as an equal partner (RCN, 2014). RCN (2014) also states that involvement of a person in their own care is beneficial for the person because they experience greater satisfaction with care and the system becomes more cost-effective. VIPS framework suggests that to ensure PCC it has to be understood that every single human life has an absolute value. Each person’s values and beliefs are unique and therefore each person requires an individual approach. All health care staff should be able to see and understand the world from the person’s perspective and create a supportive social environment (Brooker, 2004). McCormack (2004) defined four core concepts of person centred nursing paying attention to personal values and beliefs in his first core concept being in a social context. For a nurse the social context of a person means a true understanding of person’s context (their values, beliefs and life experiences) which allows creating a life plan that nurtures an individual personhood (McCormack, 2004). Schofield (1994) states that concerns in care can be clarified when individual’s biographical details and social context are recognised by an experienced nurse. Furthermore, being able to work with ones beliefs and values reduces generalisation based on pre-conceptions and previous experiences (McCormack McCance, 2010). Clarke et al. (2003) found out that this biographical approach improves PCC as it encourages healthcare staff to see the person and not a patient, which is helpful in building relationships with patients and their family. McCormack’s (2004) remaining core concepts are being in relation, being in place and being with self. Being in relation emphasises the importance of relationship s between healthcare staff and the person. Being in place suggests that the place where care is delivered has an impact on the care experience. Being with self explains that forming of values and beliefs is based on knowing self. While these four core concepts were focusing on the person in care, there are also frameworks that relate to the nursing staff. PCNF is a tool which enables nurses to explore PCC in their practice (McCance et al., 2011). PCNF comprises of four main components including prerequisites, care environment, person centred processes and expected outcomes. Prerequisites are the attributes of the nurse which include self-awareness, professional competency, development of interpersonal skills and also commitment to the job (McCormack McCance, 2010). In nursing, knowing self or self-awareness means the way nurses see themselves and the way they construct their own worlds. This has an influence on their practice and engagement with people (McCormack McCance, 2010). Being self-aware is important, because if the nurse is able to recognise her/his own feelings and the effect these feelings have on the ability to be fully focused on the person in their care, it is less likely that the nurse will c reate a block in compassionate care. Reflection on self awareness and identification of personal feelings and blocks improves person-centred nursing practice (Devenny Duffy, 2013). Nurses and student nurses are also required to recognise their limits of competency. Professional competency in nursing requires skills, knowledge and is seen as the ability to prioritise and make judgements and decisions (McCormack McCance, 2010). Nurses have to attend and participate in trainings to maintain and develop their competency (NMC, 2008). These trainings and standard of education for all nursing staff is set by NMC and all registered professionals are required to continue to learn and develop their skills throughout their careers (McCormack McCance, 2006). Competent and self-aware nurses can create optimal person-centred care environment. Care environment represents a context in which care is delivered. Effective staff relationships, shared decision making, skill mix, organisational system and also physical environment are important, because they all contribute to delivering high quality PCC (McCormack McCance, 2010). Throughout every stage of life people expect that delivered care will be consistent, right and meeting individual’s needs (DH, 2012). Therefore, PCC moves away from the previous medically orientated care to collaborative, holistic and relationship-focused care. Positive relationships between the care staff and the person and also the relationships between the care staff themselves are very important because they create therapeutic environment, especially when the team is effective (McCance, McCormack Dewing, 2010). Multidisciplinary teams focus on supporting and caring for people while collaborating (DH, 2012). N urses play a crucial role within multidisciplinary teams delivering person centred processes. This mean that nurses provide holistic care; they actively engage people in informed decision making and that the nursing staff is working with and respecting person’s beliefs and values. Nurses are also able to shape person’s experience by delivering high standard care (DH, 2008). To achieve a high quality care all health care staff should have sympathetic presence while working with people (McCormack McCance, 2010). Involvement in care, feeling of wellbeing, creating therapeutic environment and overall satisfaction with care are included in expected outcomes of PCC (McCormack McCance, 2010). Person centred activities allow a person to be involved in their care as an equal partner (RCN, 2014). Collins (2014) states that these activities include self management support (SMS), shared decision making (SDM), collaborative care and support planning. In SMS a person is encouraged to develop the knowledge about their conditions so they can become skilled and confident managers of their own health. Building person’s capabilities should be based on incorporation of evidence-based health information (Collins, 2014). In SDM person is encouraged to make a single informed decision about their own health with confidence. Person’s understanding of evidence-based information about treatment risks and probabilities is crucial (Collins, 2014). Collaborative care and support planning merges SMS and SDM together enabling the person gain the knowledge about their conditions, become a confident self-manager ensuring they are able to make informed decisions about their care or support they are receiving (Collins, 2014). Despite all the efforts of many health care professionals, there are times when PCC fails to be delivered. One of the major issues in providing PCC in nursing is the fact that a little attention is paid to care experience of a person. This is due to a great pressure on professionals and teams to be highly effective and efficient (McCormack McCance, 2010). This is quite obvious in Francis report (2013) which concludes that Mid Staffordshire NHS was focusing more on financial pressure and becoming the foundation trust rather than quality of care provided. Furthermore, the achievement of targets was also highly prioritised. Acceptance of poor standards of care within the health care teams resulted in denial of privacy, dignity, food, water, assistance in toileting and in many cases in death of patients (Francis, 2013). As a result of this, importance of PCC is now embedded in several policies such as Principles of Nursing Practice (RCN, 2010), National service framework for older peopl e (DH, 2001), The Code (NMC, 2008) and Compassion in Practice (DH, 2012). It can be concluded that the concept of PCC has been around for decades starting with Rogers and his humanistic approach, emphasising the importance of putting the person into the centre of holistic therapy and care (Josefowitz Myran, 2005). PCC involves the patient in their care. Respecting and working with person’s values and beliefs should be achieved by knowing self and being a competent registered professional with an updated knowledge (McCormack McCance, 2010). Despite the efforts of many health care professionals, it was obvious after Mid Staffordshire NHS case and the publication of Francis report (2013) that some health care teams were failing in many fundamental aspects of PCC leading to death of many patients. After this media case several publications were published by the governing bodies embedding person-centeredness in order to ensure this will not happen again in the future. Reference list: Brooker D. (2004). What is person-centred care in dementia? Clinical Gerontology, 13, 215–222. Clarke, A., Hanson, E.J. Ross, H. (2003). Seeing the person behind the patient: Enhancing the care of older people using a biographical approach. Journal of Clinical Nursing, 12, 697-706. Collins, A. (2014). Measuring what really matters. Towards a coherent measurement system to support person-centred care. London: The Health Foundation. Devenny, B. Duffy, K. (2013). Person-centred reflective practice. Nursing Standard, 28, 37-43. Francis, R. (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry: Executive summary. London: The Stationery Office. Great Britain. Department of Health. (2001). National Service Framework for Older People. London: Department of Health. Great Britain. Department of Health. (2008). NHS Next Stage Review: A High Quality Workforce. London: Department of Health. Great Britain. Department of Health. (2012). Compassion in Practice: Nursing, Midwifery and Care Staff. Our Vision and Strategy. London: Department of Health. Josefowitz, N. Myran, D. (2005). Towards a person-centred cognitive behaviour therapy. Counselling Psychology Quarterly, 18(4), 329 – 336. Kitwood, T. (1997). Dementia Reconsidered: The Person Comes First. Milton Keynes: Open University Press. McCance, T., McCormack, B. Dewing, J. (2011). An Exploration of Person-Centredness in Practice. The Online Journal of Issues in Nursing, 16, No. 2 McCormack, B. (2004). Person-centredness in gerontological nursing: an overview of the literature. Journal of Clinical Nursing, 13(3A), 31-38. McCormack, B. McCance, T. (2006).Development of a framework for person-centred nursing. Journal of Advanced Nursing, 56(5), 472–479. McCormack, B. McCance, T. (2010).Person-centred Nursing. Oxford: Wiley-Blackwell. Nursing and Midwifery Council. (2008). The Code: Standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council. Nursing and Midwifery Council. (2010). Guidance for the care of older people. London: Nursing and Midwifery Council. Rogers, C.R. (1957). The necessary and sufficient of therapeutic personality change. Journal of Consulting Psychology, 21, 95-103. Royal College of Nursing. (2010). Principles of Nursing Practice: principles and measures consultation. London: Royal College of Nursing. Royal College of Nursing. (2014). Person-centred care. Retrieved November 18, 2014, from: http://www.rcn.org.uk/development/practice/cpd_online_learning/dignity_in_health_care/person-centred_care Schofield, I. (1994). An historical approach to care. Elderly Care, 6(6), 14-15. Starr, S. S. (2008). Authenticity: A Concept Analysis.Nursing Forum,43(2), 55-62. Truax, C. B., Wargo, D. G., Frank, J. D., Imber, S. D., Battle, C. C., Hoern-Saric, R., Stone, A. R. (1966). The therapist’s contribution to accurate empathy, non-possessive warmth and genuineness in psychotherapy.Journal of Clinical Psychology,22(3), 331-334.

Determining a substance by tritration Essay

Aim: Using the procedures of a standard acid base titration lab, the goal of this experiment is identifying the amount of Calcium Carbonate (CaCO3) that is presented in a calcium carbonate substance presented by our teacher. Hypothesis: Due to any unknown substance that we encounter in the chemistry room, we must take serious precaution, as the substance may very well be highly contagious and dangerous to smell, touch or taste directly. The only ability that we posses that can be used to observer this substance is our vision that is going to help us in determining the concentration of the substance. Although that with vision only, it will not suffice the need that is necessary to make that judgment as we need quantitative data (finding the exact concentration of calcium carbonate). Unless we have prior knowledge about this substance, the processes of a titration must be used. My hypothesis begins that this has about 60% concentration. Variables: Independent Variable: There is none in this experiment. The goal of this lab is not to include any variables that will change the concentration of the calcium carbonate. We need constant results for the concentration of the calcium carbonate, as that will determine the actual concentration of the calcium carbonate in our substance. Dependent Variable: The volume needed to titrate the calcium carbonate solution by using the phenolphthalein indicator. Though it is a clear substance, the indicator will change its color into pink when the solution becomes a base from an acid. By determining the amount of hydrochloric acid is needed to change the color of the solution, we can determine the concentration of calcium carbonate through some calculations. Controlled Variables: 1. The Distilled Water: The distilled water will be the only water that will be used during the entire experiment. The distilled water was prepared and resented by our teacher. 2. The calcium carbonate substance: The calcium carbonate substance was constant throughout the entire experiment. 3. The Hydrochloric Acid: The hydrochloric acid was one of the main components of this experiment. Therefore this acid was also prepared and presented by the teacher. 4. All Equipment: All the same equipments such as the pipette and the filter paper were used throughout the experiment. Apparatus: * Unknown white powdered substance * 50cm3 burette * 3 250cm3 Erlenmeyer flask * 200cm3 for hydrochloric acid * 0.1M of Sodium Hydroxide * Burette clamp * Retort stand * Distilled water * Goggles * Filter paper * A funnel * Phenolphthalein indicator * A scale * Paper towel * A spoon * Pipette * Pipette sucker * White paper Method: 1. First set up the retort stand and the retort clamp as indicated by the diagram below. Of course, the flask must be prepared in the subsequent steps. However unlike the diagram, place a white piece of paper beneath the flask so that the color change becomes more easily visible. 2. After placing the paper towel and scaling the scale, measure out approximately 10.0 grams of the unknown substance and record the exact mass 3. Add 200cm3 of 1.00-mol dm-3 hydrochloric acid and stir until the reaction is complete. 4. Filter the solution and withdraw 10cm3 using a pipette and make up to 100 cm3 in a volumetric flask. 5. Titrate 10cm3 portions against a standard 0.1M NaOH using the phenolphthalein indicator. 6. Record both quantitative and qualitative data. 7. Repeat the process of titration three times. Observation (Data Collection): Measurements: * Mass of Calcium Carbonate solution: * Burette: Calcium Carbonate solution made using 250cm3volumetric flask with an uncertainty of ?0.5cm3 * Pipette: 25.0cm3 of 0.100moldm-3 NaOH(aq) ?0.04cm3 Chemical Equations: Before we delve into the calculations, it is best that we list the necessary chemical equations of this lab. One must note that in this experiment, that there were two chemical reactions. Firstly, the first experiment occurs when the white substance mixed with the HCl. The second chemical reaction took place when the HCl solution meets with the .1M of NaOH 1. 2. Qualitative Data: Description of the substance used and produced Hydrochloric Acid Clear, viscous, Calcium Carbonate White, powder form Phenolphthalein Indicator Clear solution, comes in a bottle, add as drops Solution Produced in the end Bubbly, white liquid, most of the unknown mixture dissolved Clear/pink throughout. Quantitative Data: Measurement Recorded During the Experiment Trial 1 2 3 4* Initial Burette Reading (ml?0.05cm3) 0.00 0.00 0.00 0.00 Final Burette Reading (ml?0.05cm3) 5.45 5.90 5.60 5.40 *To note, for the calculations below, the supervisor at the time suggested the best data to use would be the average of the HCl used because the numbers found were very consistent. Calculations The following steps were taken so to find the % by mass of CaCO3 in the mixture 1. The moles of acid presented in 200cm3of 1.00 mol dm-3hydrochloric acid. 2. The moles of acid presented in 10cm3of the acid solution titrated. 0.00056molof HCl 3. Multiply the volume present in the volumetric flask. 4. The total moles acids remaining after the reaction with CaCO3 5. Subtract the value in 4 from that obtained in 1 to find moles acid used. 6. The stochiometric equation for the reaction of HCl and CaCO3 Hydrochloric acid+Calcium carbonate–>Calcium chloride+water+Carbon dioxide -Therefore the molar ratio is 1 mole of calcium carbonate to 2 moles of hydrochloric acid 7. Using this and the value in 5 to calculate the moles of CaCO3 present. Then calculate the mass of CaCO3 8. Using the value found in step 7 and the original mass of the mixture, here is the calculation to find percent of the mixture is made up of CaCO3 Uncertainties: * * * * Total Uncertainty= Conclusion: This experiment in general was very interesting. During this lab, I was able to learn of how we can identify the amount of a substance by knowing the concentration and volume of another. We were able to do so as we knew the moles and concentration of sodium hydroxide that had enabled us to find the unknown concentration of calcium carbonate. Because the actual percentage of CaCO3 was not given, we must concur that the accuracy of this lab has been affected and therefore must be assessed by our uncertainty percentage. The percent of uncertainties represents the desultory errors that may have occurred, which either may make the measurements bigger or smaller than the accepted value, due to imprecise measurement. One way to avoid future random errors, better equipment may be needed, or repetition of the measurements. Despite the uncertainties based on lab equipments and other mediums of measurements, one of the biggest possible sources of error lies in the systematic errors of this lab, especially finding the exact endpoint. Though the pink color should indicate when the endpoint is reached, in trial 2 and 3, the solution turned a faint pink color and my partners and I did not know whether that faint pink indicated the endpoint. This could have resulted in a measurement lower than the actual value. To possibly improve this source of error, I believe more time and trials should be allotted to the students. When I was doing my experiment, we were only given a single class time to follow the procedures, write down our notes, and clean up our experiment. If more time was allotted, then higher quality recordings could be made. This would then give us a clearer idea when the endpoint actually is. Next, though it is unlikely, to improve this lab we may have to rinse the burettes and other flasks prior to performing this lab. In my chemistry classroom, burettes and flasks are arranged so that the clean ones are clearly seen and labeled while the used ones are in the sink. However it could be possible that another student may have placed an unclean burette in the cabinet full of clean equipments. Therefore, for accuracy purposes, all equipment should be washed using soap and tissues. Reviewing and understanding the errors can significantly improve this experiment. Though my hypothesis of the concentration being 60% calcium carbonate was wrong, this experiment taught me the value and usefulness of the process of titration.

Elizabeth Bishop Essay

There are many fantastic poets out there today and there were many in the past. One of these many great poets is Elizabeth Bishop. She started writing poems in 1946 and stopped in 1979. Her poems were very imaginative yet serious and sophisticated at the same time. Each poet has their own way to write, and this is hers. Elizabeth Bishop was born on February 8, 1911 in Worcester, Massachusetts. Only a few months after Bishop was born, her father passed away and because of this, her mother suffered from a mental breakdown and was admitted into an insane asylum in Nova Scotia until she passed away in 1934. At the age of six Elizabeth Bishop was taken to live with her grandparents back in Worcester. She then began to be frequently ill, so to give her a ‘happier surrounding’, she moved in with her aunt in Boston. At this age, 8, is when she started to read poetry and fairy tales. Walt Whitman and Gerard Manley Hopkins were her favorite and most inspirational poets at the time. As Elizabeth Bishop grew older she started to choose her career path. At the age of 16 she was admitted to a boarding school in Natick, Massachusettes where she read and studied the works of William Shakespeare and English Romantic poets. One year she tried to study music but then realized that she is terrified of recitals so she quickly dropped that dream and she returned to literature. Along with Mary McCarthy and Eleanor Clark, Elizabeth Bishop founded a literary review, this was where Bishop’s very first poem was published. Then later in the Vassar Review, many pieces of her work were being published but during this time her writing skills were affected to a heavy drinking problem. After Bishop’s problem was solved, she went back to creating great poems, with help of the greatest poetic mentor in Bishop’s early years, Marianne Moore. Moore helped Bishop write more poems and write her first volume, North and South(1946), which was chosen for the Houghton Miffl in Poetry Award and contained one of her most anthologized single poems. With lots of money from her many awards and prizes, Bishop went on a vacation to Brazil, here she had allergic attacks that forced her to  unexpectedly stay for several months. Once she was finally cured, she decided to stay and actually lived in Brazil for many years. During her stay there, Elizabeth Bishop fell in love with a wonderful Brazilian woman, her name was Lota de Macedo Soares. The two actually lived together for a while until Soares tragically committed suicide in 1967. In 1955, Bishop published a second book, inside was North and South(1946). This volume was titled Poems: North and South — A Cold Spring. There was many poems inside of this book, one of which was â€Å"At the Fishhouses.† Much of the work in this book and after, up until about 1974, was influenced by her life in Brazil. Bishop then had poems and book being published like wildflowers. Elizabeth had some great influence in her life to motivate her in her in the poetic arts. Bishop was greatly influenced by the poet Marianne Moore, who she met when she was introduced by a librarian at Vassar in 1934. There was an inseparable friendship between the two women, remembered by an extensive amount of similarities between the two. Bishop stayed with and used Moore as an influence until Moore’s death in 1972. Bishop’s â€Å"At the Fishhouses†(1955) contains many references to Moore’s 1924 poem â€Å"A Grave.† Bishop was also introduced to Robert Lowell through Randall Jarrell in 1947 and the two soon became fantastic friends. But the friendship was curtailed when Lowell died in 1977. After his death, Bishop wrote, â€Å"our friendship, often kept alive through years of separation only by letters, remained constant and affectionate, and I shall always be deeply grateful for it†. They both were influences for each other’s poetr y. Lowell mentioned the influence from Bishop in his poem â€Å"Skunk Hour† which he stated had, â€Å"modeled on Miss Bishop’s ‘The Armadillo.'† In another poem, â€Å"The Scream†, Lowell said is â€Å"derived from†¦Bishop’s story In the Village.† â€Å"North Haven,† was one of the very last poems Elizabeth Bishop had published during her lifetime, and it was written as a memorial for Robert Lowell. Unlike her good friend Robert Lowell, who wrote in a Confessional style, while Bishop’s poetry avoids explicit accounts of her personal life and focuses instead with great delicacy on her impressions of the physical world. She uses lots of adjectives, metaphors, and similes to help the reader create a mental image of what is going on at the time. The imagery in  her poems are very specific and realistic sounding. Rhyming wasn’t really used much in Bishop’s poems but was is used sometimes to add emphasis and/or humor. If the poem did have a rhyming scheme it would be different, rather than being every two lines rhyme or every other, Bishop would do every four lines. So the end of the first lines could be â€Å"wharf† and the last word of the fourth line would rhyme, so for instance â€Å"dwarf†. She had her own style that made her poems unique. One of Elizabeth Bishop’s poems is A Summer’s Dream. This poem was published in 1959. This poem has a sort of childish tone to it, yet still sounds sophisticated. During the whole poem, Bishop is describing the town that she lives in as well as describing the other residents of the place. In A Summer’s Dream, Elizabeth Bishop is the speaker and speaks in a first person perspective. Throughout the poem, it seems as if Bishop is playing the role of a daughter. She sounds like this because the whole time she is using such descriptive words to put a sense of imagination into each line. The poem shows the the everyday life in her town and it at first seems like she is just telling what she sees. But, as u get to the end you realize that the whole time she was using her creativity and imagination to dream of a town that she would love to live in. The tone used in the poem however, is more sophisticated and sounds like something an adult would say rather than a little g irl. Bishop seems compassionate towards the subject and she makes you feel welcomed into this little town of hers in just 36 lines. Towards her neighbors, or the other characters, there is two different tones. Toward the elder and weaker characters, there seems to be a gentle and sympathetic feeling, while there is a cruel and condescending feel. But these two tones are used in just the right amount that they balance out the negatives and positives to make the poem neutral. Poems contain many poetic devices to help make the writing stronger. Not all of it has to do with the tone and theme of the poem, but with the diction. The diction of a poem is the poet’s choice of words and how they are put together. An abundantly used poetic device in A Summer’s Dream is imagery. Bishop uses imagery throughout her poem to help the reader create an image in their mind of the scenery. She describes her boarding house, â€Å"blue as a makerel,our boarding house was streaked as though it had been crying†(14-16), by using these descriptive  words and metaphors the reader can piece the information together t o create a picture. Elizabeth Bishop uses words like â€Å"sagging†(1), â€Å"idiot†(4), and â€Å"shrunken†(12) to put a negative and depressing feel to the town of her dreams. In the same poem word such as â€Å"gentle†(5), â€Å"kind†(7), and â€Å"extraodinary†(17) to give a positive and caring tone. The poet uses both sides together in some cases, â€Å"He was morose, but she was cheerful†(29), the poetic devices are used this way to create a sense of neutrality. Over all Bishop wrote many fantastic poems all in her sophisticated yet whimsical way that would spark the interest of many readers and hopefully influence them to do something. They were full of imagery and poetic elements to create a sense of interest to the reader and to also help them to create a mental picture of the actions in the poem at the time. Elizabeth Bishop has received a great amount of recognition and has earned many awards during her career. Each poet has their own way to wr ite, and Elizabeth’s poetic ways were very popular and unique but very sadly came to an end in october of 1979 when she passed away of a cerebral aneurism in Boston. Cite Page Flemming, Bruce E., and Ann D. Garbett. â€Å"Elizabeth Bishop.† Biography Research Center. Magill’s Survey of American Literature, Revised Edition, Sept. 2006. Web. â€Å"Poet Elizabeth Bishop.† Poets.org. N.p., n.d. Web. Lensing, George S. â€Å"About Elizabeth Bishop.† Modern American Poetry. Oxford University Press, Feb. 2009. Web.

Gender Inequalities in the Roman Catholic Religion

Gender equality has been debated throughout society, and in a more narrow sense, in the Roman Catholic Church. Men are the dominant gender when looking at the Roman Catholic religion, as they have the authority and power to hold a church session and women do not. Today, many women are fighting back and questioning the gender bias that is present within the Roman Catholic religion. Although women have come a long way in society, women seem to still have an inferior role in the church. The sacrament of Holy Orders is reserved only to men, Christs twelve disciples are all men, and although the Catholic church promotes respect and equality for all, their teachings seem to be flawed. The problem of gender equality in the Catholic church is deeply rooted in the history of the Christian religion. St. Augustine, the foundational thinker of Latin Christianity, believed that females were created by God to be inferior to the superior male gender. Augustine never believed that a female could rep resent God, because being male is a symbol of â€Å"rationality and spirituality† while being female symbolizes â€Å"the body and the material world† (Ruether). However, Augustines views of women becomes complicated when he speaks of reproduction and sex. Augustine believed that sex without being married was a sin and those who use contraception while having sexual intercourse, whether being married or not, was â€Å"mere fornication† (Ruether). 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How important are ethnicity and gender in comparison social class in producingRead MoreEssay on Historical Roles of Men and Women in Leadership1231 Words   |  5 Pagesleadership gender roles might actually start to make sense. The previous sentence was not an error in thought or printing. Much of modern analysis of gender perspectives in leadership and the roles of men and women seem to forget the thousands of years of history and the more recent, evolution of gender equality, which has taken place to get to where we are at present day. The key word is evolution; we are slowly but steadily evolving into a better and more efficient society through gender equalityRead MoreEssay about Histor ical roles of men and women in leadership 1217 Words   |  5 Pagesleadership gender roles might actually start to make sense. The previous sentence was not an error in thought or printing. Much of modern analysis of gender perspectives in leadership and the roles of men and women seem to forget the thousands of years of history and the more recent, evolution of gender equality, which has taken place to get to where we are at present day. The key word is evolution; we are slowly but steadily evolving into a better and more efficient society through gender equality