Defining And Analysing The Concept Of Hope Philosophy Essay

Defining And Analysing The design Of accept Philosophy Essay1. DEFINITION Define your phenomenon. In this section machinate it clear how you know it when you see it and what it is not. Concept analysis papers depose be helpful in writing this section. Be certain to let in a variety of spatial relationpoints/definitions ( treat and/or others such as psychology) and do not utilisation only Tabers or other dictionary definitions. Make certain you clearly tell the nursing prospect/definition including shopworn language (NANDA)Hope can be used as both a noun and a verb. When beingness used as a noun, apply is delimit as a spot that what integrity relys will happen, the thing wishd for, a cause of accept, a soul or thing that gives trust to others or that others scram anticipate, the ground for expecting something/promise (World Book Dictionary 1976) When used as a verb, Hope is defined in Websters New collegiate Dictionary (1986) as trust, reliance, desire accompanie d by mind-set or belief fulfillment Hope has also been defined as an ambiguous or uncertain anticipation of something desired (Green 1977), a desire accompanied by expectation (Frank 1968) and a compulsory expectation in a studied situation which goes beyond the visible particular (Mennmger 1959) Stotland (1969) expanded the definition of forecast to include a degree of expectation when he defined anticipate as expectation greater than zero of achieving a aim Hope has also been defined m active terms as a response of the creature to the Infinite Being (Marcel 1962), a assured leap mto the sequence to come (Alfaro 1970) and a psychic commission to life (Fromm 1968) Other definitions mdude a sense of the possible (Lynch 1965), a conviction that a good future is possible (Smith 1983) and a stage of being, an inner readmess, intense, but not yet spent activeness (Fromm 1968) Implicit withm these definitions are two attributes (a) the desu-e for some good, and (b) the ability to run across to the future with expectation (McGee 1984) From these definitions and attnbutes, a tentative definition of trust can be proposed believe is an antiapation, accompanied by desire and expectation, of a affirmative possible futureAntonymHope has been contrasted with its antonym relyless The term hopeless manner to be without hope, and the term hopelessness means the condition or invoke of bemg without hope World Book Dtdionary 1976) Two more terms which come from the same Latm root speare are desperation and desperation, and are defined as bemg without hope Desperation suggests a state of strong mental anguish or feeimgs of discomfort Other defirutions that reflect hopelessness e a sense of the impractical (Lynch 1965), negative expectations nigh the future (Stotland 1969) and inaction m the face of threat (Lazarus 1966) A review of the antonyms suggest that bemg without hope has both a cognitive and behavioural componentHOPE AS A PROCESSImpliat withm vanous s tatements is the idea that hope mvolves an active edge The theme of antiapation is 1457 C Stephenson reflected in the definition of hope as a process, an adventure, a gomg fcwward with confidence (Mennmger 1959) Hope IS also characterized as an openness (Molhnan 1967), a creahve expectation (Bloch 1970) and a set of dispositions (Macquame 1978) Conceptually, hope involves an active interaction of a persons thoughts, feelings, action and relationships (Dufault Martocchi 1985, Hickey 1986, moth miller 1983) For example, if a person has undimmed thoughts, that person will feel hopeful and ocf in a hopeful manner toward self and others The thinking component of this process of hofe involves visualizing something not yet existing Macquame 1978) Typically the individual identifies an tendency of hope, which can include a goal, solution, relief, a relationship or anything pregnant to the person (Dufault Martocchi 1985) After the identification of the object, the calciilation of pro bability or estimation of certain outcomes is made by the person (Marcel 1972, Mishel 1984) In addition, the person searches for dues to provide the innovation for hope This grounding can be based on realistic or unrealistic expectations, but as long as the individual believes that a foundation is present upon which hope rests assurance will be felt (Wnght Shontz 1968) Reality grounding methods may include considenng the environmental conditions and assets available, seeking confirmation firom others, and comparability self with others Interpretation of these clues will depend on the persons past expenences and the valuation of self as confident and competent (McGee 1984) notion Although no single perception has been assoaated with hope, a positive feeling state usually exists Typical descnptions of this state include feeling good, uplifted, inspired, safeguardd for and loved (Lynch 1965, Marcel 1962, Miller 1983) Hope has also been assoaated with a feeling of confidence dilute d by a degree of uncertamty Engel (1963) suggested that hope moves the person away from self-reliance and toward seeking support from others The behavioural component of the hoping process is reflected m the idea that hope seems to be a prerequisite to coping and adaptation (Rideout Montemuro 1986)Beliefs about ones abilities and antiapated responses to ones efforts go togethCT Usually hope, plus self-efficacy, will lead to effechve copmg However, if a person is unable to acbeve a sense of experience or belief in ones own abihty, this control may be relinquished to a wellness professional or therapist for a penod of time (Hinds Martm 1988, Simtix 1983) The relationship component of the hopmg process is stressed by Lynch (1965). He states that hope is an intenor sense that there is help on the outside The process of hope IS really an mward appropriation from other people, God (higher being), or some other living thing (Dufault Martocchi 1985, Miller 1983, Vaillot 1970) Accordin g to Macquame (1978), hope becomes trust within a relationship, and a bond is made in the midst of the persons in exchanging and shanng of hope In studies reported by Campbell (1987) and Owen (1989), individuals who were hopeful were descnbed as active, energehc and able to set goals In contrast, persons who were hopeless were descnbed as inactive, apathetic and unable to set goab In attainmenting cases of sudden death, Engel (1963) noted a harm in the coping mechanism which he called the giving-up given-up complex Individuals who had given up demonstrated certain commons charactenstics which included feelings of incompetence and being out of control, feeling at the end of their tether, a loss of gratification fi-om spots, a sense of disruption m continuity with the past and fiiture, and the recall of previous helpless situations This distress of coping could be called loss of hopeHOPE AS A THEORYStotland (1969) proposed a possibility of hope that incorporates the active proce ss of hope and cfefines hope as an expectation greater than zero of achieving a goal Hopefulness refers to high expectation and hopeless refers to low expectation Stotland states that the greater the perceived expectation of goal attainment, the more likely the organism is to achieve the goal He also states that the greater the antiapation of havmg the hoped for object, the greater would be the attention to, thinking about and action toward get the object The perceived importance of the goal to the person and the probability of attaining the desired goal are both important Meaning in life The social movement of hope has been equated with mearung and value in life (Frankl 1959, Hickey 1986, Travelbee 1971, Vaillot 1970, Watson 1979) Aitei World War H, Victor Fimikl (1959) wrote about his expenences in a concentration camp He detect that individuals who had hope were able to endure very dilibailt fleshly cuui emotional crcumstances However, when a person lost h c , he or The con cefi of hope In studying people with suiadal behaviours, Jourard (1970) also found that a person lived as long as hfe had meaning This theme was also discussed by Travelbee (1971) m her theory of nursing as an interactive process Travelbee defined hope as a future orientation m which one looks forward to a time when life will be more meaningful She implied that, without hope, one cannot be spintually or emotionally healthyASSOCIATED WITH NURSINGIn nursing literature, the term liope is attached with nursing activities cind role obligation According to Roberts (1978), fostering hope is one aspect of the professional nurses role In fact, nurses gather in been identified as sources of hope and guide been admonished to inspire hope (VaiUot 1970) In a study reported by OMalley Menke (1988), patients perceived nurses who were kind, supportive of the patient, and conveyed confidence in the treatment as promoting hope Watson (1979) states that the instillation of trust-hope is involved in the canng and curative processes However, the author does not define this faith-hopeAntecedents and consequencesThe antecedents to hope are not clearly understood If hope IS a smell of the person, it is always present and a necessary part of hfe (Fromm 1968) However, the state of hope or the process of hoping seems to imply that there can be levels of hope withm a person Marcel (1962) states that hope IS a response to captivity, tnal or entrapment For Marcel, hope anses oul of desperation and the more a person expenences confinement the more the person experiences hope A cnsis has been suggested as an antecedent to hope (Oufault i 1985, Komer 1970, McGree 1984, Nowotny 1989) The crisis could include loss, a life atening situation, a hardship or a change A uncorrectable decision or a challenge could also be an antecedent to hope (Nowotny 1989) However, in this vmters opinion, the antecedent to hope could be anythmg that would be significant to the person since hope is uniquely related to the individuals life expenences The consequences or outcome of hope can be a new perspective (Boros 1970) For example, hope seems to energize, empower and alter the person (Lynch 1965, Vaillot 1970) People who have seen their hopes fulfilled, descnbe themselves as invigorated, full of purpose, renewed, calm, and encouraged (Hmds 1988, Stanley 1978)Conceptual attributes and a tentative definitionDefinitions and contextual usage of the word hope have been presented However, the term wish (a synonym) needs to be mentioned m relation to hofe To hope and to wish may be very similar, m fact wishing may be part of hoping However, a wish is not hope m the fullest sense Usually with a wish there is little personal commitment or investment, and if it comes true there is an element of surpnse With hope there is usually a pwrsonal investment and the fulfilment does not bnng a surpnse, but a calmness, reassurance or sense of encouragement (Green 1977, Miller 1983)Four attributesIn a nalysmg the definitions and contextual usage of the word hope, at least four attnbutes have been identified 1 The object of hope is meaningful to the person, 2 Hope IS a process involving thoughts, feelmgs, behaviours and relationships, 3 There is an element of antiapahon, 4 There is a positive future onentation, which is grounded in the present and linked with the past These attnbutes can be used to answer the corKeptual question What is hope? Hope can be defined as a process of anticipation that involves the interaction of thinkmg, acting, feeling and relating, and is directed toward a future fulfilment that is personally meaningfulCONCLUSIONThe concept of hope has been analysed through the use of common definitions and contextual usage fiom the literature In addition, attnbutes, antecedents and consequences of hope have been identified and a definition of hope has been proposed Qanficahon of the concept of hope has implications for nursmg and health fright delivery Nurses are m a unique position to interact with individuals and family members m a holistic manner Assessment of personal health care needs could include gathermg data on hope fi-om the mdividual as well as from the familys perspective Data on hope could serve as a cruaal foundation for assessing quality of life in general In addition, interventions could be designed to streng indeed the hoping process without givmg false reassurance Further look Further study could be done on the behavKMirs of Iwalth personnel and sigruficant others that impact the hoping 1459 C Stephenson process Although these thoughts may not be applicable to every individual, study of the concept of hope contnbutes to the knowledge base necessary for quality nursmg care for al peopleAbstractHope has been described in theoretical terms for many years but the recognition of the importance of hope within the practice of nursing is a more recent phenomenon. Despite the recent growth of references to hope within contemporaneou s nursing literature, it is reasonable to suggest that there remain gaps in the substantive knowledge base and that there appears to be room for both additional research and further discursive literature. Accordingly, this series of six articles will explore the nature of hope, review the existing theoretical and empirical work in several separate areas of nursing, and provide case studies to ornament the role that hope plays in clinical situations. This article focuses on the origins, background and definitions of hope. The next article will examine hope within mental health nursing, and further articles will focus on hope within palliative care nursing, hope in gerontological nursing and hope in critical and acute care nursing.Hopeis defined as to cherish a desire with expectation of fulfillment trust, reliance(Websters New Collegiate Dictionary, 1973). Hope enables realistic appraisal of an event and the identification of options (Morse Dobemeck, 1995 Wang, 2000) has a causal effect upon many biopsychosocial and spiritual factors (Wang) mobilizes energy (Rusteon, 2000) has a dynamic quality in that it waxes and wanes (Morse Dobemeck analyse, 2000) coexists with no hope (Parse) incorporates a bracing for negative outcomes (Morse Dobemeck) promotes a determination to endure (Morse Dobemeck) is future focused, facilitates a positive outlook (Herth, 1992) encompasses a measure of control (Parse, 2000 Wang) facilitates transcendence (Hasse, Britt, Coward, Leidy, Perm, 1992) and provides comfort (Hinds, 1999).Frankl (1963) writes that hope is basic to life and loss of hope can precipitate death. Without hope, persons despair and lose the interest or energy to mete out or endure (Levine, 1989).Events that Elicit HopeWished for objectDilemmaCrisisQualities of HopeUniversal yet unique to each individualDynamic in its forepartEnablingOutcomes of HopeResilienceTranscendencePositive psychologically, spiritually, physiologicallyPsychologyHope begins with though ts (cognitions) (Benson, 1996). Bums (1980) writes thatthoughts are the manner in which you view things, your perceptions, mental attitudes,beliefs, and what you say to yourself about your perceptions. Bums further assertsthat thoughts influence emotions and behavior. Experiences are first processedthrough the brain and given a meaning before an emotional response is elicited(Bums Meier, Minirth, Wichem, 1982). Clinical psychologists, Alfred Ellis (1970)and Aaron Beck (1970), developed therapy models based on the premise that recitals of situations and events influence emotion with corresponding actionsand behaviors (Fortinash Holoday-Worret, 1996). Ellis and Beck purport thatbeliefs and values are formed from experiences, scripting by significant others, andones inherited temperament and this in tum determines the interpretation of andreaction to situation or events (Fortinash Holloday-Worret).ReligionFaith communities have traditionally referred to God as the Ultimate Hope. Num erousverses in the Holy Bible speak to hope and the gentlemans gentleman condition. Matthews (1999)refers to hope as a means of transcending or rising above lifes difficulties. Religiouspractices and rituals such as prayer, singing hymns, Bible reading and study, churchattendance maintain connection to a Higher Power and foster hope that goodness,emotional comfort, and/or peace of mind will prevail (Peale, 1990 Graham, 1991Matthews). Koenig (1999) concludes religious belief can manifest psychologically byreplacing despair with hope and physically by affecting the immune system responseand lowering blood pressure. Thus, hope is viewed as an attribute linked withbiopsychosocial and spiritual factors (Wang, 2000).Medicine research by Benson (1996) provides strong empirical support conceming the powe of beliefs and thoughts on physiological outcomes within the dead body. Benson (1996) proposes that hope has considerable influence physically and emotionally. Hope is elicited and nurture d with memories and thoughts of happy clock and wellness (Benson). There is a placebo effect in that there is a positive correlation with increased hope and relief of certain symptoms (Benson). NursingParse (2000) writes that hope is enmeshed with health and life quality, is ersal, and a way of living with imagine possibilities in each day. Parse also notes that a hope-no hope quality is always present. Other insights derived from Parses work are that hope is derived from memories, is influenced by interpersonal relationships, romotes a moving forward, offers new insights and purpose and that hopeful persons ponder situations realistically, and consider options and consequences (Parse, 2000).Dufault and Martocchio (1995) identify six interrelated dimensions of hope cognitive (thoughts), affective (feelings), behavioral (actions), affiliative (relationships with others and a Higher Power), temporal (future-oriented, influenced by present and past), and contextual (circumstances that occasion hope). Antecedents to hope include relationships with others including a Higher Power, positive personal attributes, ptimism, and an ability to use thoughts to mitigate perceived threats (Haase, Britt, ard, Leidy, Penn, 1992). Hope moves a person to action directed at providing a vel of comfort or attainment of hoped for objects (Dufault Martocchio, 1995). Systematizing the ObservationsThe development of nursing knowledge and interventions involve understandmg merciful responses and needs The human response of hope was identified as a concept m need of further danficahon The purpose of this paper was to review definitions and contextual usage of the word hope from the hterature and answer the conceptual question What is hopef literary works from theology, philosophy, psychology and nursing was reviewed for contextual usage of the word hope In the hterature, hope was viewed as part of human development, a process, a theory and a source of meaning in life In addition, an tecendents, attributes and outcomes of hope were identified from the literature that contnbuted to a clearer understanding of the conceptWhen the world says, Give up, Hope whispers, emphasise it one more time. (Unknown, 2010) The definition of hope and hopelessness differs from person to person. In Scripture, according to the Hebrew and Greek words, hope is an indication of certainty. (Keathley) Tabers dictionary defines hope as, The expectation that something desired will occur. One of the bases of professional health care is encouraging and supporting the presence of hope while providing accurate information and realistic reassurance. (Hope, Hopelessness, 2009) Hope and hopelessness all depend on your expectations and goals. Without them hope would cease to be. On the contrary, hopelessness is despair loss of faith on the possibility of a positive outcome. (Hope, Hopelessness, 2009) Although hopelessness can lead depression, desperation, or antisocial behaviors, hopelessness is a feeling that many people experience without the ill effects. Hopelessness is a common human response, and can be overcome.THEORYChinese perspective According to Landrum (1993), while the early Chinese believed that human destiny depended on the gods, they also accepted the value of human virtue. Their four basic human qualities love, righteousness, propriety and wisdom are developed through moral training and social education. Chinese nuance has a strong sense of optimism because human nature is considered to be essentially good. No specific reference to the origin of hope or the role that it has is made. However, one could speculate that optimism is an expression of hope, albeit couched in different terminology.East Indian perspectiveLandrum (1993) asserts that an East Indian perspective is concerned with the notions of the subjective nature of humans, the value of perspicacious oneself, the links between the supreme inward reality of spirit and the outward reality of matte r. This perspective sees the universe as being in a meaningful and constant state of flux, that yet, paradoxically, provides order. To survive one must act. No specific reference to the origin of hope or the role that it has is made.Ancient Greek perspectiveWhen describing the ancient Greek perspective, Landrum (1993) suggests that the earlyancient Greeks regarded people as individuals who received feelings and ideas from external sources. The soul allowed understanding and consequently direction in life. The mind and body were viewed as separate and several human qualities and physiological responses were explained in relation to mans psyche, with reason regarded as the dominant part of psyche. Reference is made to courage, truth, and temperance and Hippocrates alludes to the positive effects of these qualities and hope, without ever dwelling on or exploring the actual processes of hoping (Barnard, 1995). Christian perspective If hope is considered in terms of the Christian faith consequently it can be argued that hope has existed al about as long as man has existed. Mans population began when God created Adam and Eve. Adam knew nonentity but contentment, satisfaction and upheaval and, consequently, his existence can be seen as a hopeful one. He was in a state of contemplation he lived the beginning of his life in the presence of God and therefore experienced the total absence of despair. Once Adam, through eating forbidden fruit, was alienated from God, the reality of his own demise or annihilation, or permanent separation from God, had to be faced. How does he reconcile his eventual demise and separation from his creator if not but by the action offaith in God (and subsequent redemption) producing a sense of hope that the state of contemplation could be achieved again.For those whom hold Christian beliefs, hope then would seem to be a product of faith (Lynch, 1965), whereby individuals engage in a process where their beliefs in their ultimate salvation, and also their empowerment in the present, are dependent on God. This faith enables the individuals to be hopeful and the hopefulness enables the individual to transcend is/her current difficulty (Lynch, 1965).This is in terms of not only ones eventual redemption, but also a pragmatic sense, in that, despite his fall from grace, Adam eventually achieves his reconciliation with his creator, and enjoys a long and fruitful existence. Existential perspective Existentialism can be regarded as the philosophy of despair, the opposite to hope. However, there is merit in examining hope from an existentialist, philosophical standpoint as some existential literature attempts to explain how hope is derived and shares commonalities with the theological perspectives outlined above. The existential philosopher Sartre (1943, cited in Blackham, 1986) claimed that to be truly human is to travel a path towards nihilism (i.e. an extreme form of skepticism maintaining that nothing has a real form ofexi stence) to be alone. The more acutely aware of this pointless and isolated existence a man becomes, the more aware hebecomes of the giddiness of his existence. The only outcome of such a perspective is a state of despair. Nietzsche (1938, cited in Rawlins et al, 1993) makes comments which echo the sense of despair that accompanies mans existence when he argues that hope is the whisk of evils, for it prolongs the torments of man. If we consider ourselves in a position proportional to the progression of linear time (from the dawn of time to the end of time), whilesimultaneously considering ourselves in a position relative to the infinity of the universe, the likely conclusion from such a comparison is to view our existence as pointless, minuscule, futile and hopeless. Alternatively, if we view our existence and the world in a finite, more individual, and specific way, the opposite argument becomes apparent. We exist and operate in a finite world, and we can have influence and contr ol over our existence. Indeed, at a micro level each individual potentially makes a difference to the world. Such an existence then can only produce a more hopeful outlook. This view is supported by the contemporary existential philosopher Marcel (1948, cited in Blackham, 1986), who proposed humans achieve being by engaging as fully as possible in life tasks. Such tasks require communication and interaction between people. This existence has endless possibilities and opportunities for personal growth, of increasing human stature by existing in conjunction with other humans. According to Marcel, man has wide horizons that he can move into and influence, as opposed to Sartres view of man as someone who is surrounded by a sea of nothingness. Therefore, if despair is the state of being of Sartres man, then hopefulness (and the potential to be hopeful) is the state of being of Marcels man. Marcel asserted that the human soul, or internal self, exists only by hope, it breathes hope. This view is supported by Blackham (1986) who maintained that the model of all hope is salvation, which means for the Christian, the hope of achieving contemplation and living in the presence of God. Therefore, certain existential philosophers allude to the origins of hope, implying it is implicitly bound up with existence, humanspirituality and faith in God. Kiekergaard (cited in Blackham, 1986), did not write directly about hope however, he elaborated upon the concept of faith (faith in eventual salvation). Faith, he argued, is the antithesis of reason. It is unreasonable to have belief in something that cannot be proved and has no substance. Since hope can spring from this faith, it is possible that Kierkegaard would also consider hope for ones salvation to be unreasonable. To illustrate this point further, the authors point out that having hope for future outcomes that do not yet exist can be seen to be a process kindred to possessing faith, in that there is often no evidence for pe oples hope, especially since not everything people hope for is of a physical state. Thus, by considering Kierkegaards comments regarding believing in something that cannot be proved, similarly, hoping for outcomes that have no evidence to substantiate the focus of the hoping could, according to Kierkegaard, be deemed to be unreasonable. However, to the person who has hope and who experiences a sense of hopefulness, it is likely to be the most logical, sensible thing. If hope provides one with a sense that one has a future, and also enables one to cope with events in the present, then (if one wishes to preserve ones existence) it is a logical state of being (Hinds, 1984 Raleigh, 1992). A fundamental question for the existentialist philosopher has been the problem of the final destiny of the individual and the issue of the intensity of human existence (Macquarrie, 1972). Life is viewed as more than a biological experience and particular concern is given to the most extreme human exper iences such as anguish, despair and confrontation with death (Landrum, 1993). Consequently, the consideration of death involves examining the essence and meanings that people ascribe to their death. Thus, existential analysis of death indicates that understanding the meanings is unlikely to be restricted to the limits of ones physical existence and earthly life. Therefore, questions and answers need to consider the possibility of fulfilment beyond death (Macquarrie, 1972). This begs the questions Where is hope in this scheme of things?. Does hope in the individual shake off beyond his/her physical existence into the possibility of life after death?. It is likely that if the origin of hope was to enable man to reconcile his alienation from God, then the existential understanding of hope cannot be complete without examining what hope does in terms of fulfillment after death. Pannenberg (1962, cited in Macquarrie, 1972) further described the connection between life after death and hop e suggestingThe phenomenology of hope indicatesthat it belongs to the essence ofconscious human existence beyonddeath.There appears to be a perspective that posits hope as enabling humans to contemplate life after death without entering into utter despair. Hope clearly projects into the spiritual realm of existence (Lynch, 1965 Herth, 1990 Kylma and Vehvilainen- Julkunen, 1997), and this philosophical view of hope supports the thoughts on the origins of hope. If there is no existence after ones physical demise (if, in terms of Christian theology, the universe is Godless), then there is only complete nothingness awaiting each individual, and such a perceptionis the perception of despair. However, if the universe is meaningful (if, in terms of Christian theology, God exists), if the individual is receptive of transcending his/her physical existence, then the perception of hope is made possible. By examining the theoretical and empirical literature it becomes evident that attempts hav e been made to define and understand hope from the 1960s onwards. Lynch (1965) described the spiritual view of hope. Writing in the position of a Reverend and as someone who had ministered to many people in times of distress, he suggested that hope comes close to being the very centre of man. Stotland (1969), writing from a psychological perspective, indicated that even though there was an awareness of the role hopefulness plays in everyday life, the subject had not been fully introduced into the mainstream of psychology and psychiatry. Hope in adolescents In the 1980s, studies were conducted to define hope in specific groups (Hinds, 1984 DuFault and Martoocchio, 1985 Owen, 1989) and Miller (1983) carried a review of the relevant literature in order to describe hope (and inspiring hope). Hinds (1984) attempted to define hope in adolescents. She interviewed 25 adolescents, eight of whom were inpatients, and 17 were termed well. While Hinds describes the demographic details of her sam ple (e.g. age range, sex) she does not state the criteria used to describe an interviewee as well other than that they attended a learning centre for secondary education in addition, she does not explain how the interviewees were selected. Hinds (1984) then describes using grounded theory methodology and the data reduction technique of Glaser and Strauss (1967) to induce a construct definition of hope, stating hope is the degree to which an adolescent believes that a personal tomorrow exists. Furthermore, Hinds argued that this belief spans four hierarchical levels, from lower to higher levels of believing (Table 2). Unfortunately, Hinds fails to make any statements concerning how she attempted to establish the credibility of her findings. Hope in patients with cancer DuFault and Martoocchio (1985) collected data over a 2-year period from 35 elderly patients with cancer, then collected similar data over a further 2 years from 47 terminally ill patients of various ages. This study i

Necessity of Soft Skills for Professionals

Necessity of light Skills for Professionals tardily Skills are Smart Skills Necessity of gentle Skills for LIS Professionals in this Twenty First CenturyAbstractChanging the users awareness and the technology developed in this Twenty First Century, program library Professionals required to insert new services, based upon user interest. Managing and running this current century library, professionals have a highly specialized job. So LIS professionals should be required multi-talented and multi-fold personalities. To reach the succeeder and adding new variety of services in their libraries, this paper will helps to LIS professionals through Soft Skills.Various skills requisite to change by reversal a candid leader. In Library concept, if you become a good Librarian you should have Library Professional Skills, Managerials Skills and Soft Skills. This paper describes the necessity of crackers skill for library professionals. And it listed out the list of soft skills which are e ssential to survive effectively. Through this paper, we recommend all the library professionals must acquire and execute soft skills in order to better the publication of their Library.Keyword Library Science, LIS Professionals, Soft Skills, Twenty First Century Libraries, Librarianship.Professional skills may help to get your Job, But Soft skills can extend to you a good Librarian.IntroductionLIS professionals need continuous grooming by new skills. Then only they become obsolete in this fast changing environment. Soft skills, becoming strategic at the middle level of library management. Library professionals have to be effective in oral, written an e-communication with their patrons, colleagues and managers, This soft skills will make them more effective to promote their library product and services through marketing. And thus this will help them to show their value to the parent organization. They overly need good interpersonal and networking skill to interact with users and effectively collaborate with their colleagues. There is also a growing realization that libraries and information service play important social and community function. Thus, social and community building skills are useful for information professionals- both for community of colleagues (Abdus Sattar Chaudhry Christopher S.G. Khoo).DefinitionTechnical professionals in various disciplines such(prenominal) as information technology, engineering, architecture, and re attend and development are increasingly required to broaden their skill sets to master the so-called soft skills. Soft skills, as outlined by Wikipedia, are the cluster of personality traits, social graces, facility with language, personal habits, friendliness, and optimism that mark people to varying degrees. Soft skills complement hard skills, which are the adept requirements of a job.Set of SkillsThere are various types of skills that can be acquired. These skills are categorized under Sets based on their nature. There are volt types of Sets of skills (Vidya V. Hanchinal. 2014) grueling Skills certificates acquired through completing a formal education e.g.CertificatesTechnical Skills abilities essential to perform a particular job e.g. employability skillsProfessional Skills expertise in professional knowledge, e.g. teaching skills,corporate skills.Life Skills enriching the innermost qualities like peace of mind, concentration,positive energy levels, etc. E.g. Yoga, Meditation, Mind Power.Soft Skills a sociological term for a persons EQ (Emotional Intelligence Quotient) which refers to the cluster of personality traits, social graces, communication, ability with language, personal habits, friendliness, and optimism that mark each of us in varying degrees. Gupta Rajat(2012).To differentiate clearly between Hard skills, Soft skills and Life skills as any type of job/work/profession/trade requires a set of tasks to be executed. These are hard skills or Core skills. So these skills are basics for s uccess in professional life. Soft skills, prepare us to be acceptable by others, so that virtuoso can attain materialistic and psychometric success in his/her career. And Life skills, prepare us to attain psycho-somatic success (Inner Happiness) in life. Nishitesh and Reddi Bhaskara (2012).All these threesome skills last elevate and refine our personality to greater heights, if one knows how to balance all these skills. The ever changing life style, hybrid cultures emerging management styles, technological revolutions fundamentally require refined sets of skills consisting of Hard Skills(Professional Skills), Soft Skills and Life Skills.Skills Required for the twenty-first Century LibraryThough various skills are required, but the skill involve depend on the role and context of the parent organization As all skills do not relate to everyone, a summarized set of skills under three broad categories of skills, i.e. generic, managerial and professional skills have been listed below. (Fisher 2004). S.P. Singh Pinki (2009) (Fouire 62-74) (Oldroyd 3045-49697899 Sridhar 141-149) TFPL Skill Set)Generic skillsManagerial skillsProfessional skillsCommunication skill local and global thinking study technology skillsFlexibilityPlanning and organizational skillsa. Hardware/ software and networking SkillsAdaptabilityFinancial management skillsb. MS-Office suiteAssertivenessa. Fundraisingc. Power meridian etc.Self-confidenceb. Skillful use of financial resourcesd. Library automationCreativityc. Accounting and auditing skillse. Database creationInnovationManaging changef. InternetAnalytical skills team up buildingg. Intranet skillProblem solvingDecision makingh. Scanning techniquesDecision makingLeadershipi. Networking skillsService attitudeNegotiation skills* On-line search enginesCustomer relationshipConsumer management skills* On-line databases searchImproving ones learning and experiencea. User need analysisj. Desktop printPresentation skillsb. Information seekingk. C ontent developmentStress managementc. Behavior analysisl. Digitization term managementProject managementm. sack up based servicesInterpersonalPeople managementn. Virtual learningGroup skillsStress managementInformation literacyWorking with difficult peopleTime managementTechnical professional skillsResource managementa. Information resource managementb. E- serial managementc. Metadata standardsd. Standardse. System developmentKnowledge management5Traditional skills plug-in No 1 Required Skill for 21st Century LibrarySoft SkillsEach one of us is endowed with two Kinds of Skills. Hard Skills and Soft Skills. Hard skills are homo tangibles that often find a place in the individual.This soft skill are mostly of complementary nature representing human intangibles. Hard skills are nothing but academic skill that we have picked up in disciplines. Hard skills a can be obtained by instruction books while soft skills cannot be acquired by merely reading books. Although it is difficult to g ive an exhaustive list of soft skills, let us look at the following list proposed by Goeran Nieragden under four headsInteractionSelf-ManagementAttitude AwarenessCompensation strategiesConflict HandlingDecision makingCo-operationLearning willingness renewing toleranceSelf-assessmentEtiquetteSelf-disciplineInterlocutor orientationSelf-marketingTeamwork willingnessStress resistanceCommunicationOrganizationDelegating skillsProblem solving proclivityening skillsSystems thinkingPresentation skillsTroubleshootingList of Essential Soft Skills for Library ProfessionalsFollowing are some of the significant soft skills that are required to become a successful library professional. hearing skills The library professionals must have good listening skills a she/she has to interact with different types of users all the time.Communication skills Command on language, especially English and also regional will improve the communication. A good communication skill also requires understanding people, s elf-confidence which enables to solve the problems with ease.Writing skills The librarians are asked to help in writing research proposal/business proposal/project brood, which requires good writing skills. Today there are many library professionals who are modify to various publications, even in-house also or by sharing information and their experiences through library blogs and websites.Presentation skills The presentation skills are required in report writing, library committee meetings and even in daily work which represents the overall library management.User service To satisfy the information needs of the users is the utmost precession for any library. The library professionals provide various services such as CAS and SDI or other specialized services.Leadership skills Teamwork Library management, especially in a bigger library set up is about team work/exercise. Hence, it is required to have leadership skills to manage and guide the team from time to time, as every subord inate is important for carrying out their work efficiently for smooth running of a library system.Teaching skills Libraries spend huge amounts to procure resources, both print as well as electronic, therefore, it is essential to possess teaching skills, which helps to conduct the information literacy classes effectively.ConclusionSoft skills, becoming impartant of Library professionals in this 21st Century. A current century internet provides more exercise of this Softskills. The overlap in soft skill development and best practices across disciplines needs the Library Science course institutions have to think how to teach soft skills effectively. This paper presents and briefly mentioned variety of soft skills likely to be significant importance to LIS professionals. If we bag to learn beginning from library science study itself, the huge difference will be there to execute their work environment. Of course, more and more sophisticated methods need to implement this soft skills to library studies. Through this paper, we request to add soft skill training to all library and information courses curriculams.ReferencesAbdus Sattar, Chaudhry., Christopher, S.G. Khoo.(2008). Trend in LIS Education Coverage of Soft skills in Curricula. Journal of Librarianship and Information Studies, 66,1-13.Goeran Nieragden, (2000). The Soft Skills of Business English, The Weekly September 2000. http//www.eltnewsletter.com/back/September2000/art282000.htm Accessed on (Dec- 2014).Gupta Rajat (2012). Soft Skills Tools for conquest, Yking Books, Jaipur, P.4Nishitesh and Reddi Bhaskara (2012).Soft Skills and Life Skills The Dynamics of Success, BSC Publishers and Distributors, Hyderabad, P.16Vidya V. Hanchinal (2014).Developing Leadership Qualities in Librarians through Soft Skills, Episteme an online interdisciplinary, multidisciplinary multi-cultural journal,6 (4).Sridhar (2000), Skill Requirements of LIS Professionals in the New E-World, Library Science with a Slant to Document ation and Information Studies, 36.(3) Pp.141-149.TFPL Skills Set Knowledge and Information Management Skills toolkit. http//skillstoolkit.tfpl.com Access on (Dec- 2014).Fisher (2004). Workforce Skills Development The Professional Imperative for Information Services in the United Kingdom. Australian Library and Information Association 2004 Biennial Conference. Sydney, 19 June 2004.S.P. Singh Pinki (2009). New Skills for LIS professionals in Technology-Intensive Environment. ICAL 2009 CHANGE MANAGEMENT, Pp.331 -336

Compare and contrast the ways In which Grace Nichols represents The Ess

Compargon and contrast the ways In which Grace Nichols represents The stem turn of striverry in her poems I attack back and wampumpeag cane.The two poems written by Grace Nichols are similar because both ofthem are roughly slavery. But they are very different in some ways likeI coming back is about initiateting revenge and scratch line cane is about thesuffering of slaves. The styles of the poems are different from eachother. This essay will try to explore these poems similarities anddifferences.The two poems content is different but their lawsuit is the same.The subject is about slavery but they are written in different ways.I coming back is about a slave charr who wants to take revenge onher master while she is financial support and, when she Is dead by the help ofher spirit or ghost. She wants to terrorise her master while she isliving and haunt him with her spirit or ghost when she is dead. She isshown as a powerful figure that wants to take revenge on her masterfor trea ting her as a slave and an animal. She is very threateningagainst her master this is shown when she saysBone in yuh throatAnd laugh in yuh skullI coming back. (L 17-19)Only this sentence shows how threatening the poems could be. She hasused some(prenominal) threatening phrases another one could beBall-a-fireA skinless higueI coming back. (L 11-13)She is very repetitive on saying I coming back. This could mean sheis penetrating on getting revenge.Sugar cane describes the slave as a worn harmless person. Also inher poem she describes the kind of diseases the slave get and how. Shealso describes the slave as a person who cant control his life and iscontrolled by the master. In sugar cane the slave is shown as a weakpe... ...ole.Some Creole expressions are vivid and conciseand have no equivalent English.Grace Nichols said this in her introduction. She means that Creole isused for fierce things that is why it is more obvious in I comingback then sugar cane. I coming back is more fie rce than sugarcane that is why it is more obvious in I coming back.ConclusionThe poem has many differences and similarities although the samewriter writes them. I think they are more differences thansimilarities. I think I coming is more alive and vivid of the two.Sugar cane is more descriptive but sad. I coming back is morerevengeful and violent. I coming back is more repetitive and haslimited number of lines per stanza and it uses more Creole. Sugarcane has more avatar and it uses folklore characters. Thecontents of the poems are different.

Anthropological Feminism in The Piano :: Feminism Feminist Women Criticism

anthropological Feminism in The flaccid There is a moment in The Piano when the crazed husband takes an axe and chops off his wifes finger. We do not play the awful blow, but both times I watched the fill the audience gasped and a few women hurried from the theater. It is a disturbing but crucial scene, the completion of a sado-masochistic screenplay which has been condemned by some as harmful to women and welcomed by others as an weighty feminist work. Critics have been more nearly unanimous in their flattery for The Piano, and for writer and director Jane Campion. A New Zealander, Campion make two former low budget films with relatively unknown actors which attracted little notice and piddling audiences. But their quirky originality established her reputation among film cognoscenti. The Piano, by contrast, is both an amaze artistic achievement and a major motion picture. Featuring Holly Hunter and Harvey Keitel, it has made Campion an overnight celebrity. She is being hai led as a natural and original film maker, and no doubt she is. Campion was also trained as a social anthropologist, however, and that training -- particularly the work of Levi-Strauss -- has had a profound impact on her directorial imagination. More than just a spectacular period piece or a feminist tract, The Piano is an anthropological excursion into the 19th century. And for Campion herself, it attach a shift from ethnography to fable-making. Campion as Ethnographer Campions first mystical film, Sweetie, was more clinical case history than screenplay. If it fails as a movie, it can be recommended as an instructional film for family therapists. Sweetie, the beloved daughter who turned out(a) badly, is a greedy, impulse-ridden woman who constantly discomforts her family. Fat, if not morbidly obese, she is an unattractive personality in an unappealing body -- repulsive to conventional movie audiences. Fellini, fascinated by the grotesque, often gave such ugliness cameo roles i n his films. But it is difficult to imagine whatsoever commercial film maker, even Fellini, choosing someone so utterly missing in glamour, so completely unphotogenic, as heroine. There can be no doubt, however, that this was Campions conscious aesthetic choice, for we see traces of the same kind of ugly choices in her two subsequent films. Campion is interested in Sweetie for all of the anthropological reasons that would repel an escapist movie audience and makes no effort to ornament her.Anthropological Feminism in The Piano Feminism Feminist Women CriticismAnthropological Feminism in The Piano There is a moment in The Piano when the crazed husband takes an axe and chops off his wifes finger. We do not see the awful blow, but both times I watched the film the audience gasped and a few women hurried from the theater. It is a disturbing but crucial scene, the culmination of a sado-masochistic screenplay which has been condemned by some as harmful to women and welcomed by othe rs as an important feminist work. Critics have been more nearly unanimous in their praise for The Piano, and for writer and director Jane Campion. A New Zealander, Campion made two previous low budget films with relatively unknown actors which attracted little notice and small audiences. But their quirky originality established her reputation among film cognoscenti. The Piano, by contrast, is both an astonishing artistic achievement and a major motion picture. Featuring Holly Hunter and Harvey Keitel, it has made Campion an overnight celebrity. She is being hailed as a natural and original film maker, and no doubt she is. Campion was also trained as a social anthropologist, however, and that training -- particularly the work of Levi-Strauss -- has had a profound impact on her directorial imagination. More than just a spectacular period piece or a feminist tract, The Piano is an anthropological excursion into the 19th century. And for Campion herself, it marks a shift from ethnograp hy to fable-making. Campion as Ethnographer Campions first esoteric film, Sweetie, was more clinical case history than screenplay. If it fails as a movie, it can be recommended as an instructional film for family therapists. Sweetie, the beloved daughter who turned out badly, is a greedy, impulse-ridden woman who constantly discomforts her family. Fat, if not morbidly obese, she is an unattractive personality in an unappealing body -- repulsive to conventional movie audiences. Fellini, fascinated by the grotesque, often gave such ugliness cameo roles in his films. But it is difficult to imagine any commercial film maker, even Fellini, choosing someone so utterly lacking in glamour, so completely unphotogenic, as heroine. There can be no doubt, however, that this was Campions conscious aesthetic choice, for we see traces of the same kind of ugly choices in her two subsequent films. Campion is interested in Sweetie for all of the anthropological reasons that would repel an escapist movie audience and makes no effort to prettify her.

Benjamin Franklin Essay -- Biography Biographies Bio

Benjamin Franklin was born on Milk Street in Boston on January 17th, 1706. His father was Josiah Franklin, a atomic number 48 and soap maker. His mother was Abiah Folger and she was Josiahs second wife. Benjamin Franklin was the youngest son of 17 children. Benjamin attended Boston Latin School for two years but did non graduate because of lack of money however he continued his education by reading swell quantities. His parents wanted him to go into the church, however at mount up 10 his schooling ended and he worked for his father until he was 12, when he became an apprentice printer for his brother James. When Benjamin was 15 his brother created the New England Courant which was the premier(prenominal) independent newspaper in the colonies. Benjamin was not allowed to write for the paper so he invented a pseudonym of Mrs. Silence Dogood, these letter were published and became a subject of conversation around town. When his older brother, James, discovered that these letter bel onged to Benjamin he has not happy. Benjamin Franklin left his apprenticeship without permission and became a fugitive. At 17 Franklin ran away to Philadelphia seeking a new start, at his arrival he worked in a few print shops in town. He was the convinced to go to London by Sir William Keith who supposedly wanted to start a new newspaper, however this was untrue. Franklin worked in London as a compositor in a printers shop and then returned to Philadelphia in 1726 with the help of a merchant who gave Franklin a position as clerk, shopkeeper and bookkeeper in his merchant business. In 1727 at the get along with of 21 Benjamin created the Junto, this was a group of aspiring artisan and tradesmen who wanted to improve themselves as they improved their community. The members of the Ju... ...s. He sailed into British waters and had a great fight against the British, eventually two proud British ships surrendered and they were taken to French waters as American prices. He conducted the affairs of the United States with great success, he was able to secure a military alliance in 1778 and was able to negotiate the Treaty of Paris, and this led to the end of the American Revolutionary war. He remained in Paris until 1785 having accomplished what he was sent there to do. When Benjamin Franklin returned to America in 1785 his position as the champion of American Independence was second precisely to George Washington. He is the only founding father who signed all four of the major documents of the founding of the United States these are the Declaration of Independence, the Treaty of Paris, the Treaty of adhesion with France and the United States Constitution.

The Truth About Serial and Mass Murders Essay -- different police prof

A murderer is a murderer. There is no doubt about it, a person like that deserves to be penalise for the crime they committed. However, not every killer is the same there ar some who are draw murderers who go on killing rampages for reasons of their own, and accordingly there are the serial killers that love to kill people because it makes them feel some sort of emotion. People often mistake these killers as one and the same, but in reality they are completely different in the ways they are profiled by the police, how they commit their murders and the effect they have on the community and the nation.Granted portion and serial murders are both killers, the police profile them differently. Even though they each have a different style of killing, both serial killers and mass murderers follow patterns. In an article written by R.M and S.T. Holmes they say that the mass murderer is perceived as a demented, mentally ill person. As the quote in the book says Prendergast was obviously mentally ill as are most other mass murderers. In the book, The urticate in the light City, Larson says that Holmes was warm and charming and talkative, he touched the women with a familiarity that while perhaps back at home would have been offensive, now seemed quite alright in the new city of Chicago (Larson, 245). R.M and S.T. Holmes observe that serial killers give themselves no discernible traits form the other people in society they walk into the lives of many, invited then fatally dispatched with little concern. Just like Larson said Holmes invited himself into the lives of many, and while he may have stood out in the way he touched them, Im original it wasnt a big factor because this was the beginning of a new era and younger people were behaving with mo... ...is committed, it is tragic, no matter the type of killer, but it is burning(prenominal) to know the difference between a mass and serial murderer. Figuring out their patterns can possibly help the law enforcers ca tch them before things define out of hand. It can also help police understand what makes the murderers the way they are, so the police can possibly stop the things that trigger tem to become the killers that they are. These murderers are different because of the way they the police see them, the way they kill their victims and the way they scare they community and the nation.Works Cited Holmes, R. M., and S. T. Holmes. (n.d.) n. pag. Rpt. in Federal Probation. 1st ed. Vol. 56. N.p. n.p., n.d. 9-53. Ebsco Host. Web. 21 Feb. 2013.Larson, Erik. The Devil in the White City Murder, Magic, and Madness at the Fair That Changed America. New York Crown, 2003. Print.

Greek Tragedy :: essays papers

Greek TragedyThe tragedy was a large part of peoples lives in ancient Greece. Tragedies became prominent long before Christ was born. A tragedy, or goat-song, usually were seen during festivals in ancient Greek times. Tragedies gradually increased in seriousness until they were given utmost importance. Greek tragedies began at a festival in honor of a god, there were three great sad authors, and all tragedies include a tragic situation.Greek tragedies began at a festival in honor of Dionysius, who was the god of wine. At the early festivals, drinking, quarrels, and sexual activity occurred frequently. Later on, tragedies gained much more respect and were taken very seriously. The plays dealt with mans relationship with god(s). These plays also dealt with a specific instance of life. The choir wore goat-skins and served a great purpose in the tragedies, themselves. Thespis, the father of the tragedy, created an actor who talked with the leader of the chorus to further make the imp ortance of the chorus seen. In Greek tragedy, three masters were paramount. They were Aeschylus, Sophocles, and Euripides. These three playwrights all wrote for the festivals of Dionysius, but none of the three were alike. Aeschylus writes about Athenian power, arrogance, and ancient rule. Sophocles accepts the gods as the way they are. He does not believe in the violation of cosmic order. Euripides questions spirit. He also faults the old way of doing things.Every tragedy has a tragic situation in which the tragic hero finds himself. There are two basic tragic situations. The most common situation is a man between two collide principles. Every situation results in sorrow and suffering for the protagonist, or tragic hero. Creon is the tragic hero who suffers dearly for his situation. A choice is imperative to a tragic situation. In tragic situations, a conclusion must be made, or has already been made, which results in suffering for the hero.