Managerial Leadership role for Nurses’ Use of Research Evidence Essay Example for Free

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† (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 ar e 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 (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 isnt. 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. Journal 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, further you r facilitys 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.

The American Dream in Death of a Salesman by Arthur Miller, and The Gre

The American Dream in Death of a Salesman by Arthur Miller, and The Great Gatsby by F. Scott Fitzgerald In a majority of literature written in the 20th century, the theme of the ' American Dream" has been a prevalent theme. This dream affects the plot and characters of many novels, and in some books, the intent of the author is to illustrate the reality of the American Dream. However, there is no one definition of the American Dream. Is it the right to pursue your hearts wish, to have freedom to do whatever makes one happy? Or is it the materialistic dream prevalent in the 50's, and portrayed in such movies as Little Shop of Horrors? Or is the American Dream a thought so intangible, it changes in the heart of every person and can never be truly defined? Or is it an 'American' Dream at all, is it simply a human drive to pursue a better life? In the book, The Great Gatsby, by F. Scott Fitzgerald, and the play Death of a Salesman by Arthur Miller, the writers portray two completely different literary works which have an amazing connection. Both works are written to illustrate two viewpoints on the American Dream; either the pursuit of happiness, or the pursuit of material wealth. In both literary works, the authors show a comparison between these two visions of the American Dream, and in the end, the authors message is the same; the American dream cannot be a materialistic goal. Or, should not. For many Americans, the American Dream is a 2-door garage in a suburb, but as illustrated in the literary works, this sort of an American Dream leads to unhappiness, depression, and in the case of Willy Loman, suicide. In The Great Gatsby, it is Daisy who has a materialistic dream. She loved Gatsby. When he was a soldier, she loved him, but Gatsby knew he could never marry her, because of class. So, Daisy married Tom Buchanan, a wealthy man, a good looking man, but Daisy did not love him. In the book, Daisy is miserable. She knows Tom is having an affair, and she often cries. She wishes for her daughter to be " a beautiful little fool"( Gatsby 21) so that her daughter will not be smart enough to be unhappy. Daisy loves Gatsby, but she loves her lifestyle. And when she had the decision between the two, she chose her lifestyle, and she will regret her decision time and again. The concept of the American... ...attered, enough so that he could see who his father truly was. Biff had to reevaluate his life, and he came to a realization; " To devote your life to keeping stock, or making phone calls, or selling or buying. To suffer fifty weeks a year for the sake of a two week vacation, when all you want is to be outdoors"( Death 139). Biff came to the conclusion that humans were not meant to work in pursuit of this economic goal, but were meant to work outside. His father could never accept that, and if Willy had, the story would have had a much different ending. The American Dream has no singular definition, but a multitude of interpretations. Yet, in these two completely different literary works, the authors share the same message; the American Dream should not be a materialistic goal, but a goal in pursuit of true, spiritual happiness. This is shown in both Death of a Salesman by Arthur Miller, and The Great Gatsby by F. Scott Fitzgerald. Both authors feel very strongly about the issue, as do many other authors writing today, who fear American Economic views could doom the human race to a meaningless existence. With an ending not too dissimilar from Brave New World.

How Is Love Presented in Romeo and Juliet and Two Poems from the Shakespeare Literary Heritage

How is Love presented in Romeo and Juliet and two poems from the Shakespeare Literary Heritage Love is presented in a variety of different ways in Romeo and Juliet and my chosen poems from the Literary Heritage: Stop All the Clocks and Sonnet 130. For instance, in Romeo and Juliet Shakespeare is attempting to challenge the tradition of courtly love that was prominent in the Elizabethan era. He is suggesting that the tradition of courtly love is artificial and essentially false. Courtly love was a hidden love between the nobility in medieval times.In Sonnet 130 Shakespeare has a different goal; he is attempting to challenge the traditional Petrarchan sonnet that was popular at the time. These sonnets were grand declarations of love but also seemed rather overblown and unnecessarily dramatic. W. H. Auden’s poem Stop All the Clocks is dramatic and very emotional, however this is justified in this instance as his lover has died. This would undoubtedly be an exceedingly traumatic e xperience. In Act 1 Scene 1 of Romeo and Juliet love is presented as being like a poison that can infect a person.Shakespeare uses a metaphor in a very interesting manner in this scene to show this. For instance, when Montague is describing how his son Romeo is acting due to Romeo’s unreturned love for Rosaline he states, â€Å"As is the bud bit with an envious worm, Ere he can spread his sweet leaves to the air, Or dedicate his beauty to the same. † He is suggesting that Romeo is like a flower â€Å"bud† that won’t open itself up to the world because it’s been poisoned from within by parasites. Just like the flower has been poisoned by parasites, Romeo has been poisoned by love.Romeo only goes out at night and shuts himself away in a darkened room during the day. This metaphor helps the audience to see that love can be a dangerous force that causes people to act in unusual ways. Shakespeare uses this dramatic metaphor to show the intensity with wh ich Romeo seems to love Rosaline, however he does this to raise questions about how real Romeo’s love is for Juliet when he meets her later in the play. Shakespeare is depicting the lovesickness stage of courtly love and challenging how real it is by his use of this over the top metaphor.Additionally, in Act 1 Scene 1, love is presented as a complicated and contradictory thing. Shakespeare uses oxymorons effectively to show this idea. For example, when Romeo is describing the love he feels for Rosaline to his cousin Benvolio he states, â€Å"O brawling love, O loving hate†, amongst a series of other oxymorons. Shakespeare here uses oxymorons to show that the love Romoe feels for Rosaline is something that gives him great joy but also great pain at the same time. He is in love with Rosaline and that is wonderful but he hates the fact that she will not return his love.This allows the audience an insight into the intensity with which it appears Romeo loves Rosaline. This reinforces Shakespeares goal of setting up a situation in which the audience will doubt Romeo’s love for Juliet later in the play. In Act 1 Scene 5 love is presented in an over the top and overly dramatic way. Shakespeare uses hyperbole extremely well here to show this. In this scene Romeo and his friends have crashed Capulet’s party and he catches his first glimpse of Juliet. When he does so he states that she â€Å"doth teach the torches to burn bright! This is hyperbole because obviously Juliet cannot literally teach the torches to burn bright. The hyperbole is used to show that Romeo thinks that Juliet’s beauty overshadows everyone and everything in the room. The audience is supposed to once again feel the intensity with which Romeo can love, however the audience is left with doubts about how real this love is because just a few scenes earlier he was in the depths of despair over Rosaline. Shakespeare uses Romeo’s hyperbole and Romeo’s quick s witch from Rosaline to Juliet to question how real courtly love is.Furthermore, this over the top dramatic presentation of love continues through Romeo’s description of Juliet’s beauty. Shakespeare switches to using a simile to continue this trend. For example, he continues his description of Juliet by saying â€Å"It seems she hangs upon the cheek of night, Like a rich jewel in an Ethiope’s ear. † Again, this shows that Romeo feels that Juliet beauty stands out from the crowd just like an shiny earring would stand out in an African person’s ear. This encourages the audience to further doubt how real Romeo’s love for Juliet is as his language becomes more and more over the top.If Romeo can so quickly forget Rosaline is his love for Juliet genuine or just another infatuation? Shakespeare is attempting to drive his point home that courtly love is a false and unrealistic version of love through his depiction of Romeo’s descriptions of Ju liet. This over the top overly dramatic depiction of love is continued before Romeo and Juliet kiss for the first time. Shakespeare uses the sonnet form to show their conversation leading to their first kiss as this was the traditional form of exaggerated love poetry at the time. Within the sonnet he uses extended Christian metaphor to great effect.As Romeo is trying to flirt with Juliet he states â€Å"(taking  JULIET’s hand)  If I profane with my unworthiest hand, This holy shrine, the gentle sin is this. † Basically as he takes her hand he states that her hand is like a holy place that his sinful hand is not worthy to touch. He is using a religious metaphor to put Juliet up on a pedestal as a thing of purity. This further adds to the audiences doubt about how real Romeo’s love for Juliet is as they are left wondering has Romeo simply switched his attention to Juliet because she is returning his affection whereas Rosaline didn’t want to.Shakespeare is continuing to show the falseness and fickleness of courtly love through Romeo’s over the top language. The sonnet form is perfect to use here as it was a form often used to depict courtly love. Furthermore, the overly dramatic depiction of love continues through this sonnet. Again this is within the extended Christian metaphor of the sonnet. When Romeo is just about to kiss Juliet he says â€Å"O, then, dear saint, let lips do what hands do. They pray; grant thou, lest faith turn to despair. † Here his â€Å"prayer† is the kiss he is about to give to Juliet.The metaphor is once again intended to show the purity of Romeo’s love for Juliet as his kiss is not sinful but is more like a thing of purity: a prayer. At this stage, the audience should be completely doubtful of how real Romeo’s love for Juliet is as he continues to use overly cliched and over the top language to show his devotion to her in combination with the fact that he has completely forgotten about Rosaline. Shakespeare’s use of Christian metaphor is intended to further mock the courtly love tradition as he is saying that courtly love is false and not in fact pure at all.

Investigating The Interaction Of Reader Perspective And...

200PY - Research Practical Report Assignment Part 1: RP2 Research Practical 2: To investigate the interaction of reader perspective and relevance on item recall. Objective The aim of the study was to achieve replication of Pichert and Andersen’s (1977) study. Pitchert and Andersen’s conducted a study in which they asked participants to read a story and after participants were given different perspectives from which they could recall it, they were either homebuyer or the burglar perspective or none at all. 2 hypotheses were gatheredfor this study; the 1st was Burglar perspective participants will recall more burglar items than house buyer perspective participants will and the 2nd was House buyer perspective participants will recall†¦show more content†¦A distractor task (counting triangles) was undertaken after participants were asked to recall as much of the story as possible after which they were scored then the students were debriefed. 174 Students participated in the study. The study sample was randomly assigned to two independent groups. Results The results of this study showed that those participants that were recalling valuable items scored higher than the participants that were recalling household items. The test assumption indicated that Mauchly’s test was not violated X2 (0) = .000, p.05. This is because there are two covariances. A 2 (perspective: housebuyer/burglar) x 2 (perspective revelance: household items/burglar items) between subjects ANOVA was performed on the data. The main effect revealed that the recalled item scores differed significantly over the two perspectives, F(1, 175) = 128.83, p .001 From the data collected a significant difference can be seen in the group’s scores particularly in performance avoidance skills. But to make sure we have analysed this correctly a post hoc test was performed to find out exactly where the differences were. The homogeneity variance assumption was tested to see whether the variance of the scores are the same for the three groups, the significance is greater than 0.05. The significance was 0.70. The homogeneity variance was not violated it and the assumption has been proved. Because there is a significant difference between the groups, we

Conjugation of the Spanish Verb Dormir

The conjugation of dormir, which usually means to sleep, is irregular in that the stem of -o- becomes -ue- when stressed and sometimes becomes -u- when unstressed. The only other verb that follows the same pattern is the rarely used adormir, which means to calm or to cause sleep. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Dormir dormir (to sleep) Gerund of Dormir durmiendo (sleeping) Participle of Dormir dormido (slept) Present Indicative of Dormir yo duermo, tà º duermes, usted/à ©l/ella duerme, nosotros/as dormimos, vosotros/as dormà ­s, ustedes/ellos/ellas duermen (I sleep, you sleep, he sleeps, etc.) Preterite of Dormir yo dormà ­, tà º dormiste, usted/à ©l/ella durmià ³, nosotros/as dormimos, vosotros/as dormisteis, ustedes/ellos/ellas durmieron (I slept, you slept, she slept, etc.) Imperfect Indicative of Dormir yo dormà ­a, tà º dormà ­as, usted/à ©l/ella dormà ­a, nosotros/as dormà ­amos, vosotros/as dormà ­ais, ustedes/ellos/ellas dormà ­an (I used to sleep, you used to sleep, he used to sleep, etc.) Future Indicative of Dormir yo dormirà ©, tà º dormirà ¡s, usted/à ©l/ella dormirà ¡, nosotros/as dormiremos, vosotros/as dormirà ©is, ustedes/ellos/ellas dormirà ¡n (I will sleep, you will sleep, he will sleep, etc.) Conditional of Dormir yo dormirà ­a, tà º dormirà ­as, usted/à ©l/ella dormirà ­a, nosotros/as dormirà ­amos, vosotros/as dormirà ­ais, ustedes/ellos/ellas dormirà ­an (I would sleep, you would sleep, she would sleep, etc.) Present Subjunctive of Dormir que yo duerma, que tà º duermas, que usted/à ©l/ella duerma, que nosotros/as durmamos, que vosotros/as durmà ¡is, que ustedes/ellos/ellas duerman (that I sleep, that you sleep, that she sleep, etc.) Imperfect Subjunctive of Dormir que yo durmiera (durmiese), que tà º durmieras (durmieses), que usted/à ©l/ella durmiera (durmiese), que nosotros/as durmià ©ramos (durmià ©semos), que vosotros/as durmierais (durmieseis), que ustedes/ellos/ellas durmieran (durmiesen) (that I slept, that you slept, that he slept, etc.) Imperative of Dormir duerme (tà º), no duermas (tà º), duerma (usted), durmamos (nosotros/as), dormid (vosotros/as), no durmà ¡is (vosotros/as), duerman (ustedes) (sleep, dont sleep, sleep, lets sleep, etc.) Present Perfect Indicative of Dormir yo he dormido, tà º has dormido, usted/à ©l/ella ha dormido, nosotros/as hemos dormido, vosotros habà ©is dormido, ustedes/ellos/ellas han dormido (I have played, you have played, she has played, etc.) Pluperfect (Past Perfect Indicative) of Dormir yo habà ­a dormido, tà º habà ­a dormido, usted/à ©l/ella habà ­a dormido, nosotros/as habà ­amos dormido, vosotros habà ­ais dormido, ustedes/ellos/ellas habà ­an dormido (that I had played, that you had played, that he had played, etc.) Future Perfect Indicative of Dormir yo habrà © dormido, tà º habrà ¡s dormido, usted/à ©l/ella habrà ¡ dormido, nosotros/as habremos dormido, vosotros habrà ©is dormido, ustedes/ellos/ellas habrà ¡n dormido (I will have played, you will have played, she will have played, etc.) Present Perfect Subjunctive of Dormir yo haya dormido, tà º hayas dormido, usted/à ©l/ella haya dormido, nosotros/as hayamos dormido, vosotros hayà ¡is dormido, ustedes/ellos/ellas hayan dormido (that I have played, that you have played, that he has played, etc.) Past Perfect Subjunctive of Dormir yo hubiera/hubiese dormido, tà º hubieras/hubieses dormido, usted/à ©l/ella hubiera/hubieses dormido, nosotros/as hubià ©ramos/hubià ©semos dormido, vosotros hubierais/hubieseis dormido, ustedes/ellos/ellas hubieran/hubiesen dormido (that I had played, that you had played, that she had played, etc.) Conditional Perfect of Dormir yo habrà ­a dormido, tà º habrà ­as dormido, usted/à ©l/ella habrà ­a dormido, nosotros/as habrà ­amos dormido, vosotros habrà ­ais dormido, ustedes/ellos/ellas habrà ­an dormido (I would have played, you would have played, he would have played, etc.) Progressive Tenses of Dormir The many progressive tenses use the appropriate form of estar followed by the gerund, durmiendo. Sample Sentences Showing Conjugation of Dormir La pequeà ±a ha decidido que quiere dormir en la cama conmigo. (The little girl has decided she wants to sleep in the bed with me. Infinitive.) No sà © lo que pasà ³;  estaba durmiendo. (I dont know what happened;  I was sleeping. Gerund.) Los nià ±os de ahora duermen menos que los de hace veinte aà ±os. (Todays children sleep less than those of  20 years ago. Present indicative.) Se durmieron mientras tomaban el sol. (They fell asleep while sunbathing. Preterite.) Espero que duermas bien, mi amor, y que pienses en mà ­ tambià ©n. (I hope that you sleep well, my love, and that you think about me too. Present subjunctive.)  ¿Habrà © estado durmiendo mientras los otros sufrà ­an? (Will I have been sleeping while there others were suffering? Future perfect progressive.) Me recomendà ³ que no durmiera en el suelo. (She recommended that I dont sleep on the floor. Imperfect subjunctive.)  ¡Duà ©rmete ahorita! (Go to sleep right now! Imperative.)

The Utility Of War Is War Rare Or Is It Part Of Human...

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Wireless communications Essay Example For Students

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One of circuit-switched cellulars biggest advantages is its nationwide availability.Another advantage is the ability to send voice and data over the cellular phone network. Circuit-switched cellular is ideal if the application requires the exchange of long text messages, large files, or faxes because it typically charges by the minute of connect time, not by the number of bytes transferred. A practical application for this technology is the transfer of data from a laptop by means of a cellular modem and phone. The initial cost to outfit a laptop to connect to a cellular network is about $400. A disadvantage of this type of service is the long set-up time each connection requires (about 30 seconds). Cellular Digital Packet Data is best suited for transaction processing and database quer ies. This service offers fast call setup (about 5 seconds), and is inexpensive for short messages, such as sending e-mail. 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