Madre Womens Rights Essay Example | Topics and Well Written Essays - 500 words

Madre Womens Rights - Essay Example (Pol, 2009) However, the Reagan Admin worked domestically to roll back the victories of social MADRE's founders knew that while women's traditional social roles and discrimination against women were global in scope, they are experienced differently, depending on race, nationality, class, sex- uality and other aspects of identity. They saw that building on the strengths of those differences while focusing on the universality of women's roles and women's oppression could be a key to building lasting political partnerships between women from different communities within the US and between US-based women and those in other countries. (Madre, 2013) These made them to resurface their strengths in early 1980s.They have been on the move ever since, cham- pioning for the rights of the women. Why women rights? According to the New York Times by Robin, about 78% of the women are not enjoying their dem- ocratic rights. They are denied the right to freedom, speech and are treated unfairly at the place of resi- dence. Ordinarily, they are considered as weak ves- sels who will obey every command from their hus- †¢ †¢ to situate their struggles in the global context. The training in- fuses local human rights strug- gles with the power of interna- tional law At the same time, we help the partners identify their lack of sustaining resources as human rights violation. We provide resources to guarantee that the international arena is acces- sible to grassroots activists.

War Photography Coursework Example | Topics and Well Written Essays - 8000 words

War Photography - Coursework Example But at its most simple, the photograph (whether it be of a flower in bloom or of a man being shot) is seen as "authentic" because it shows, most of the time at least, what it literally purports to show. Take one of the most famous war photographs ever taken: Another definition is in order here. The dictionary defines propaganda as "1. the systematic propagation of a doctrine or cause. 2. Material disseminated by the advocates of a doctrine or cause" (American, 2003). In general, 'propaganda' has come to imply some one-sided presentation that, while perhaps reflecting an actual event or facts, in reality is skewing them in one very particular way. Propaganda is now used as a pejorative whereas when the word was first used, in the First World War it was merely a descriptor of a certain kind of news technique. This analysis will consider war photography through the discussion of four contrasting wars: the Spanish Civil War, the Vietnam War, the Falklands War and the Gulf War. Each war may be seen as a fulcrum around which many different forces were revolving. Within the context of photography, different technological developments and the ease of photography provided new opportunities for photographers as the century advanced, and new difficulties for those who would seek to control the images produced by those photographers. There is a massive difference between the fragile, heavy and difficult-to-use cameras of the Nineteenth Century and the powerful, easily used cameras of this century. The former needed days to produce the photographs that had been taken, and because of the transportation systems of the time, maybe weeks or even months to reach a major media outlet for publication. Today a digital photograph can be taken and published to the Internet within seconds, thus giving access to the whole world. This situation provides numerous challenges for mass media outlets and for the government agencies that would seek to control the dissemination of information/documentation. The war photograph is a central focus for this control. As a brief glance at Adams's famous photograph of the "execution" illustrates, even a single photograph can raise a number of perhaps unanswerable questions. If the photograph is seen as "propaganda", whose viewpoint would be being put forward If a photograph is "untouched" by manipulative editing, can it be anything other than authentic I The Beginnings of War Photography: The Spanish Civil War and World War II Wars have been photographed virtually since the beginning of photography. The American Civil War provides thousands of photographs of battlefields in the aftermath of the killing and portraits of soldiers provide a memorable record of the strain that this "total war" produced. Similarly, the First World War produced many images of that incomparable carnage but these were mostly taken after the event as the cameras were large, fragile and unwieldy, exposures often took several minutes (in the Nineteenth

How does stress affect child development?

How does stress affect child development? The early years present us with a window of opportunity to enhance development; we also need be aware of times of vulnerability when the brain is affected by adverse experiences. (Landy, 2009, p.29) This is a passage taken out from Landy, Pathway to Competence; encouraging social and emotional development in young children. From her book, we see evidence of how children can be influenced through different experiences. Stress for instance, can have significant adverse effects on how children develop whether physically, mentally and socially. Children display changes in their physical well-being when under stress such as, getting sick frequently, and weak immune systems. Illness in children due to weak immune system impacts the mental developmental stage as children experience high levels of stress affected by trauma and abuse that influences their brain in dramatic ways. As the childs brain experiences dramatic changes, it also affects the social developmental stages and plays an impa ct on the childs behaviour. We often see children who are abused at home would normally exhibit peculiar behaviours that would affect them negatively with their social relationship. These developmental stages are interrelated with each other; usually interference in one area would frequently mean delays with the others. Hence it is important to provide a nurturing environment that promotes balance with all stages of development. How does stress has adverse effects with children physically? Stress is the physiological and psychological responses to perceived threat. (Weiten, 2004, p.529). Stress is often times related to bad experience; this is the general public assumption. The fact is that stress can be good or bad. The body response to stress by pumping the heart faster to increase blood flow to our muscles so we have better strength, bronchioles in the lungs are dilated so we can breathe better, pupils are dilated so we see better (Sympathetic nervous system, 2010). Stress in a positive aspect normally puts children in a stage of alertness, which can help them focus. When children are focused, they can learn and they will be better at retaining information, they will have appropriate responses; all in all, stress can be a good thing as it leads to positive brain development. Prolonged exposure to stress however will also have critical undesirable effects on children and their brain. Stress response includ es reducing peristalsis movement in the gastrointestinal tract, decreased urine secretion and triggered releases of the hormones cortisol and adrenaline. (Gould, 2006, p. 218). Adrenaline and cortisol both play an important role in stress physiology. Adrenaline and cortisol suppressed immune system, additionally; cortisol also suppressed physical growth and affects many aspects of brain activities, including memory and emotion. (Victor G. Carrion, Carl F. Weems, and Allan L. Reiss, 2007) Due to the prolonged exposure of stress, children can get sick frequently from all sort of infection due to suppressed immune system; unable to heal properly due to malnourishment and delay or undergrowth from excessive adrenaline and cortisol hormones. These hormones cause childrens brain to under develop leading to their physical development being delayed. Positive stress in childrens physical development will lead to healthy overall development of the child. Stress in early development can either have positive effects or be extremely destructive of brain organization and development. (Landy, 2009) The structural organization of the brain from early childhood helps shape and defines a person. According to Doctor Perry, in his article regarding traumatized children, children reflect the world in which they are raised. If that world is characterized by threat, chaos, unpredictability, fear and trauma, the brain will reflect that by altering the development of the neural systems involved in the stress and fear response. (Perry, 2000, p48-51) As mentioned above, stress response from our body triggers the release of the hormone cortisol. The prolong secretion of the hormone cortisol can affect the cells activity in our body; which mean children who are under stress constantly are at higher risk of developing genetic disorder, both mental and physical. (Landy, 2009) The brain consists of many different circuits and pathways of neurons connecte d to each other; it can be extremely sensitive to any disturbance. Long term stress can rewire the brain, leaving affected individual more vulnerable to anxiety and depression. (Smith, Gill, Segal, 2009) Extended period of stress can cause part of the brains to weaken, for example, the hippocampus in the limbic system, which is an area of the brain that is responsible for memory and information processing, can become smaller. (Smith, Gill, Segal, 2009) There are cases of abused children who have limbic system abnormalities; Research has shown that abused children or children who are suffered from post traumatic stress disorder have smaller hippocampus, due the degeneration of dendrites in the hippocampus area. (Lundback, 1997) Dendrites are the branches of neurons which are important for conducting information through all parts of the brain and body. Children who are under chronic stress may show signs of fatigue, loss of appetite, disinterest, short attention span, difficulty und erstanding or retaining information, and the list goes on. All these factors will reflect on childrens brain their mental development; as they are unable to stabilize due to the stress in their environment that they are being exposed to. Negative emotions related to stress are often manifested through behaviours. Stress may cause disruptive behaviours such as problem with controlling impulses, which may end with children hurting themselves or hurting other children around them (Nemours Foundation, 1995-2010). Children who have no self control may not have a sense of time, may be prone to throwing temper tantrums, display aggression towards others. Stress may also causes changes in behaviour. Children under stress change their behaviour and react by doing things that are not in keeping with their usual styles. (Nemours Foundation, 1995-2010) As mentioned aggressive children may take out their frustration on other children around them; behaviours with hitting, biting, kicking, pushing, forcefully taking other toys are normal in children who are suffering from stress. Children who are stressed may show disinterest towards many things; they lose focus in school, withdrawn and no interest of new friendship, unable to func tion independently, may exhibit fears and timid toward their surroundings and are unable to form social relationship. Other children may shun them for their aggressive behaviours, wary of their disruptive behaviours, or may not want to socialize with them because of the lack of responses. The lack of social support may eventually lead the children who also suffer from stress to depression. If a child leaps to depression the brain is unable to relay messages to different parts of the brain which in return leads the child to unable to process information to making positive decisions in the social aspect. There are interventions available for children who suffer from stress. First and foremost, parents must realize there is something wrong with their children. The presence of sensitive and responsive caregivers can help equip children with the tools needed to handle stress in a healthy manner. (Gunnar, Herrera, Hostinar, 2009) Parents must be able to recognize the signs and symptoms of stress. Once a parent realizes their children are in need of help, parents should continue to provide care. Care givers may help children meet basic care by making sure they are eating adequately, sleep, eliminates, and maintains personal cleanliness. (Valfre, 2009, p.142) Often times parents or caregivers are the only people who can provide love and acceptance, no matter how peculiar the behaviours of the children may be. Each child is capable of doing something. Parents or care givers can help them find something to do; encourage them to think of ideas that help them reduce their stress. Encourage yo ung children to grow and to reach for higher levels of functions, to strive for more. (Valfre, 2009, p.143) Children who can actively contribute ideas can help them build confidence and reduce stress. Children who found something to help with their stress would feel that their situation is not so hopeless after all. Encourage self care and independence help children grow and develop. (Nemours Foundation, 1995-2010) Parents and care givers should be there to listen, provide assistance when needed, and limit stress situations as much as possible. It is normal to be anxious when parents see their children under stress, and as parents and care givers, it is normal to want to fix their problems. However this will not help them in the long run. Instead, parents and care givers should focus on helping them with their problem solving skills, helping them grow. The least but not the last, parents or care givers should be there when their children need them. Kids dont always feel like talking about whats bothering them. Sometimes thats OK. Let your kids know youll be there when they do feel like talking. Even when kids dont want to talk, they usually dont want parents to leave them alone.(Nemours Foundation, 1995-2010) Stress can have adverse effects in developing children. Consequences of unmanaged childhood stress are linked to physical, emotional and behavioural difficulties that adversely influence all aspects of development, often leading to lifelong problems.(Landy, 2009) It is essential for parents, care givers or teachers to realize when a child is in need. Early intervention can often prevent serious complications. Children should have a chance to grow in an environment which will help their brains develop. The brain is an essential part of humans in which the proper development in the early years of childhood is essential to healthy brain. The early years of life constitute a particularly sensitive period during which chronic stress may lead to dysregulation of the stress system and may compromise brain development. (Gunnar, Herrera, Hostinar, 2009) After all, according to Nash, Rich experiences in another word really do produce rich brain. References Berk, L.E. (2002). Infants, children, and adolescents. Boston: Allyn and Bacon. (Berk, 2002) Gould, B.E. (2006). Pathophysiology for the health professionals. Philadelphia: Saunders Elsevier. (Gould, 2006) Gunnar, M.R, Herrera, A, Hostinar, C.E. (2009). Stress and early brain development. Manuscript submitted for publication, Centre of Excellence for Early Childhood Development, University Of Minnesota, Minnesota, USA. Retrieved March 1, 2010 from http://www.ccl-cca.ca/pdfs/ECLKC/encyclopedia/Enc09_Gunnar-Herrera-Hostinar_brain_en.pdf (Gunnar, Herrera, Hostinar, 2009) Jewett, J, Peterson, K. (2002, December). Stress and young children. Retrieved March 1, 2010 from http://www.athealth.com/Consumer/disorders/childstress.html (Jewett, Peterson, 2002) Landy, S. (2009). Pathways to competence: encouraging healthy social and emotional development in young children. Baltimore: Paul H. Brooks Publishing and Co. (Landy, 2009) Longenbaker, S. (2007). Maders understanding human anatomy physiology. Toronto: McGraw-Hill. (Longenbaker, 2007) Lundback, . (1997). Brain explorer focus on brain disorders anxiety disorders aetiology. Retrieved March 3, 2010 from http://www.brainexplorer.org/anxiety/Anxiety_Aetiology.shtml (Lundback, 1997) Valfre, M. (2009). Foundations of mental health care. Missouri: Mosby Elsevier. (Valfre, 2009) Nemours Foundation. (1995-2010). Helping kids cope with stress. Retrieved March 3, 2010 from http://kidshealth.org/parent/positive/talk/stress_coping.html Perry, B.D. Traumatized children: How childhood trauma influences brain development. In: The Journal of the California Alliance for the Mentally Ill11:1, 48-51, 2000 Smith, M, Gill, E.J, Segal, J. (2009, July). Understanding stress signs, symptoms, causes, and effects. Retrieved March 2, 2010 from http://www.helpguide.org/mental/stress_signs.htm#authors (Smith, Gill, Segal, 2009) Sympathetic nervous system. (2010, March 14). In Wikipedia, The Free Encyclopedia. Retrieved March 2, 2010, from http://en.wikipedia.org/w/index.php?title=Sympathetic_nervous_systemoldid=349741366 (Sympathetic nervous system, 2010) The Franklin Institute. (1994-2009). The Human brain-stress. Retrieved March 2, 2010 from http://www.fi.edu/learn/brain/stress.html (The Franklin Institute, 1994-2009) Victor G. Carrion, Carl F. Weems, and Allan L. Reiss. Stress Predicts Brain Changes in Children: A Pilot Longitudinal Study on Youth Stress, Posttraumatic Stress Disorder, and the Hippocampus. Pediatrics, Mar 2007; 119: 509 516. Retrived March 5, 2010 from http://pediatrics.aappublications.org/cgi/reprint/119/3/509. Weiten, W. (2004). Psychology: Themes and Variations. Toronto: Thomson Nelson Learning. (Weiten, 2004)

Ansel Yosemite Adams Essays -- Biographies Bio Biography

Ansel "Yosemite" Adams It is said that, "A picture is worth a thousand words." Ansel Adams proved this statement correct with every single image he produced. Some of his best-known photographs were taken in the Yosemite Valley, including his first ever picture of Monolith; the Face of Half Dome nestled in the heart of the valley. When the thought of Yosemite comes to mind, Ansel Adams' name follows right behind it. Adams' life revolved around Yosemite in many ways, and he was often called "Ansel Yosemite Adams" (Fischer 8). He was a caring man and cared deeply about the Sierra Nevada, and seemed to have a psychic connection with Yosemite (Spaulding 615). Ansel Adams once recalled his first visit to Yosemite: The first impression of the Valley-white water, azaleas, cool fir caverns, tall pines, and solid oaks, cliffs rising to undreamed-of heights, the poignant sounds and smells of the sierra, the whirling flourish of the stage stop at Camp Curry with its bewildering activities of porters, tourists, desk clerks, and mountain jays, and the dark green-bright mood of our tent-was a culminations of experience so intense as to be almost painful. From that day in 1916, my life has been colored and modulated by the great earth-gesture of the Sierra. (Fischer 9) Adams' love for Yosemite was portrayed through his elegant words and pure black and white images of the valley. The natural beauty of Yosemite was shared with the world through his images of unspoiled rushing streams, raging waterfalls, crystal clear lakes, lone trees and high sierra mountain peaks. In the combination of his photographs and writings, Adams demonstrated "that those who appreciate the earth's wild places have a duty and responsibility to use them wisely and well... ...tional Park idea" (246). His magnificent photographs were his key to access the powerful leaders that could help him protect the land he loved (Fischer 18). Adams persistence and dedication to Yosemite changed the face of how people view our national parks. Yosemite's natural beauties and wilderness gained much appreciation from the American people through Adams images and efforts to protect the national park. In his autobiography Adams said, "While touching the fringes of environmental problems, I am happy to have been able to have had some small effect on the increasing awareness of the world situation through both my photographs and my vocal assertions" (322). Adams "photographs continue to inspire artist and conservationist alike" (Sierra Club). With his contributions to Yosemite, the sentimental value of the national park would not be as momentous as it is today. Ansel 'Yosemite' Adams Essays -- Biographies Bio Biography Ansel "Yosemite" Adams It is said that, "A picture is worth a thousand words." Ansel Adams proved this statement correct with every single image he produced. Some of his best-known photographs were taken in the Yosemite Valley, including his first ever picture of Monolith; the Face of Half Dome nestled in the heart of the valley. When the thought of Yosemite comes to mind, Ansel Adams' name follows right behind it. Adams' life revolved around Yosemite in many ways, and he was often called "Ansel Yosemite Adams" (Fischer 8). He was a caring man and cared deeply about the Sierra Nevada, and seemed to have a psychic connection with Yosemite (Spaulding 615). Ansel Adams once recalled his first visit to Yosemite: The first impression of the Valley-white water, azaleas, cool fir caverns, tall pines, and solid oaks, cliffs rising to undreamed-of heights, the poignant sounds and smells of the sierra, the whirling flourish of the stage stop at Camp Curry with its bewildering activities of porters, tourists, desk clerks, and mountain jays, and the dark green-bright mood of our tent-was a culminations of experience so intense as to be almost painful. From that day in 1916, my life has been colored and modulated by the great earth-gesture of the Sierra. (Fischer 9) Adams' love for Yosemite was portrayed through his elegant words and pure black and white images of the valley. The natural beauty of Yosemite was shared with the world through his images of unspoiled rushing streams, raging waterfalls, crystal clear lakes, lone trees and high sierra mountain peaks. In the combination of his photographs and writings, Adams demonstrated "that those who appreciate the earth's wild places have a duty and responsibility to use them wisely and well... ...tional Park idea" (246). His magnificent photographs were his key to access the powerful leaders that could help him protect the land he loved (Fischer 18). Adams persistence and dedication to Yosemite changed the face of how people view our national parks. Yosemite's natural beauties and wilderness gained much appreciation from the American people through Adams images and efforts to protect the national park. In his autobiography Adams said, "While touching the fringes of environmental problems, I am happy to have been able to have had some small effect on the increasing awareness of the world situation through both my photographs and my vocal assertions" (322). Adams "photographs continue to inspire artist and conservationist alike" (Sierra Club). With his contributions to Yosemite, the sentimental value of the national park would not be as momentous as it is today.

The water was falling so fast that you would have thought that it was going to battle

The water was falling so fast that you would have thought that it was going to battle. The waterfall stabbed the cliff and in two and flowed out at the summit like a haemorrhage of white blood. The narrow flow of water widened as it fell, preparing to face the enemy. The most noticeable thing about the water was the earsplitting sound that it made like giant cymbals in an orchestra, crashing together. However, after spending a while near the awesome waterfall you could no longer hear it. It was as if it had become a background scene in a story, which has been there from the start and will continue to be there until the end. A huge wall of rock surrounded the deep pool into which the waterfall plunged. It was there to protect what lay beneath, to stop intruders, and to conceal its secrets. Every now and then when I adjusted my weight a rock would crumble off the cliff side, like a soldier dying. After the initial impact I waited. A few seconds later the rock would at last plunge to its death in the deep pool waiting for it below. From the sound of the crack it felt like someone was following me, trying to scare me away and stop me from finding the secret. The cliffs had large cracks in them each one telling us a story from the distant past. The rocks gave off a bland smell which was still was very noticeable. It smelled old as if it was telling us all its history in one quick sniff. The rough valleys looked like large monsters ready to pounce on the water if it made any wrong moves. Every now and then I would look down at the astounding scenery below. One of the first things I would notice was the carpet of green spears below me ready to catch me when I fell. The trees also gave off a faint smell of fresh new bark which was very different to the dull, old smell of the rock that surrounded me. From where I was perched the birdsong was very distant yet my ears somehow focused in on it, as if wanting to hear it. It was the sweet, soulful love songs of the sparrows that sat on the tops of the large trees. The waterfall did not only give off an eardrum-bursting sound but it also gave off a cloud-like mist that engulfed the area. It was a very hot and humid day and this mist was the only thing that gave any relief form the extreme heat. The mist felt so cool against my sweaty skin that it was as if a ghost had just passed through me. One minute I felt a cool sensation pass through me and the next it was gone and the hot sweaty quality of the day returned once more. The sky was grey with dark patches and some blue patches as though it hadn't decided what it wanted to be yet – whether to be a gorgeous day with the sun shining off the rocks or to pour and make everyone go inside. It was a typical autumn day – undecided, would it a cheerful sunny summer-like day or would be like a day in winter with a white blanket covering everything and causing us to curl up by the fire. Unfortunately it decided to be a mixture of both – wet and gloomy. I was completely drenched to the skin and my hands slid continuously over the slimy surface of the cliff. I was very near the top now and I had to struggle to keep my hands from slipping. I tried to find a foot hole in one of the large crevasses in the rock but the ones within reach were covered in slime and were very small. I had to use all my climbing ability to get out of this one. I eased my foot into the foothold and suddenly, the rock cracked. I had nothing to hold on to, nothing to grip. I began to fall faster and faster. As I fell I was got wetter and wetter and I felt as though I and the waterfall were one and the same. The water was falling so fast that you would have thought that it was going to battle.

Concept Analysis: Quality of LIfe Essay

What does quality of life mean? How would a person define the concept of quality of life? Philosophers have studied questions similar to these in the aspect of what constitutes a â€Å"good† life for hundreds of years. There really is no certain date to the origin of quality of life as a specific term. In the years 1953 to 1954, two economists have been linked as the ones who used the concept in expressing their concern over ecological dangers of unlimited economic growth (Snoek, 2000). Other economists in the 1950s researched the ideas of what counts in life is not the quantity of goods but the quality of one’s life. Social scientists began to use the term quality of life in the 1970s. Also in the 1970s, there has been growing interest in quality of life issues in relation to nursing, medicine, and health care (Sarvimaki & Stenbock-Hult, 2000). Philosophers used the concept quality of life in the 1980s to formulate moral judgment, particularly with infanticide and euthanasia in relation to severely handicapped infants and life sustaining treatment (Pennacchini, Bertolaso, Elvira & DeMarinis, 2011). Researcher’s interest in theoretical issues and quality of life has fallen, but quality of life continues to be used in health care and clinical practice (Pennacchini et al, 2011). There are thousands of people living today with disease and health disparity. For some individuals, the goal of health may not be freedom of disease or health disparity, but a high quality of life. Through concept analysis using the Walker and Avant Model, the concept of quality of life will be examined with an emphasis on health. Many aspects will be explored to the concept, including uses, attributes, case examples, antecedents and empirical referents. Concept The concept of quality of life and what it means is highly ambiguous. Barofsky (2012) explains that any broad concept, such as quality of life, will continually change as it is further studied and more is learned on the concept. In a broad aspect, quality of life can be defined as the dimensions of human experience, ranging from those associated with the necessities of life, such as food, shelter, and achieving a sense of fulfillment and personal happiness (Snoek, 2000). Related to health, quality of life can be defined as a concept encompassing physical and psychological characteristics and limitations, describing an individual’s ability to function and get satisfaction from the ability to function (Snoek, 2000). The Center for Disease Control and Prevention (2011) defines quality of life as a broad multidimensional concept that includes subjective evaluations of positive and negative aspects to life. Healthy People 2020 (2013) defines health related quality of life as a multidimensional concept including a person’s well being of physical, mental, emotional and social functioning and explains this concept goes beyond life expectancy, causes of death, and direct measures of population health. Purpose Analyzing the concept of health related quality of life helps one understand the concept with deeper meaning and clarity. A question to be asked is, â€Å"how do health practitioners improve the quality of life in patients?† The purpose of quality of life analysis is to improve awareness on the concept and to promote the use in medical and nursing practice. With the growing needs to enhance health related quality of life, national goals have been initiated. Healthy People 2020 (2013) identified quality of life improvement as an important public health goal, paving way to further analysis of the concept. Uses of the Concept The concept of quality of life can be used in many different aspects and disciplines. In general, quality of life can be used with philosophy, politics, business, social sciences, health promotion, nursing, and medicine. Quality of life can be used for life evaluation in each of these disciplines listed above. In health care, for example, research may examine quality of life in relation to cancer treatment versus palliative care. Another specific example would be a study on complementary and alternative medicine use and quality of life in diabetics. In medicine, the concept of  quality of life can be used in many different aspects from disorders, diseases, treatment implications, and improvement of quality of life. In sociology, quality of life can be used for social indicators to trace changes over time and monitor the social system, for example. In politics, quality of life can be measured on individual rights and the freedom of choice. The examples provided are a select few to the wide range of uses for quality of life. Defining Attributes Defining attributes are traits or distinctive features of a concept, giving greater insight to that concept. One of the most important defining attributes to quality of life is happiness. Philosophers have studied happiness for long periods of time, considering happiness to be the highest good and utmost motivation for humans (Kerce, 1992). From other literature review, there are attributes most frequently associated with quality of life, which include: physical health, mental health, level of independence, social and emotional facets, and spirituality. Another attribute that has emerged is ones ability to reflect on their life at a given moment and consider themself to be happily satisfied. There are many individual perspectives to what constitutes quality of life according to each of these defining attributes. For example, quality of life in the aspect of physical health may be pain or ability to sleep. Quality of life in psychological state may be physical appearance, feelings, and self-esteem. For individuals who live in the United States and other developed countries, attributes to quality of life may be different compared to non-developed countries. For example, a person in Africa may define quality of life by freedom from torture, slavery, and religion. Other thoughts in non-developed areas could be the access to education, access to health care, freedom of disease and health burden, and a right to be treated equally. There are many luxuries in the United States and other countries that are not an option in non-developed areas that one must consider with defining attributes at a cultural level. Model Case A model case is used to demonstrate all of the defining characteristics of a concept. For a model case with quality of life, a person would have to be in a state of physical health, mental health, happy, independent, have adequate  social aspects, be able to evaluate their life, and a healthy spiritual life. With this, one must keep in mind the individuality of what these terms mean to someone. A model case could be the following scenario: P.C. is a 62 year-old male who recently retired from his job as an electrical engineer with Paskato Brothers Incorporated. This man is happily married to his wife of 40 years and together they have four children and ten grandchildren. P.C. and his wife are planning their years of retirement to be fulfilled with tourism, purchasing a lake home, and spending time with their children and grandchildren. Socially, P.C. spends Wednesday afternoons with his good friends at Zest Creek golf course. P.C. attends Heart and Spirit Lutheran Church and considers himself to be strong in his beliefs. P.C. exercises three times a week at Wellness World and attends a bone-building class on Tuesday mornings to keep his bones and joints healthy. According to P.C.’s yearly physical with his primary care provider, he is in excellent physical and mental health. P.C. reflects on his life and feels extremely blessed to be in his position and states he â€Å"would not change a thing.† P.C. considers himself to be happy, healthy, and full of life. In this model case, P.C. has met all of the attributes that contribute to quality of life. P.C. is able to look at his life with satisfaction and happiness. From the model, one can determine that P.C. is in good physical health, mental health, social and emotional health, and satisfied with his spiritual life. Also, P.C. is independent in his life, being able to care for himself and has no physical limitations. Borderline Case In life, there are several different components to quality. Many people would argue that the quality of ones life is what matters, not the longevity. From analyzing quality of life, one can understand this concept with better meaning and clarity. Quality of life as a concept has been examined through uses, attributes, case examples, antecedents and consequences, and empirical referents. Through examination, one can determine there are subjective and objective components to quality of life, with an emphasis to individuality. Awareness to the concept has been brought to light, with indication for the importance of quality of life in health care to better patient’s lives. Hopefully, research will continue on ways to improve quality of life in all aspects, with a special focus to health care. References Armstrong, D., & Caldwell, D. (2004). Origins of the concept of quality of life in health care: A rhetorical solution to a political problem. Social Theory & Health, 2, 361- 371. Retrieved from http://www.academia.edu/458047/Origins_of_the_concept_of_Quality_of_Life_i n_health_care Barofsky, I. (2012). Can quality or quality-of-life be defined? Quality Of Life Research, 21(4), 625-631. doi:10.1007/s11136-011-9961-0 Centers for Disease Control and Prevention, Division of Population Health (2011). Health-related quality of life. . Retrieved from http://www.cdc.gov/hrqol/concept.htm Healthy People 2020, Division of U.S. Department of Health and Human Services