Life Poetry And Legacy Of Emily Dickinson English Literature Essay

Life Poetry And Legacy Of Emily Dickinson English Literature Essay Emily Dickinson is a monumental figure, a true icon, to the realm of poetry in the 19th century. A time when transcendentalism ruled upon the civilized world and when American poetry was masked by European influences, Emily Dickinson broke off of conventional norms and established her own style of poetry. Through her reclusive upbringings to her untimely death, Emily Dickinson has invoked her unique style and language into her poetry that has established herself into one of the founders of modern American poetry. Emily Dickinsons external and internal life was nothing less than unadventurous (Context 909). She read widely English literature and would often think deeply about what she read. She expressed a particular fondness for the poetry of John Keats and Robert Downing, the prose of John Ruskin and Sir Thomas Browne, and the novels of George Elliot and Charlotte and Emily Bronte. One of her most favorite books is the King James translation of the bible, which contained influences of both Walt Whitman and of her own. One of Dickinsons styles involves the influence of religion. Dickinsons adaptation of 2 hymn meter unifies with her adaptation of the traditional religious doctrines of orthodox Christianity. Although her poems reflect a Calvinist heritage particularly in their probing self-analysis she was not an orthodox Christian. (Context 911) Her religious views, like her life and poetry, were distinctive and individual. Even when her views tend toward orthodox teaching, as in her attitude toward immortality, her literary expression of such a belief is strikingly original. In addition, Dickinsons mischievous humor contrasts sharply with the menacing gravity characteristic of much Calvinist-inspired religious writing. Finally, her love for nature separates her Puritan precursors, allying her instead with such transcendentalist contemporaries as Emerson, Whitman, and Thoreau, though her vision of life is starker than theirs. One notable poem of Dickinsons is Success is Counted Sweetest. The speaker starts off by saying that those who neer succeed put the greatest rate on success: They count it sweetest. To comprehend the cost of a nectar, the speaker says, one has to sense a sorest need. (Dickinson 914) She says that the associates of the victorious army are not able to define triumph as well as the conquered, failing man who hears from a distance the melody of the victors. (Dickinson 914) Several of Emily Dickinsons most notable works seem to take the structure of brief ethical proverbs, which emerge as apparently straightforward, but in reality describes complicated moral and psychological truths. Success is counted sweetest is a fine example. Its first two verses convey its moralistic point in which success is counted sweetest by those who neer succeed; people tend to desire things in a greater aspect when they do not possess them. (Dickinson 914) The following lines then develop that manifest truth by submitting two pictures that illustrates it: the nectar is an emblem of conquest, and lavishness, and success can best be understood by someone who needs it. (Dickinson 914) The conquered, failing man comprehends triumph better than the victorious army does. The poem demonstrates Dickinsons 3 ardent consciousness of the complex facts of human desire, and it shows the beginnings of her abrupt, firm style, whereby intricate connotations are condensed into tremendously short expressions. (Dickinson 914) I taste a liquor never brewed is another such poem by Dickinson in which her views are vividly depicted. The speaker in Emily Dickinsons I taste a liquor never brewed is describing a spiritual state that she experiences through her soul awareness; the state is so overwhelmingly invigorating that she feels as if she had become intoxicated by drinking alcohol. However, there is vast difference between her spiritual intoxication and the literal, physical intoxication of drinking an inebriating beverage. The poem consists of quadruple four-line stanzas. The second and fourth lines in each stanza rhyme, with the first rhyme pair Pearl and Alcohol being seemingly a slant rhyme. (Dickinson 917) Emily Dickinsons style of writing contributes to the irony of her life; she uses dashes profusely throughout I taste a liquor never brewed. Dashes are meant for interruption; thus, she seems to be questioning herself as she writes the poem. There are many dashes in this poem, indicating many pauses throughout; this could be for added dramatic effect or simply for interruptions. Dashes allow the reader time to think and feel (as shown after the first line). The dashes create the impression of a struggling voice, as if a violent wind is carrying some of the words away from the reader. The dashes help to make the speakers voice in the poem seem distant, as if he or she is speaking from somewhere else, even another dimension away. She uses simple diction which creates a down to earth feeling of hope. Her verses are very short which can indicate her short life. As a young woman, Emily Dickinson was a very intelligent and conscientious. (Context 909) However, over time, she decided to secl ude herself from the rest of the world, only talking to certain family members. Her father was a very strict man whose heart was pure and terrible. Because of that, she became very shy and grew a discomfort in social 4 situations. She gradually became more and more self-conscious and decided to go out less and less. Eventually, she lived all alone in her familys house and would not leave to see anyone. However, she still managed to keep in touch with a few close acquaintances through letters. The only time she ever let anyone inside her room was when she became terminally ill and needed a doctor to come see her. Even so, she only allowed the doctor to examine her from a distance. I died for Beauty but was scarce truly portrays Dickinsons thoughts on life and death. The speaker says that she died for Beauty, but she was barely accustomed to her tomb before a man who died for Truth was placed in a tomb beside her. When the two gently told each other the reasons for their death, the man announced that Truth and Beauty are the same, and thus, he and the speaker were Brethren. The speaker says that they met at night, as Kinsmen, and conversed between their tombs until the moss arrive at their lips and enclosed the names on their tombstones. (Dickinson 926) The bizarre, allegorical death fantasy of I died for Beauty recalls Keats, but its approach of appearance belongs exclusively to Dickinson. In this brief lyric, she is able to invoke a feeling of the disturbing physicality of death, Until the Moss had reached our lips-, the great impracticality of martyrdom, I died for Beauty. . . One who died for Truth, a specific type of romantic nostalgia signified with the yearning for divine friendship, And so, as Kinsmen, met a Night-, and a cheerfulness about the hereafter with scarcely sublimated horror about the reality of loss: it would be pleasant to possess a companion with similar interests; it would be terrible to lie in the cemetery and talk through the walls of a grave. (Dickinson 926) As the poem progresses, the high impracticality and desire for friendship steadily surrender to silent, chilly death, as the moss sneaks up the speakers carcass and her headstone, demolishing both her ability to speak (covering her lips) and her identit y (covering her name). The definitive result of this poem is to portray that every feature of human life, whether it be ideas, feelings, or identity 5 itself, is ultimately obliterated by death. However, in the process of creating the obliteration steadily-something to be adjusted to in the tomb-and by depicting a speaker who is unaffected by her own bleak condition, Dickinson devises a picture that is bizarre, persuasive, terrifying, and at the same time, soothing. (Dickinson 926) This is one of her most extraordinary declarations about death; in addition to several of Dickinsons poems, it has no comparisons to the works of any other writer. A Bird came down the Walk is another one of Dickinsons poem for which she utilizes her style and language. The speaker witnesses a bird come down the walk, ignorant that it was being observed. The bird ate an angleworm, then drank a Dew from a convenient Grass-, then jumped sideways to let a beetle pass over. The birds anxious, round eyes looked in all directions. (Dickinson 921) Carefully, the speaker proposes to him a Crumb, but the bird unrolled his feathers and flew away-as though rowing in the water, but with a beauty more soothing than that of Oars divide the ocean or butterflies leap off Banks of Noon; the bird seemed to swim without splashing. (Dickinson 922) Emily Dickinsons life has shown that one does not need to travel throughout the world or live a full life in order to write great poetry. Living alone in Amherst, she considered her experience as fully as any poet who has ever lived. (Context 909) In this poem, the effortless practice of viewing a bird jump down a trail permits Dickinson to demonstrate her astonishing poetic power of surveillance and portrayal. Dickinson eagerly describes the bird as it is devouring a worm, jabs at the grass, skips by a beetle, and peeks around horrendously. As an ordinary being alarmed by the speaker into flying away, the bird becomes a symbol for the rapid, energetic, ungraspable untamed spirit that separates nature from the human beings who intend to cultivate it. However, the most outstanding aspect of this poem is the descriptions in the final stanza where Dickinson offers one 6 of the most spectacular images of flying in all of poetry. By merely offering two quick contrasts of flight and by using aquatic motion, she brings to mind the frailty and variability of moving through air. The picture of butterflies jumping off Banks of Noon, effortlessly swimming through the heavens, is one of the most unforgettable scenes in all Dickinsons works. (Dickinson 922) Dickinson pursues that knowledge wherever it is to be found, no matter how it makes her feel. She reports her pursuits with such great attention to her poetry that her works offer excitement, now matter how dismal the topic. (Critics 948) Emily Dickinson was brilliant, well educated, and confident in her use of conceptual, scientific, legal and linguistic terminology; however, the truly remarkable quality of her poetry illuminates from her refusal to separate mind from body and the emotions which are bound in it. She writes close to the traditions of post-Romantic poetry and womens poetry in that her poetry expresses strong emotion. She stands to the side of her poetry that seeks to ensure that knowledge dominates, and the matters of the heart and soul are seen as part of that knowledge, united as one. (Critics 948) Emily Dickinson is thought of as an influential and continual figure in American culture. Although much of the early reception centered on Dickinsons unconventional and secluded nature, she has become widely acknowledged as an original, pre-modernist poet. (Context 909) Critics have placed her alongside Walt Whitman, Robert Frost, and T. S. Eliot as a major American poet. Dickinsons poetry is difficult to comprehend because it is far-reaching and unique in its denunciation of most traditional nineteenth-century themes and techniques. (Context 910) Her poems demand vigorous awareness from the reader, because she seems to dismiss so much with her indirect style and remarkable contracting metaphors. Even so, these obvious openings are packed with connotations if we are susceptible to her use of devices such as personification, allusion, symbolism, syntax, and grammar. Because her use of dashes is at 7 times confusing, it aids read her poems out loud to hear how vigilantly the words are positioned. What might seem threatening on a simple piece of paper can shock the reader with meaning when heard. Dickinson was not always consistent in her views, as they can change from poem to poem depending upon how she felt at a given moment. (Critics 948) American poetry characteristically embodies acts of process: the Dickinsonian process is a passionate investigation. Her investigative process often implies narrative by taking speaker and reader through a sequence of rapidly changing images; even when all the action is interior. These investigations structure Dickinsons poetry; the flexibility of her investigative movement is the major reason why Dickinson generally was contented with common meter. She may even have enjoyed the way her condensed discoveries press against the limits of small form. (Critics 949) All and all, form and function, Emily Dickinson exerted an influence upon American poetry beyond measure during her time despite the fact that she lived a reclusive life: An irony indeed. 8

Biography Of Emily Bronte :: essays research papers

Emily Bronte was born in Thornton on July 30, 1818 and later moved with her family to Haworth, an isolated village on the moors. Her mother, Maria Branwell, died when she was only three years old, leaving Emily and her five siblings, Maria, Elizabeth, and Charlotte, Anne, and Branwell to the care of the dead woman’s sister. Emily, Maria, Elizabeth, and Charlotte were sent to Cowan, a boarding school, in 1824. The next year while at school Maria and Elizabeth came home to die of tuberculosis, and the other two sisters were also sent home. Both spent the next six years at home, where they picked up what education they could.   Ã‚  Ã‚  Ã‚  Ã‚  In 1835, Charlotte became a teacher at the school at Roe Head and Emily joined her as a student. After three months Charlotte sent her home again, afraid that Emily was extremely homesick from her beloved moors. For a short time in 1837 Emily moved to Halifax in order to teach at the Law Hill School. She returned to Haworth when her health again began to fail. After this agonizing experience, Emily remained at home for five years. During this period, she wrote poetry and short stories to fill her time. In 1842, she attended school in Brussels with her sister Charlotte. There they studied music and foreign language. Emily also wrote her French essays at this time. Charlotte and Emily were described as “literary geniuses.';   Ã‚  Ã‚  Ã‚  Ã‚  All the family was reunited at home, in 1845. In the course of time, the Brontes gave up hope for a school of their own. Branwell, working on a novel, told his sisters of the profitable possibilities of novel writing. In the autumn of 1845 Charlotte discovered Emily’s poems and convinced her sister to collaborate on a volume of poems. One year later, the volume was titled Poems by Currer, Ellis, and Action Bell and was published. The first venture into publishing was a failure. By July, Wuthering Heights was finished, along with Agnes Grey by Anne Bronte and Jane Eyre by Charlotte Bronte. All three were seeking a publisher and finally had their novels published in late 1847. Initially, the results of Wuthering Heights were poor, selling few copies.   Ã‚  Ã‚  Ã‚  Ã‚  In 1848, Branwell died. Emily left home for the last time to attend his funeral service, and caught a severe cold which developed into inflammation of the lungs.

Emerging Standards of Care: Cultural Competence Essay

The United States is often referred to as a melting pot. Cultural diversity is an inevitable reality in today’s society. We are faced with an increasingly diverse patient population and a diverse group of health care providers. Culture is a dynamic and complex phenomena that most understand as something that describes a particular ethnic group (Mitchell, Fioravanti, Founds, Hoffmann, & Liebman, 2010). Culture influences a person’s behaviors, practices, norms, customs, and beliefs on health, illness, and health care. According to Freidman, Bowden, and Jones (2003), people view culture as a model for our way of behaving, living, and feeling. There is an existence associated between culture and health practices. As the world becomes more diverse with migration, it is important that nurses and other health care workers understand and recognize the various cultures they encounter. The current U.S. population exhibits unparalleled ethnic and sociocultural diversity, yet the nursing workforce fails to reflect the current state of the nation’s diversity. According to the U.S. Department of Health and Human Services, the U.S. nursing workforce is predominantly White/Non-Hispanic and female (U.S. Department of Health and Human Services, Health Resources and Services Administration, 2010). Nurses face the challenge to meet the health care needs of a culturally diverse population while promoting diversity in the workforce. Nurses promote diversity in the workforce through educating nurses on cultural sensitivity and competence. Cultural competence in nursing is evolving as a standard of care. It is essential that nurses and other health care providers employ knowledge of various social and cultural influences in the care setting to promote  patient-centered care (Mitchell, Fioravanti, Founds, Hoffmann, & Libman, 2010). It is necessary to appreciate and recognize the relevance of diversity in the acute care setting to set standards of culturally competent nursing care, and to improve delivery of care through improving and meeting these standards. It is important that health care providers not only embrace cultural diversity, but also strive for cultural competence in order to ensure that all patients receive the best possible care. It is imperative that health care professionals integrate a patient’s cultural beliefs and practices into his or her treatment and recovery plan. Health care is rapidly changing. Patients and families are more receptive to these changes in modern medicine if their traditions and practices are integrated (Chater, 2008). Cultural competence not only pertains to race, sex, age, and ethnicity, but also encompasses â€Å"other inseparable factors of culture such as economic, political, religious, psychosocial, and biological conditions† (Stein, 2010). Delivery of culturally competent care entails promotion of the principles of social justice. According to the American Nurses Association (2001), â€Å"respect for the inherent worth, dignity, and human rights of every individual is a fundamental principle that underlies all nursing practice† (American Nurses Association, 2001). These principles model the standards in providing culturally competent care. They also guide nurses’ decisions pertaining to patient care. It is crucial that nurses and other health care providers examine their own beliefs and values. They must determine how their beliefs and values influence their interactions with patients, families, and colleagues. The concepts of cultural aspiration, cultural skill, cultural appreciation, cultural knowledge, and cultural acquaintances all produce cultural competency. Motivation of the nurse to become culturally proficient leads to acceptance of cultural diversity. Cultural awareness is the profound self-exploration of an individual’s personal cultural background. This includes identifying one’s cultural assumptions, biases, and prejudices of different cultures. The capability of assessing and assembling relevantly cultural facts that are significant to the patient’s presenting problem  refers to cultural skill. Cultural knowledge includes both seeking for and acquiring a strong educational foundation of the existing multicultural population that includes health beliefs and practices. And, lastly, the process that encourages nurses to interact face-to-face with diverse cultures is cultural encounter. Culturally competent care is reached by incorporating these concepts. By doing so, there is a decrease in health disparities and an increase in the potential for better outcomes and relevant care (Campinha-Bacote, 2003). The HHS Disparities Action Plan was initiated by the Department of Health and Human Services. This plan coordinates with other agencies to reach its goal of promoting health equality by using provisions set forth from Healthy People 2020 and the Affordable Care Act (HHS, 2011). According to HHS (2011), ethnic groups such as Hispanics, Asian Americans, American Indians, and African Americans experience higher mortality rates than other ethnic groups. The HHS Disparities Action Plan identifies factors such as poverty, socioeconomic status, lack of access to health care and racially driven disparities to promote safe patient outcomes and health equality. Several critical components establish standards of practice contribute to an organization’s capacity to provide culturally competent care. These components include: critical reflection, transcultural nursing knowledge, social justice, cross-cultural practice and communication, patient advocacy, health care systems, multicultural workforce education, policy development, training, and evidenced-based practice and research (Brady, 2010). Health care facilities need to ensure that tools such as multilingual teaching materials and interpreters are in place to effectively provide care. The use of cultural knowledge in composing a patient’s plan of care is a way to value diversity. Cultural competency is a continuous learning experience. Health care facilities may collaborate with professional organizations to establish best evidence-based practice in order to develop policies and standardized culturally competent care and reduce disparities (Brady, 2010). So, how does one become culturally competent? The initial step to becoming culturally competent is self-awareness. We must be aware of and value our own culture in order to identify with and recognize the value of the culture of others. We do this by critically reflecting on ourselves. â€Å"Examining and reflecting on one’s own ethnicity, belief structure, and values† determine the impact on our ability to â€Å"deliver culturally competent care† (Brady, 2010). A Nurses who understand themselves are able to understand and appreciate cultural differences. By doing so, the nurse can establish ideal ways to render effective health care services. An example would be that of a patient from the Far East. A nurse caring for a Chinese patient must appreciate that the Chinese adhere to traditional healing practices such as acupuncture, meditation, and homeopathy. Knowing this, the nurse will attempt to integrate these traditional practices into the patient’s treatment plan. The nurse can integrate acupuncture as an alternative treatment for pain management. A nurse who appreciates cultural diversity will strive to understand the cultural practices and beliefs of that patient and integrate applicable elements of the patient’s culture in the plan of care. Explanation of the plan of care and identifying the needs and expectations of the patient and family will aide in reducing tension, hence, develop a trust between the nurse, patient, and family. Nursing is making advances in promoting and implementing culturally competent care. Transcultural Nursing Society is a professional nursing organization involved in ensuring cultural competence is being included in the curriculum of nursing schools throughout the nation. The Transcultural Nursing Society is also involved in ensuring that curriculums are providing nurses with the necessary knowledge base to ensure cultural competence in their practice (Transcultural Nursing Society, 2013). Another organization, the Agency for Healthcare Research and Quality (AHRQ), provides guidelines to enhance culturally competent care in health care facilities. This organization recognizes the disparities in health care delivery due to linguistic differences. They also recognize that there is prevalence in racial and ethnic disparities in health care delivery in the United States. The AHRQ points out that culturally and linguistically  diverse groups, as well as individuals with limited proficiency in English are disadvantaged in the health care system. These groups often experience poor health status and outcomes by accessing inadequate medical care in regards to quality despite consistent insurance status and income. Policy makers, civil rights groups, and health care facilities are responsible to understand the reasons behind persistent disparities and implement effective strategies to eliminate them. One way to do this is to improve cultural and linguistic competence of health care providers (Wilby, 2009). Linguistic competence is the ability of health care facilities to provide individuals with limited English proficiency appropriate oral and written language services. Health care facilities can hire bilingual/bicultural staff, train health care providers, or hire translators to assist during communication. The National Standards for Culturally and Linguistically Appropriate Services, (CLAS), standards are â€Å"intended to advance health equity, improve quality, and help eliminate health care disparities by establishing a blueprint for health and health care organizations† (OMH, 2013). There are four categories under which these standards fall: principle standard; governance, leadership, and workforce; communication and language assistance; and engagement, continuous improvement, and accountability. Health care professionals can make the production of positive health outcomes for distinct populations possible by customizing services to a person’s verbal communication preference and way of life. Pursuing health integrity must remain at the forefront of healthcare’s efforts, with continuous identification of dignity, respect, and quality of care as rights of all, and not the civil liberties of some. According to OHM (2013), culture defines how individuals receive health care information, and how individuals exercise their rights and protections. It is what individuals consider a health dilemma, and how individuals express their indications and anxieties regarding the crisis. Holistic care involves designing care to meet the individual needs of the patients, to care for the whole. This includes considering cultural differences when planning care. Barriers to culturally competent interactions entail verbal communication, communication approach,  individuality, and sometimes a lack of respect for the patient’s preferences and needs. Language is a method by which a patient approaches the health care system, becomes aware of services, and formulates determination in relation to his or her health performance (Woloshin, Schwartz, Katz, & Welch, 1997). Communication endorses the opportunity for people of various backgrounds to learn from each other. Put the patients’ desire to understand first and make certain that they receive a chance to describe, in their own words, the information regarding their health care concerns and plans are fundamental initial measures in eliminating descrepancies and enhancing quality of care. Cultural competence requires people to develop an awareness of the differences of other people and their cultural personality groups. One is not capable of being culturally competent without considering the differences. Cultural competence does not involve giving up one’s own beliefs, values, or practices (Elliott, 2011). According to Elliott (2011), we can crack the cultural competency code by asking questions, listening, and aligning our attitude. The late Madeleine Leininger was a pioneer in the influence of culture on health care. Leininger was a Transcultural Nurse. She advocated two leading standards that nurses can employ in caring for patients from various diverse cultures. First, preserve an extensive, independent, and open attitude in regards to each patient. Secondly, evade the perception that all patients are alike. Leininger believed that by pursuing these principles, we can free ourselves to discovering the way others envision health and illness, and develop relationships that are therapeutic. She viewed every clinical experience as cross-cultural (Leininger, 2002). Diversity at the Workplace I work in a hospital in the small city of Tarpon Springs, FL. Tarpon Springs is located in Pinellas County. According to the 2010 census, the population was 23,484. Tarpon Springs has the highest percentage of Greek Americans than any other U.S. city. The city of Tarpon Springs has a total area of 16.9 square mile. 9.1 square miles being land, and 7.7 square miles  being water. Tarpon Springs has a series of bayous which feed into the Gulf of Mexico, and was first settled around 1876 by white and black fishermen and farmers. It got its name because some visitors spotted tarpon jumping out of the waters. The first local sponge business was founded by John Cheyney. In the 1890s, a few Greek immigrants arrived to work in the sponge industry. It was in 1905 that John Cocoris introduced sponge diving to Tarpon Springs and recruited divers and crew members from Greece. Tarpon Springs became the largest sponge dock industry in the world. Many restaurants serving traditional Greek cuisine line the streets of Tarpon Springs, as well as quaint boutiques. Nearby beaches are popular for swimming, picnics, boating and windsurfing. Viewing bottlenose dolphin are a favorite past-time of many. Tarpon Springs is also known for its Greek Orthodox festivities, including the January 6 Epiphany celebration that includes youths diving for a cross and the blessing of the boats and waters. This celebration attracts Greek Americans from across the country. The racial makeup of the city is 90.07% white, 6.15% African American, 0.29% Native American, 1.04% Asian, 0.06% Pacific Islander, 0.81% from other races. Hispanic or Latino is 4.33% of the population. 11.8% of the total population report their ancestry as Greek, which is included in the white statistic of 90.07%. 8.87% report speaking Greek at home, while 3.46% admit to speaking Spanish, and another 1.09% French. There are 91.8 males for every 100 females. The median income for a household is $38,251. About 7.7% of families and 9.8% of the population are below the poverty level. The hospital which I work is the only hospital in Tarpon Springs. The hospital has 168 beds which comprise 150 acute care beds, 18 transitional care beds, 14 ER beds, 9 ORs, 2 C-Section rooms, and 2 cathlabs. Adventist Health Systems acquired the hospital from University Health approximately 4 years ago. As you can see from the above demographics, this hospital serves a diverse population and community. From a religious perspective AHS is of the Adventist religion, however, welcomes, serves, and does not discriminate against any religion. The primary language is English, however, various  languages such as Greek, Spanish, French and Italian are spoken as well. Unfortunately, there are some patients who only speak their native language, and do not speak, nor understand English. For the most part, the hospital experiences minimal difficulty in assisting the patients and families in translation. Recently, the hospital contracted with a translation service using the internet. The hospital does provide admission and treatment information sheets and consents in other languages, as well. Our hospital is dedicated to serve the multicultural community of Tarpon Springs. Our food service caters to different cultures on a daily basis. Of course, Tuesday is Taco Tuesday. However, other ethnic foods are offered daily such as Greek, Italian, and Chinese cuisine as well as Soul Food and food that is in accordance with the beliefs of the Seventh Day Adventist religion, which excludes pork and shellfish from their diet. Chaplains and different religious figures are available to visit and pray with patients and families. Every Friday at sunset, a prayer recognizing the beginning of the Sabbath is heard over the intercom. Every Saturday evening at sunset, another prayer is heard over the intercom to recognize the end of the Sabbath. All committees, meetings and gatherings are started with prayer. There is signage throughout the hospital to portray our mission: Extending the healing ministry of Christ. I feel confident in saying that this hospital does follow Culture Care Standards. Signage is posted in all patient care areas and public areas regarding the hospitals standards. Signage includes anything from Equal Opportunity Employer to EMTALA. Because the workforce is very multicultural, the hospital is at an advantage at meeting these standards. There is one thing that all employees know; we are family despite our cultural differences. I am very proud to say that I work for this hospital. Conclusion The United States is a melting pot, and is becoming more and more diverse every day. Recognizing that diverse cultures exist is the first step in decreasing health disparities, and providing the best possible care to  individuals. Health care workers, including nurses, need to practice self-awareness. By becoming aware of self, they can then embrace other cultures and the needs of their patients. It is important for all health care professionals to understand the culture and beliefs of the patient population which they serve, in order to integrate these beliefs in his or her practice, whereby enhancing the quality of care provided to all patients. Education and training is vital in ensuring that health care professionals attain clinical excellence and strong therapeutic relations with the patients they serve. We cannot dictate the communities that we serve. Cultural competence does not mean giving up one’s own beliefs or values. It means opening eyes to the beliefs and values of others. The need for health care professionals to integrate cultural competence will allow delivery of optimal care, treatment, satisfaction, and better patient outcomes. References American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Retrieved from http://nursebooks.org Brady, J.M. (2010). Cultural nursing implications in an integrated world. Journal of PeriAnesthesia Nursing, 25(6), 409-412. doi: 10.1016/j.jopan.2010.10.005 Campinha-Bacote, J. (2003, January). Many faces: Addressing diversity in health care. Online Journal of Issues in Nursing, 8(1), Manuscript 2. Retrieved from www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAperiodicals/O JIN/TableofContents/Volume82003/No1Jan2003/AddressingDiversityinHealthCare.aspx Chater, K. (2008). Palliative care in a multicultural society: A challenge for western ethics. Australian Journal of Advanced Nursing, 26(2), 95. Department of Health and Human Services. (2011). HHS action plan to reduce racial and ethnic health disparities. Retrieved from http://minorityhelath.hhs.gov/npa/templates/ content.aspx?lvl-1&lvlid=33&ID=285 Elliot, G. (2011). Cracking the cultural competency code. Canadian Nursing Home, 22(1), 27-30. Friedman, M.M., Bowden, V.R., & Jones, E.G. (2003). Family nursing: Research, theory, & Practice (5th ed.). Upper Saddle River, NJ: Prentice Hall. Leininger, M. (2011). Culture care theory: A major contribution to advance transcultural nursing knowledge and practices. Journal of Transcultural Nursing, 13(3). 189-192. Mitchell, A., Fioravanti, M., Founds, S., Hoffmann, R., & Libman, R. (2010). Using simulation To bridge communication and cultural barriers in health care encounters: Report of an international workshop. Clinical Simulation in Nursing, 6, 193-198. doi: 10.1016/j.ecsn. 2009.10.001 Stein, K. (2010). Moving cultural competency from abstract to act. Supplement to the Journal of the American Dietetic Association, 110(5), 21-27. doi: 10.1016/j.jada.2010.03.010 Transcultural Nursing Society. (2013). Transcultural Nursing Society mission and vision. Retrieved from http://www.tcns.org U.S. Department of Commerce. (2010). United States Census Bureau Tarpon Spring, Florida. Retrieved from http://quickfacts.census.gov United States Department of Health and Human Services Office of Minority Health (OMH). (2013). The National CLAS Standards. Retrieved from http://minorityhealth.hhs.gov templates/browse.aspx?lvl=2&lvlID=15

Essay T.S. Eliot and Modernism - 931 Words

The modernist writers of the twentieth century produced works of poetry and prose which were unique to the form. The writing style of modernism was unprecedented and reflective of the socio-political events of the period. T.S Eliot was a pre-eminent figure in modernism publishing many important works of prose and poetry in his lifetime. â€Å"Eliot forged a style of aggressively fragmentary, urban poetry, full of indelicate, ‘unpoetic’ images and diction† (OXFORD BRITLIT) Eliot’s â€Å"The Love Song of J. Alfred Prufrock† is a poem that fully represents the ideas the modernists were attempting to convey. â€Å"The Love Song of J. Alfred Prufrock† stands as a poem especially reflective of the modernist form because it contains elements used within†¦show more content†¦In addition to the inclusion of Dante, Eliot makes a reference to a troubled Shakespearian character. The speaker describes himself not as Prince Hamlet, but as someone à ¢â‚¬Å"[a]t times, indeed, almost ridiculous—/ Almost, at times, the Fool.† (Eliot, lines 118-119). Prufrock alludes to the prince from Shakespeare’s â€Å"Hamlet† to illustrate the self-loathing; he is not a prince and no better than a fool. Finally, Eliot also makes biblical references in â€Å"The Love Song of J. Alfred Prufrock†. Prufrock says, â€Å"Though I have seen my head [though slightly bald] brought in upon a platter,/ I am no prophet†¦Ã¢â‚¬  (Eliot, lines 82-83). This is a reference to Saint John the Baptist who was decapitated by King Harrod. The character of Prufrock is set in comparison to many magnanimous characters to illustrate his self-conscious state. Second, â€Å"The Love Song of J. Alfred Prufrock† is also representative of modernist writing because it contains themes that are reactionary to the themes of Eliot’s Victorian contemporaries. Victorian literature was fuelled by imperialism, the Great War, and women’s rights and was reflective of the decadent society of the Victorian period (ODLT). Eliot’s poem reacts against Victorian preoccupations. Prufrock is a simple man of high rank; he says he that â€Å"[he has] measured out [his] life with coffee spoons†, (Eliot, line 51) and worries frequently about unimportant things such as his thinning hair (Eliot 40). Compared to the subjects that his contemporaries wereShow MoreRelatedT.S Eliot and Modernism1137 Words   |  5 PagesHow does TS Eliot express his modernist concerns in his poems? TS Elliot represents the views of many artists of the modernist movement who encapsulate the psychological and emotional distress of WW1 and the early events of the 20th Century in his poems. Modernists believe that every individual in an industrialised city is part of a superficial society that reduces the depth and value of human relationships. 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