Humanities course | Distance Learning Systems (DLSI)

Nursing and the Human Culture

The studies of human culture presents in the nursing field through Humanities courses. Subjects that do not have much relation to nursing have been reconsidered as important and incorporated into nursing as a means to train better nurses. Looking into the branches of Humanities, moreover, you will see that it has subjects that would make nurses knowledgeable on certain issues that aren’t in their nursing curriculum.

One of the branches of humanities is languages. If you know at least one additional language as a medical practitioner, you will have a lot more opportunity as a nurse. Talking to your patient is one thing, but communicating with them in their own language is a higher level of nursing entirely.

Art is a branch in humanities that can be of use when it comes to the nursing profession. Sometimes it takes art to be able to treat a patient, especially when the latter needs special attention. It helps that you can be creative when dealing with your patient. Art can help to open the doors of trust between the nurse and patient. Artistic creativity is a way of thinking that transcends traditional nursing.

Literature is also a study in humanities that is useful in nursing. There are some patients who just can’t stop talking and sharing a their stories. As a nurse, you should be able to handle this type of patient. Sharing an intimate story with them is at times more effective than giving them technical reports about their illnesses. Be prepared and take time to share a line or two.

Philosophy and religion are also main tenets of humanities. This branch in humanities is perfect for those older patients, because these are topics that they usually talk about. If you can join in on the discussion, then you have given them something worthwhile with which to relate to you and their care – something more meaningful to them than administering medicines.

Humanities goes a long way with nursing courses. It makes for a more complete and knowledgeable nurse in return.

Humanities and Education

“What’s the objective of learning the humanities: literary works, ‘languages’, philosophy, history and the arts?” You see, hordes of directors orchestrating the financing and therefore developing the framework of college have insisted that it’s essential to develop our universities around the study of “useful” topics, mainly math, chemistry and the managing of international currency, to the near exemption of the humanities. I do not think it’s such a hot idea.

Administrators who market education as a ticket to success instead of interpreting it as process to learning are, basically, suggesting for the training of employees rather than for the training and learning of people. Of course we want our children to discover useful and successful work when they graduate from college, if indeed they are lucky enough to have been able to be present at one. But, we also need to remember that a real education is not simply the acquisition of a set of skills. Each of us, regardless of birth or class, should get to be part of the bigger discussion that life provides. Ever pay attention to what the people who really run things discuss? CEOs, CFOs, political figures from all parties, designers of both ball gowns and software, lyricists, technicians, physicians, art gallery curators and manufacturers of non-reality-based TV programming? They do not talk about work: They find mutual understanding in life. They talk about books, movies, art, music and poems. Maybe they talk about the roller derby; it depends on the audience. You will find physicians studying Alice Munro and technicians grieving the loss of Lou Reed while comparing him to Leonard Cohen.

And there is another reason to study poetry: As one sincere buddy announced, the study of literary works can be validated by the fact that nobody ever thrilled a lady by reciting a formula. Public universities and colleges are in particular risk of contorting and, at their most severe moments, crippling their student body if they define themselves as merely a way for learners to get better jobs. In such a caged perspective, universities are in risk of becoming service institutions: We will train the Workers of the World, sure, only we will not give them anything in the humanities to merge them, motivate them, sensitize them or enlighten them.

Humanities Problems

What can we do to make the case for the humanities? Compared with the STEM professions (science, technological innovation, engineering and mathematics), they do not, on the surface, contribute to the nationwide protection. It is challenging to evaluate accurately, their impact on the GDP, or our employment rates or the stock market. And yet, we know in our bones that luxurious humanism is one of the biggest resources of durability we have as a nation and that we must secure the humanities if we are to maintain that durability in the millennium forward. When you ask economic experts to chime in on a problem, the odds are great that we will eventually get around to a primary question: “Is it worth it?” Assistance for the humanities is more than worth it. It is important.

We all know that there has been a reasonable quantity of anger to this concept lately in the Congress and in State Houses around the nation. Sometimes, it almost seems as if there is a National Alliance against the Humanities. There are regular potshots by radio experts and calling to decrease federal funding in education and scholarship in the humanities. It has become stylish to attack the government for being out of contact, swollen, and elitist; and humanities financing often strikes experts as an especially muddle-headed way of federal funding. Because of this, the humanities are in risk of becoming even more of a punching bag than they already are.

In the present economy, these strikes have the potential to move individuals. Any expenses have to be clearly worth it. “Performance funding” hyperlinks federal support to professions that offer high number of jobs. Or, as in a Florida proposal that appeared last year, a “strategic” educational costs framework would basically cost more cash to learners who want to study the humanities and less cash for those going into the STEM professions. As an outcome, there is severe cause for problem. Government support for the humanities is going in the incorrect route. In the fiscal year 2013, the National Endowment for the Humanities was financed at $139 million, down $28.5 million from FY 2010, at some point when science financing remained mostly unchanged. This is part of a design of long-term decrease since the Reagan years.

Humanities Course to Employment

A new research by Georgetown University discovered that career rates for higher education graduates with humanities degrees were on par with those in the mathematical and computer fields. The review shown hiring on Hound.com, where many jobs continue to value and require the broad-based abilities highlighted in liberal arts programs, such as reading, composing, and interaction. A latest research performed by the Georgetown Center on Education and the Employees, published May 29, 2013 and examined career styles among higher education students, depending on data from 2010 to 2011. The research discovered that degree-holding job-seekers continued to improve than their counterparts: an unemployment rate for higher education graduates was 4.6-4.7 percent for those 25 years and older, while those without at least a bachelor’s degree had an unemployment rate of 9-10 percent or more than double. For those who followed graduate studies, the unemployment rate dropped even further, to 3.3 percent.

Interestingly, the review discovered that unemployment rates for certain humanities and social sciences degrees were comparable to certain computer and arithmetic degrees. The unemployment rate for information technology degrees, at 8.7 percent, was only a little bit reduced than the rate for English and lit degrees, at 9.8 percent. In some areas of study, humanities degrees actually had the leg up on career over their more technical and science-based alternatives. English degrees (9.8 percent) and history, spiritual research, and philosophy degrees (9.5 percent) had reduced unemployment rates than information research degrees (14.7 percent).

The results countered the common argument that technology and mathematical degrees, without exception, tend to have better job prospects compared to humanities and liberal arts students. While most humanities programs do not directly convert into a specific job description, many graduates are finding that the abilities highlighted in these liberal arts programs do carry over into the working world. Many careers, such as marketing, literature, and composing, award the high-level interaction abilities that are taught and perfected in college-level humanities courses.

Problems in Humanities

The Wall Street Journal recently ran a story about dropping enrollments in the humanities professions. The information is a Harvard review about decreasing enrollments in the humanities; the point they drew is that humanities enrollments are crumbling because the degrees do not instantly offer themselves to post-graduate employment (never mind that the Harvard review makes it obvious that the actual competitors are with the social sciences, not the 1% of humanities-curious first-years who major in computer science).

But to really demonstrate a crisis, you need some figures. Associated with the story was a chart acknowledged to the American Academy of Arts and Sciences displaying an amazing failure in humanities enrollments. And although it shows up in the media regularly to implement a tale of corrosion, some wider viewpoints on the information make obvious that the “Humanities in crisis” tale is seriously embellished. First of all, the chart never quite supports the factor that something dreadful is going on in the humanities right now. Anyone looking carefully will observe, as Eileen Bérubé has, that the actual failure of humanities enrollments occurred in the 1970s. There is small lull in the Great Recession, but enrollments decreased more in the mid-1990s. Sure, a few Harvard degrees have turned from history to government in the last decade, but how much of that should any of us be distressed?

But even if the fall is old, it does succeed in making the humanities appear extremely out of date. If it is not decreasing, it is still past the time of importance. And that is a powerful story for all kinds of individuals. It makes humanists experience as though they are entitled to a bigger share of the school, and that some pathology in the lifestyle at large has them under stress. It allows more traditionalist experts of the humanities feel protected in declaring that something (deconstruction, multiculturalism, etc.) has toppled the areas from their regular position. And it indicates that anyone with an equation to “fix” the humanities can guarantee a comeback in more untroubled times.

Value of Humanities

Developing on the work of others, like baseball statistics expert Bill James, Beane designed an aggressive group on a limited price range. Again, he did it by finding players that nobody else desired. For example, trainers and supervisors undervalued players who do not swing at pitches and, thus, attracted more walks. These players were underrated because they had low batting average. But they got on base which, of course, is a requirement for scoring. As James outlined, a batter should be assessed by his capability to make runs. Everybody decided that developing runs was essential, but nobody else saw what these players were doing in those conditions. These days, plate discipline and the capability to draw walks are seen as a useful resource and a player’s ‘on-base percentage’, or OBP, is an essential statistic. But back in 2002, baseball undervalued these players , which permitted Beane to sign them to the Oakland A’s. Of course, he was belittled at times by scouts and other baseball associates. Although his techniques were unorthodox at first, ten seasons later, they are considered as the conventional wisdom.

Okay, so you may be considering ‘What does any of this have to do with the value of a humanities degree? It’s relatively simple. As Michael Lewis places it:

“If total miscalculations of an individual’s value could happen on a baseball field, before a live audience of 30, 000, and TV viewers of millions more, what did that say about the statistic of efficiency in other lines of work? If expert baseball players could be over- or under-valued, who couldn’t?”

A startling query. It’s been my argument for a while that humanities degrees are underrated by the industry. There are a lot of people out there whose abilities are ignored by the ruling business culture. What we need are some businesspeople, some Billy Beane-type visionaries, who will see what we humanities graduates have to provide and give us opportunity. There happens to be a big industry ineffectiveness here patiently waiting to be utilized by some smart people. Not only would this cause to more applied humanities graduates, but their companies would be getting a lot too. Actually, they would be getting great value: a solid expertise set for less than the cost of an overvalued MBA. It makes perfect business sense to me.

Teaching Humanities

Now we’re shifting into a new ‘future’, recognized by the micro-chip. We have a new type of factor that is occurring in this new method. But no one has responded to the query of whether this method is capable of assisting us in executing long-term intellectual work. I value most these long-form open-ended concerns that allow us to query concepts and each other person’s terms over a prolonged time interval. The issue is that the method is mainly developed on a way of diversion. It’s made with plenty of factors occurring all at once; it’s a very low bar for people to reply to any twitch of fascination that happens at one. Moreover to this display, there is any number of other windows. There’s e-mail. This is what this method does well.

The factors I value most in the humanities might not endure in this new method. All of this is depending on the assumption is that what exactly is occurring in the regular face-to-face class has been changed, in the ‘flipped classroom’. This is a euphemism, but what we’re really doing is getting the live session and tossing it into the dustbin. But I do not believe the fact that the live session is damaged and needs to be thrown out. The live session is like the play, as opposed to TV system. But we need to look at our lessons more seriously. Are they any good?

The custom as it’s passed down says that 50 minutes is the most ideal interval of your efforts and energy and time to do what we’re doing in the humanities. But now we’re asking it, which is good, but only because we have a new orthodoxy, which says that the concept time is 12 minutes or 8 minutes. But that is what matches the method, not actually what results in a more vivid chance to learn.

Humanities Efforts

Humanities concerns are everywhere, permeating and punctuating the shapes of a life. They are asked on a regular basis by individuals who might not even think of what they are doing as humanistic and are often separated as existential, moral, or individual insights. The concerns, themselves, are about the significance of our world and our life on the world. These are the problems that often keep us up in the evening and are at the middle many coming-of-age experiences. Is there any meaning to my existence? How did we get here? Would my life be worth living if I end up like my parents?

Such concerns lead to the second area in the humanities landscape: humanistic efforts. Questions give rise to and appear as efforts when the problems that preoccupy us get taken up into distributed situations and events. Some illustrations of humanistic efforts consist of talking with buddies at a bar about Cartesian and Lockean concerns of individual identification and determination over time after viewing the movie The Source Code; calling an AM radio station to discuss whether a display of Kara Walker’s work should be prohibited as unpleasant on the reasons that it supports rather than subverts national stereotypes; composing a love poem, participating in a coffeehouse poems slam; referring to the appearance of an artwork or the disfavor of the football commissioner’s rejection to award an ideal activity after a missed call by an umpire; participating in a hip-hop performance or participating in an on-line community in which members are trying to recognize the next victim and killer from Harper’s Island.

Humanities efforts reverberate jointly even as they discover and show the humanities concerns we usually ask alone. Yet, in each example, in both concerns and efforts, there need not be any identification that the expression or conversation is applicable to the humanities. The individuals engaged are not performing as capital-H humanists. Actually, unless the members are academicians or social experts, they are unlikely to be aware of the humanistic custom when participating in humanities concerns and efforts. Nevertheless, these concerns and efforts are unique areas of the humanities scenery.

Why National Security Needs Humanities

Major professionals in international policy, national security, worldwide diplomacy and foreign language study came together at Stanford lately to talk about an unlikely common profession thread: the humanities and public sciences. Those present involved former U.S. secretary of state and present Stanford lecturer Condoleezza Rice; former secretary of defense and Stanford lecturer emeritus William Perry; project naturalist Steven Denning, the seat of the Stanford Panel of Trustees; Karl Eikenberry, a fellow at Stanford’s Center for International Security and Cooperation, former ambassador to Afghanistan and a retired general. They were among the 26 participants who mentioned how the humanities and public sciences enhance this country’s diplomatic, security and worldwide plan efforts.

They were gathered together by a nationwide commission that has been billed by the legislature with discovering ways for the United States to sustain nationwide quality in the humanities and public sciences. Eikenberry succinctly took the value of the discussion when he said that knowledge of history, language and societies can help America more efficiently get around the increasing number of “multinational issues that need worldwide solutions.”

Stanford Lecturer of German studies and relative literary works Russell Berman shared Eikenberry’s emotions about the value of vocabulary skills and advised the commission to look at This country’s K-12 language requirements, which are much less strict than those of the European Union countries. In implying the value of the human element on the front lines, Joel Vowell, a lieutenant colonel in the U.S. Military who has served in Iraq and Afghanistan, said that by putting a well on the Afghan borders, his military unintentionally chose sides in a 400-year-old argument between two towns. Vowell added that when the military is planning for complicated combat circumstances, most of their questions are about lifestyle and history.

Humanities

The humanities are educational professions that research the human situation, using methods that are mainly systematic, critical, or speculative, as recognized from the mainly scientific techniques of the natural sciences. The humanities consist of historical and contemporary ‘languages’, literary works, history, viewpoint, belief, and performing arts such as music and cinema. The humanities that are also considered as social sciences consist of history, anthropology, area research, communication studies, social studies, law and linguistics. College students working in the humanities are sometimes described as “humanists”. However, that phrase also explains the philosophical position of humanism, which some “antihumanist” scholars in the humanities reject. Some additional educational institutions offer humanities classes, usually made up of English literary works, international research, and art.

The phrase “humanities” came from the Latin phrase studia humanitatis, or “study of humanitas” (a traditional Latin term meaning in addition to “humanity”, “culture, processing, education” and, specifically, an “education suitable for a cultured man”). In its utilization in the early Fifteenth century, the studia humanitatis was a course of studies that contains sentence structure, poems, rhetoric, history, and ethical viewpoint, mainly resulting from the research of Latin and Greek classics. The phrase humanitas also provided rise to the Renaissance German neologism umanisti, whence “humanist”, “Renaissance humanism”.

In the Western hemisphere, the research of the humanities can be tracked to ancient Greece, as the basis for a wide education for people. During Roman times, the idea of the seven liberal arts progressed, including sentence structure, rhetoric and reasoning (the trivium), along with mathematics, geometry, astronomy and music (the quadrivium).

A major move happened with the Renaissance humanism of the 15th century, when the humanities started to be considered as topics to be studied rather than used, with a corresponding move away from the conventional areas into areas such as literary works and history. In the Twentieth century, this view was in turn pushed by the postmodernist activity, which desired to change the humanities in more egalitarian conditions appropriate for a democratic community.