A critical discussion of the focus on the biomedical perspective in the preve...GERATEC
The biomedical focus on dementia brought the phenomena of what was considered a normal part of ageing into the medical and scientific field of interest (Bartlett, R and O’Connor, D. 2010). This perspective comes with a strong focus on neurodegenerative decline and deficits. Even though Alzheimer’s disease was around for more than 70 years since noted by Alois Alzheimer, it was only in the 1980’s that the “disease emerged as an illness category and policy issue” (Lyman, A. 1989). The Nun Study of David A. Snowdon, PhD, which started in 1991, brought a new perspective to the research into dementia. It was discovered during autopsies that people who have lived their lives without any signs of dementia, actually had amyloid plaques and tangles in their brains congruent to people living with dementia (Snowdon, D.A. 2003). Biomedical research is at this stage the primary focus of research into dementia, receiving most of the funding budget. According to an article in Therapy Today (July 2012) in the UK alone, £66 million will be allocated to dementia research by 2015, of which only £13 million is earmarked for social science research. In the WHO report on Dementia, Daviglus M.L. et al of the US National Institutes of Health state that “firm conclusions cannot be drawn about the association of any modifiable risk factor with cognitive decline of Alzheimer disease”.
The importance of the research findings of the biomedical model cannot be underestimated. However, considering the facts that t this point there seems to be nothing that can prevent nor cure Dementia, I am of the opinion that more research and funding should focused on creating a life worth living for people who live with dementia.
Medical Whistleblower Canary Notes Newsletter 11 Psychiatric Rights &am...MedicalWhistleblower
The Declaration of the Rights of Disabled Persons was adopted by the United Nations in 1975. It defines ‘disabled person’ to mean ‘any person unable to ensure by himself or herself, wholly or partly, the necessities of normal individual and/or social life, as a result of deficiency, whether congenital or not, in his or her physical or mental capacities’. This definition includes people with a mental illness, whether or not they also have other disabilities. The Declaration recognizes that people with disabilities are entitled to:
• The inherent right to respect for their human dignity; The same fundamental human rights as other citizens, whatever the origin nature and seriousness of their handicaps and disabilities, including the right to a decent life - as normal and full as possible;
• The right to legal safeguards against abuse of any limitation of rights made necessary by the severity of a person’s handicap, including regular review and the right of appeal;
• The right to any necessary treatment, rehabilitation, education, training and other services to help develop their skills and capabilities to the maximum;
• The right to economic and social security and the right, according to their capabilities, to secure and retain productive employment and to join trade unions;
• The right to have their needs considered in economic and social planning; The right to family life, the right to participate in all social, recreational and creative activities and the right not to be subjected to more restrictive conditions of residence than necessary;
• The right to protection against exploitation or discriminatory, abusive or degrading treatment;
• The right to qualified legal assistance to protect their rights, and to have their condition taken fully into account in any legal proceedings.
"Yours, Mine and Ours" - Discussion of Romania's Children/Adolescents' Total ...Université de Montréal
"Yours, Mine and Ours"
Discussion of "Romania's Children/Adolescents' Total Health Symposium"
The discussion highlights key themes across all three symposium presentations -
"Global problem"
"Determinants of health"
"Links & associations"
"Impacts"
- and draws conclusions and implications.
DOI: 10.13140/RG.2.2.23659.67369
This webinar educates professionals on strategies for recognizing and addressing the unique physical, emotional, and behavioral manifestations of grief and loss among healthcare and other helping professionals.
A critical discussion of the focus on the biomedical perspective in the preve...GERATEC
The biomedical focus on dementia brought the phenomena of what was considered a normal part of ageing into the medical and scientific field of interest (Bartlett, R and O’Connor, D. 2010). This perspective comes with a strong focus on neurodegenerative decline and deficits. Even though Alzheimer’s disease was around for more than 70 years since noted by Alois Alzheimer, it was only in the 1980’s that the “disease emerged as an illness category and policy issue” (Lyman, A. 1989). The Nun Study of David A. Snowdon, PhD, which started in 1991, brought a new perspective to the research into dementia. It was discovered during autopsies that people who have lived their lives without any signs of dementia, actually had amyloid plaques and tangles in their brains congruent to people living with dementia (Snowdon, D.A. 2003). Biomedical research is at this stage the primary focus of research into dementia, receiving most of the funding budget. According to an article in Therapy Today (July 2012) in the UK alone, £66 million will be allocated to dementia research by 2015, of which only £13 million is earmarked for social science research. In the WHO report on Dementia, Daviglus M.L. et al of the US National Institutes of Health state that “firm conclusions cannot be drawn about the association of any modifiable risk factor with cognitive decline of Alzheimer disease”.
The importance of the research findings of the biomedical model cannot be underestimated. However, considering the facts that t this point there seems to be nothing that can prevent nor cure Dementia, I am of the opinion that more research and funding should focused on creating a life worth living for people who live with dementia.
Medical Whistleblower Canary Notes Newsletter 11 Psychiatric Rights &am...MedicalWhistleblower
The Declaration of the Rights of Disabled Persons was adopted by the United Nations in 1975. It defines ‘disabled person’ to mean ‘any person unable to ensure by himself or herself, wholly or partly, the necessities of normal individual and/or social life, as a result of deficiency, whether congenital or not, in his or her physical or mental capacities’. This definition includes people with a mental illness, whether or not they also have other disabilities. The Declaration recognizes that people with disabilities are entitled to:
• The inherent right to respect for their human dignity; The same fundamental human rights as other citizens, whatever the origin nature and seriousness of their handicaps and disabilities, including the right to a decent life - as normal and full as possible;
• The right to legal safeguards against abuse of any limitation of rights made necessary by the severity of a person’s handicap, including regular review and the right of appeal;
• The right to any necessary treatment, rehabilitation, education, training and other services to help develop their skills and capabilities to the maximum;
• The right to economic and social security and the right, according to their capabilities, to secure and retain productive employment and to join trade unions;
• The right to have their needs considered in economic and social planning; The right to family life, the right to participate in all social, recreational and creative activities and the right not to be subjected to more restrictive conditions of residence than necessary;
• The right to protection against exploitation or discriminatory, abusive or degrading treatment;
• The right to qualified legal assistance to protect their rights, and to have their condition taken fully into account in any legal proceedings.
"Yours, Mine and Ours" - Discussion of Romania's Children/Adolescents' Total ...Université de Montréal
"Yours, Mine and Ours"
Discussion of "Romania's Children/Adolescents' Total Health Symposium"
The discussion highlights key themes across all three symposium presentations -
"Global problem"
"Determinants of health"
"Links & associations"
"Impacts"
- and draws conclusions and implications.
DOI: 10.13140/RG.2.2.23659.67369
This webinar educates professionals on strategies for recognizing and addressing the unique physical, emotional, and behavioral manifestations of grief and loss among healthcare and other helping professionals.
22CHAPTER 2 Cultural CompetencyAchieving cultural .docxrobert345678
22
CHAPTER
2 Cultural Competency
Achieving cultural competence is a learning process that
requires self-awareness, reflective practice, and knowl-
edge of core cultural issues. It involves recognizing one’s
own culture, values, and biases and using effective patient-
centered communication skills. A culturally competent
healthcare provider adapts to the unique needs of patients
of backgrounds and cultures that differ from his or her
own. This adaptability, coupled with a genuine curiosity
about a patient’s beliefs and values, lay the foundation for
a trusting patient-provider relationship.
A Definition of Culture
Culture, in its broadest sense, reflects the whole of human
behavior, including ideas and attitudes, ways of relating to
one another, manners of speaking, and the material products
of physical effort, ingenuity, and imagination. Language is
a part of culture. So, too, are the abstract systems of belief,
etiquette, law, morals, entertainment, and education. Within
the cultural whole, different populations may exist in groups
and subgroups. Each group is identified by a particular
body of shared traits (e.g., a particular art, ethos, or belief;
or a particular behavioral pattern) and is rather dynamic
in its evolving accommodations with internal and external
influences. Any individual may belong to more than one
group or subgroup, such as ethnic origin, religion, gender,
sexual orientation, occupation, and profession.
Distinguishing Physical Characteristics
The use of physical characteristics (e.g., gender or skin
color) to distinguish a cultural group or subgroup is inap-
propriate. There is a significant difference between distin-
guishing cultural characteristics and distinguishing physical
characteristics. Do not confuse the physical with the cultural
or allow the physical to symbolize the cultural. To assume
homogeneity in the beliefs, attitudes, and behaviors of all
individuals in a particular group leads to misunderstandings
about the individual. The stereotype, a fixed image of any
group that denies the potential of originality or individuality
within the group, must be rejected. People can and do
respond differently to the same stimuli. Stereotyping occurs
through two cognitive phases. In the first phase, a stereotype
becomes activated when an individual is categorized into
a social group. When this occurs, the beliefs and feelings
(prejudices) come to mind about what members of that
particular group are like. Over time, this first phase occurs
without effort or awareness. In the second phase, people
use these activated beliefs and feelings when they interact
with the individual, even when they explicitly deny these
stereotypes. Multiple studies have shown that healthcare
providers activate these implicit stereotypes, or unconscious
biases, when communicating with and providing care to
minority patients (Stone and Moskowitz, 2011). With this
in mind, you can begin learning cult.
Issues in Multicultural Correctional Assessment and Treatment By.docxchristiandean12115
Issues in Multicultural Correctional Assessment and Treatment
By Corinne N. Ortega
Introduction Increasing diversity in the United States has widened the base populations to whom psychologists provide services. Various divisions of the American Psychological Association (APA) have recognized the importance of multicultural competencies for more than 25 years (notably, Division 17—Counseling Psychology and Division 45—The Society for the Psychological Study of Ethnic Minority Issues). In 2002, APA formally recognized the evolution of the science and practice of psychology in a diverse society by adopting as policy the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2002b). Nowhere is the changing face of the United States reflected more clearly than in its correctional systems. Blacks and Hispanics make up 62% of the incarcerated population, although they comprise only 25% of the national population (Human Rights Watch, 2002). Hispanics represent 40% of all sentenced federal offenders, although they account for only 13% of the total U.S. population (López, 2000). According to the Bureau of Justice Statistics (2007), the lifetime chance of a person going to prison is higher for Blacks (18.6%) and Hispanics (10%) than for Whites (3.4%). Furthermore, Blacks represent approximately 40% of the death row population in the United States (Amnesty International, 2003). The sociopolitical and socioeconomic explanations for this phenomenon are complex and far beyond the scope of this chapter. It is clear, however, that given the disproportionate confinement of minorities in the United States, any meaningful discussion of correctional mental health must necessarily include a discussion of multicultural issues. This chapter will first focus on a general overview of multicultural counseling and its applications in correctional settings. Second, the use of psychological tests and assessments with multicultural correctional populations will be explored with an emphasis on forensic evaluations. Finally, the issue of cultural competence with religious minorities and religious extremists will be addressed.
Multicultural Counseling Jackson (1995) succinctly defines multicultural counseling as counseling that takes place between or among individuals from different cultural backgrounds. Although a simple enough definition, the implications of this in the mental health field are far-reaching. The increased racial, ethnic, and cultural diversity in the United States creates a demand for professional services, including mental health, that meet the needs of people from a wide variety of backgrounds (Barrett & George, 2005). The issues involved in providing culturally competent services are as complex and varied as clients themselves (Sue & Sue, 2007). Cookbook approaches to multicultural counseling cannot be utilized without contradicting the very concept. López (2000) discusses this in terms .
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
DISCUSSION 1Describe the origins and nature of hospice care..docxSusanaFurman449
DISCUSSION 1
Describe the origins and nature of hospice care. What social factors inspired its recent growth? Discuss any experience you have had or heard from others about hospice. Is there anything you would change or add to the system?
DISCUSSION 2
Identify and discuss two aspects of the “death system” which conflict with each other.
Comment on the growing concern for the environment around the dying person.
Week 3 Essay
Background: Occasionally a dying person seems to pay a preliminary visit to their post death state. In Final Gifts, Chapter 8, Callanan writes about these experiences. What can we know about the after death experience has fascinated mankind and been the topic of sacred texts throughout history. You can explore this topic as discussed in the course texts and web research also, for instance, Dr. Elizabeth Kubler-Ross's work on Out of Body Experiences; The Tibetan Book of the Dead; the Egyptian Book of the Dead, or Bertrand Russell essay on “Do We Survive Death?” or he Navajo understanding of death and many more books and essays on the subject.
Your assignment: Using the course texts and internet research which may include references given just above, respond to this question in an essay of about three-six pages:
· Compare the belief systems concerning death for at least three of the religious traditions we have studied so far or others of your choosing. Conclude by stating which of these resonates most strongly with you, and explain why. Your essay should have a minimum of THREE references.
From the Expert: The Death System
In this course, you are working closely with the text
Death, Society, and Human Experience by Robert K. Kastenbaum. The text explores the nature of dying and death in our society from a multiplicity of perspectives. Kastenbaum defines the death system: “We face death alone in one sense, but in another and equally valid senses, we face death as part of a society whose expectations, rules, motives and symbols influence our individual encounters. …Most of us phase in and out of the death systems as circumstances dictate” (p. 75).
Death weaves in and out of our lives from disasters like Hurricane Katrina to the controversy about the war in Iraq to the death of someone we love to the warnings on our medicine vials and late night television ads about life insurance. The fact of death is so integrated into our lives that we rarely are aware of how pervasive the concerns related to it are.
The Functions of the Death System
The death system in a society serves many functions for its citizens. It includes warnings and predictions such as our weather service does during the hurricane season. It makes billions of dollars available for research on new sources of medicine like Gila monster venom treatment for diabetes. It involves the creation of pet cemeteries as increasingly isolated members of society consider their pets as their family. It encourages development of grief counse.
Caring for a vulnerable person should be a noble calling, inspired by love and affection for the individual and sustained by the support of a caring community. The reality of life as a Carer for most people in South Africa cannot be further removed from this ideal.
NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
22CHAPTER 2 Cultural CompetencyAchieving cultural .docxrobert345678
22
CHAPTER
2 Cultural Competency
Achieving cultural competence is a learning process that
requires self-awareness, reflective practice, and knowl-
edge of core cultural issues. It involves recognizing one’s
own culture, values, and biases and using effective patient-
centered communication skills. A culturally competent
healthcare provider adapts to the unique needs of patients
of backgrounds and cultures that differ from his or her
own. This adaptability, coupled with a genuine curiosity
about a patient’s beliefs and values, lay the foundation for
a trusting patient-provider relationship.
A Definition of Culture
Culture, in its broadest sense, reflects the whole of human
behavior, including ideas and attitudes, ways of relating to
one another, manners of speaking, and the material products
of physical effort, ingenuity, and imagination. Language is
a part of culture. So, too, are the abstract systems of belief,
etiquette, law, morals, entertainment, and education. Within
the cultural whole, different populations may exist in groups
and subgroups. Each group is identified by a particular
body of shared traits (e.g., a particular art, ethos, or belief;
or a particular behavioral pattern) and is rather dynamic
in its evolving accommodations with internal and external
influences. Any individual may belong to more than one
group or subgroup, such as ethnic origin, religion, gender,
sexual orientation, occupation, and profession.
Distinguishing Physical Characteristics
The use of physical characteristics (e.g., gender or skin
color) to distinguish a cultural group or subgroup is inap-
propriate. There is a significant difference between distin-
guishing cultural characteristics and distinguishing physical
characteristics. Do not confuse the physical with the cultural
or allow the physical to symbolize the cultural. To assume
homogeneity in the beliefs, attitudes, and behaviors of all
individuals in a particular group leads to misunderstandings
about the individual. The stereotype, a fixed image of any
group that denies the potential of originality or individuality
within the group, must be rejected. People can and do
respond differently to the same stimuli. Stereotyping occurs
through two cognitive phases. In the first phase, a stereotype
becomes activated when an individual is categorized into
a social group. When this occurs, the beliefs and feelings
(prejudices) come to mind about what members of that
particular group are like. Over time, this first phase occurs
without effort or awareness. In the second phase, people
use these activated beliefs and feelings when they interact
with the individual, even when they explicitly deny these
stereotypes. Multiple studies have shown that healthcare
providers activate these implicit stereotypes, or unconscious
biases, when communicating with and providing care to
minority patients (Stone and Moskowitz, 2011). With this
in mind, you can begin learning cult.
Issues in Multicultural Correctional Assessment and Treatment By.docxchristiandean12115
Issues in Multicultural Correctional Assessment and Treatment
By Corinne N. Ortega
Introduction Increasing diversity in the United States has widened the base populations to whom psychologists provide services. Various divisions of the American Psychological Association (APA) have recognized the importance of multicultural competencies for more than 25 years (notably, Division 17—Counseling Psychology and Division 45—The Society for the Psychological Study of Ethnic Minority Issues). In 2002, APA formally recognized the evolution of the science and practice of psychology in a diverse society by adopting as policy the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2002b). Nowhere is the changing face of the United States reflected more clearly than in its correctional systems. Blacks and Hispanics make up 62% of the incarcerated population, although they comprise only 25% of the national population (Human Rights Watch, 2002). Hispanics represent 40% of all sentenced federal offenders, although they account for only 13% of the total U.S. population (López, 2000). According to the Bureau of Justice Statistics (2007), the lifetime chance of a person going to prison is higher for Blacks (18.6%) and Hispanics (10%) than for Whites (3.4%). Furthermore, Blacks represent approximately 40% of the death row population in the United States (Amnesty International, 2003). The sociopolitical and socioeconomic explanations for this phenomenon are complex and far beyond the scope of this chapter. It is clear, however, that given the disproportionate confinement of minorities in the United States, any meaningful discussion of correctional mental health must necessarily include a discussion of multicultural issues. This chapter will first focus on a general overview of multicultural counseling and its applications in correctional settings. Second, the use of psychological tests and assessments with multicultural correctional populations will be explored with an emphasis on forensic evaluations. Finally, the issue of cultural competence with religious minorities and religious extremists will be addressed.
Multicultural Counseling Jackson (1995) succinctly defines multicultural counseling as counseling that takes place between or among individuals from different cultural backgrounds. Although a simple enough definition, the implications of this in the mental health field are far-reaching. The increased racial, ethnic, and cultural diversity in the United States creates a demand for professional services, including mental health, that meet the needs of people from a wide variety of backgrounds (Barrett & George, 2005). The issues involved in providing culturally competent services are as complex and varied as clients themselves (Sue & Sue, 2007). Cookbook approaches to multicultural counseling cannot be utilized without contradicting the very concept. López (2000) discusses this in terms .
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
DISCUSSION 1Describe the origins and nature of hospice care..docxSusanaFurman449
DISCUSSION 1
Describe the origins and nature of hospice care. What social factors inspired its recent growth? Discuss any experience you have had or heard from others about hospice. Is there anything you would change or add to the system?
DISCUSSION 2
Identify and discuss two aspects of the “death system” which conflict with each other.
Comment on the growing concern for the environment around the dying person.
Week 3 Essay
Background: Occasionally a dying person seems to pay a preliminary visit to their post death state. In Final Gifts, Chapter 8, Callanan writes about these experiences. What can we know about the after death experience has fascinated mankind and been the topic of sacred texts throughout history. You can explore this topic as discussed in the course texts and web research also, for instance, Dr. Elizabeth Kubler-Ross's work on Out of Body Experiences; The Tibetan Book of the Dead; the Egyptian Book of the Dead, or Bertrand Russell essay on “Do We Survive Death?” or he Navajo understanding of death and many more books and essays on the subject.
Your assignment: Using the course texts and internet research which may include references given just above, respond to this question in an essay of about three-six pages:
· Compare the belief systems concerning death for at least three of the religious traditions we have studied so far or others of your choosing. Conclude by stating which of these resonates most strongly with you, and explain why. Your essay should have a minimum of THREE references.
From the Expert: The Death System
In this course, you are working closely with the text
Death, Society, and Human Experience by Robert K. Kastenbaum. The text explores the nature of dying and death in our society from a multiplicity of perspectives. Kastenbaum defines the death system: “We face death alone in one sense, but in another and equally valid senses, we face death as part of a society whose expectations, rules, motives and symbols influence our individual encounters. …Most of us phase in and out of the death systems as circumstances dictate” (p. 75).
Death weaves in and out of our lives from disasters like Hurricane Katrina to the controversy about the war in Iraq to the death of someone we love to the warnings on our medicine vials and late night television ads about life insurance. The fact of death is so integrated into our lives that we rarely are aware of how pervasive the concerns related to it are.
The Functions of the Death System
The death system in a society serves many functions for its citizens. It includes warnings and predictions such as our weather service does during the hurricane season. It makes billions of dollars available for research on new sources of medicine like Gila monster venom treatment for diabetes. It involves the creation of pet cemeteries as increasingly isolated members of society consider their pets as their family. It encourages development of grief counse.
Caring for a vulnerable person should be a noble calling, inspired by love and affection for the individual and sustained by the support of a caring community. The reality of life as a Carer for most people in South Africa cannot be further removed from this ideal.
NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
Art Of Dying In The English Spiritual TraditionHospiscare
The Rt Revd Gordon Mursell Bishop Gordon is a well-known preacher, author and tutor in spirituality. The art of dying in the English Spiritual Tradition was presented at Hospiscare's Holy Living, Holy Dying held in Exeter 2 November 2009.
The Rt Revd Gordon Mursell Bishop Gordon is a well-known preacher, author and tutor in spirituality. The art of dying in the English Spiritual Tradition was presented at Hospiscare's Holy Living, Holy Dying held in Exeter 2 November 2009.
A psychological perspective on the inevitability of pain and sufferingHospiscare
Revd David Nicholson A psychological perspective on the inevitability of pain and suffering, presented at the Holy Living, Holy Dying conference held in Exeter on 2 November 2009
The pastoral challenge of people dying at homeHospiscare
Revd Ian Ainsworth-Smith The pastoral challenge of people dying at home, presented at the Holy Living, Holy Dying conference held in Exeter on 2 November 2009
Dr Tim Harlow, Hospiscare Consultant
Spiritual causes of physical pain, presented at the Holy Living, Holy Dying conference held in Exeter on 2 November 2009
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. The Dilemmas
A conflict of interest between the needs of the dying person to prepare for death,
and relatives who fear that such knowledge may cause them to give up hope and
die too soon.
For professionals in the UK, the conflict between the desire to respect patient
autonomy, and to discuss the prognosis and treatment directly with the patient,
whereas relatives wish to protect them from knowledge which might prove
harmful and cause them to die prematurely.
The ‘they care for their own’ syndrome – an assumption by the professionals that
the patient is part of an extended or joint family who can take responsibility. This
affects referrals. However, there may not be an extended or joint family, lack of
knowledge about services or local support.
3. Good Deaths
A conscious, prepared death, detached and with the
mind on God
Rites of purification, penance. May fast
Unfinished business dealt with
Family around to say goodbye, help the person move
to next life with prayers etc.
Death in sacred space of home, with Ganges water or
Amrit (for Sikhs) in the mouth
4. Familial Cultures
In Asian relationship-centred cultures, the concept of
symbiosis-reciprocity is typified by an intense emotional
connectedness and interdependence among members of the
closely knit extended family. (Boyle 1998)
Because of this powerful bond, the person who separates from
it through migration or death may experience profound
‘psychic stress and heightened inner conflict.’ (Kakar 1978)
5. Family Agendas
While desiring to protect the patient, relatives may have their
own agenda to prevent death (separation fears, etc.). ‘Patients
who have been suffering the disease do not necessarily share
the same evaluations of quality of life with their family
members…[they may be] at different stages on the continuum
between denial and acceptance. (Haley 2002)
6. Disclosure issues with S. Asians
..There is a “discourse of palliative care as represented in the literature
[which] invokes a prescriptive culture of dying in terms of open awareness
and a 'new regime of truth ' …with fixed scripts for the patient and the
family for 'coping' and mourning. Any deviations from the script are easily
dubbed as 'denial', while some are perceived as being 'at risk' for
mourning…..
..Qualitative literature conducted across countries reveals a subtle tension
between the varying needs for information and desire to maintain hope
through avoidance of 'unsafe information’".
Chatoo et al, 2002
7. Primacy of the Family
“Issues of control are not just ones of paternalism but
include deeply held beliefs surrounding individual choice
and 'rights' [which] come up against not only the practical
issue of language, but also beliefs concerning the primacy
of the family, gender relations, and Bengali [and other
South Asian] ideas of appropriate treatment for the
dying” (Gardner 2001:242).
8. Family Rights
The rights of families to medical knowledge and their
roles in decision-making are just as valid, inalienable and
crucial to the cultural belief systems of many ethnic
minority communities as patient autonomy models are to
Western patient autonomy models. (Kip Jones 2003)
9. ‘They Care For Their Own’ syndrome
This assumption affects decision making over referrals to hospice or palliative care.
It is impossible to generalise or stereotype South Asian families, and one cannot
assume there will be an extended family or helpful neighbours.
Some illnesses are stigmatising, creating shame in admitting anything is wrong.
Asking for or accepting help from ‘outside’ may also be shameful, and lead to a
loss of honour in being seen to be unable to cope.
There may be severe financial difficulties and carers (especially women) who may
not know English or where to get help.
10. Culture of Medical Professionals
All medical staff are equally products of their culture and not just rational,
impartial or
‘effectively neutral actors in relationships with patients, while the patients
themselves are pictured as the ones bringing to the encounter emotion,
pain, values and particular attitudes…whether …Welsh, Cypriot or Sikh’.
Blakemore & Boneham’ (1994)
Nurses ‘tended to locate western culture and rational, but also located the
South Asian patients’ culture as inferior, bizarre and irrational.
(Vyedelingham 2005)
11. Cultural Competence and Safety
The concepts of cultural competence, and cultural safety move beyond
practical skills to attitudinal change. Not only do they denote skills and
knowledge which accept “the legitimate values, beliefs and behaviour patterns
of people who are from another ethnic group” which transcend language,
ethnicity, culture and upbringing, but insist on empowering the ethnic
minorities themselves to be involved in the development of culturally safe
practice in partnership with the majority community (Alexander 1999).
Thus cultural safety aims to provide care which will “recognise, respect and
nurture the unique cultural identity [ ] and safely meet their needs,
expectations and rights”. (Polaschek 1998)
12. A User’s Comment
Well,… you got to find out the identity of a person to even get to know
them. So I think that's a big ‘if’..
Because if you don’t know a person, you got to find out his identity, go
where he lives, where he goes, where he was born, who’s in his family. And
he’s got to open up, and tell you these things. Because the more you know
about this person, his family, then that’ll make you know more about you.
An African American man, in Kagawa-Singer and Blackwell, 2001