Mabalacat Pampanga Essay Example for Free

Mabalacat Pampanga Essay Is a former municipality, the third city in Pampanga converted because of a referendum on July 21,2012. According to the last 2010 consensus, Mabalacat has a population of 215,610 people. Economy and Livelihood -Mabalacat is a major transportation hub here in Pampanga connecting NLEX, SCTEX , and the McArthur Hi-Way. -Mabalacat is a highly urbanized city. It consists of different business establishments. A lot of this includes iron works, ceramics, car accessories and different hotels and restaurants. -Mabalacat also gets some tax contributed income from the Clark Freeport Zone. -Delicacies include tocino del cielo and pastillas. Cultural Profiles: Festivals: Caragan Festival: This is a Festival in Mabalacat which the Mabalacat people celebrates its roots and ancestry and to honor the town’s first Aeta chieftain. City Fiesta: Every February 2, the city Fiesta is celebrated in honor of the statue of a Virgin Mary with a baby Jesus on her lap that was found by Cabezang Laureanas workers, This statue was presented to Caragan as a gift by Padre Maximilian Manuguid, the priest of early Mabalacat church. Customs -Mabalacat people are religious and diligent. They put the family time and church activities as one of their priorities. -Mabalacat people follow the holy week traditions carefully and still practices Penitensya.* *as cited by residents Traditions -Mabalacat people still follows pastorella, even though all other places in Pampanga have stopped celebrating it. -Mabalacat people majority still follow the â€Å"penitensya† during the Holy Week. -People of Mabalacat always spend quality time with each other especially family. -The People of Mabalacat has a family first kind of principle.* *as cited by Residents. Prominent Local Figures: Mayor MORALES, BOKINGVice-Mayor HALILI, CHRISTIANLydia de Vega a famous runnerMelanie Marquez is a former beauty queen and model who won the 1979 Miss International beauty pageant.Joey Marquez is an actor and politician.

Paul the apostle :: essays research papers

INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  John Wycliff was a theologian and early proponent of reform in the Roman Catholic Church during the 14th century. He initiated the first translation of the Bible into the English language and is considered the main precursor of the Protestant Reformation. Wycliff was born at Ipreswell, Yorkshire, England, between 1320 and 1330. He died at Lutterworth December 31, 1384.   Ã‚  Ã‚  Ã‚  Ã‚  John Wycliff’s family was of early Saxon origin, long settled in Yorkshire. In his day the family was a large one, covering a considerable territory. 1324 is the year usually given for Wycliff's birth. Wycliff probably received his early education close to home. It is not known when he first went to Oxford, with which he was so closely connected till the end of his life.   Ã‚  Ã‚  Ã‚  Ã‚  He was at Oxford in about 1345, when a series of illustrious names was adding glory to the fame of the university, such as those of Roger Bacon, Robert Grosseteste, Thomas Bradwardine, William of Occam, and Richard Fitzralph. Wycliff owed much to Occam. He showed an interest in natural science and mathematics, but applied himself to the study of theology, ecclesiastical law, and philosophy. Even Wycliff’s opponents acknowledged the keenness of his dialectic. Wycliff’s writings prove that he was well grounded in Roman and English law, as well as in native history. A family whose seat was in the neighborhood of Wycliff's home, Bernard Castle, founded Balliol College, Oxford to which Wycliffe belonged, first as scholar, then as master. He attained the headship no later than 1360. When he was presented by the college (1361) with the parish of Fylingham in Lincolnshire, he had to give up the leadership of Balliol, though he could continue to live at Oxfor d. His university career followed the usual course. While as baccalaureate he busied himself with natural science and mathematics, as master he had the right to read in philosophy. More significant was his interest in Bible study, which he pursued after becoming bachelor in theology. His performance led Simon Islip, Archbishop of Canterbury, to place him at the head of Canterbury Hall in 1365. Between 1366 and 1372 he became a doctor of theology. In 1368 he gave up his living at Fylingham and took over the rectory of Ludgershall in Buckinghamshire, not far from Oxford, which enabled him to retain his connection with the university.   Ã‚  Ã‚  Ã‚  Ã‚  It was not as a teacher or preacher that Wycliffe gained his position in history; this came from his activities in ecclesiastical politics, in which he engaged about the mid-1370s, when his reformatory work also began.

Barriers, challenges, and strategies Essay

Most clinical health care workers are aware that achieving the paradigm of evidence-based practice (EBP) is the gold star standard that one strives for in his/her clinical practice. EBP is expected of healthcare clinicians and has become a synonym for quality care both by the institution of healthcare and its consumers (Brim & Schoonover, 2009). This essay will define EBP for nurses. The barriers, challenges and strategies to implementing evidence-based nursing practice (EBNP) will be discussed with reference to relevant and authoritative literature. As well, the relevance and the links that EBNP has with the clinical area of Intensive Care will be discussed. EBP is the integration, by clinicians, of clinical expertise which is meticulous, explicit and uses current clinically appraised professional knowledge (Eizenberg, 2011; Kenny, Richard, Ceniceros, & Blaize, 2010). EBP accommodates patient preferences, views and values; while also guiding, supporting, validating and answering health care workers clinical judgements, practices, and questions (Eizenberg, 2011; Kenny et al., 2010; Matula, 2005; Wolf, 2005). EBP is a process of asking a clinical question; searching for clinical evidence; critically appraising this evidence and then expertly integrating this evidence with patient’s values, views and preferences; evaluation of how the changes to practice have had on outcomes; and finally disseminating the results that the EBP or change had on patient outcomes (Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2010). The definition of EBP and EBNP and the implementation of EBNP appear to be straightforward and easily accomplished; however, EBNP implementation is far removed from being easy (Brim & Schoonover, 2009; Cullen, Titler, & Rempel, 2011; Eizenberg, 2011; Kenny et al., 2010; Tolson, Booth, & Lowndes, 2008). Nursing research has uncover ed numerous challenges and barriers which the implementation of EBNP faces. These challenges and barriers can be classified as a research, a clinician, an organisational, a nursing professional barrier, and not least patient barriers (Fernandez, Davidson, & Griffiths, 2008; Gerrish et al., 2011; Hutchinson &Johnston, 2006; Ross, 2010). Eizenberg (2011), Gerrish et al. (2011), and Ross (2010) found that nurses face research and clinician barriers that include not having the time, skills and knowledge to critically critique and/or synthesise research literature, unable to effectively use and search databases electronically, hold negative views toward research and feel research is too complex, as  well research at times is not clear on how to implement the findings and findings can be contradictory. Due to these barriers, nurses tend to rely on synthesised evidence such as evidence-based protocols, policies and procedures (Gerrish et al., 2011). Eizenberg (2011) and Gerrish et al. (2011) also found that nurses prefer to acquire information through third parties such as their colleagues, the workplace, through patient care experience, and the knowledge they received from their nursing education. Eizenberg (2011) found that the organisation is the greatest factor in successful EBNP implementation. The organisation controls access and the budget to and for evidence resources such as computers with internet access, a well-equipped library, and access to educational opportunities in EBNP procedures and theory (Eizenberg, 2011). The barrier of not having the authority to change a nursing practice also lies with the organisation – a nurse may have the necessary research knowledge and experience to effectively change practice but cannot implement practice change due to the organisation not giving him/her the authority to instill change (Eizenberg, 2011). Few nursing staff members are given the opportunity to participate in the development of evidence-based policies and procedures; therefore, most nurses are not engaged to support EBP. Ross (2010) further found organisational barriers such as the organisation giving priority to other goals (for example excess sick leave) over EBNP, the organisation may perceive that the staff are not ready or willing to implement EBNP, and that the organisation believes EBNP is unachievable. These organisational barriers prevent EBNP being accomplished and to the greater extent of not being implemented. A barrier of nursing profession relates to the medical dominance of healthcare; as such, nurses are not afforded the power, authority, autonomy and respect from colleagues for nursing practice that the status of being a profession decrees (Brim & Schoonover, 2009; Eizenberg, 2011; Gerrish et al., 2011). A further nursing profession barrier is it can be difficult to instill enthusiasm or information about an EBNP if turnover is high; there is a shortage of experienced nurses; and support from colleagues is lacking (Gerrish et al., 2011; Mark, Latimer, & Hardy, 2010). Due to high turnover and staff shortages, nurses are unable to leave the bedside and have limited time to participate in EBNP projects such as journal clubs, or to attend training in EBP, PICO  (Population/Intervention/Comparison/Outcome), and database searches (Brim & Schoonover, 2009; Brown, Johnson, & Appling, 2011). Nurses, as Kenny et al. (2010) found were hesitant to change their practice if the change would perceivably increase an already heavy workload. Brim & Schoonover (2009) found that some nurses believed EBNP to be an optional course of action as they were never shown a clear direction of what EBNP is essential to nursing and his/her practice. One of the main premises of EBNP is that the evidence and the v alues and beliefs of the patient/s are synthesised together to form an EBNP which is foremost favourable for a positive outcome for the patient/s (Fernandez et al., 2008). Such factors as treatment, travel, and prescription costs; denial of diagnosis; inadequate knowledge level of disease and strategies to decrease risk factors; lack of social support; and cultural issues can all potentially become barriers to implementing an EBNP for a patient or patients (Fernandez et al., 2008). The high acuity of an intensive care unit (ICU) patient significantly affects a nurse’s ability to search a database for answers (Brim & Schoonover, 2009; Kenny et al., 2010). An answer to a question is usually needed immediately or momentarily; therefore, ICU nurses rely on experience, colleagues, and knowledge of evidence-based policies, procedures and guidelines (Eizenberg, 2011; Gerrish et al., 2011). I know I rely heavily upon in-services, experience, and speaking with the ICU Clinical Nurse Educators and Nurse Educators who will do a literature search to acquire information or answers to a question I have posed – but once again this evidence/information h as been synthesised by others and is third hand and I have not fully practiced EBN (Eizenberg, 2011; Gerrish et al., 2011). To try and challenge this barrier I do try and read the clinical information the educator obtained at a later date – usually at home or on a break. Strategies to overcome these challenges and barriers abound from EBP and EBNP journal articles and books. Some of the leading strategies are for the organisation to fully support EBNP through infrastructure, strong leadership from nurse managers and/or advanced practice nurses, and by ensuring a context in which EBNP can flourish (Gerrish et al., 2011; Tolson et al., 2008). The infrastructure needs to provide access to a computer which can access online databases. Infrastructure needed to be in place includes a staffed evidence based nursing library with a librarian able to educate nurses on the process of  EBNP (Pochciol & Warren, 2009). The added challenge is to have EBNP info accessible to the nurse at the patient’s bedside (Pochciol & Warren, 2009). Nursing leaders need a Master’s degree or above, as studies show that leaders with these credentials read and implement more research literature; are more confident; and they consider themselves more competent in supporting others through the EBNP process (Eizenberg, 2011; Gerrish et al., 2011). Leaders, as suggested by Cullen et al. (2011), hold the responsibility to provide support; to build, to create, and maintain an organisational culture that has the capacity to support EBP at both a clinical and administration level. Leaders must be given the power, authority, and support to introduce change – without this authority change cannot occur (Eizenberg, 2011). Scholars agree that if EBNP is to succeed and be sustainable nurses need to be educated and mentored on the implementation process of EBNP (Brim & Schoonover, 2009; Brown et al., 2011; Eizenberg, 2011; Gerrish et al., 2011; Pochciol & Warren, 2009; Ross, 2010; Tolson et al., 2008). EBNP education of nurses needs to begin at orientation to the hospital and is essential that this education is continually built upon and supported with extra education given to nurse managers, educators and advanced practice nurses (Pochciol & Warren, 2009 & Tolson et al, 2008). Ross (2010) suggests nurses information literacy be improved to ensure nurses are able to practice EBN. Information literacy is the ability to competently recognise, locate, and evaluate the fundamental information required at a given point (Ross, 2010). The ICU, where I am employed, has undergone significant changes to the staff and managerial side of the unit. At one point the Clinical Nurse Specialists ratio decreased to less than 5% of nursing staff and there was not a permanent full time Clinical Nurse Consultant. Without the necessary support acquired from these roles the education of ICU nurses and the implementation of new practices, policies and procedures decreased significantly. These barriers significantly halted EBNP from occurring in the ICU as there were very few highly educated leaders available to support EBNP. As suggested by Eizenberg, (2011), Gerrish et al. (2011), and Cullen et al. (2011), educated leaders and managers are needed to keep and instill EBNP to an institution. To obtain Magnet Status hospitals must ensure that EBNP is in place, is supported, and is sustained by the organisation (Brown et al., 2011). To procure nurse  interest in EBNP, and maintain Magnet Status, some hospitals have linked participation in EBNP to clinical ladder advancement and a monetary reward in the form of a wage increase with advancement up the ladder (Whitmer, Aver, Beerman, & Weishaupt, 2011). To hold their position on the clinical advancement ladder the nurse must show, yearly, that he/she is supporting, or implementing, or participating in EBNP within the setting they are employed (Whitmer et al, 2011). The benefits of practicing EBN includes: patients ability to access effective evidence based treatment information; facilitates consistent improvement, through decision making, to healthcare systems; facilitates decisions based on up-to-date evidence and technologies; and reduces variances in nursing care from one nurse to another – standard and competencies are evidence based and consistent; through evidence based competencies the professional status of nursing is elevated to higher heights (Gerrish et al., 2011; Eizenberg, 2011). In conclusion, the challenges/barriers, barrier strategies, and benefits of EBNP has been discussed. Little discussion on EBNP within an ICU was attempted as the ICU nurses face the same situations, challenges/barriers, strategies and benefits as nurses in other areas of healthcare (Sciarra, 2011). Nurses must be given organisational support, education and knowledge needed to participate proficiently in EBNP. References Brim, C. B., & Schoonover, H. D. (2009). Lessons learned while conducting a clinical trial to facilitate evidence-based practice: the neophyte researcher experience. The Journal of Continuing Education in Nursing, 40(8), 380-384. DOI: 10.3928/00220124-20090723-06 Brown, C. R., Johnson, A. S., & Appling, S. E. (2011). A taste of nursing research: an interactive program, introducing evidence-based practice and research to clinical nurses. Journal for Nurses in Staff development, 27(6), E1-E5. DOI: 10.1097/NND.0b013e3182371190 Cullen, L., Titler, M. G., & Rempel, G. (2011). An advanced educational program promoting evidence-based practice. Western Journal of Nursing Research, 33(3), 345-364. DOI: 10.1177/0193945910379218 Eizenberg, M. M. (2011). Implementation of evidence-based nursing practice: nurses’ personal and professional factors? Journal of Advanced Nursing, 67(1), 33-42. DOI: 10.1111/j.1365-2648.2010.05488.x Fernandez, R. S., Davidson, P., & Griffiths, R. (2008). Cardiac rehabilitation coordinators’ perceptions of patient-related barriers to implementing cardiac evidence-based guidelines. Journal of Cardiovascular Nursing, 23(5), 449-457. Gerrish, K., Guillaume, L., Kirshbaum, M., McDonnell, A., Tod, A., & Nolan, M. (2011). Factors influencing the contribution of advanced practice nurses to promoting evidence- based practice among front-line nurses: findings from a cross-sectional survey. Journal of Advanced Nursing, 67(5), 1079-1090. DOI: 10.1111/j.1365-2648.2010.05560.x Hutchinson, A. M., & Johnston, L. (2006). Beyond the BARRIES Scale: commonly reported barriers to research use. Journal of Nursing Administration, 36(4), 189-199. Kenny, D. J., Richard, M. L., Ceniceros, X., & Blaize, K. (2010). Collaborating across services to advance evidence-based nursing practice. Nursing Research, 59(1S), S11-S21. Mark, D. D., Latimer, R. W., & Hardy, M. D. (2010). â€Å"Stars† aligne d for evidence-based practice. A TriService initiative in the Pacific. Nursing Research, 59(S1), S48-S57. Matula, P. (2005). Evidence-based practice at the bedside: Igniting the spirit of inquiry. The Pennsylvania Nurse, Dec, 22. Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). The seven steps of evidence-based practice. Following this progressive, sequential approach will lead to improved health care and patient outcome. The American Journal of Nursing, 110(1), 51-53. Pochciol, J. M., & Warren, J. I. (2009). An information technology infrastructure to enable evidence-based nursing practice. Nursing Administration Quarterly, 33(4), 317-324. Ross, J. (2010). Information literacy for evidence-based practice in perianesthesia nurses: readiness for evidence-based practice. Journal of PeriAnesthesia Nursing, 25(2), 64-70. DOI: 10.1016/j.jopan.2010.01.007 Sciarra, E. (2011). Impacting practice through evidence-based education. Dimensions of Critical Care Nursing, 30(5), 269-275. DOI: 10.1097/DCC.0b.013e318227738c Tolson, D., Booth, J., & Lowndes, A. (2008). Achieving evidence-based nursing practice: impact of the Caledonian development model. Journal of Nursing Management, 16, 682-691. DOI: 10.1111/j.1365-2834.2008.00889.x Whitmer, K., Aver, C., Beerman, L., & Weishaupt, L. (2011). Launching evidence-based nursing practice. Journal for Nurses in Staff Development, 27(2), E5-E7. DOI: 10.1097/NND.0b013e31820eefd2 Wolf, Z. R. (2005). Clinical challenges and evidence based nursing practice. The Pennsylvania Nurse, Dec, 20.

Understanding the French Expression Pas Mal

The French expression pas mal (pronounced pah-mahl) is a handy phrase to know because you can use it in a variety of ways in casual conversation. Literally translated, it means not bad in English and can be used to respond to common questions such as  Ãƒ §a va? or  comment allez-vous? But pas mal  can also be used as an exclamation of approval, along the lines of nice job, way to go!   Theres also another, completely different way to use pas mal: in reference to a fair amount/number or quite a bit of something. It can be used with nouns, in which case it must be followed by de, as well as with verbs. Note that there is no  ne to go with the pas and that de follows the rules of other adverbs of quantity, meaning that even in front of plural nouns its usually de not des.   Examples Tu las fait en dix minutes? Pas mal! You did it in 10 minutes? Not bad / Way to go!Il gagne pas mal dargent. He earns quite a bit of money.Jai pas mal de questions. I have quite a few / a fair number of questions.Nous avons discutà © pas mal didà ©es. We discussed quite a few ideas.Elle a pas mal voyagà ©. She has traveled quite a bit.Vous allez voir pas mal là  -bas. Youre going to see quite a bit over there.