Value Management

Q. 1 Using your developing information on Value Management (VM), fundamentally evaluate the report and make recommendations concerning how the VM study may have been run contrastingly/all the more adequately. A Value Management report is the premise to an all around built undertaking as in all gatherings included or conceivably influenced will be content with the ultimate result. It is crucial to comprehend and expound on the key perspectives that decide a worth administration concentrate so as to increase a pleasing end. Frequently these rules are met, yet similarly and with no due culpability, a few rules are managed. The reasons for these noteworthy blunders are regularly botches and once in a while deliberate anyway they incredibly slant the discoveries and lead to inescapable issues brought up later on. The Value Management Workshop Report, dated 26 November 2009, is centered around the Road and Traffic Authority’ (RTA) Mount Victoria to Lithgow Project. It consolidates huge numbers of the systems and procedures that are set out in a report titled Total Asset Management, September 2004, which has been created by New South Wales Government Treasury’s Office. This specific reports premise is esteem the executives rule. So as to develop a contention with regards to how the Mount Victoria to Lithgow Project workshop could have been run contrastingly and all the more successfully I will compare these two records. There are two fundamental measures that will be centered around; the phases of a Value Management and when such stages ought to be started and pre workshop arranging and what it ought to contain. For a significant task/program, a few Value Management studies might be required, for instance at the administration arranging stage, the idea improvement stage, at the development stage, at the activity and upkeep stage and, eventually, at disposal’. (Worth Management rule, 2004) There is no doubt that the 6 significant phases of a task recorded above require a Value Management Plan. In this specific example the idea improvement stage is the fundamental focal point of the RTA report. Idea improvement ought to incorporate the extent of the task, what the undertaking intends to accomplish and the general thinking behind such a turn of events. The general idea of this proposed venture can be depicted as ‘light’ implying that the explanation behind endeavor an open foundation venture, evaluated in abundance of $275 million barring the three stages remembered for the Mount Victoria area, is somewhat indistinct. It is expressed that ‘The parkway redesign work that has just been finished [on The Great Western Highway] has prompted improved travel times for drivers and a more secure street condition for all drivers, people on foot and cyclists’. RTA: Mount Victoria to Lithgow Project, 26 November 2009) The New South Wales Governments intend to overhaul state streets, is in this way a green light to create and update new streets as the RTA esteems fit. There is no idea or notice of reviving existing foundation, which would be probably financially more beneficial and time proficient. Albeit such a thought may have become quickly repetitive once expelled, there ought to have been plentiful open door for t hought by all individuals from the workshop, which in reality there wasn’t. It is successful to direct pre workshops programs in a littler gathering to create issues that can be promptly brought up in the significant Value Management workshop. Distinguishing issues early instead of over the two days of the workshop will give coordinators and sub successively the individuals from the workshop the capacity to address and answer issues with significant realities, current information and all the more critically legitimately. This would be a substitute of ‘ball park’ figures and expansive/accepted answers that would have been advanced if pre workshop programs were not directed.

Marking the difference between right and wrong

Marking the difference between right and wrong Marking: the difference between right and wrong If you want to improve your essay grades, there are two crucial pieces things you need to know: what you are doing wrong and what you can do right. This requires feedback â€" after all, how can you know what you don’t know? Ideally, a marker â€" or even mentor or tutor â€" would provide this kind of feedback for their students. Unfortunately, though, you will not always get it. In fact, very often what you get is a lot of “don’t do that”, without so much “do this”. With that in mind, this blog post will look at the little things that students commonly do that can lower their marks and steps you can take avoid falling into the same traps. Do your best It sounds so trite, doesn’t it? Do your best. Really, isn’t that what you have been doing? But then, have you really? The sad reality is that there truly are one or two students who can sit down the night before a paper is due, write out a perfect essay in a few hours, and receive high marks and a thumbs up. But the chances are pretty good that you are just a poor ordinary mortal. So if you waited until the night before an essay was due and you received a low mark, you probably deserved it. If you plugged in whatever research materials (books, articles, etc.) that were easiest to find, skimmed over it, cited it uncritically, and received a disappointing grade, it was probably warranted. If you didn’t give the essay a single thought until you sat down to write it, never developed a plan of attack and just started typing away, don’t be surprised if the grade reflects this. If you didn’t take time to read or edit any of your paper before handing it in, then, well you get the idea. Many students suppose that because they are writing, they are doing work, and because it is work that they don’t particularly enjoy or because it feels challenging, they are doing (or have done) their best. But that “best” is not good enough. An essay is just a final physical product, but the work is 90% mental. As soon as you have the assignment topic, or prompt, you need to start thinking about it. You need to start seeing the essay in your head. What is the question? What is your answer? What do you need to show your answer? Where will you get what you need? One problem that often comes up for students is right there at the start: where do I begin? There are really only two options available: you can start by writing or you can start by reading. If you know what you want to talk about, you should write first and then read. Ideally, that reading will sharpen what you wrote and help you rewrite it. If you are not sure what to write, you should read (whatever it is in your topic) until ideas start forming. Do either of these processes sound like they can be accomplished in a single night? Not really. In order to do your best on a paper you have to be willing to put the time in. You need to think about the problem, develop a strategy of getting the paper written, and break that work down into manageable chunks. There is a famous saying in writing classes and it goes something like this: Question: How do I write a paper? Answer: The same way you eat an elephant; one bite at a time. Writing your paper is not one big bite, but lots and lots of nibbles. Markers very quickly develop an instinct for work that is genuinely a student’s best effort, and something hastily and sloppily done. And this point is critical: markers and teachers are far more willing to help students that have done their best work but not done the assignment well, than students who have turned in sloppy and careless work, regardless of the final quality. Always turn in your absolute best effort, even if you’re unsure if it’ll quite hit the mark. Know the assignment Key to ensuring you’re on the right track from the get-go is understanding the assignment. In a well-known case study of composition classes, a scholar revealed that the students' assumptions of what will be asked is a key determinant of their performance. Their assumptions are often based on the teachings in class, and for students that performed poorly there was often a mismatch between their expectations of what is being asked, and what the instructor expects. This is a case of prevention being more important than a cure. You need to read through the assignment carefully, and if there are any tips or suggestions, read those even more carefully (because often tips and suggestions are actually expectations). If you have any questions, ask them early. Be serious Now, there are various features of essay writing that are not formally listed in any course guidelines or handouts from your professor. Things like tone, style, and so forth. There is no reason to complicate these. No matter how easy-going your instructor might be, when you write a paper for a university course, be formal and be serious. Your tone should be formal, your style should be professional. You should hand in a paper that looks like you are applying for a job that you desperately want. The internet abounds with advice on how to write formally â€" read it. Don’t be chatty. Don’t use contractions. Don’t stray from your subject, etc. That said, you also want to find a balance between formal writing style and work that’s comprehensible. Don’t throw in complicated words or phrases simply because you think they sound good. Always assume that you’re writing for someone who knows little-to-nothing on the subject, and choose your language and style accordingly. Many students actually have some anxiety about their writing style. Students in the sciences often feel that they write too concisely, or that their work isn’t ‘exciting’, and that this may mean they get lower marks. Conversely, creative students can tend to bend the rules of writing and perhaps get carried away with the liveliness of their writing, to the detriment of the quality of argument. We don’t know who is marking your papers; maybe they are looking at style and creativity. But you cannot lose marks for being professional and serious in your writing. Personally, we think it helps to write your essays by imagining that you are writing to or for your employer. Think of this from a marker’s perspective. Writing is, notionally, your job. If your job was to assign a formal grade to someone’s work, would you be more receptive to someone who was clearly serious, professional, and had done their best work? Or something that was clearly dashed off, not so serious, or not their best effort? Take your work to the next level with our marking service Having your work marked by an experienced academic not only provides you with valuable and actionable insight â€" it can be the difference between good grades and great grades. Find out more Structure â€" at a glance We will talk a little more about the process of marking in the next post, but something that will help you now is knowing this one little bit of information. Most markers can tell at a glance â€" truly a glance, without having read more than a few words â€" if a paper is low calibre. Now, markers cannot really say if a paper is average, above average, or first-class without reading it. But they know from just the way the first page looks whether or not the essay is low or mediocre. So this should compel two questions on your part: 1) how do they know? And 2) why is this important? Let’s take question 1 first. When you are writing at academic/university level, you are writing at the paragraph level and above. What does this mean? It means that your marker is looking to grade you on the quality of your paragraphs and anything else more complex than this (for example, quality of argument, ability to think critically, etc.). Anything less complex than paragraphs â€" formatting, font, layout, etc. â€" the marker will not want to be having to take care of, at university level. The first page or two of an essay (at least) should look professional at a glance. Clean paper, no folds, etc. All the pertinent information (name, title, date, class) needs to be there on the the title page as directed in the syllabus or formatting guide. If there isn’t one for the class, ask. And pro tip: never ever ever turn in a paper that does not have at least your name and some kind of title. To a marker, a paper without a title just looks like you couldn't be bothered. You seem laz y, even if you aren’t. And, of course, margins and standard font (Times New Roman 12pt is standard). An incorrect or sloppy bibliography with inappropriately formatted citations is also a giveaway of sub-standard work. But the biggest indicator for most markers of the quality of the paper being graded is the paragraphs. A paragraph should be full, probably somewhere between 175-400 words. Very often students hand in papers where there are no paragraphs or lots of really short paragraphs. This immediately suggests to markers that the student has a problem organising the material. Take a good essay and just cast your eyes over it. You will not find any short paragraphs, or one sentence paragraphs (like in some novels). We should add, you might find very long paragraphs in a higher-level academic work, but at undergraduate level you probably wont. Now, why is this important? Because markers do not have lots of time to devote to evaluating papers and they are essentially sorting your paper into a grade box. They will start thinking about where your paper belongs as soon as they pick it up. Not uncommonly, markers will skim through to ensure those details are there that we mentioned above. If your paper does not look like you have command of structure and control over the way you present your discussion and information, then the marker will not be encouraged to actually read your essay. The chances are quite good, in fact, that they will skim over your paper to confirm what they already suspect from the way the paper is presented. You may have first-class ideas in your paper, but without appropriate structure, those ideas are not likely to be given due attention. So, find a sample essay somewhere (there are scads of these online), and before you turn your essay in, make sure that yours at least looks structurally similar in the formatting and the shape of things, with no consideration for content. Structure â€" in detail What you are after in your paper is a logical continuity of thought. What this means is the structure of your paper follows a line of development, in the way you might give someone directions. You start with a general overview (an introduction), develop the ideas and discuss your points in a few to several paragraphs (the body), and you then wrap up what you have discussed (the conclusion). And everything in these sections should be relevant only to the topic that you are discussing. Put even more simply: tell the reader what you are going to tell them. Then tell them what you need to tell them. Then tell them what you have told them. That is essentially the structure of an essay. Where many students go wrong is in one or all of these areas. Often, if a student is operating at a paragraph level, one of the major shortcomings is how the paragraphs themselves are organised. Sometimes the way information is organised in your head is not the way it is organised on paper when it comes out. Something that, perhaps, you should spend a few sentences on, or even a paragraph, you might suppose is covered by a single sentence. Or, conversely, something easily covered by a few sentences gets several. This is where feedback can be helpful. A paper that you write will never be fresh to you, and it will never be read for a first time the way it will be by a marker. That is one reason why it is so difficult to gauge how a marker will respond to your work. The closest you can come is to write the paper, set it aside for a few weeks, then come back to it. But you do not likely have that kind of time. Lastly, all good writers rewrite their papers. You are setting yourself up for disappointment if you believe you can write a first-class paper without having reread and revised the paper, or turning it in without having someone else read it through (preferably a competent expert). The Ultimate Guide to Marking See all articles in the series Marking: from a marker’s perspective Understanding feedback from your essay marker Understanding feedback from your essay marker Unpaid postgrad students are being used for teaching academic writingbetter gradesessay helpmarking processstudy skills

SAT Score Comparison for 30 Top Liberal Arts Colleges

Jesus Divinity s Multiple Perspectives Essay - 986 Words

The human theme that I have chosen to best represent each culture is Divinity. Divinity has multiple perspectives. It can be looked at as sacredness, being god-like in nature or one’s relationship with their respective God or gods. Divinity can also mean inner truth or inner guidance. I chose Divinity to best represent the cultures of India, Classical Greece, Medieval Spain and the Renaissance because based on the information received in class, it was a theme that was prevalent in all of them. To showcase Divinity in Indian culture, I have chosen the artifact of Shiva Nataraja. Shiva is one of the many gods of the Hindu religion. Practitioners of the Hindu religion believe that God is vast and that the description or image of him/her cannot be just one thing. This is why Shiva is only one of the many manifestations of God, also known as Brahman. The Hindu Gods were seen as embodying every aspect of life. Shiva is known as the destroyer. Brahma is the highest, ultimate God. Shi va would found in a temple or in one’s personal shrine. Multiple aspects if the image represent Godliness or Brahman. The drum in Shiva’s hand represents Aum, the vibratory sound that was used by God to create and sustain the universe. The hand that is pointed toward the extended foot represents salvation that can be brought forth by Brahman. Under Shiva’s foot, there is a dwarf-like figure. It is a representation of Shiva, or the Gods, being above mankind and other wordly things. For the culture ofShow MoreRelatedJesus The Christ And Gautama The Buddha1400 Words   |  6 Pages Jesus the Christ and Gautama the Buddha In this paper, I want to compare and contrast Buddha and Christ, the two personalities that have significantly influenced human history: one of the eastern hemisphere and the other the western hemisphere of earth. Both Buddha and the Christ have millions of followers. Not only are their teachings of huge interest separately, but also is there growing interest in how they relate to each other. In Christianity, there is an all-loving, all-power God. He designedRead MoreEssay on Jewish Perceptions of Jesus Christ5226 Words   |  21 Pages Jewish Perceptions of Jesus Christ Christianity and Judaism are major world religions which, though they worship the same God, have marked differences which have caused two thousand years of strife and animosity between the two religions. In his book We Jews and Jesus, Samuel Sandmel likens the link between Judaism and Christianity to a type of parent-child relationship, saying, â€Å"Early Christianity was a Judaism; within a century after the death of Jesus it was a separate religion. It wasRead MoreThe Historical Jesus : Five Views2043 Words   |  9 PagesReligion 409 The Historical Jesus: Five Views The Historical Jesus: Five Views edited by J.K Beilby and P.R Eddy is a most interesting book to say the least. This is a great book to be introduced into the world of the historical Jesus. Along with the editors we have five contributors hence the name â€Å"Five Views†. This includes Robert M. Price, J.D Crossan, Luke Timothy Johnson, D.G Dunn and Darrel L. Bock. Each contributor presents their own views of the historical Jesus presented in the gospels andRead MoreHow Fa Has the Use of English Language Enriched or Disrupted Life and Culture in Mauritius15928 Words   |  64 Pagescourse fictional and unknowable, but the multiple changes in pacing of the poem, as well as the changing nature of the carriage (stationary and in motion), indicates the poet’s unwillingness to make a decision one way or another. At several times in the poem, Dickenson changes the pace of the reading. Upon the death of the narrator, even though she could not stop for Death, the stanza features end-stops after each line – the reader has to stop multiple times for Death. However, in the last stanzaRead MoreRastafarian79520 Words   |  319 Pagesthat the charismatic leaders who have effected the most enduring changes have usually been marginal to and operated outside of the normative institutions of their societies and the status 18 RASTAFARI quos of their times (for example, Jesus, Mohammed, Gandhi, Buddha, Martin Luther King, Jr., and Elijah Muhammad). Sociohistorical Conditions and the Eruption of Charisma Weber provides substantial treatment of the meaning of charisma, the personal qualities of the bearer of charisma

English language Free Essays

II. In his 1946 essay, Politics and Language, George Orwell addresses the stagnation and misuse of the modern English language. In particular, Orwell addresses but does not limit his discussion to the use of language in the political spectrum. We will write a custom essay sample on English language or any similar topic only for you Order Now Increasingly, Orwell attempts to demonstrate, written language has become unnecessarily complicated and many times insensible. In describing particular offenses such as â€Å"dying metaphors,† â€Å"operators or verbal false limbs,† â€Å"pretentious diction,† and â€Å"meaningless words† Orwell shows how the meaning of ideas and the language itself is sometimes lost in the over-the-top prose of the writer. Orwell calls for a simpler turn to language, which doesn’t seek to necessarily eliminate particular turns of phrase or vocabulary but rather increases the precision of the words and to this extent the ideas. Instead of losing their ideas in convoluted sentences that say little and mean even less, Orwell calls on writers and politicians to express themselves with clarity and a familiarity with the language they choose to employ. III. Orwell addresses the misuse and overuse of language in political and general writing. He shows how writing or speaking in a manner that is seeks more to impress than express, modern writing increasing lacks imagination and coherence with the message frequently being lost in the words rather than being expressed by them. 2. Orwell’s conclusion is not to eliminate the language that is misused but instead to educate the writer in the misuse and to promote clarity in writing. 3. Orwell’s reasoning behind both his argument and his conclusion appear to be a love of language. While he admonishes overused metaphors, he presents several of his own throughout the text. He is not asking for perfect writing but rather an appreciation and an understanding of language and the ideas it is used to express. 4. N/A 5. N/A 6. Orwell presents several fallacies in his argument, chief among them being the generalization of the five examples he presents at the beginning of the essay as indicative of modern writing. Also present is a faulty causal argument that connects the insincerity of politics and ideas with this kind of writing. However, it’s important to note that while simplifies this issue in this manner, Orwell also addresses these fallacies within his argument. He makes it clear that by dramatizing the prevalence of this type of language, he is simply attempting to better employ language to clearly express his ideas. 7. Orwell’s argument is largely based upon personal observation. There is the distinct feeling that while Orwell has support in this idea, especially when he notes the popular distaste among journalist for worn-out and uninspired metaphors. However, Orwell’s own observations of the over-done quality of academic and political writing. 8. Arguments could be made against Orwell’s claims on language, particularly in his attacks on literary/art criticism or political literature. Literary and art critics coming from a particular school of thought could make the argument that in addressing their topics they must seek a new language to express their distinct interpretations. Politicians would make an argument against Orwell’s claims to their insincerity which they attempt to cover with language a lack of ideals or actual stance. N/A 10. There is much information omitted from Orwell’s argument, especially the writers who have not fallen to abusing and misusing language. However, as with the fallacies of his argument, Orwell is clear in noting that he is not speaking of all but rather drawing attention through a handful of examples to a growing trend. 11. Overall, Orwell presents a strong though admittedly biased argument. That it is Orwell himself who admits to this bias, illustrates the presence of his own ideals of clarity as beauty in language as a basis for the essay. My value assumption allows that there is a major basis of truth in Orwell’s argument and that the commonality of the types of language he rails against are as prevalent now as it was in 1946. 13. While the personal edge to Orwell’s argument could be seen as a drawback, I believe it instead highlights the very personal nature of language and how it is meant to express rather than suppress ideas. In his essay, Orwell is advocating for this expression and a strengthening of language through proper use and clear understanding. 14. Orwell’s essay remains as valuable today as it was in 1946. He could not have predicted and would likely be disheartened that despite his call to lingual arms that society and politicians continue to use â€Å"dying metaphors,† â€Å"operators or verbal false limbs,† â€Å"pretentious diction,† and â€Å"meaningless words. † However, his lessons of clear, simplistically beautiful prose is as needed to today as it was 60 years ago. Politicians and regular people alike still hide behind overblown and misunderstood language, failing to understand their own words and creating ignorance as the rest of the world struggle to understand as well. How to cite English language, Papers

The Report Analysis on Transcultural Nursing and Intervention

Question: Discuss about the Report for Transcultural Nursing and Intervention for Jewish Patients. Answer: Transcultural nursing is one of the aspects of nursing that deals with people from various cultures. It focuses on the values and beliefs of different cultures and accordingly providing culturally appropriate healthcare services. Healthcare providers have to deal with people from different cultures having different treatment preferences. It poses a challenge to deal with them and take care of their preferences, especially in nursing where the nurses have to take care of the personal needs of a patient. So it becomes a matter of great importance for nurses to gain essential skills and knowledge in cultural competency (Pullen, 2014). In the present scenario of the healthcare industry, cultural understanding is very important for a healthcare provider to provide decent patient care. Knowing about the beliefs and cultural preferences of the patients allows the care provider to make the patients more comfortable with the physical surroundings. (Saver, 2007). Among the various patients from different cultural backgrounds, Jewish patients are one of those patients who require specific attention paid towards their cultural preferences. While dealing with the Jewish patients, it is important to have knowledge about the Jewish laws regarding the diet, purity, modesty, prayer and other religious likings. It is appropriate to ask the patients what their cultural concerns are, rather than making assumptions. If the patient is not able to speak for himself, share your queries with the family. However, if family of the patient is also not available to comment on the patients cultural practices, he should be assumed as strictl y traditional. Every family is different in terms of its cultural inclination; some of them strictly follow Jewish laws while others are flexible about their beliefs (Dosani, 2003). The foremost concern while dealing with a Jewish patient is food. Traditional Jews requires strictly kosher food. If the kitchen of the care facility does not have arrangements to provide such food then the food should be ordered from outside. The food should be served in wrapped and untouched containers. It is preferable if the patients themselves remove the wrappings. Another concern is the physical modesty. If a patient requires attention to his personal needs such as washing or bathing, it should be done by the person of same gender to the extent where it is possible. Also, the gown provided by the caring facility should be long enough to cover them sufficiently. However, exceptions can be made if there is a medical emergency. Shabbat is another concern that should be taken into consideration. If there are no imminent health risks then some Jewish patients may ask to postpone the treatments until after the day of Shabbat. Candle lighting is an important traditional feat during Sh abbat but the candle flames could pose a threat to the hospital environment; therefore electric bulbs simulating candle flames can be used. Praying is an important aspect of the Jewish life. A group of 10 persons known as minyan is required to perform certain religious obligations. Therefore, appropriate arrangements should be made for the Jewish patients to pray. Traditional Jews are very sensitive about their religious preferences and Jewish laws, so suitable arrangements should be made to meet the patients needs. However, in case of life-threatening situations theses Jewish laws could be violated to save a patients life (Abelson-Mitchell, 2005). Care plan As a nursing professional, one has to take care of various things while dealing with Jewish patients. There are certain health barriers that hinder the healthcare services (Ticehurst, 2010). So to overcome such barriers, nursing professionals have to make certain interventions. An overview of such intervention is listed below: Nursing Problem for a patient from Jewish culture Nursing Interventions Rational Food 1. The healthcare professionals should be very careful while providing food to the Jewish patient. The food should be made strictly in a kosher kitchen. If such food is unavailable, fruits can be given to the patients (Regenstein, Chaudry and Regenstein, 2003). Traditional Jews people strictly prefer Kosher diet that is prepared in accordance with their religious laws. 2. The food should be served in a container which has not been in contact of any non-kosher food. Therefore, sealed plastic containers should be given to the patients. According to the Jewish cultural, if a kosher food item comes in contact with a non-kosher food then it also becomes non-kosher and hence does not remain fit for consumption. Purity 3. Jewish patients should be dealt by the person of the same sex. The Jewish patients have certain cultural concerns while interacting with a person of opposite sex. Treatments such as changing their clothes or washing them by a person of opposite gender may offend them. So it is always advisable to have their consent prior following such course of action. Modesty 4. Patients should be provided clothing of appropriate length that could cover the patient sufficiently. Jewish people are highly conscious about covering themselves in public as per their religious laws. So the clothing given to them should ensure appropriate coverage of the patient. 5. The patients should be allowed to wear caps (males) or scarfs (females) during the prayer or all the times if the patient wishes so. Covering the head has a great importance in Jewish culture. Some women, after their marriage, do not expose their hair in public and uses a scarf to cover their heads. Prayer 6. Proper arrangements for praying should be made after consulting with a rabbi. Jewish patients usually offer their prayers 3 times in a day. Therefore, appropriate arrangements should be ensured. 7. If possible, a patient is allowed to pray with other Jewish patients or family members. A group of 10 people known as minyan is required to perform certain religious activities. So, they should be allowed to offer their prayers with other Jew people Shabbat 8. Patients should not be interrupted during the time of Shabbat until it is a dire emergency or life-threatening situation. Shabbat is the time when Jewish people restrain themselves from doing anything, even using electrical appliances. Their belief should be respected unless there is an emergency. Death, autopsy and burial 9. If a Jewish patient dies in the hospital, family members should be allowed to stay with the body all the time. Also, arrangements should be made to release the body as soon as possible. The Jewish people do not leave their relatives alone even in their death as a symbol of affection and respect for the dead. It is also directed by Jewish culture that burial happens as soon as possible. 10. If the death happens due to confirmed natural or medical cause, the autopsy of the body should be avoided. Jewish people sees autopsy as an act of disrespect and deforming of the body. So autopsy should be avoided until the death seems suspicious or of criminal nature (Williams, 2014). References: Abelson-Mitchell, N. (2005). Caring for Jewish Patients. J Adv Nurs, 51(5), pp.542-542. Dosani, S. (2003). Caring for Jewish Patients. BMJ, 327(7407), pp.169-169. Evans, C. (2005). Jewish Burial Traditions and the Resurrection of Jesus. Journal for the Study of the Historical Jesus, 3(2), pp.233-248. Pullen, R. (2014). Communicating with patients from different cultures. Nursing Made Incredibly Easy!, 12(6), pp.6-8. Regenstein, J., Chaudry, M. and Regenstein, C. (2003). The Kosher and Halal Food Laws. Comprehensive Reviews in Food Science and Food Safety, 2(3), pp.111-127. Saver, C. (2007). Cultural competency benefits patients, therapists. Nursing, 37, pp.6-9. Ticehurst, A. (2010). Barriers to Design in Healthcare. Australasian Medical Journal, pp.570-579. Williams, E. (2014). The orthodox jewish patient: five things we should know. [online] Ausmed Education. Available at: https://www.ausmed.com.au/blog/entry/the-orthodox-jewish-patient-five-things-we-should-know-1 [Accessed 12 Aug. 2016].

Who is afraid of Virginia Woolf Essays - Literature,

Who is afraid of Virginia Woolf? Summary Who's Afraid of Virginia Woolf? Is a 1962 play by Edward Albee . It examines the breakdown of the marriage of a middle-aged couple, Martha and George. Late one evening, after a university faculty party, they receive an unwitting younger couple, Nick and Honey, as guests, and draw them into their bitter and frustrated relationship. The play is in three acts, normally taking a little less than three hours to perform, with two 10-minute intermissions . It won both the 1963 Tony Award for Best Play and the 1962-63 New York Drama Critics' Circle Award for Best Play. While other plays establish the difference between reality and illusion, it starts out with the latter but leans to the former. More specifically, George and Martha have evaded the ugliness of their marriage by taking refuge in illusion. The disappointment that is their life together leads to the bitterness between them. Having no real bond, or at least none that either is willing to admit, they become dependent upon a fake child. The fabrication of a child, as well as the impact its supposed demise has on Martha, questions the difference between deception and reality. As if to spite their efforts, the contempt that Martha and George have for one another causes the destruction of their illusion. This lack of illusion does not result in any apparent reality. Taqeya Ali 20122062