Intimate Apparel Critique Essay - 1123 Words

There are many plays throughout history that tend to grab at the viewers heart as though they were truly on the stage right along with the actors. From the over view of Intimate Apparel it would seem as though it would not be one of those plays. Just from a quick summary of the story, it could be assumed that the play would be one gossip story after another, perhaps even a soap opera type of play. However, through two elements of the set, the scenic design and a combination of the set and theatre, as well as thoroughly thought costumes, Ball State Universities’ production of Intimate Apparel allows the audience to become emotionally intertwined with the play. The set itself, at first glance seems rather plain, there’s a wall, a stage,†¦show more content†¦The red walls were perfect for Mayme who is a strong willed woman, who also happens to be a prostitute for red is a bold and daring color. Yet the color was not a bright red and thus it stuck with the dark colors of the play and time. Not only was the color of the wall a fantastic choice, but also the piano was a nice touch especially because it was in a dark wood. Beyond the actual the physical appearance of the stage, the placing of the audience was also a wise choice for this play. It allowed for many intimate moments between the audience and the cast. When George reads from side to side the letters that are sent to him from Esther, the audience can both see and feel the emotions being acted by George because he is so close to the stage. Not only that but we are even given a bit of foreshadowing when Esther and George sleep together the first night of their marriage and Esther is left holding onto George instead of the two holding on to each other. This slight change in character from the caring George in the letters to the man who gets what he wants and then goes his way is a huge change. Not only that but as an audience we grow to care for every character. We wish the best for both Mrs. Van Buren and Mayme. We want badly for Mrs. Van Buren to have a child or at the very least for her husband to just love her, and then when she tries to kis s Esther we as an audience cannot help bust gasp. Mayme, not so innocent and yet naà ¯ve Mayme, its hard not toShow MoreRelatedEssay on Better Look at the Human Resources Department3087 Words   |  13 Pagesreport 7 Contextual analysis of the company Warwick Model 8 Outer context 8 Inner context 8 Business Strategy Content 9 HRM context 10 HRM content 10 Company Practice – Recruitment 10 The selection process of MAS Holdings 11 Analysis and critique of company practice 12 Recommendation 13 Conclusion 15 Bibliographies 16 Executive summary This report has been done for the requirement as an assignment of the 3rd year Human Resource Management module which was conducted. 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Delano discredits his validity when he says, â€Å"†¦there seemed something so incongruous in the Spaniard’s apparel, as almost to suggest the image of an invalid courtier tottering bout London streets in the time of the plague† suggesting that the captain doesn’t know up from down and therefore doesn’t know surrounding environment (251). If he doesn’t appear toRead MoreDiesel Marketing Mix3906 Words   |  16 Pagesrejected the slavish trend following typical of the fashion industry. He wanted to create the most dynamic and imaginative product available anywhere: he gave his open minded design team broad stylistic freedom, and their mission was to create an apparel line perfect for independent people who follow their own unique path in life and for those style-makers who express their individuality by the way they dress. From the very beginning, Diesels design team, headed by Creative Director Wilbert Das,Read MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesmilked this opportunity! Now it threatened major airlines in many of their domestic routes. However, by 2008, competitors were beginning to counter Southwest’s price advantage. Nike and Reebok were major competitors in the athletic footwear and apparel market. Nike was overtaken by Reebok in the late 1980s, but then Nike surged far ahead, never to be threatened again. What is the secret of Nike’s increasing dominance? Vanguard has become the largest mutual fund company, charging past FidelityRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesAcademy of Management Annals 1 (2008), pp. 315–386; and D. L. Joseph and D. A. Newman, â€Å"Emotional Intelligence: An Integrative Meta-Analysis and Cascading Model,† Journal of Applied Psychology 95 (2010), pp. 54–78. 80. J. M. Conte, â€Å"A Review and Critique of Emotional Intelligence Measures,† Journal of Organizational Behavior 26, no. 4 (June 2005), pp. 433–440; and M. Davies, L. Stankov, and R. D. Roberts, â€Å"Emotional Intelligence,† pp. 989–1015. 81. T. Decker, â€Å"Is Emotional Intelligence a Viable Concept

James Madison Biography - 1028 Words

Like his close friend Thomas Jefferson, James Madison came from a prosperous family of Virginia planters, received an excellent education, and studied law Ââ€"though only informallyÂâ€" and quickly found himself drawn into the debates over independence. In 1776, he became a delegate to the revolutionary Virginia Convention, where he worked closely with Thomas Jefferson to push through religious freedom statutes, among other liberal measures. The youngest member of the Continental Congress, Madison was of smaller than average height for a Virginian of the period; reports have him standing either five feet four or five feet six inches tall. His soft-spoken, shy demeanor was a foil for his brilliant persistence in advocating his political†¦show more content†¦The War of 1812 amounted to a second war of independence for the new Republic and helped to unify the Presidents party. Much of the War of 1812 centered on bloody battles against the Native American tribes, who were aided by the British. In 1814, the British took the nations new capital, torching the White House and other federal buildings. They were finally defeated at the epic Battle of New Orleans by General Andrew Jacksons ragtag army, many of whom were volunteers, including free blacks and slaves and nearly 1,000 French pirates. Although Madison escaped capture, the victories against Tecumseh and at New Orleans revitalized the nation and earned him the esteem of his constituents. Madisons critics, who organized the Hartford Convention to protest his policies, looked like traitors to the victorious nation, and their anti-war criticism further weakened the Federalist Party. Everyone was shocked when the shy and reticent James Madison announced his marriage to the vivacious Dolley Payne Todd, who became one of the most popular and vibrant first ladies ever to grace the White House. Dolley Madison was already familiar with her role in Washington since she had occasionally played t he role of hostess during the Jefferson administration. A beautiful woman who liked to party and to show off her impressive figure, Dolley Madison quickly earned a reputation among conservatives and political enemies, who criticized herShow MoreRelatedBiography of James Madison: The Father of the Constitution Essay991 Words   |  4 Pages James Madison,widely known as the â€Å"Father of the Constitution† was born on March 16,1751 in Port Conway,Virginia. He was born into a wealthy family. His father,James Madison Sir.,gained wealth from inheritance and his mother’s, Kelly Conway, side of the family were also rich as her father made a living by being a tobacco merchant. A surprising fact that,despite coming from a such preposterous family, James was rather ill as a child. 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Although the marriage to John was a happy marriage it was soon brought to an abrupt end when the yellow fever hit; killing Dolley’s husband and younger son. The newly widowed Dolley took many trips into town and soon she caught the attention of Congressman James Madison who fell so madly in love with her. This attraction ledRead MoreJames Madison : Virginian Representative And Father Of The Constitution1174 Words   |  5 Pages Garry Liu American Government 272146 James Madison: Virginian Representative and Father of the Constitution James Madison, the son of a farmer, was nicknamed the â€Å"Father of the Constitution† (Garrett Ward, 2) (Garrett Ward, 2) for his large role in ratifying the Constitution. He was also very well-known for his Federalist ideals which still are followed in our government today. 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Different Perspectives in Psychology Coexist Rather Than Conflict Free Essays

string(155) " the potential for conflict between the cognitive and social constructionist perspectives is revealed in how they view meaning as the object of knowledge\." This paper approaches the topic from a consideration of psychological research in the fields of sex and gender and language. It does so in general terms and avoids discussion at levels of detail. Therefore where a reference is made to specific research the intention is to do no more than exemplify a general principle. We will write a custom essay sample on Different Perspectives in Psychology Coexist Rather Than Conflict or any similar topic only for you Order Now The paper will conclude that different perspectives in psychology do at times co-exist, though complement and conflict are frequent. It will suggest the lack of a decisive answer is a result of the relative immaturity of Psychology as a discipline and a concomitant lack of adequately powerful theories that might serve to unite otherwise disparate perspectives. A consideration of how psychology approaches the study of sex and gender reveals, amongst others, four significant theoretical perspectives that are for the most part quite distinct in terms of their objects of knowledge and consequent methods of analysis. Biological psychology is concerned with explaining the differences between male and female in terms of hormones, genes and brain structure. It is mechanistic, with a strong empirical tradition. Evolutionary psychology attempts to explain differences between sexes in terms of behavioural selection for reproductive fitness. Whilst in large part necessarily theoretical, it embraces empirical methods as a means of testing theories. Social constructionist psychology approaches sex and gender through the study of discourse in various historical, cultural and social contexts and so is hermeneutic. Finally psychoanalytic psychology primarily uses clinical observation and the study of infants to gather evidence of how humans acquire and develop a sense of sex and gender (cited in Holloway et al, 2007, pp. 127ff). (6) The immediate impression from the above is that the scope for complement, conflict or co-existence is not clear-cut. Given that they do not share common objects of knowledge, the hope might be for complementary theories that together contribute to a broad understanding. Certainly the biological and evolutionary perspectives appear complementary at the theoretical level n that both regard biological sex as the determinant of gender and view differences between sexes as biological features that have been selected for during evolution. However, biological psychology attempts to explain differences in male-female psychology in terms of selected physiological characteristics, for example dimorphism in brain structures (cf. Hofman and Swaab, 1991, cited in Holloway et al, 2007, p. 139). On the other hand the evolutionary psychologist would principally argue in favour of selected behavioural characteristics such as differences between male and female sexual attitudes (cf. Clark and Hatfield, 1989, cited in Holloway et al, 2007, p. 146). There is thus an apparent conflict at the level of analysis. It is therefore ironic that evolutionary psychology must perforce co-exist with biological psychology since, given the understandable constraints on its ability to conduct the sorts of empirical investigations that might be wished for (cf. Herrnstein-Smith, 2000, cited in Holloway et al, 2007, p. 173), it is dependent on a certain amount of corroboration from the biological perspective, amongst others (cited in Holloway et al, 2007, pp. 84). (22) Whereas the biological and evolutionary perspectives agree that biological sex lies at the heart of explaining gender, the social constructionist perspective explicitly rejects that view; sometimes for political reasons (cited in Holloway et al, 2007, pp. 185; see Spence, 1984 and Spender, 1980). Social constructionism regards both sex and gender as characteristics that are revealed only through discourse and action. They are a consequence of the individual’s behaviour and e xperience in a given cultural, social and historical context (ibid). The depth of the conflict is exemplified by a comparison of evolutionary studies that emphasise cross-cultural stability in particular sexual preferences (cf. Singh 1995, p. 148; Buss and Schmitt, 1993, p. 148, cited in Holloway et al, 2007) and social constructionist ideas such as Bem’s (1994, cited in Holloway et al, 2007, p. 153) Gender Schema Theory. Crucially, for the social constructionist gender is something that is continually re-established throughout the lifetime of the individual (cited in Holloway et al, 2007, pp. 153). From the biological and evolutionary perspectives, it is predetermined. 33) Whilst the psychodynamic perspective largely complements the social constructionist, in terms of its interpretive or hermeneutic methodology, its explanations largely focus on the unconscious given that its objects of study entail â€Å"the meaning of the biological differences between men and women and how these become internalised in the child’s mind† (cited in Holloway et al, 2007, pp. 184). Thus both the social constructionist and psychoanalytic perspectives conflict with the biological and evolutionary approaches at the methodological level. Uniquely however (ibid, p. 86) the psychodynamic perspective recognises both biological and cultural contributions to it’s theorising. It is not without its share of conflict however. Within the perspective, Freudian notions of the opposite sexed p arent as ‘sexual object of choice’ and ‘penis envy’ (ibid, p. 161f) quickly came under scrutiny of female and feminist psychologists (cf. Horney, 1926, cited in Holloway et al, 2007, p. 163). There is also conflict with evolutionary explanations of rape as an adaptive strategy (compare Thornhill and Palmer, 2000 and Rose and Rose, 2000 cited in Holloway et al, 2007, p. 71, p. 172). (26) Turning to a consideration of the study of language and meaning, one finds an equally intriguing mix of potential co-existence, complement and conflict when comparing the three principal perspectives. The evolutionary perspective sets out to explore the origins of language and its implications for the human species; the cognitive perspective adopts an information processing approach to the transmission of meaning; and the social constructionist perspective focuses on â€Å"meaning making† as a dynamic between interlocutors (cited in Cooper and Kaye, 2007, p. 119). It is possible therefore to view the three perspectives as at least co-existent. Their objects of knowledge are different and one might expect their cumulative product to contribute to some sort of unified theory. Indeed, from the evolutionary perspective Deacon (1997, Cooper and Kaye, 2007, p. 115) suggests that language is a social phenomenon that defies explanation only in psychological, or only in neuro-biological terms. (9) However, the potential for conflict between the cognitive and social constructionist perspectives is revealed in how they view meaning as the object of knowledge. You read "Different Perspectives in Psychology Coexist Rather Than Conflict" in category "Papers" For the former it is something that is constructed internally by the individual prior to transmission, and subsequently reconstructed by the audience. For the latter it is negotiated as a result of discourse between individuals – meaning emerges as the result of a complex interplay of intentions, interpretations and power-relations. Thus, there is cause for disagreement as to what â€Å"meaning† is and where it comes from (cited in Cooper and Kaye, 2007, p. 102). That this is adequate to justify a claim of conflict seems weak since the types of â€Å"meaning† espoused by the two perspectives are themselves different. Further, at the level of common sense they are mutually sustaining. The very notion of discourse requires at least two participants seeking, though perhaps not achieving, a consensus of meaning. This demands that at some level each participant is cognising about their intended meaning and how the other is construing it. The implication is that the two perspectives ought to complement the other, or at least co-exist. (6) A key social constructionist argument against a purist cognitive perspective is that linguistic (and other cognitive) processes cannot be â€Å"transparently reported† (cited in Cooper and Kaye, 2007, p. 11). This argument is one that cognitive researchers have long acknowledged. Commenting on early research into the cognitive modelling of language Boden (1977, pp. 113ff, et passim) notes that a person’s understanding of language in a given instance is dependent, not simply on their knowledge of the world around them, but crucially on their understanding of their relationship with their interlocutors. Other researchers emphasise the point (cf. Sperber and Wilson, 1986, cited in Cooper and Kaye, 2007, p. 99). For their part, social constructionists such as Edwards et al (1992, p. 42, cited in Cooper and Kaye, 2007, p. 112) recognise the importance of the cognitive perspective and suggest only that theirs is a new perspective that offers different insights. Therefore, unless a researcher is determined to hold to one or the other perspective as a matter of purist dogma, it seems more reasonable given the disparate loci of the respective objects of knowledge and the statements that each perspective favourably acknowledges the other, then the cognitive and social constructionist perspectives are thus far co-existent. (32) Within the evolutionary perspective there is a debate as to whether language evolved as an adaptational advantage and was the foundation for other cognitive abilities (Pinker, 2000 cited in Cooper and Kaye, 2007, p. 121), or as a consequence of selection for an ability to form and manipulate predictive metarepresentations (Sperber, 2000 cited in Cooper and Kaye, 2007, p. 121). These are polarised and conflicting views. Pinker’s would complement the cognitive perspective with its emphasis on information processing, whilst Sperber would complement the social constructionist. However, Deacon (1997) offers evidence that both capacities evolved in parallel. If he is correct, then there are substantial grounds for seeking a complementary accommodation between the cognitive and social constructionist paradigms. (6) Even from this scant evaluation, one is struck by the disparate objects of knowledge, types of theory and methodologies. The inevitable conclusion is that psychology is characterised by perspectives that at one or more of these levels conflict, co-exist or complement. One might wish for a parallel to the cosmologist’s search for a Unified Theory of Matter; where although theories might diverge cosmology has one over-arching object of study and one comprehensive methodology in computational empiricism. Psychologists do not stand on such substantial bedrock. The questions they pose are often difficult to formulate computationally without reducing the predictive power of any solution, or indeed are abstractions that cannot be treated computationally without trivialising them (see Sundem, 2006 for amusing examples). Whereas the history of physics can be measured in thousands of years, psychology as a recognisable discipline has existed for just over a century. A sense of internal conflict muted by convenient co-existence and fortunate complement should not therefore come as a disappointment. It is merely an acknowledgement that psychology is still an emerging and diverse field, and that whatever conflict exists can reasonably be attributed to a lack of sufficiently powerful theories with which to reconcile the different perspectives. This essay focuses on the social perspective of psychology referring Language nd Meaning and Gender and Sex. It deals with the relationship between psychological theory and method in a range of material in both chapters, with particular attention to how social influences shape human development and behaviour. Language and Meaning ‘Language and meaning’, is used to describe a social constructionist approach to language. There are several ways in which th e social perspective has promoted understanding in this area. There are primarily two different psychological perspectives on language: cognitive and social. These approaches take evidence from different research bodies, each of which have a different focus As social beings, we continuously interact with other people, thinking about our use of language and how it may best serve us. The social constructionist perspective sees language as a way of creating meaning between individuals as they interact. The social psychological perspective defines the human world as being created through language, making it one of its most powerful and important features. This approach to language sees people using language to take action and achieve objectives. Language is seen as a means by which goals might be achieved. The social psychological approaches to language therefore focuses on understanding language and its meanings as a social process. It sees language as an interactive process between people. It is seen as social because it involves this very interaction, and it is through this social interaction that meaning is created. Social psychology argues that there is more to language than the knowledge of syntax, semantics, phonics and coding and other rules of language, even if these are described as being interactive within a cognitive approach. This argument helps define the contrast between social psychological and cognitive approaches to language. In social psychological perspectives, the purpose of language is not to reflect thoughts and emotions and convey them neutrally to someone else. Instead, the motivation for language is defined by the desired action brought about by the use of language. Social psychological approaches to language do not place meaning inherently in the constructions of language such as lexicon, grammar or semantics in the same way as cognitive approaches do. One of the methodological complexities involved in researching language is that we must use language itself as the means by which we research it as a subject in its own right. This issue is at the centre of the tension that exists between cognitive and social approaches to language. The paradox here is that the necessity of responding in language may predetermine what is said about language. The cognitive perspective assumes that there are separate cognitive processes that language can represent in communication to others, or in dialogue with the self. The accuracy of this depends upon how closely language communicates the cognition behind it. Cognitive psychologists believe that the thinking that underlies language can be studied accurately and in social isolation. However, discursive psychology argues that, when people use language, they do so in a social context, with an audience and for a reason. The social constructionist approach views language as the means for the socially produced meaning. It is the means by which people construct their world, interact with others and set out to achieve their objectives. The cognitive approach sees language as the part of the cerebral information processing. It can be argued that meaning is generated by people as they communicate. There is therefore a tension between the social constructionist and cognitive perspectives with respect to meaning and whether it is communicated between people or constructed between them. The social constructionist perspective on language is that it is a tool for social interaction. These different views of language have different implications – the cognitive perspective is that language underpins human thought. The social constructionist approach has no particular implication for the relationship of language to thought as it places language firmly within a socially constructed context. Sex and Gender ‘The psychology of sex and gender’, is used to refer to the social constructionist approach to sex and gender. There are several ways in which the social perspective has promoted understanding this area. With respect to the two terms (sex and gender), there is a distinction between the biological and the social. However, biological sex may also be expressed in behaviour that is influenced by social factors and psychological meanings. Therefore, as labels, sex and gender may only be useful as theoretical constructs. However, gender is usually taken to refer to social constructs that pertain to biological differences. These sex differences can be the result of interactions between biological, psychological and social processes. Social constructionist psychology looks at how sex and gender have been constructed within particular social contexts. It examines these social constructions and their influences. The social constructionist perspective is based upon the theory that the construction of meaning through language and social practices as discussed in the section above has produced patterns of behaviour, cognition and emotions that are gender-differentiated. Social constructionism argues that behaviour cannot be directly explained solely by biological, reproductive sex. It also argues that the world is constructed to have two biological types (male and female) who have many diverse social and behavioural manifestations. This suggests that the many discourses of masculinity and femininity are socially produced. Social constructionism sees reproductive sex as being the visible difference between the sexes that provides the basis for a range of socially constructed gender differences. According to this perspective, biological sex is not central to explaining gender identity, but is a visible indicator to which a range of socially constructed gender differences are attached. Discourses about masculinity and femininity are therefore used by individuals to create their own gendered positionality. Gender is seen as being constructed throughout life, as behaviour and experience is defined through cultural manifestations of gender. Evolutionary psychologists also acknowledge social influences on sexual behaviour. However, they provide no systematic way explaining this in their experimental approach. The strength of the social constructionist approach to gender is its ability to take into account the social and cultural contexts of individuals. Evolutionary psychology however does offer some explanation of the origins of gender difference. The social constructionist perspective argues that sex is not central to explaining gender differences. Evolutionary and social constructionist perspectives have contrasting ideas about the relationship between sex and gender. Psychoanalytic psychology takes a different approach to social constructionism’s emphasis on external influences in determining people’s behaviour. However, both social constructionism and psychoanalysis are based upon the interpretation of meaning. Unlike evolutionary psychology, psychoanalysis, in common with social constructionist psychology, believe that the researcher’s positionality and subjectivity is inevitably involved in research. The onset of puberty is an example of the convergence of biological, psychoanalytic and social constructionist perspectives. The psychoanalytic and social constructionist approaches use methods that consider people’s beliefs and experiences, and focus on the interpretation of meaning by relying on the interpretation of symbolic data. The social constructionist perspective examines the importance of culture in the construction of gender. The psychoanalytic perspective acknowledges both the importance of biological difference and the social and cultural meanings inherent in this difference. The social constructionist and psychodynamic perspectives may be seen as complementary to each other in terms of methodology, as both use approaches are based on a hermeneutic theory to understand the meanings of gender. Conclusion The social constructionist perspective underpins discursive psychological theories of meaning as emerging from context and interaction. Although the social perspective goes some way to addressing the influences of language and gender issues, there are some aspects which are also given a different perspective by other approaches. This can be seen in the sometimes useful linguistics frameworks of syntax, phonics, semantics etc. which is adopted by cognitive psychologists. In some instances the social perspective complements other perspectives. Such an example is psychoanalysis in the area of sex and gender. However, in other instances it more commonly just co-exists, for example in the case of social constructivism and evolutionary psychology. Social constructivism is in clear conflict with the cognitive perspective in the area of language as illustrated and argued above. Cognitive and social constructionist perspectives make conflicting assumptions about communication. How to cite Different Perspectives in Psychology Coexist Rather Than Conflict, Papers

Holistic Method in Nursing Care-Free-Samples -Myassignmenthelp.com

Question: Discuss about the Holistic Method in Nursing Care. Answer: The holistic method for is a very comprehensive method of care that are provided by the nurses. The previous researches have shown that most of the nurses have the provision to the care that is holistic but they hardly exercise their expertise (Lepore, et al., 2015). However, after examining the various effective forms of factors that are necessary for the provision of the care that are holistic and that can help in the enhancement of the care given to the patient with the diversified cultures (Papadopoulos, Shea, Taylor, Pezzella, Foley, 2016). Therefore, the essay enumerates the various practices that are performed by the registered nurses to the patients from discrete cultures. It is very important for the nurses to be unbiased with their approach towards the patient (Young Guo, 2016). In a country like Australia, it is very important for the nurses to provided care to the nurses who have been in the profession to give equal amount of attention to the patients who are going through the eminent for of the cultures that are almost there in the vast form of the country of Australia (Cowen Moorhead, 2014). The diversified form of culture has made the environment very much positive for the various methods of the society to be the various form of the a[pt form of the race that can be very important for the regaining the primary sources of the information that can be offered for the system of proper functioning of the data of the patients. The professional nurses should know that they have to abide by the values and the social justice. They should take every patient to be equal and should be able to equally treat every patient. It has been observed that the human rights and the social justices are a dependable factor that lies their links upon each other (Joy, 2016). According to the International Council of Nurse, it is believed that the nurses always advocate the practices that they give to their patients. They completely understand the problems of their patients who are underserved or who are having problems getting any kind of social justice (Garneau Pepin, 2015). The human rights and the social justices shows the values of impartially and the objectivity for the systems that are in the governmental levels and are founded on the principles of fairness, respect for self, equity and the tolerance and dignity of humans (Joy, 2016). For practicing the social justice the nurses needs to be fair with the status race and citizenship of the patients. They cannot change their care towards the people who comes from any other culture or race. The ethical principles provide the difference among the varied cultures that are mainly derived from the belief of the individuals and the correctness of their actions. Contrasting to this, there are several principles of the social justice that are generally based on the broader view that may expand on the sphere of practices done by the nurses that can eventually influence the system of the healthcare of the population coming from the diversified cultures (Price, Doucet, Hall, 2014). One of the major outcomes of the arts of education is at the level of baccalaureate that has developed for the skills of leadership. These type of skills are found mostly based on the knowledge that are derived from the humanities background of social sciences and as well as from the other form of sciences that are related to nature (Stewart, et al., 2015). The various skills of leadership train the nurses to advocate for the social justice. The nurses are believed to have the tendency to give their commitment towards the care of the patients and they should eliminate all the forms of the disparities of health. It is very important for the nurses to develop a critical form of reflection about their own beliefs, heritage and value for having a proper form of awareness towards the main qualities and the issues that can essentially makes an impact on the culturally congruent form of the care given by the nurses (Price, Doucet, Hall, 2014). Therefore, it becomes a prime importance for the nurses to give care to the patients not bothering about the cultural values and giving effective treatment to the patient. The self-awareness is the sole important factor that contributes to the effective care of the nurses towards their patients. The critical form of reflex is the form of personal analysis that is done for the improvement on the fields professional and personal form of practice. The reflective form of the thinking allows the actions and the evaluations that are needed for the critical enquiry and the assumptions that are based on the cultural awareness of the nurses (Price, Doucet, Hall, 2014). The nurses should understand that it is highly essential that they respect the other cultures as well (Johnson, Ferguson, McKenzie, Brassil, 2015). They should regard their patients as equal to them. In healthcare services, it is very important to be rational and practical. Nurses should be able to indulge to culturally competent practices. The cross-cultural practices are all about having the worldwide knowledge about the different custom of the nation. In a country like Australia, there are various cultures where the people all over the nation, there are various practices of culture (Johnson, Ferguson, McKenzie, Brassil, 2015). The cross-cultural practices only begin when there is a thorough assessment of the psychological, cultural and the physical foci that are based on the planning of the care provided by the registered nurses. Therefore, to maintain a proper balance in the nursing care of the cross cultural patients, the registered nurses should abide by all the practices that are been discussed in the above essay. Bibliography Cowen, P. S., Moorhead, S. (2014). Current Issues In Nursing-E-Book. Elsevier Health Sciences. Garneau, A. B., Pepin, J. (2015). A constructivist theoretical proposition of cultural competence development in nursing. Nurse education today, 1062-1068. https://doi.org/10.1016/j.nedt.2015.05.019 Johnson, T., Ferguson, S., McKenzie, J., Brassil, K. J. (2015). Design and Outcome of a Certification Preparation Program for Outpatient Nurses. Journal of Nursing Administration, 518-525. doi: 10.1097/NNA.0000000000000244 Joy, C. H. (2016). 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