Role of the Advanced Practice Nurse in the US

Role of the Advanced Practice Nurse in the US Shawn Blankenship Introduction Today, the American healthcare system faces many challenges to provide adequate healthcare. As the country’s population grows, coupled with the passing of the Affordable Care Act, the country not only has a shortage of healthcare providers, but now has the increased responsibility to provide coverage to those previously without affordable healthcare. Advanced Practice Nurses (APNs), a group of highly qualified, educated clinicians are ready to play integral roles in the reform of healthcare. Unfortunately, because APN regulation is determined on the state level, the scope of practice for APNs varies state to state. Consequently, national unpredictability, both administratively and legislatively creates an unfavorable environment for APNs to provide consistent, proper care. The following paper will attempt to not only provide a brief history regarding the development of the APN, but additionally review the roles of the four recognized general areas of APN specialization. Furthe rmore, each APN role will not only be expanded upon such to differentiate, but compared and contrasted, as well as analyzed from a local, state, national, and international perspective such to conclude by providing assertions regarding the current state of the advanced nursing practice. History of APN All APN roles have a long history in healthcare; certified nurse anesthetists (CNAs) were introduced in the late 1870s, certified nurse practitioners (CNPs) in the 1960s, certified nurse midwives (CNMs) in the early 1920s, and the clinical nurse specialist (CNSs) role developed in the late 1940s. However, even though APNs have had well recognized roles in medicine for well over a century the officially recognized APN role originated in the 1960s. Ironically, as history often repeats itself, the APN role emerged due to a shortage of primary care physicians that coincided with the expansion of national healthcare coverage. With the initiation of Medicare and Medicaid, the first APN program was developed at the University of Colorado in 1965 by Professors Loretta Ford, PhD, RN and Henry Silver, MD to prepare pediatric APNs to focus on health and wellness. Working together with physicians, APNs were taught to not only identify symptoms, but to diagnose and manage the healthcare problems in children. In the 1970’s the program’s focus changed to primary care such to provide primary healthcare access for large and underserved populations. In 1971, the Secretary of Health, Education and Welfare issued primary care intervention recommendations whereas nurses and physicians could now share responsibility, implying support for nurses. Subsequently, federal monies were made available to support APN programs nationally. By the mid-1970’s, at one point therewere in excess of over 500 certificate programs which then shifted to Master’s Degree programs in the 1980’s as accrediting bodies required enhanced education. The Balanced Budget Act of 1997 included the Primary Care Health Practitioner Incentive Act, perhaps the most importa nt payment reform to affect advanced practice nurses allowing direct Medicare reimbursement to the APRN, but at 85% of the physician fee rate. Graduate education prepares APNs to be key players in the most complex of systems, and nursing theory provides APNs with a strong conceptual base for practice. Furthermore, as nursing research uncovers evidence to utilize skills enabling APNs to bring fresh ideas and proven interventions to health care consumers; now, complex, evolving reimbursement requires the APN to also be educated in financial management and health policy issues. Unfortunately, for continued growth related to reimbursement the APN faces the lack of third-party reimbursement, prescriptive ability, and hospital admission privileges whether acting as part of a team, or collaboratively. An APN is a not only a registered nurse, but a nurse that has completed at least a graduate level of education, is certified by a nationally recognized certifying body, and is also recognized as APN in one’s state. Today, the current APN educational curriculum not only focuses on the attainment of key competencies (American Academy of Nurse Practitioners) but also includes pathophysiology, health assessment, pharmacology, and clinical diagnosis and treatment. This education prepares the APN to diagnose, treat, and prescribe. Furthermore, APNs must demonstrate a dedication to learning and are required to obtain continuing education in order to maintain their national certification. As of 2000, APNs were legally recognized to practice, to some capacity, in every state throughout the United States, and are utilized internationally, too. Comparison and Contrast of APN Roles Certified Nurse Practitioners (CNPs) Although nationally recognized through several professional certification boards, a CNP’s scope of practice is regulated by one’s individual state board of nursing. Subsequently, employment can be found locally through a myriad of choices that is restricted only by one’s scope of practice, and/or the working relationships that are established in one’s healthcare community, and/or in one’s setting of choice for employment. CNPs perform comprehensive assessments and promote health and the prevention of illness and injury. Additionally, they diagnose, develop differentials, and interpret diagnostic and laboratory tests, order, conduct, and supervise. CNPs are also able to prescribe pharmacologic and non-pharmacologic treatments in the direct management of acute and chronic illness and disease. From providing health and medical care in primary, acute, and long-term care settings, CNPs can serve in various settings as researchers, consultants, and patient advocates for individuals, families, groups and communities. Additionally, CNPs may specialize in areas such as family, geriatric, pediatric, primary, or acute care to name a few. Nevertheless, depending on the state, CNPs can practice autonomously and/or in collaboration with other healthcare professionals to treat and manage patients’ health programs. Currently, eighteen states and the District of Columbia allow CNPs to practice and prescribe independently (without any direct physician supervision or collaboration). The remaining states regulate NP practice with requirements such as direct physician supervision for diagnoses, treatment and/or prescriptive authority. Relative to CNMs and CNAs, CNPs have a relatively short history in the health care delivery system. Internationally, CNP’s roles have yet to reach the development that they have in the United States, with few countries affording the role, or confused with how to progress. Certified Nurse Anesthetists (CNAs) Certified nurse anesthetists (CNAs) are registered nurses who have received specialized education in the field of anesthesia. Similar to CNPs, even though CNAs are nationally recognized through professional certification boards, the scope of their practice is regulated by each individual CNA’s state board of nursing. Moreover, depending on the individual’s state requirements, CRNAs are occasionally regulated through the federal government’s Centers for Medicare and Medicaid. Ironically, even though no state statute requires anesthesiologist supervision of CNAs, the Centers for Medicare and Medicaid (CMS) state in their rules for participation that CNAs must be supervised by a physician. In 2001, CMS amended this requirement by providing an opt-out or exemption ruling. To date, sixteen state governors have requested and received exemption from the CMS, the point being in many rural hospitals is that the only person on staff for anesthesia is the CNA. CNAs nationally, statewide, and locally provide anesthetics before and after surgical, obstetric, and therapeutic procedures; they practice in hospitals, ambulatory surgical centers and dental offices and are often the sole anesthesia providers in many rural hospitals (AANA). Moreover, internationally, CNAs are very widely used. Where CNP and CNS roles are still developing, CNAs are presently utilized in greater than half of the world’s nearly two hundred countries. Clinical Nurse Specialists (CNSs) Clinical nurse specialists, similar to CNPs, are nationally recognized through professional certification boards, and a CNS’s scope of practice is regulated by one’s individual state board of nursing. The CNS role affords tremendous diversity within the title. Nationally, statewide, or locally, a CNS can provide advanced nursing care in acute care facilities such as hospitals, provide acute and chronic care management, develop quality improvement programs, mentor and educate staff, or work as a researcher or consultant. The CNS role was based on the premise care is interrelated, that patient care would improve when advanced practitioners with specialized knowledge and skills are there to create environments that foster caring and problem solving on multiple spheres: patient, nurse, and system (National Council of State Boards of Nursing). Internationally, CNSs continue to develop as APNs, similar to the CNP. Currently, CNSs are seen as healthcare promoters and problem solvers. Certified Nurse Midwives (CNMs) CNMs, certified through rigorous national examinations, similarly to the three previously mentioned APN roles, have their scope of practice regulated by each state’s board of nursing (American College of Nurse and Midwives, 2010). CNMs provide primary care for women, adolescence through menopause, and beyond. CNMs focus on reproductive healthcare including health promotion, pregnancy, childbirth, postpartum, family planning and gynecological care (American College of Nurses and Midwives, 2008). In providing primary care, CNMs prescribe medications, order laboratory and other diagnostic testing, offer health education and counseling and collaborate with other healthcare providers. Nationally, statewide, and locally CNMs work in hospitals, birthing centers, community clinics, and in patient homes one on one. Internationally, CNMs similarly to CNAs have been utilized for decades, throughout 80 countries. Analysis of Advanced Practice Nursing Current State Certified Nurse Practitioners (CNPs) NPs are highly skilled at providing comprehensive assessments resulting in clinical decision making that is safe and cost effective. Nurse practitioners have favorable outcomes in acute care by reducing length of stay and hospital-associated costs (Carruth Carruth, 2011). Reductions in healthcare costs are associated with APRN directed care, as evidenced in a recent study showing annual cost reductions from $5,210 to $3,061 among chronically ill patients (Meyer, 2011). Settings such as hospitals Fully utilized APRNs offer primary and specialty care and can reduce costs to the system (Chen, et al., 2009). In the over 40 year history of the NP profession, a multitude of studies have demonstrated that NPs have performed as well as physicians caring for similar patients with respect to health outcomes, proper diagnosis, management, and treatment (Newhouse, et al., 2011). Certified Nurse Midwives (CNMs) in the Appalachian Mountains of Kentucky the nurse midwife model of care emerged. Here, the Frontier Nursing Service provided community-based care to disadvantaged pregnant women, children, and families. (Ernst Stone, 2013).This historical perspective demonstrates that CNMs have always provided safe, quality care. Low-risk women are routinely subjected to medical interventions, many of which are unsupported in research as beneficial, such as continuous fetal monitoring, induction of labor, intravenous therapy, epidural anesthesia, and elective cesarean births. Pregnant women cared for by CNMs are less likely to undergo invasive interventions, which reduce health care costs without sacrificing quality (Johantgen et al., 2012). Finally, CNMs deliver care that is similar to that provided by physicians and CNMs have lower rates of cesarean sections, lower epidural use, and lower labor induction rates; while, maintaining infant and maternal outcomes (Newhouse, et al., 2011) Clinical Nurse Specialist (CNSs) Clinical nurse specialists are experts in their specialties. The costs of managing chronic illness decrease when a CNS is involved in management of the patient. Research supports the utilization of a CNS as part of the interdisciplinary team to lower hospital costs and improve the outcomes of patients with chronic illness (Moore McQuestion, 2012). Implementation of the CNS role is associated with improvement in patient outcomes (Newhouse, 2011). Certified Nurse Anesthetist (CNAs) certified registered nurse anesthetists (CRNAs) provide safe, high-quality anesthetic care. Currently, 70% of all anesthetics in rural hospitals are safely delivered by CRNAs (Gardner et al., 2011) Research has not shown that patient care, safety or quality compromised when a CRNA practices without physician oversight. In addition to education and training costs, CRNAs practicing independently can provide anesthesia services at 25% lower costs (Jordan, 2011). CRNAs are associated with equivocal complication and mortality rates when contrasted with physicians (Newhouse, et al., 2011). International APN Pulcini, Jelic, Gul, Loke (2010). Sangster-Gormley, Martin-Misener, Downe-Wamboldt, DiCenso (2011). Conclusion Advanced practice nurses find themselves caught within an incredibly complex situation. As the country faces new, expanded challenges for access to healthcare, APNs have continued to not only increase their qualifications and provide evidentiary support such to establish a federally regulated, nationally recognized platform regarding autonomy, but stand ready to act. Unfortunately, barriers that exist both administratively and legislatively due to a lack of consistency in state to state scope continue to delay long-awaited healthcare relief for our citizenry, as well as professional consistency amongst APNs, too. This paper presented a brief history regarding the APN, as well as a review of APN roles from a national, state, local, and international perspective. Additionally, this paper compared and contrasted the roles of the APN while drawing assertions to the current state of the advanced practice nurse. In conclusion, presented examples regarding the qualifications of the APN role s are obvious; however, the barriers identified reinforce the overwhelming need for immediate change. References American College of Nurse-Midwives (2010). About Midwives. American Nurses Association. (2010). ANA and CMA Activities reflected in the IOMRecommendations (pp. 1-6). Carruth, P. J. Carruth, A. K. (2011). The financial and cost accounting implications of theincreased role of advanced nurse practitioners in U.S. healthcare. American Journal of Health Sciences, 2. Chen, C., McNeese-Smith, D., Cowan, M., Upenieks, V., Afifi, A. (2009). Evaluation of a nurse practitioner-led care management model in reducing inpatient drug utilization and cost. Nursing Economic$, 27, 160-168. Currie, J., Chiarella, M., Buckley, T. (2013). An investigation of the international literature onnurse practitioner private practice models. International nursing review, 60, 435-447. Donelan, K., DesRoches, C. M., Dittus, R. S., Buerhaus, P. (2013). Perspectives of physicians and nurse practitioners on primary care practice. New England Journal of Medicine, 368, 1898- 1906. Ernst, E. K. Stone, S. E. (2013). The birth center: Innovation in evidence-based midwifery care. In B. A. Anderson S. Stone (Eds.), Best practices in midwifery: Using the evidence to implement change (pp. 79-82). New York, NY: Springer. Gardner, M. R., Posmontier, B. Conti, M. E. (2011). The evolution of advanced practicenursing roles. In H. M. Dreher M. E. Smith Glasgow (Eds.), Role development for doctoral advanced nursing practice (pp. 69-81). New York, NY: Springer. Institute of Medicine (2010). The future of nursing: Leading change, advancing health reportrecommendations. Johantgen, M., Fountain, L., Zangaro, G., Newhouse, R., Stanik-Hutt, J., White, K. (2012).Comparison of labor and delivery care provided by certified nurse-midwives and physicians: A systematic review, 1990 to 2008. Women’s Health Issues, 22, e73-e81. Jordan, L. (2011). Studies support removing CRNA supervision rule to maximize anesthesiaworkforce and ensure patient access to care. AANA Journal, 79, 101-104. Matsusaki, T., Sakai, T. (2011). The role of certified registered nurse anesthetists in the UnitedStates. Journal of anesthesia, 25, 734-740. Moore, J. McQuestion, M. (2012). The clinical nurse specialist in chronic disease. ClinicalNurse Specialist, 26, 149-163. Meyer, H. (2011). A new care paradigm slashes hospital use and nursing home stays for theelderly and the physically and mentally disabled. Health Affairs, 30, 412-415. National Council of State Boards of Nursing (2012). Campaign for APRN consensus. Newhouse, Stanik-Hutt, J., White, K. M., Johantgen, M., Bass, E. B., Zangaro, G., et al. (2011).Advanced practice nurse outcomes 1990-2008: A systematic review. Nursing Economic$, 29, 230-251. Norton, C., Sigsworth, J., Heywood, S., Oke, S. (2012). An investigation into the activities of the clinical nurse specialist. Nursing Standard, 26, 42-50. Pulcini, J., Jelic, M., Gul, R., Loke, A. Y. (2010). An international survey on advanced practice nursing education, practice, and regulation. Journal of Nursing Scholarship, 42, 31-39. Sangster-Gormley, E., Martin-Misener, R., Downe-Wamboldt, B., DiCenso, A. (2011). Factors affecting nurse practitioner role implementation in Canadian practice settings: an integrative review. Journal of advanced nursing, 67, 1178-1190. The essentials of masters education in nursing. American Association of Colleges of Nursing, 2011.

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Study has identified the attachment patterns as secure, anxious/preoccupied and avoidant in children. These attachment patterns can have a positive or negative impact on the quality of their future romantic relationships. Romantic relationship quality is one of the most important relationships in adulthood. When individuals fall in love their attachment style is already in place and operating. An understanding of adult attachment is important to begin to understand the effects of attachment patterns on relationships. It contributes significantly to a personal well-being. Based on children’s behaviors during their mother’s presence, absence, and return patterns; attachment styles may also be transfer to the romantic partner during adult relationships (Feldman, 2011). Both children and adults feel anxious when separated from their attachment figures are nearby. Adult romantic attachment relationships are made clear by proximity-seeking, safe haven and secure base. (Brumbaugh, Fraley, Heffernan, & Vicary, 2012). Seeking proximity with their romantic partners may be useless and avoidant people may try to keep a distance from others and remain independent. Romantic partners are overly sensitive to proximity of their partners and signs as a possible threat. Individuals work extremely hard to maintain closeness with their romantic partner and have exaggerated negative emotions when they fail to do so. Adult attachment patterns are the foundation of individuals understanding and expectations about relationships and directs their social interactions. Anxiety and avoidance attachments are two of the most common factors in romantic relationships. Anxious attachments is describe by the desire to be close with others a... ...m to maintain the relationship. Adolescents with avoidant and anxious attachment patterns have a greater conflict in opposite sex relationships (Miga, Hare, Allen, & Manning, 2010). Attachment theory is used to predict if single individuals out of a group would date or enter a committed romantic relationship in the future. Anxious individuals showed eagerness to commit and fall in love with a romantic partner. Avoidant attached individuals were shy about commitment and fall in love. Prior involvement in a committed romantic relationships and self-perceived physical attractiveness are part of dating assessment success. As part of the research men show their desire for greater intimacy in order to start a relationship. Women show a greater desire to start a family. Both men and women are most likely to live together or get married (Schindler, Fagundes, & Murdock

First Tuesday Book Club Essay

The Book Thief by Markus Zusak ranks number two on a list of â€Å"Ten Aussie Books to Read Before You Die† voted for by viewers of the ABC’s First Tuesday Book Club. Discuss the Significant Features of the novel that have contributed to its success, analysing and evaluating their contribution. The novel, â€Å"The Book Thief† by Markus Zusak was first published in 2005. The story is set in Germany, 1939, the time of World War Two. Many significant characters are revealed though out the novel such as Death, Hans Hubermann, and Liesel Meminger. These characters are memorable as well as lovable, but also bring out the idea’s and style of the Novel. Death is one of the major characters in The Book Thief as not only does he give the book a certain style but also the book is set from his perspective. â€Å"It’s the story of one of those perpetual survivors.† (Markus 2005, p.6) Death is shown as impatient and spills in the beginning the main events in the book such as the bombing raid the takes place, the death of the American fighter pilot as well as the fate of important characters. Death even notices it and apologises. By him being exposed as impatient, Zusak has been able to use the literary style of foreshadowing. Markus Zusak mentions in one of his interviews, â€Å"I deliberately made Death let the plot out of the bag. It lends to the idea of his knowingness, and that he is not human. He does not function exactly how a human would in his story-telling†¦ There was also the idea that knowing what would happen in advance might soften the blow, and it’s also a challenge to myself.† (Little Willow 2006) Death uses colours to not only describe certain moments, but also the colour of the sky when people are dying. There are three moments in the book where Death comes across Liesel and he uses three colours to describe these moments, when her brother died it was white, â€Å"It felt as though the whole globe was dressed in snow.† (Markus 2005, p.7) When the American fighter pilot died it was black, â€Å"It was the darkest moment before the dawn.†(Markus 2005, p.10) There was the last time when he encountered Liesel, when the sky was red, â€Å"The sky was like soup boiling and stirring. In some places it was burnt.†(Markus 2005, p.13) the use of colours creates a style which sets the mood. Whether the mood should be silent, soft and still, or it should make you angry. Death isn’t given a gender in the the novel and although he has feelings, it gives the idea as well as shows he is not human. There are other ways that Death shows he is not human. He clearly states â€Å"I am haunted by humans† which separates him from humanity. â€Å"To prove to me that you, and your human existence, are worth it.† (Markus 2005, p.16) Death acknowledges the idea of whether humans are worth it. Throughout the Book Thief it is noticed that there are many characters that truely are worthy such as Hans and clearly Liesel. Death illustrates that through all the ugliness that is happening at that time, even though the story is set at the time of the Holocaust as well as World War Two, that there is beauty that shines. It makes a difference. â€Å"†¦ He had the ability to appear in the background†¦ He was always just there. Not noticeable†¦ There was most definitely a value in him†¦Ã¢â‚¬  (Markus 2005, p.34) Hans wasn’t a main character within The Book Thief, but was an important character. He creates the love and joy within The Book Thief. â€Å"I nearly wrote you a reply and signed your mother’s name†¦ I couldn’t. I couldn’t bring myself.† Hans is a caring, and gentle. This stands out as the book thief has many sad moments by him being caring and gentle it gives you another view of what life was like in World War two as Hans is an average German man, but he disagrees with what is currently happening in Germany. â€Å"When he looks at me and smiles and breathes, I hear notes.† Hans’s accordion was not only a symbol of his kindness, but also is a part of him. Markus Zusak has carefully placed this in the book by writing about Rosa clinging to it at night when Hans works for the military and Liesel mentioning that she sometimes imagines Hans as an accordion when he plays. Liesel is the main character who still finds happiness out of an awful situation. â€Å"The words. Why did they have to exist? Without them, there wouldn’t be any of this. Without words, the Fuhrer was nothing. There would be no limping prisoners, no need for consolation or worldly tricks to make us feel better.† (Markus 2005, p.521) Although at age 9 Liesel is illiterate she soon learns the power that words have to heal and save such as Liesel reading books to Frau Holtzapel to heal the pain she felt. â€Å"It’s the story of one of those perpetual survivors- an expert at being left behind.†(Markus 2005, p.6) Liesel is seen as a â€Å"perpetual survivor† because despite many people dying and all the suffering she manages to still have pure happiness. The style and ideas are shown through the characters and the book is unusual in so many ways as it tackles ideas most don’t want to think about such as the ugliness and beauty of humans and whether some deserve to live. It also shows the power humans have through words and what we believe in. It looks at a different perspective of death so instead of humans being afraid of death, Death is afraid of humans. It’s a sad, depressing story where many good characters die, but it shows lightness. Good people who stand out even if not important. The novel is beautifully written as it flows like a poem with such power. These are the significant features that have contributed to its success. Zusak, M 2005, The Book Thief, PanMacillan, Sydney. Little Willow 2006, ‘Interview: Markus Zusak’, Blog post, interview, 4 June, accessed 22 May 2013, .

The Basics of a Student Teacher Resume

The Basics of a Student Teacher Resume Its important to think of your student teaching resume as your best marketing tool. This sheet of paper can be the key to getting a teaching job. Use the following tips as a guide as you develop your teaching resume. The Basics The following four headers are a must-have. The other options below should only be added if you have the experience in that particular area. →Identification→Certification→Education→Experience Identification This information should start your resume off concisely and should be printed using a font size of 12 or 14; this will help your name stand out. The best fonts to use are Arial or New Times Roman. Your identification section should include: NamePhone number ( if you have a cell phone number add that too)Address (if you have a permanent and a current address then list both of them)Email Certification This is where you list all of your certifications and endorsements that you have, each one should be on a separate line. If you are not certificated yet, then list the certification and the date that you are expected to receive it. Example: New York State Initial Certification, Expected May 2013 Education Make sure you include the following: If you are a recent or upcoming graduate then this section should be on top.Make sure you know the degree that you will be receiving and list it correctly.Include your GPA if it is 3.0 or above.Tutored students pre-k through 12th grade in reading and math.Teaching Related Experience: This section would include paid or unpaid experience that you had working with children. This can include tutor, sports coach, camp counselor, etc. Under each position list a few bullet-ed statements about what you accomplished during that position.Examples:Tutor, Huntington Learning Center, Kenmore, New York, Summer 2009.Teachers Aid, 123 Preschool, Tonawanda, New York, Fall, 2010.Oversaw the safety and care of childrenInteractive Field Experience: This section is where you add your student teaching experience. Make sure you include the grade you worked with and subject. Include specific examples of what you did with the students.Examples:Worked individually with students to develop reading skills throu gh interactive games.Developed and implemented an interdisciplinary social studies unit for a bilingual classroom.Lessons involved cooperative learning, language experience approach, hands-on experiences, and interdisciplinary teaching. Volunteer Experience/Community Service: List experiences that you had in which you supported people, communities or services. This can range from religious organizations to fundraising.Work Experience: This section is where you can include relevant experience that you had in other industries. Focus on skills that you can use in the classroom such as managing, training, public speaking, etc.Examples:Trained new employees in Search Engine Optimization.Managed payroll for company name. If you have not graduated yet, then list your anticipated or expected degree. Here are some following examples: Bachelor of Science in Elementary Education, State University of New York College at Buffalo, Expected May 2103.Master of Science in Education, State University of New York College at Buffalo, May 2013. Experience This section is the most important part of your resume. Only include experience that is relevant and that demonstrates your skills and achievements. There are a few headers that you can use in this section. Choose the option that you have the most experience working with students in. If you have a lot of experience, then you can add more than one section. Additional Optional Sections The following sections are optional. Only add additional headers if you think it will add appeal to your prospective employer. Honors: Deans List, Scholarships, anything related to teaching.Special Skills: Ability to speak a second language, proficient in computers.Professional Memberships: List any educational associations you belong to.Related Coursework: List any advanced relevant classes you have taken.

Irish culture in Cape Breton Island in Nova Scotia

Irish culture in Cape Breton Island in Nova Scotia Introduction The entry of Irish immigrant in Cape Breton began after the discovery of the island by John Cabot in 1497, this also saw the influx of other communities such as Scottish, French and English in the island.Advertising We will write a custom research paper sample on Irish culture in Cape Breton Island in Nova Scotia specifically for you for only $16.05 $11/page Learn More Since then, these communities and others who came afterwards have remained on the island to date. Various historical authors have given the factors why Irish immigrated to Cape Breton. The potato famine, which occurred 1840s in Ireland, is thought to be the driving factor behind their immigration. However, other historians cite that Ireland is a country that has been made up of tenants, laborers and farmers with its economic lifeline dependent on Britain. Hence, these economic struggles and challenges with prospects of land ownership in North America motivated them to emigrate. Th e Irish people carried along their culture to new lands during their emigration; hence, this became a part of their community daily life. In Cape Breton, where they settled between 1700s, they continued to practice their culture besides adopting other cultures among other communities they interacted with. This paper discusses the Irish culture in Cape Breton, Nova Scotia. The writer indicates that the Irish people have continued to preserve their culture over the ages, hence, this is reflected in their music and dancing, symbolism, language, religion among others. Music and Dancing Music and dancing are important elements for a human soul. Music inspires and relaxes the soul, thus bringing about happiness. Similarly, dancing is captivating and is also critical for a person’s mental and physical well-being. Thus, Irish community in Cape Breton has maintained this culture close to their heart. McGee illustrates that Irish people still embrace their traditional music on the isla nd to date (60). Hence, common musical varieties on the island includeAdvertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Anglo-Irish folk songs, Gaelic, pipe and fiddle music among others. Also, McGee (83) indicates that Irish music is a popular among other communities on the island because it is lively and fosters passion. On a similar note, Irish dancing styles are astonishing. The Irish people have continued to uphold â€Å"Step Dancing†, a style of dancing, on the island (Hedican 319). Step dancing is where a dancer swings his/her loose ankle swiftly causing the sole of the shoe to make comical sounds. Similarly, an Irish dancer uses rigid torso and a free leg while dancing to the music rhythm. The uniqueness of Irish Music culture in the island has attracted many young people from other communities. Hence, most of them have emulated the music and dancing styles through lear ning and practicing. Besides, music and dancing culture has encouraged young people to participate in Irish competition such as Feis (Hedican 317). Feli, a form of dancing has been replicated by other cultures, such as Acadian and Scottish living in Nova Scotia. Also, the Irish communities have set aside a period where youngsters are taught about storytelling, local history and community customs. They view these aspects as a part of Irish community living culture. Thus, activities such as â€Å"Kitchen Party† or Ceilidh (a visit) are famous within the community. They provide an opportunity for sharing language, story, song, tracing family roots, and music (McGee, 94). Symbolism For ages, Irish people have revered symbols in their daily lives. They view them as a reminiscence of some phenomenon or certain important events in life. Elliott (140) points out that the most widely recognized symbol in the Irish community is the Celtic cross.Advertising We will write a custo m research paper sample on Irish culture in Cape Breton Island in Nova Scotia specifically for you for only $16.05 $11/page Learn More This is a symbol which was used by Irish Catholic communities in 1800s. Hedican (129) cites that the cross was significant to Irish community because it was used to decorate tombstones and jewelry among others during the celebration of Celtic culture. Presently, Houston and William (89) note that this symbol helps Irish people remember significant events in Irish-Canadian history. Also, the names also contain symbolism, which forms a significant part of Irish culture in Cape Breton. According to Houston and William (123), Irish names are unique compared to others in different cultures, thus, it is easy to differentiate them. For instance, Hedican illustrates that a person with a surname starting with O’ is always perceived as a person who has an Irish origin (319). Elliott demonstrates that another significant symbol among Ir ish in Cape Breton is St. Patrick (136). Irish people recognize St. Patrick as the Patron Saint of Ireland, and the onset of Christianity in Ireland, hence, this day is important for Catholics and Anglicans in residing in Cape Breton. The Irish people celebrate this day by consuming Irish bacon, cabbage and drinks. The Irish people use this day to recall their motherland and bond with their countrymen. Religion Despite some Irish joining with other religions, majority of them is largely Catholics. They follow Catholicism to connect with their native land, which is predominantly Catholics. They have also borrowed architectural styles of building churches from their native country, most catholic churches in Cape Breton bear resemblance.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Akenson (102) illustrates that this architectural designs show their strong connection with their motherland. Besides believing in Jesus Christ and Mary, they also embrace Saints. They view saints as a link or intermediaries between them and Jesus Christ, hence, the church has set aside specific days for commemorating their feasts (HoustonWilliam 1990). The Catholic adherents believe that drinking is not a bad thing because the church tolerates the act. Their culture views the act as a form of personal relaxation and reduction of frustrations. Consequently, the respect for priests and other church clergies is common among the Irish in Cape Breton (Akenson, 235). The culture of forming a person wholly is also common. This stems from the teaching and traditions of the Catholic Church. Hence, Irish people do not discriminate, favor or deny anyone, especially in their schools, hospitals and in the society as a whole. They allow everybody to benefit from their accomplishments (Akenson, 3 12). Language Elliott illustrates that Cape Breton is a multicultural island with many diversities from different parts of the world (143). Hence, language spoken in the island has contributed to its outstanding uniqueness. Irish language in Cape Breton reflects its widespread culture in the island. It is taught in communities and in institutions of higher learning such as universities. Similarly, language conventions and immersion weekends are common, where Irish language is spoken. Elliott (123)cites that literature supporting Irish is also available in the island. It supports people who want to learn the language and offers guidance on spelling and pronunciation. Conclusion Irish people in Cape Breton have preserved their culture to present. Despite facing changes due to the different factors, such as globalization, the community has endeavored to protect its traditional culture which is evident in music and dance, symbolism, religion, language and others. This preservation has e nsured continuity and preserved history for future generations. Akenson, Donald H. Small Differences: Irish Catholics and Irish Protestants, 1815– 1922, 1991. Print Elliott, Bruce S. Irish Migrants in the Canada’s: A New Approach, McGill-Queens University Press, 1988. Print Hedican, Edward J. What Determines Family Size? Irish Farming Families in Nineteenth-Century Ontario, Journal of Family History, (2006): 315-334. Print Houston, Cecil Jand William J Smyth.Irish Emigration and Canadian Settlement. Patterns, Links and Letters, Toronto, University of Toronto Press, 1990. Print McGee, Thomas D’Arcy. A History of the Iriih Settlers in North America, Baltimore, Genealogical Publishing, 1982. Print

Encounter with insects Essay Example | Topics and Well Written Essays - 750 words

Encounter with insects - Essay Example To help me get over my fear of insect, my father’s best friend motivated me to see Dr. Smith who happens to be an expert in treating patients with entomophobia. The worst experience I had with a weird-looking insect took place inside a hospital clinic when I decided to visit Dr. Smith one Saturday afternoon. At first, Dr. Smith was very friendly as he made me describe in words how I feel when I first encountered an insect. Obediently, I explained to Dr. Smith that I was bitten by a cockroach when I was three years of age. Since then, I would scream each time I encounter a cockroach. By the time I left his clinic, I realized that it was the worst nightmare I had encountered in all my life. Neuro-Linguistic Programming and Hypnotherapy Dr. Smith explained to me that neuro-linguistic programming combined with hypnotherapy is effective in treating fear of insect. After conducting a research study on neuro-linguistic programming, I learned that this approach to psychotherapy focuse s on analyzing the interrelated link between neurological process, language, and behavioral patterns of the patient through experiential programming (Dilts et al., 1980, p. 2). With the purpose of modifying the patient’s behavior, attitude, and emotional perception about insects, hypnotherapy uses hypnosis as a technique in making the patient able to overcome fear of insect (Havens & Walters, 2002, p. 38). To help me go through diagnostic trance, Dr. Smith instructed me to close my eyes, sit comfortably in the lazy boy chair and relax for a while. This step was necessary to keep me relax throughout the hypnotic procedure. After a while, Dr. Smith instructed me to concentrate on recalling the incident when I first saw the cockroach that bit me many years ago. While concentrating on recalling how the cockroach was fast approaching me, Dr. Smith whispered in my ears to remain quiet, wait patiently, and try to recall the unpleasant sensation I felt when the cockroach was biting m y feet. Even before proceeding to next procedure, I was not able to help but freak out and get distracted by the creepy sensation I started to feel. Therefore, Dr. Smith had no other choice but to repeat the hypnotic procedure right from the start. Carrion Beetle After the 3rd try, Dr. Smith was successful in making me overcome the creepy sensation I was receiving from trying to recall the past incidence I had with the cockroach. At that point, I was very thankful to Dr. Smith for helping me deal with my own fear. Since I was very happy and contented with the hypnotic therapy results, I was rushing my way out of Dr. Smith’s clinic so I can share the good news to my father. Even before I managed to leave the clinic, Dr. Smith called my attention and told me that the therapeutic intervention was not yet over. To ensure that I was able to effectively deal with my fear, Dr. Smith told me that I need to go through the last stage of clinical test. Dr. Smith instructed me to wait fo r him while he gets something from the laboratory room. Smiling back at him, I said â€Å"okay†. While he was out of the clinic, I was imagining how my parents would react with the good news. After a couple

Psychology Essay Example | Topics and Well Written Essays - 500 words - 7

Psychology - Essay Example But when they look at themselves in the mirror, they see only the imperfections of which they are already well aware. The good news is that if we can’t depend on our own judgment and we’re mistrustful of the reassurances of our friends, it has been established that people have the inherent capability to alter how others perceive the way they look simply in the way they present themselves. â€Å"When you’re convinced you look good, others see you in a more favorable light† (Flora, 2006). People, mostly women, tend to feel more attractive around people who aren’t as appealing as they are and less attractive around people they perceive as having more appealing features. These social comparisons occur constantly and automatically, not only when strangers are deliberately scrutinized. Psychologists refer to this phenomenon as the ‘contrast effect.’ According to Richard Robins, professor of psychology at the University of California, Davis, women universally use a scale for beauty that is unreasonable. For example, in a study, neither gender used people such as Einstein as a comparison when appraising their own intelligence, but women compare a biased view of their own beauty to that of super models. Another study showed how self-awareness of appearance affects cognitive actions. When males and females were given a math test, both genders had similar results but when another test was given with the females dressed in swimsuits, they scored much lower than their male counterparts. When the men wore swimsuits, the difference was negligible. I am not surprised to find that studies show women to be more obsessed with their outward appearance than men. Society has long established the idea that a woman’s only value is reflected in the quality of the man she can attract. Since men tend to base their own preferences upon the outward appearance of women, it becomes necessary for women to be concerned with doing all she can to attract the