Birth, Death Marriage Records in Alberta Canada

The Province of Alberta was formed in 1905, but civil registration of births, marriages, and deaths in Alberta dates back to 1870 when Alberta was part of the Northwest Territories. A few, scattered birth records date back as far as 1850. How to Request an Alberta Vital Record: Government Services, Alberta RegistriesVital StatisticsBox 2023Edmonton, Alberta T5J 4W7Phone: (780) 427-7013 Alberta residents applying for an event which occurred in Alberta must apply through a Registry Agent, either in person or in writing. Applications by non-Alberta residents for a vital event which occurred in Alberta may apply through Registry Connect.Certificate Request for Alberta Residents The minimum fee for a birth, marriage or death certificate requested through a registry agent by an Alberta resident is $20 Canadian. Postage and handling, plus an agency fee is added on top, however, meaning that the actual fee charged will vary by registry agent. The cost for each certificate requested by people living outside of Alberta through Registry Connect is $40 Canadian, which includes GST and postage (except for rush delivery). Website: Alberta Vital Statistics Alberta Birth Records: Dates: From about 1850* Cost of copy: varies by registry agent (see above) Comments: When requesting the record for genealogical purposes, be sure to request a certified photocopy of a registration of birth (long form). This record will contain the name, date, and place of birth, sex, names of parents, and registration number and date, and may contain the age and/or birth date and birth place of parents. Birth records in Alberta are not public until after 100 years have passed from the date of birth. To apply for a genealogical search of birth records less than 100 years old, you must be able to show that the individual is deceased  and that you are an eligible next-of-kin (parent, sibling, children or spouse). Alberta Death Records: Dates: From about 1890* Cost of copy: varies by registry agent (see above) Comments: When requesting the record for genealogical purposes, be sure to request a certified photocopy of a registration of birth (long form). This record will generally contain the name, date, and place of death, sex, age, marital status and registration number and date, and may contain the name of spouse, names and birth places of parents, usual residence, occupation and date and place of birth. Death records in Alberta are not public until after 50 years have passed from the date of death. To apply for a genealogical search of death records less than 50 years old, you must be able to show that you are an eligible next-of-kin (parent, sibling, children or spouse). Alberta Marriage Records: Dates: From about 1890 Cost of copy: varies by registry agent (see above) Comments: When requesting the record for genealogical purposes, be sure to request a certified photocopy of a registration of birth (long form). This record will contain the names of bride and groom, date and place of marriage, birthplaces of bride and groom and registration number and date, and may contain the age and/or birthdate of bride and groom and the names and birth places of parents. Marriage records in Alberta are not public until after 76 years have passed from the date of marriage. To apply for a genealogical search of marriage records less than 75 years old, you must be able to show that the bride and groom are deceased  and that you are an eligible next-of-kin (parent, sibling, children or spouse). Divorce Records: Dates: From 1867 Cost of copy: varies Comments: For information on divorce proceedings in Alberta from 1867-1919 contact the Senate of Canada at the following address: Office of the Law Clerk and Parliamentary CounselRoom 3043rd Floor222 Queen StreetOTTAWA, ON K1A 0A4Phone: (613) 992-2416 After 1919 divorce proceedings were handled by the provincial courts. Write to the provincial courthouse for location and availability or enquire at the county courthouse concerning indexes and searches.Website: Alberta Courts * Original birth records from approximately 1850 through the 1980s for some communities are in the custody of the Provincial Archives of Alberta. Transcripts of these birth certificates can be obtained for $5.00, plus GST and postage fees. This is a cheaper option than obtaining the records through Alberta Vital Statistics, but photocopies of the original records are not available - only the transcripts.

Ocd in as Good as It Gets - 1498 Words

As Good as It Gets In the movie As Good as It Gets Jack Nicholsons character, Melvin Udall, suffers from Obsessive Compulsive Disorder. Obsessive Compulsive Disorder, known as OCD for short, is a type of anxiety disorder. In this movie, Melvin displayed many compulsions. When he comes back to his apartment he locks his door 5 times and turns on and off the lights 5 times. He also washes his hands with 2 new bars of soap each time he washes his hands. When he walks, he avoids stepping on any cracks. He also sometimes repeats words quietly after someone has said something. Instead of trusting one, his has two clocks side by side near his bed for an alarm. These are just a few examples of the many compulsions Melvin has. He always†¦show more content†¦This criterion is saying that if another Axis I disorder is present and as far as we know there arent any other disorders present, but Melvin still fits the criteria for OCD. The last is Criteria E which states, The distu rbance is not due to the direct physiological effects of a substance (e.g., a drug of abuse, a medication) or a general medical condition (463). Melvins OCD isnt a result of any of the previously mentioned things. Therefore, based on the DSM-IV Melvin fits the diagnostic criteria for OCD. Comorbidity is a common in OCD people. I dont think that Melvin suffered from any additional clinical disorders. He did seem to have issues with being rude and sometimes hostile, but I think that was more so his personality than another disorder. There are several different options of treatment for someone with OCD. Some of the options are drugShow MoreRelatedEssay On Kissing Doorknobs1378 Words   |  6 PagesNever Free of OCD: Tara and Melvin â€Å"Step on a crack, break your mother’s back†. Who would have thought those few words could change a persons life forever? In the book, Kissing Doorknobs, fourteen-year old Tara Sullivan tells about how OCD ended up coming into her life and taking over for a time. When Tara first started getting the symptoms of OCD she did not understand what was happening to her. All it took for her to be completely consumed by one thought was that one phrase, â€Å"step on a crackRead MoreTherefore, Continuing A Solid Support System Melvin Should1091 Words   |  5 Pagesprogression in his prognosis of OCD, but can further his positive prognosis with proper therapy, medicine, and a support system. Therapy The proper therapeutic approach regarding Mr. Udall would consist of a combination of exposure and response prevention (ERP) based behavior therapy (BT) and pharmacotherapy consisting of serotonin reuptake inhibitors (SRI). â€Å"Currently, behavior therapy that focuses on exposure and response prevention is the psychological treatment of choice of OCD† (Olatunji, RosenfieldRead MoreAfter Diagnosis, Parental Action, And Acceptance By The927 Words   |  4 Pagesthe child, treatment can begin.one get treatment. Cognitive-behavioral therapy is the most efficient treatment for OCD. Cognitive behavioral therapy teaches a child different way to behave. There is scientific evidence that this form of therapy causes chemical reactions in the brain. A person who uses this therapy will undergo chemical changes in the brain and feel relief from their symptoms of OCD (Schwartz 1996). A child with OCD needs to understand that they get recurring thoughts and need to learnRead MoreEssay ab out Obsessive Compulsive Disorder1388 Words   |  6 Pagesasleep until he knows for sure all the doors are locked, so he proceeds to get up and check if every door is locked. He does this three times until he is finally comfortable enough to go to sleep. What could possibly be wrong with this man? This man most like has a disability called Obsessive-Compulsive Disorder, or OCD. In the past, this man with OCD would have been considered extremely strange, but it is now known that OCD is somewhat common in today’s world. The conditions of Obsessive-CompulsiveRead MoreMental Illness And Mental Health1568 Words   |  7 PagesOne such film is As Good As It Gets (1997), which is focused on a main character (Melvin Udall) who has a diagnosis of Obsessive-Compulsive Disorder (OCD). Throughout the film his OCD affects many different aspects of his life and his relationships. This paper will summarize the main plot of the movie, summarize obsessive-compulsive disorder, and then loo k at the what is accurate and inaccurate about the films representation of an individual living with OCD. As Good As It Gets (1997) is about a writerRead MoreObsessive Compulsive Disorder ( Ocd )1602 Words   |  7 PagesAccording to the Obsessive Compulsive Disorder foundation ( (International OCD Foundation, 2016), â€Å"OCD is a medical brain disorder that causes problems in information processing.† They compare OCD to a brain spasm; the brain freezes on a certain thought and cannot move forward. The brain is incapable of dealing with thoughts of worry or doubt. This causes many side effects that can clearly distinguish a person as OCD. Obsessive compulsive disorder is a disease that many people know of, but few peopleRead MoreObsessive Compulsive Disorder ( Ocd )1114 Words   |  5 Pagesknown as OCD, is an anxiety disorder. People who have this disorder have repetitive thoughts and behaviors that they cannot control. A chemical imbalance of the neurotransmitter serotonin throws off communication in the brain. According to the American Academy of Family Physicians (2015), i t can also cause impulses that manifest through obsessions, ideas, and images. The next part of this disorder is compulsions. These are the behaviors that people who have this disorder perform in order to get rid ofRead MoreAs Good as It Gets: Obsessive Compulsive Disorder1721 Words   |  7 PagesAs Good As It Gets: Obsessive Compulsive Disorder I chose the film â€Å"As Good As It Gets† and to focus on the character Melvin. Melvin displays many different behaviors throughout the movie such as anti-Semitic, narcissistic character, mysophobia, and obsessive-compulsive disorder. I will be focusing on the cause and effect of Melvin’s dysfunction to do with his OCD. We will examine the character in the movie and explain the assessment, symptoms, diagnosis, causes, and treatments. â€Å"AsRead MoreLiving With Obsessive Compulsive Disorder Essay890 Words   |  4 Pagesexamples of how people may act who have Obsessive Compulsive Disorder (OCD). People that have OCD find it hard to lead normal lives. They tend to suffer from recurrent, unwanted thoughts (obsessions) and perform the same rituals (compulsions) that they feel that they cannot control. The rituals or compulsions they have can be anything from washing their hands over and over, to counting, or even cleaning. People who suffer from OCD can only ease their anxiety by performing these rituals. The obsessiveRead MoreObsessive Compulsive Disorder And Borderline Personality Disorder850 Words   |  4 Pagesâ€Å"cutting is an impulse and it just happens.† What do you see in the future? Do you think things will get better? It’s easier to say things will get better at that moment and when you act on them they start to spiral out of control. In the future Becky wants to be productive and use the energy to do things rather than being regretful for things she hasn’t done. Obsessive compulsive disorder (OCD) is severe anxiety that affects the brain and behavior to overwork. According to www.mhhe.com, the obsessive

Consolidation of Learning Free Essays

I have come to understand that in order for a student to develop professional nursing skills, he or she needs to have the ability to apply knowledge from theory into practice. This I believe is a fundamental key to the success of becoming a competent nurse. My practice and the invaluable experiences I have gained from my placement, as a nursing student, have enabled me to reflect on the dimensions of nursing practice. We will write a custom essay sample on Consolidation of Learning or any similar topic only for you Order Now I can testify that clinical practice is really an essential component of learning process for any nursing student. My Clinical practice has allowed me to have direct experience with the real world of nursing, to practice the clinical skills required for the job and to learn about the responsibility of the nurse. Reflecting back at my previous semesters, I can begin to say that my acute clinical experience has served as a wonderful and memorable learning opportunity for me to practise some of the skills that I have learned. I had a lot of mixed feelings going into this clinical because I did not know if I was going to make a difference. And little did I know how much this experience would impact me. As I reflect on this experience, I realised that I finished my clinical not only with more experience than when I started, but with a different aspect of nursing all together. In this paper, I will discuss an in-depth factual experience on my role in caring for a hypertensive patient. I will critically analyze my actions, feelings and strategies that I used to deal with the situation. I will also present how I was able to connect the knowledge that I had gained from my nursing classes and clinical laboratory. Over the course of my clinical placement, I was assigned to different patients with different illness. Caring for these patients has deepened my understanding of the need to develop my intellectual capacity for good clinical judgement and safe decision making. While caring for these patients, I encountered situations that were both positive and negative. Regardless of the outcome of these situations, I believe I have learned one or two things from them. There was a particular event that really stood out for me among the patients that I cared for. The reason why this event stood out is because of the impact it had on my learning. This event helped me to start pulling information from all the resources available to me right on the spot. THE SIGNIFICANT NURSING EVENT I was on an evening rotation on this fateful day. I had done my patient research and ready to carry out my care plan for my patient. Unfortunately, I was not able to implement this care plan because my patient assignment was changed due to staffing issue. An undergraduate nurse was the primary nurse of the same patient that I was assigned to. Due to the policy that I have to be monitored by a registered nurse, my patient assignment was changed. I was then assigned to an eighty two year old woman diagnosed with acute renal failure with history of hypertension. I had very little time to quickly research my patient diagnosis; my primary nurse just gave me brief information on her status. I had to quickly go in to do my initial assessment and take her vital signs. As I approached her room, I was prepared for all reactions, but my patient responded with soaking kindness. I introduced myself, asked her how her day was going and informed her of the care that I will be providing for her. Then I began to perform a head to toe assessment and I explained the rationale of each test and action. My patient would always smile and respond with â€Å"I know that you are a student just do what you gotta do†. Then I began to check her vital signs and realised that her blood pressure was way over the normal range120/80. I was startled, so I decided to check the blood pressure on the opposite arm, just to reaffirm the data obtained previously. This time around I knew I had obtained the same data, which were 180/ 98. I auscultated her lungs fields bilaterally and there was an adventitious sound. I palpated her peripheral pulses for their strength and equality and auscultated her apical pulse rate to check for the rhythm and the quality of heart sound and I could hear an abnormal sound of blood rushing. In this paragraph, I will discuss on my feelings and thinking that took place in the event. Based on my knowledge about the implications of high blood pressure and knowing that she is hypertensive and over eighty years old, that would increase her risk of having stroke or heart attack. I was fearful of handling this patient being my first time of experiencing this situation. Reflecting in action, I began to have a therapeutic conversation with my patient. Understanding my own values and beliefs I composed myself and tried not to sound scared, while I was asking questions regarding how she was feeling. I used all my senses of perception to assess her and asked if she was having chest pain or feeling light headed. My patient complained of being fatigue, a little bit dizzy, and that she was finding it hard to breathe, and then I knew something was certainly wrong. This can be supported by (Quote) At the same time I did not want her to panic or aggravate the situation. I knelt down and checked if there was any urine in her Foley catheter bag, but there was nothing. I asked her when was the last time that her bag was drained and she replied that she was not sure if it was early in the morning or at midnight. Then I noticed that she had edema in her lower extremities, I inspected her legs and palpated the areas of edema, noting the tenderness and pitting. I went on to ask her if she had been going for a walk around the unit and if she knew her blood pressure baseline, and she responded that it’s been very high lately, but for me I was not really satisfied with the data. Certainly my patient was having fluid retention, and other symptoms which might be as a result of her kidney failure or hypertension. Given the assessment and further investigation this was a possible indication of stroke or heart attack. While reflecting in action, I told myself that I needed to act fast as soon as possible because I could not tell what the outcome will look like. According to the Canadian Nursing Association (CNA, 2008) state that nurses should provide safe, compassionate, competent and ethical care. Instantly I knew I had to quickly determine my goal of care for my patient because I was certain that something was wrong. I came up with three goals, firstly I have to make sure that her blood pressure get lowered and controlled. Secondly, make sure that she was having adequate urine output and lastly, encourage her to go for a walk in order to increase her blood flow. In order to achieve these goals I had to find a way to get hold of my primary nurse or instructor, to inform them on what was happening to the patient. Carper, (1978), notes that it is of paramount importance to understand the clinical situation, act timely and appropriately for the good of the patient. This was an opportunity to take what I had learned from my courses and in lab and apply to real situations. I was not really prepared but I was very excited to use my skills and knowledge that I had gained so far from the nursing courses and laboratory. At the same time, I always had it at the back of my mind to always make sure I stay within my scope of practice and also critically think about the care I want to provide to the patient. I excused myself and told my patient that I needed to see my primary nurse. I quickly logged in to the SCM to check her flow sheet and realised that her previous data was 139/85. I checked to see if there was any order or medications if her blood pressure gets beyond certain parameter. I found that an order was made and that if her blood pressure get above 180/100, hydrazaline should be given every four hours and patient should be monitored continuously. I researched the drug class, it usage, side effect and contraindication of hydrazaline, so that I know what I am giving my patient and what I need to watch out for after administration. My findings deepened the knowledge about implications of high blood pressure and what I thought and knew. In response to my findings, I knew for sure that she was having the signs and symptoms of stroke or heart attack. I was really eager to pass on this new information to my primary nurse and instructor. I really felt that I had paid full attention to my patient while performing my head to toe assessment. Tanner (2006) stated â€Å"that clinical judgement is more influenced by what the nurse brings to the situation than the objective data about the situation at hand† (p. 204). I hurried quickly and informed my primary nurse on what was happening, and she came with me to get the medications. As we approached the room the nurse took the patient vitals again, I believe that she needed to confirm the data herself. My nurse got the same data and asked me to administer the medication to the patient. My primary nurse then asked me what my goal of care was for the patient and I responded with what I had planned earlier. I began to evaluate if my intervention was achieved by monitoring my patient’s blood pressure and ensuring that her other vital signs were all in the normal range. About fifteen minutes later, I asked my patient if she was still having the signs and symptoms that she mentioned to me earlier, and she replied that she was feeling much better. Brunners suddant stressed that educating the patient on self care is a therapeutic regimen that is the responsibility of the patient in collaboration with the nurse. I began to educate my patient on the importance of lifestyle changes and medications to control the blood pressure. I emphasized on the concept of controlling her blood pressure, rather than curing it. I encourage her to develop a plan for weight loss, limit food high in salt and fats and increase intake of fruits and vegetables. It was all a new experience getting to see the symptoms and effects in first hand. Everything makes so much more sense when you get to connect the dots yourself. Although I did not have enough time to research on my patient diagnosis, this experience really impacted my learning because I realised that in the real nursing world, nurses do not have any knowledge about the patient that they will care for. This has really made me reflect on my actions and my future practise. It also made me to really value the learning from the class, clinical labs and evidenced based research. Above all, knowing my patient was very integral to my practice and this event raised some questions for me. How to cite Consolidation of Learning, Papers

William Shakespeare s Othello Jealousy examples Essay Example For Students

William Shakespeare s Othello Jealousy examples Essay Jealous Much Tyree Smith Mr. Welch Crete-Monee High School ?Jealous is feeling or showing envy of someone or their achievements or advantages. Think back to a time when you felt jealous of someone or something. One of the biggest themes that took place in Othello was jealousy. Several times in the book jealousy occurred. Iago is upset because Othello chose Michael Cassio as his lieutenant. Brabantio is jealous because the Moor stole his daughters love. Othello gets jealous when he finds out Desdemona is unfaithful. Jealousy is a result of circumstances and manipulation.?In the beginning of the play, Iago is upset because Othello selected Micheal Cassio as his lieutenant. He is jealous of Cassios position both in military and with Othello’s service. â€Å"I hate the Moor and it is thought abroad, that twist my sheets ‘Has done my office. I know not if’t be true, But I formere suspicion in that kind will do as if for surety.† Iago claims he hates Othello because he got an promotion and he hates Othello because he hears a rumor about Othello has been hooking up with Iago’s wife. Iago also felt he could be a better lieutenant because he had more experience. Iago had more experience but Cassio knew more about the role but no experience. Which is why Iago thinks he isn’t worthy enough for that role. ?Being a father is tough. Especially when have a daughter that falls in love with a man you dislike. If you think that is tough, think about the pain Brabantio had to go through. â€Å"I am one, sir, that comes to tell you your daughter/ and the moor are now making the beast with two backs.† Iago stired up some drama between Brabantio and Othello. His crude euphemistic metaphor remarks Iago’s crassne. .Selected bibliography.Gurr, Andrew. The Shakespearean Stage: 1574-1642. Third edition. Cambridge, England: Cambridge UP, 1992. An authoritative text about the companies, the players, their playhouses and audiences.Hill, Errol. Shakespeare in Sable: A History of Black Shakespearean Actors. Amherst: U of Massachusetts P, 1984. About actors and productions with all-black or mixed casts.Kay, Dennis. Shakespeare. 1992. Recent, readable biography of Shakespeare and his times.Modern Language Association annual bibliography.).Papp, Joseph and Elizabeth Kirkland. Shakespeare Alive! NY: Bantam, 1988. A lively introduction to Elizabethan thought, Shakespeare s sources and theatre and stage history of Shakespearean production.Shakespeare Quarterly. Annual bibliography that is exhaustive on articles, productions, editions, translations of Shakespeare. Annotated entries.