...portrait, the “girlchild” eventually “wore herself out”. This poem suggests that unrealistic societal demands are destructive for a woman’s self-esteem and well-being. When comparing oneself to an idealistic notion of female beauty and behaviour, one can only expect to feel demoralized, discouraged and devalued. Indeed, "Barbie Doll," the title of the poem, symbolizes society’s view of a perfect woman; the way society expects every woman to be. In fact, by using “Barbie Doll” as the title to her poem, Marge Piercy wants the reader to compare and contrast the adolescent’s appearance to that of a Barbie doll. Stereotypically, Mattel’s Barbie dolls have tall, thin yet curvy bodies, with symmetrical, perfect facial features, blonde hair and blue eyes. This, in turn, leads to the protagonist’s void of self-confidence. Additionally, living up to such standards - all the while being a housewife who must clean the house, raise the children and please her husband - is very demanding on the female gender. Moreover, the doll is symbolic of the ways that women themselves have been plasticized and turned into something they’re not. As a matter of fact, by trying to live up to these societal standards, women can’t rely on natural beauty. For instance, at the end of the poem, the young girl is wearing makeup, has “a putty nose” and is “dressed in a pink and white nightie”. This array of beauty enhancers adds to the young girl’s...
Words: 7896 - Pages: 32
...Tracheostomies * Short-term reasons: * Anaphylactic shock * Trauma * Choking * Impaired airway baby drinking bleach throat is now swollen impairing airway needs trach * Croup cause upper airway swelling * If they couldn’t be intubated need an airway asap * Long-term reasons: * Syndrome have TEF an opening between trachea and esophagus unable to breathe * Cancer post surgery * Congenital abnormalities * Neuromuscular d/o’s MS, CP, spinal Cord injury or muscular dystrophy * Brain trauma/tumor or brain genetic disease (brain tells lungs to breathe so if its not working you’re not going to breathe) ***In pedi, there is only one cannula because if not the child will be taking the cannula out all day*** * Cuff will keep trach in place and will prevent aspiration. * Can be cuffed or uncuffed depending on the situation. * Keep scissors at bedside in case you need to cut the ties. ***DO NOT LET TRACH KID BE AROUND THE CHALKBOARD*** PARTICLES CAN ENTER THE TRACH. * Put a filter on the trach if the child will be outdoors. * What kind of trach is most likely to be used in pedi? * Shiley 3.5, 4.0, 4.5 or 5.0 (the whole point is to always have a smaller half size replacement at the bedside at all times) * Example: Your patient currently has a 4.0 trach, need to have a 3.5 at bedside in case kid pulls out current trach. * Kids...
Words: 2040 - Pages: 9
...Human Development 270 22JAN13 understanding human development wendy dunn the power of habit http://www.authentichappiness.sas.upenn.edu/Default.aspx character strength love caring temperance addiction power point 24JAN13 1859 origin of the species Darwin gene frequency modification generation by generation creates change species- groups reproductive members are compatible freud 1856-1939 psychoanalysis human nature motivated by innate biological inner dynamics id-primative hedonistic component ego- the conscious reality oriented component super-ego the ego ideal conscious plus morality principle death instinct- destructive aggressive impulses life insticts- impulses having to do with survival food water sex psychological stages oral stages- birth to 1.5 oral gratification anal stage- 1-3 stinginess and stubbornness fixation hung up in stage phallic stage 3-6 erogenous zone shifts to gentiles Oedipus electra complexes latency 5-12 sexual impulses are dormant genital 12 onward primacy of sexual impulses erik erikson 1902-1994 trust vs mistrust the world is safe autonomy vs shame 1-3 dress toilet move outside family initiative vs guilt 3-6 learn to cope with wider world industry vs inferiority 6-12 goes to school intimacy vs isolation development of sexual intimacy character learn to be good person choices from habit inhibitions satisfaction kagan standards for behavior formed in childhood. Guilt anger shame beauty by...
Words: 1652 - Pages: 7
...Theory Freud didn't exactly invent the idea of the conscious versus unconscious mind, but he certainly was responsible for making it popular. The conscious mind is what you are aware of at any particular moment, your present perceptions, memories, thoughts, fantasies, feelings, what have you. Working closely with the conscious mind is what Freud called the preconscious, what we might today call "available memory:" anything that can easily be made conscious, the memories you are not at the moment thinking about but can readily bring to mind. Freud suggested that these are the smallest parts! The largest part by far is the unconscious. It includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, and things that are put there because we can't bear to look at them, such as the memories and emotions associated with trauma. According to Freud, the unconscious is the source of our motivations, whether they are simple desires for food or sex, neurotic compulsions, or the motives of an artist or scientist. And yet, we are often driven to deny or resist becoming conscious of these motives, and they are often available to us only in disguised form. We will come back to this. The Libido, or Psychic Energy, in Freud David B. Stevenson '96, Brown University Freud conceived of the mind as having only a fixed amount of psychic energy, or libido. Though the word libido has...
Words: 3109 - Pages: 13
...Diarrhea / ORT DEFINITION | SIGNS/SYMPTOMS | Most commonly due to acute infectious diarrhea (gastroenteritis) from a variety of causative organismsAntibiotics are a common cause of acute diarrhea! | Acute inflammation of the lining of the stomach and intestines caused by viruses, bacteria or their toxins or parasitesPresents commonly with diarrhea, abdominal cramps, and vomiting.CommunicabilityOften fecal-oral route (especially viruses)Food poisoning (especially bacteria)Day care centers, crowded living conditions, poor sanitation and cleanliness | DIAGNOSTIC TESTS | MAIN TREATMENT | Stool gram stain and culture (if bloody stools)Stool for Ova & Parasites (if hx suggestive)CBC – assess for anemia/infectionUrinalysis and urine culture (r/o UTI)Electrolytes | Oral rehydration therapy (ORT) is one of the major worldwide health advances of the last decade:Safer, less painful, and less costly than IV rehydrationOral rehydration solution enhances and promotes reabsorption of H2O and NaReduces vomiting, diarrhea, and duration of illnessORT GuidelinesDiarrhea w/o dehydrationMild dehydrationMod dehydrationSevere dehydrationReplacing ongoing losses | MAJOR TEACHING POINTS | NURSING CONSIDERATIONS | Teach parents at well childcare visits in first yearKeep 24 hour supply of ORT in homeBegin with first sign of diarrheaReplace with ½ cup ORT for each diarrheal stoolSeek medical attention prn signs or dehydrationAfter re-hydration resume breast/formula feeding or normal diet...
Words: 6492 - Pages: 26
...type. Each hemisphere divided into 5. Correspond to the bones of the skull (close enough) * Frontal Lobes * Parietal Lobes * Occipital Lobes * Temporal Lobes * Insula Lobes * This lobe is hiding behind the temporal lobe. In folded inside, about the size of a walnut. * Outer Cortex is the outer 2-3 mm * Gyrate are the raised bumps are and sulcis are the grooves between * Cortex is all wadded up into smaller volume Frontal Lobe Functions * Personality * Asses in traumatic brain injury, or if you see change in behavior – aggressive etc * Analysis * Executive * Make decisions. * Voluntary Motor * Frontal Eye Fields (Tracking) – eyes are able to follow. * Speech (Broca’s) – EXPRESSIVE! - the delivery system of language. If they cant say it, that’s a frontal lobe problem. Parietal Lobe Functions * Somatosensory * Spatial analysis (Orientation) * Two different perspective and tell whether they’re...
Words: 2388 - Pages: 10
...Development through the life stages. UNIT 4 P1 M1 D1 Development through the life stages. UNIT 4 P1 M1 D1 * Introduction In this essay I will be explaining the development throughout the life stages. This is including conception, pregnancy (1st, 2nd and 3rd trimesters), birth and infancy (0-3years), childhood (4-9years), adolescence (10-18years), adulthood (19-65years), older adulthood (65+) and the final stages of life. This will include physical, intellectual, emotional and social development. I will further this by discussing nature versus nurture, and conclude by evaluating how this will affect the physical, intellectual, emotional and social development. * Conception Each month a group of eggs in the ovaries grow in small sacks named follicles. Eventually one of these eggs leaves, this is ovulation. This typically takes places 2 weeks before the next period is due. Once the egg leaves the follicle it develops into the corpus luteum, releasing a hormone to thicken the uterus lining, preparing for the egg. Once released the egg travels to the fallopian tube, where it remains for 24hrs waiting for sperm to fertilize it. This takes around 2 weeks after the period. If there is no sperm to fertilize the egg, it travels through the uterus and falls apart. The hormone levels return to normal, and the uterus sheds the lining, starting the period. If a sperm does make its way into the egg, it fertilizes, no other sperm will be able to access the egg. As soon as fertilization...
Words: 5057 - Pages: 21
...Unit 4: Development through the life stages Unit 4: Development through the life stages Name: Fatimah Al_Asadi Teacher name: Ms John What is this unit about? This unit enables learners to gain understanding of the different life stages and how people grow and develop. It requires learners to reflect on the importance of a variety of factors and major life events on the development of individuals, and to consider the nature-nurture debate. This unit will also allow learners to gain an insight into the aging process and to understand both positive and negative perspectives of ageing. Learning outcomes: * Understand human growth and development through the life stages. * Understand how life factors and events may influence the development of the individual. * Understand physical changes and psychological perspectives in relation to ageing. P1: Describe the physical, intellectual, emotional and social development through the life stages. The main life stages of human development are: * Conception * Pregnancy and birth. * Infancy * Childhood * Adolescence * Adulthood * Later adulthood. The holistic development of an individual involves them developing physically, intellectually, emotionally and socially. All humans go through the following things: * Growth: an increase in some measured quantity, such as height or weight. * Development: complex changes including an increase in skills...
Words: 10187 - Pages: 41
...Final Exam Review – Psychology 101 INTRODUCTION You are influenced by: 1. Physiology of your nervous system 2. 5 Senses 3. Cognition – Thinking and Problem Solving 4. Social Environment 5. Personality 6. Stress & psychological disorders Psychology is the science of what? Behavior * Science Aspect * Based on Experiments * Behavior * What is behavior? Observable through * Neural * Verbal * Social * Etc. * What is behavior driven by? * Mind * Body * Environment Basic Research vs. Applied Research * Basic Research is the seeking of more knowledge but not to solve a problem * Applied Research is using knowledge to solve a problem Figuring out what a part of the brain does is an example of? Basic Research Knowing what a part of the brain does and using that information to analyze why a part of a person’s brain isn’t working correctly? Applied research BEGINNINGS OF PSYCHOLOGY Who established the first laboratory devoted to Psychology, when, and where? * William Wundt, 1879, Leipzig, Germany Before 1800, questions of the mind were reserved for what field? * Philosophy From 1800 to 1879, rapid advances took place in what field? * Physiology Early psychology applied what methods to the study of the mind? * Physiological NEURONS 1600: Descartes & the Garden of St. Germain * Statues “came to life” as...
Words: 10769 - Pages: 44
...Michael Jackson fact file: Michael Joseph Jackson was born August 29, 1958 – June 25, 2009 was an American singer, songwriter, record producer, dancer, and actor. Called the king of pop his contributions to music and dance, along with his publicized personal life, made him a global figure in popular culture for over four decades. Michael Jackson has his own websites so his fans could check out his songs and updates also honour his music. Michael Jackson did his autobiography in a book and was published in February 1 in 1988. Five months after the release of Jackson’s 1987 Bad album, and named after Jackson’s signature dance move, the moonwalk. Michael Jackson was 58 when he died. Dubbed the "King of Pop," singer-songwriter Michael Jackson was born in Gary, Indiana. As a child, he performed as the lead singer of the Jackson family's popular Motown group, the Jackson 5. No single artist – indeed, no movement or force – has eclipsed what Michael Jackson accomplished in the first years of his adult solo career. Jackson changed the balance in the pop world in a way that nobody has since. He forced rock & roll and the mainstream press to acknowledge that the biggest pop star in the world could be young and black, and in doing so he broke down more barriers than anybody. But he is also among the best proofs in living memory of poet William Carlos Williams' famous verse: "The pure products of America/go crazy." When Jackson died on June 25th, 2009, of apparent cardiac arrest...
Words: 16963 - Pages: 68
...Assessment without High-Stakes Testing Protecting Childhood and the Purpose of School David Mitchell, Douglas Gerwin, Ernst Schuberth, Michael Mancini, and Hansjörg Hofrichter 1 Picture a breezy spring morning at the beach. White-tipped waves roll rhythmically up the sand, washing away footprints like a blackboard eraser on a classroom blackboard. A group of children on a school outing marches purposefully along the shore through the edge of the frothy waves. A couple of eager kids stride out in front. The teacher walking along with the main group of the class notices that one of the boys is lagging behind. The teacher slows her step to find out why this child is not keeping up with his class. There are several possibilities: 1. The child is unable to keep up with the group, due to some disability, physical or emotional, or simply exhaustion for lack of sleep or nourishment; 2. The child is unwilling to keep up with the group, due to a lack of interest or, perhaps, a surfeit of distractions along the way; or 3. The child does not know how to keep up with the group, possibly because he is new to this experience and has not been taught how to hold his balance against the waves. In each of these cases, the teacher will respond differently. In the first case, she may scoop up the boy and carry him, or ply him with a quick snack or a sip of water. In the second, she may draw his attention to something of interest up ahead or coax him with some gentle words of sympathy and encouragement...
Words: 6180 - Pages: 25
...MAS Youth Center Section | Title | Page | I | The Masjid | 2-5 | II | Qur’an Institute | 6-9 | III | Karate Academy | 10-13 | IV | Children Committee | 14-17 | V | Pre-Teen Program | 18-21 | VI | MAS Youth | 22-26 | VII | Sister Committee | 27-30 | VIII | Boys/Girls Scouts | 31-34 | IX | Staff | 35-38 | X | Outreach | 39-41 | XI | Marketing | 42-44 | XII | Construction | 45-49 | The Masjid Strength | * Great Spiritual component to liability * Set piece of prayer * People know now where to pray (fajr) * Bring large # of people to Jumah salah * All the salawat be in the mosque * Easy entrance from outside * # of mosleen is red * salat juma s red # * Khotba in english * Khotbas are relevant * Punctuality of salawat * Easy access * Balance thinkings of islam * Big space * Friendly environment * Big + new attracts new people * Organized – everyone knows where to pray * Good sound system * Khutba – English + Arabic * Good reciter * Actual imam * Salah is being performed * Clean * Quran books available * Different halaqas in it * Salah is ontime * Giving one person responsibility * Easy accessible * Salah times are now punctual * Khutba delivered in English * clean | Objective | * * * * * * * * * | Goal | * * * * * * * | Weaknesses | * Loss of space for kids * Still not attractive enough * Not utilized for too many...
Words: 3919 - Pages: 16
...W.E.B. Du Bois’ “Double Consciousness” How Race, Stereotypes and Prejudices influence the life of a Negro Wordcount: 3791 Table of Contents 1. Introduction ....................................................................................................................... 2 2. Contributing areas that lead to W.E.B. Du Bois´s “Double Consciousness”.................... 4 2.1 Race, Stereotypes and Prejudices ................................................................................ 4 2.2 Double Consciousness, the Veil and the Color-Line ................................................... 7 2.3 Du Bois´s change in use of “Double Consciousness” ................................................. 9 3. Conclusion ....................................................................................................................... 10 1. Introduction W.E.B. Du Bois divides the world´s population into three groups; he distinguishes the white race, the black race and the yellow race as the bigger “families of human beings” 1 . According to Du Bois, these races cannot be solely distinguished by their scientifically proven deviances, as those incongruences do not influence the inner cohesion and the lasting duration of each racial group. Furthermore, he appoints every race a unique role which contributes to the welfare of the world. Therefore, he urges the ‘Negros’ to cut the bonds of suppression from the whites and deliver their message rightfully. 2 He argues...
Words: 4445 - Pages: 18
...Brain imaging techniques Introduction to brain imaging techniques and other methods A number of techniques are available to investigate the question of how and where in the brain particular perceptual and cognitive processes occur. Tasks or tests can be devised that place varying levels of demand on the cognitive, sensory or motor capacities of the participant being tested. Performance of these tasks is then correlated with physiological measurements, and on the basis of these results, we may go on to ascribe functions to areas of the brain. Whilst there is a growing fascination with imaging techniques in the popular media (e.g. ‘This is your brain on politics’), it’s important to bear in mind that each technique has limitations that often don’t get picked up on by newspaper editors who themselves have little-to-no experience using them. The most often overlooked limitation is the issue of ‘reverse inference’ – just because cognition X (e.g. using one’s memory) is associated with brain activation Y (e.g. activation in the prefrontal cortex), that doesn’t mean that if a participant displays activation Y, they are necessary engaging in cognition X. Below we highlight some key neuropsychological and neuroscientific techniques, and a few of their limitations. There are also a number of great blogs that deal with issues relating to neuroscience, particularly in the popular press (e.g. Bad Science, The Neurocritic, [citation needed]). Testing brain damaged subjects (Neuropsychology) ...
Words: 4690 - Pages: 19
...Table of Contents Conditioning 3 Memory 14 Thought 21 Perception 25 Sensation 33 Personality Theory 39 Abnormal Behavior 49 Psychotherapy 56 Emotion 59 Motivation 62 Social Psychology 70 Intelligence 75 Physiology 78 States of Consciousness 84 Statistics 88 Human Development 91 Conditioning What are the laws of learning? What are the things that glue in our knowledge of the world? We are talking about the role of experience in shaping our lives. The rules of learning give us great adaptability. There are three basic types of learning. They are habituation, classical conditioning, and instrumental conditioning. Imagine a worm. When the tide is in, it comes out. It has extensions from its head, getting particles from the outside. So it comes out of its hole to snatch these particles. It has one fear though: seagulls. The worm is delicious to them. They see him and they eat him. The worm has a detection system wired in though. When there is a shadow, he ducks. It is a hard-wired reflex. Sometimes, however, shadows don’t mean a darn, like on a cloudy day. If it doesn’t come out because of the shadows, it will get nothing done and starve to death. Therefore, if the shadows are too frequent, it will ignore them. There...
Words: 43085 - Pages: 173
