History Essay Example | Topics and Well Written Essays - 500 words - 23

History - Essay Example As indicated by Turner, Americans got their one of a kind character from the steady need to confront this incredible wilderness and overcome its ferocity. This gave Americans explicit attributes, for example, independence as they struggled the wild alone, patriotism as they guaranteed new domains for their nation, versatility as they kept on pushing their limits and libertarianism as they found that each man, battling for a methods for getting by, was equivalent to every single other man as they are totally occupied with a similar action and ought to be given a similar chance (Flagg, 1997). In numerous regards, Turner had a valid statement. Americans were continually facing a wilderness limit behind which the world was as yet savage and wild. So as to make this land friendly, it was fundamental for singular spirits, realizing they would not have the support of an enormous network or administrative armed force behind them, to go out and overcome this wild and bring it into request for the ‘proper’ settlement of enlightened society. That there was an outskirts at all introduced a consistent test to all Americans that achievement could be had for the taking on the off chance that one was eager to contend energetically enough for it. Simultaneously, there appeared to be no restriction to this breadth of wild regions to be vanquished, giving Americans the feeling that it was available to any who might come. Be that as it may, as Wibe (2007) clarifies, this hypothesis limited to a revolting degree the job of the ‘savages’ who previously lived in this wild and untamed land. As opposed to just being open and accessible for the taking, quite a bit of this land previously had a place with another individuals, individuals who frequently had bargains with the very government Americans imagined themselves as battling for. There is no record for the absence of disgrace Americans ought to have taken at defiling a land having a place with others, no sign of the ethical demolition brought about by the close

English Legal System, Coursework Essay Example | Topics and Well Written Essays - 1750 words

English Legal System, Coursework - Essay Example The principle highlight of the English legitimate framework is that it is living and continually developing to work later on just as it did in the past1. In this manner the absolute most one of a kind element of the English legitimate framework is its legacy from regular law2. The greater part of the attributes regularly connected to English law and its administration of honorableness are recognizable to the at an early stage development in Western Europe of the common and custom-based law customs. As per Goodman (1995), a few trademark results stream from the way that law didn't exude from one incorporated power, for example, papacy, ruler or parliament. The odd development of the customary law in England created it shows up from a happenstance likeness of the execution after the Norman take-over by continuous rulers of local traditions as the establishment for the administration of equity. Struggle evaluation, primarily concerning land title, was a key capacity for equity. Judges were selected by the lord to visit the nation and choose contentions, supported by a nearby adjudicator included by the Normans into operational imperial courts. The preliminary acknowledged a key job in the settlement of questions. Wilson (1995) states that Everybody underestimates the way that law and legitimate frameworks vary in various nations. Be that as it may, it is likewise valid for lawful grant. One purpose behind this is the various obligations legitimate researchers have in various nations for the support and improvement of the neighborhood law...One result is that lawful researchers in various nations may have various plans and this may influence the topic, scope and even the structure and style of the nearby lawful grant. (Source: http://www.chriswallis.com/uni/cnlaw231l01.pdf got to on November 5 2009). To realize a confidence to the law the courts followed the standard of gaze Decisis.3 This is alluded to as the teaching of point of reference. The courts are partitioned into two (IALS Conference, Learning from Each Other: Enriching the Law School Curriculum in an Interrelated World). They are: I. Predominant courts; ii. Mediocre courts. The House of Lords is the prevalent court however it is a UK court since it rehearses re-appraising expert for all the three legitimate systems.4 The Superior Courts are known as the Supreme Court from November 2009. The Supreme Court comprises of the High Court, the Crown Court and the Court of Appeal (IALS Conference, Learning from Each Other: Enriching the Law School Curriculum in an Interrelated World). The tenet of point of reference's job in the English lawful framework is significant since precedent-based law is a fundamental premise of law in the English lawful framework. This is inverse to the European lawful framework as it is established on legitimate models and potential outcomes. A great deal of phases of study must be led under a precedent-based law ward with the goal that it very well may be comprehended concerning what the law is. The realities of the law must be seen first and afterward any significant resolutions or lawful cases must be found. At long last the standards 3. Signifying let the choice stand. 4. Anyway the locale isn't general. For instance, while there is a privilege of allure to the House of Lords against common activities in Scotland no such right exists for criminal issues. what's more, the choices utilized for the situation are utilized for what's to come

Information Systems Example

Information Systems Example Information Systems â€" Assignment Example > 7. *(View Excel sheet named Summery)8. *(View Excel sheet named Chart)9. *(View Excel sheet named Resource Sector)10. Click on the the summery sheet and then click on the button named PrintReport to print. b. click on the sheet named Table and then click on the button named PrintReport to print. 11. Report. REPORT COMPARING THE PROFITABILITY OF SHARES FROM RESOURCE SECTORThe shares purchased from the resource sector include the shares from RIO Resources, the BHP Resources and the Fortescue Resources. This is shown in the table below: -Table 1ShareCost ofpurchased sharesCost ofSalesProfitTotalDividendsPercentageof initialInvestmentRIO $5,160.00 $8,299 $3,139 $49.27 61.79%BHP $10,942.50 $10,950 $7.5 $8708.01%Fortescue $10,100.00 $10,300 $200 $3055.0%The shares in the resource sector traded well over the two-year holding period, RIO Resources earned a total of $49.27 dividends for 100 shares and the Market Value (M. V) of $82.99 per share. This lead to 61.79% total return of the init ial investment. The graph below clearly compares the three sharesGraph 1.Bar graph for different shares in the resource sector against percentage of initial investmentInterpretationComparing the RIO share with other companies in the same sector, it comes out clearly that RIO resources share had the highest percentage of annual return irrespective of the little amount invested. The predominantly striking feature of the graph above is that the RIO shares fared well in the market compared to the other two, on the contrary, it has not been well with the Fortesque shares because their percentage remained low over the whole period. A side by side analysis of the three shares, Fortescue share had the least annual return during the two-year holding period. It is also noted that all the three shares in the resource sector were profitable. Knowing the share prices in the market and their market performance is crucial to succeeding on the stock market, it is therefore important to access and analyse the rate of annual return per share in order to know the shares do be re-invested and those to be disposed. Graphical representation of such data makes it easy to analyse these reports for easy decision making. Microsoft excel therefore plays a very important role in tabulation and graphical data presentation and analysis. It also provides formulas and functions for easy calculation. References Aronoff, C. E., and John, L. W. (1992) Family Business Succession: The Final Test of Greatness. Business Owner Resources. Bruce, J. Feibel, (2003), Investment Performance Measurement. New York. Durham University (2010) Introduction to using macros in Microsof Excel. [Internet] available from http: //www. dur. ac. uk/resources/its/info/guides/39Excel2003Macros. pdf (accessed on 07/08/2011) TechUcomp, Inc. (2010) Advanced Excel [Internet]. Available from: http: //www. teachucomp. com[Accessed 07/08/2011].

Algebra Definition

Algebra is a branch of mathematics that substitutes letters for numbers. Algebra is about finding the unknown or putting real-life variables into equations and then solving them.  Algebra can include real and complex numbers, matrices, and vectors. An algebraic equation represents a scale where what is done on one side of the scale is also done to the other and numbers act as constants. The important branch of mathematics dates back centuries, to the Middle East. History Algebra was invented by Abu Jafar Muhammad ibn Musa al-Khwarizmi, a mathematician, astronomer, and geographer, who was born about 780 in Baghdad. Al-Khwarizmis treatise on algebra,  al-Kitab al-mukhtasar fi hisab al-jabr waÊ ¾l-muqabala  (â€Å"The Compendious Book on Calculation by Completion and Balancing†), which was published about 830, included elements of Greek, Hebrew, and Hindu works that were derived from Babylonian mathematics more than 2000 years earlier. The term al-jabr in the title led to the word algebra when the work was translated into Latin several centuries later.  Although it sets forth the basic rules of algebra,  the treatise  had a practical objective: to teach, as al-Khwarizmi put it: ...what is easiest and most useful in arithmetic, such as men constantly require in cases of inheritance, legacies, partition, lawsuits, and trade, and in all their dealings with one another, or where the measuring of lands, the digging of canals, geometrical computations, and other objects of various sorts and kinds are concerned. The work included examples as well as algebraic rules to help the reader with practical applications. Uses of Algebra Algebra is widely used in many fields including medicine and accounting, but it can also be useful for everyday problem-solving. Along with developing critical thinking—such as logic, patterns, and deductive and inductive reasoning—understanding the core concepts of algebra can help people better handle complex problems involving numbers. This can help them in the workplace where real-life scenarios of unknown variables related to expenses and profits require employees to use algebraic equations to determine the missing factors. For example, suppose an employee needed to determine how many boxes of detergent he started the day with if he sold 37 but still had 13 remaining. The algebraic equation for this problem would be: x – 37 13 where the number of boxes of detergent he started with is represented by x, the unknown he is trying to solve. Algebra seeks to find the unknown and to find it here, the employee would manipulate the scale of the equation to isolate x on one side by adding 37 to both sides: x – 37 37 13 37x 50 So, the employee started the day with 50 boxes of detergent if he had 13 remaining after selling 37 of them. Types of Algebra There are numerous branches of algebra, but these are generally considered the most important: Elementary: a branch of algebra that deals with the general properties of numbers and the relations between them Abstract: deals with abstract algebraic structures rather than the usual number systems   Linear: focuses on linear equations such as linear functions and their representations through matrices and vector spaces Boolean: used to analyze and simplify digital (logic) circuits, says Tutorials Point. It uses only binary numbers, such as 0 and 1. Commutative: studies  commutative rings—rings in which multiplication operations are commutative. Computer: studies and develops algorithms and software for manipulating mathematical expressions and objects Homological: used to prove nonconstructive existence theorems in algebra, says the text, An Introduction to Homological Algebra Universal: studies common properties of all  algebraic  structures, including groups, rings, fields, and lattices, notes Wolfram Mathworld Relational: a procedural query language, which takes a relation as input and generates a relation as output, says Geeks for Geeks Algebraic number theory: a branch of number theory that uses the techniques of abstract algebra to study the integers, rational numbers, and their generalizations Algebraic geometry: studies zeros of multivariate polynomials, algebraic expressions that include real numbers and variables Algebraic combinatorics: studies finite or discrete structures, such as networks, polyhedra, codes, or algorithms, notes Duke Universitys Department of Mathematics.

A Systematic Approach to Decision Making - 1776 Words

A Systematic Approach to Decision Making A logical and systematic decision-making process helps you address the critical elements that result in a good decision. By taking an organized approach, youre less likely to miss important factors, and you can build on the approach to make your decisions better and better. There are six steps to making an effective decision: 1. Create a constructive environment. 2. Generate good alternatives. 3. Explore these alternatives. 4. Choose the best alternative. 5. Check your decision. 6. Communicate your decision, and take action. Here are the steps in detail: Step 1: Create a constructive environment To create a constructive environment for successful decision making, make sure you do the following:†¦show more content†¦Ã¢â‚¬ ¢ If you have very few options, or an unsatisfactory alternative, use a Concept Fan to take a step back from the problem, and approach it from a wider perspective. This often helps when the people involved in the decision are too close to the problem. †¢ Appreciative Inquiry forces you to look at the problem based on whats ‘going right, rather than whats ‘going wrong. †¢ Organizing Ideas This is especially helpful when you have a large number of ideas. Sometimes separate ideas can be combined into one comprehensive alternative. †¢ Use Affinity Diagrams to organize ideas into common themes and groupings. Step 3: Explore the Alternatives When youre satisfied that you have a good selection of realistic alternatives, then youll need to evaluate the feasibility, risks, and implications of each choice. Here, we discuss some of the most popular and effective analytical tools. †¢ Risk In decision making, theres usually some degree of uncertainty, which inevitably leads to risk. By evaluating the risk involved with various options, you can determine whether the risk is manageable. †¢ Risk Analysis helps you look at risks objectively. It uses a structured approach for assessing threats, and for evaluating the probability of events occurring - and what they might cost to manage. †¢ Implications Another way to look at your options is by considering the potentialShow MoreRelatedRationale For Considering Values And Preferences1447 Words   |  6 Pagesattention to weak recommendations and accompanying values and preferences under these scenarios.2 The systematic review on utilities suggested major bleeding equivalent to nonfatal pulmonary embolism; while intracranial bleed overall was 2 to 3 times worse than major bleed or pulmonary embolism. This relative importance helps guideline panels to weigh the balance of benefits and risks and make the decision accordingly. 16 Considered as significant factors in producing recommendations, the extent to whichRead MoreEssay on Evolution of Management649 Words   |  3 Pagesclassical approach. 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As a result managers became more concerned with physical things than towards the people therefore systematic managementRead MoreThe Public Health Surveillance And Program Planning Models772 Words   |  4 PagesEBPH involves developing,implementing,and assessing of operative programs and policies in public health by applying ethics of scientific thinking utilizing systematic uses of data and information systems,suitable use of behavioral-science theor y and program-planning-models.1Scholars agree that EBPH provides assurance that decision making is based on scientific evidence and effective practices;helps ensure the retrieval of up-to-date dependable information about what works and doesn’t for public healthRead MoreEssay Problem Solving and Decision Making in Management893 Words   |  4 PagesProblem solving and decision-making are fundamental in all managerial activities. 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Economic interdependence as a driver of Regional integration in east Asia Free Essays

string(115) " to support the market-driven economic forces and trade liberalization are entrenching institutional arrangements\." Introduction Regional integration has become the focus globally, and East Asia features prominently with its efforts to formalize cooperation in the region into a workable arrangement for the promotion of trade, investment and security. This cooperation is gaining much attention as the world shifts from a U.S-centered system to a new system in which China is emerging as a power. We will write a custom essay sample on Economic interdependence as a driver of Regional integration in east Asia or any similar topic only for you Order Now This paper focuses on regionalism in East Asia driven by economic interdependence among constituent countries. East Asia is a heterogeneous region comprising several tiers of member countries; developed countries such as Japan and Singapore, developing countries like China, Korea and ASEAN, and less-developed countries including Cambodia, Laos, Myanmar and Vietnam. This region has diverse ethnic, religious and political aspects, in addition to wide variations in country size, size of population and levels of economic development among constituent countries. The East Asian economies have historically been closely linked through events such as; the establishment of treaty ports by colonial governments that laid foundation for trade within the region, Japanese imperialism in the 20th century that brought about economic integration in northern East Asian (Korea and Taiwan), and the rapid development in East Asian generating linkages that have bias for the region (Beeson 2007). With such early interdependence, however, East Asia is a significant economic area in the world lacking formal institutions that oversee and coordinate regional activities. There are many requirements in the endeavor towards regional institutionalization including enhanced intra-regional trade and investment and market dynamics in favor of the region; Preferential Trade Agreements; intra-regional political focus; rapid economic growth in the region with associated economic liberalization; and the democratization of many countries in the region. (Vision Group Report 2001). All these are contributory factors to the establishment of an East Asia community comparable to leading regional institutions like EU and NAFTA. There are several regional communities with an overlap of roles that could make for a future East Asia community including; Asia-Pacific Economic Cooperation Forum (APEC), ASEAN Regional Forum, ASEAN +3, and East Asia Summit. Economic interdependence in East Asia is considered to be a market-led process due to minimal success in regional institutionalization so far. This process implies various shapes of intensified economic relations and, in this regard, focus is on cooperation in trade, financial and monetary aspects of economies. East Asian economies follow a trend towards intensified ties among them, significantly driven by economic factors rather than institutional arrangements. This trend is evident when we consider intra-regional trade and foreign direct investment among countries constituting East Asia. Integration in trade Integration in trade is a foundation for regional economic cooperation. The major features in East Asia’s trade, as pointed out by Kawai and Motonishi (2004), are a rapid expansion of overall regional trade; a rapid expansion of trade among industries; and a rapid expansion of trade between large corporations and intermediaries in the production process. Such trade patterns supported by the FDI activity of multinational corporations, focus on Asia as a production hub (â€Å"the factory of the world†). As a result, regional integration through trade has deepened with member countries coming together in a variety of informal, intra-industry trade arrangements to exploit the inflow of international trade opportunities. A calculation made by Kwack (2004) on East Asian trade shows that the share of intra-regional trade to total trade rose from 31% in 1980 to 46% in 2003 while the import share rose to 53% from 31%. Intra-regional trade in East Asia was 40 percent in 2009 majorly backed by the Chinese economy whose size provides it with enormous advantage in its new central role in the region. Due to globalization, and the entry of Japanese, Korean and Taiwanese investments into China, trade has increased between companies in these countries and their subsidiaries located in China, forming networks of production. These regional labor and capital-intensive firms have turned to China to evade rising levels of wage and costs at home, which makes it a comparative advantage for them to move their capacity to China. China’s capacity in export gives further incentive as the country’s liberal policy has attracted huge foreign investments. Hong Kong has moved its manufacturing industries to mainland China while focusing on its specialization as a financial and service center. Taiwan and China have, also, developed similar economic relations in recent times though political challenges abound (ADB 2009). Trade through production fragmentation has been the driver of such increased trade integration and is prominent in various sectors including machinery, electronics, textiles and apparel, toys and furniture. The central role of China is enhanced further by the trade and production relationships between it, the other Asian nations and the U.S, with China importing intermediate goods from Japan, Korea, and Taiwan, processing them into finished products and exporting them to the US and to the East Asia region (Xu, 2006). From 1990 to 2005, China-ASEAN trade volumes have risen at 22% average year-on-year and in 2006 it reached 160.8 billion dollars, an increase of 23.4% when compared to 2005 figures. At country level, import trade in the region is concentrated among mainland China, Japan, Korea and Taipei, China. Import-share from the other East Asia nations is small, although it is expanding fast. In 2006/7 China accounted for 21.2% of total manufacturing exports from the rest of the region (ADB 2009). East Asia lacks an institutional driving force for the promotion and integration trade as at present even as trade globally is conducted under regional agreements, majorly the EU and NAFTA. Counter to these, there exist customs union and free-trade areas such as ASEAN Free Trade Area (AFTA) which are, however, not as large and potent as to be a challenge to EU and NAFTA. East Asia is concerned over investment diversion especially in its markets in Europe and North America which is exacerbated by the financial crisis in 1997. This has forced its policymakers to rethink economic linkages connecting regional economies (Ba 2009). Policies to support the market-driven economic forces and trade liberalization are entrenching institutional arrangements. You read "Economic interdependence as a driver of Regional integration in east Asia" in category "Essay examples" This strategy is evidenced by the launch of ASEAN-China Agreement, and a move towards ASEA-Japan among several ongoing negotiations creating new alliances in favor of liberalization within the region. Foreign direct investment flowing into the region has been a key driver of intra-regional trade. In particular, Japanese multi-national corporations, have an extended presence in the region through FDI, and are playing a pivotal role thereby enhancing integration. The major portions of FDI within ASEAN are characterized by net flow from Japan and Korea to the other ASEAN economies, with Japan taking up 69 percent in the FDI outflow (Frost 2008). In addition to such linkages through FDI, business processes with affiliates supplying intermediate goods creates more points for cooperation. Japan is a prominent center of process fragmentation operations in East Asia, with about a third of all regional exports of components for assembly sourced therein (Ng and Yeats, 2003). Indonesia imports over 70 percent of components for assembly from Japan, while Korea and the Philippines’ regional imports exceed 50 percent. China has come in strongly recently to play this role as a specialist in assembly trade and is a key driver of East Asia’s regional integration process bringing about a shift from the â€Å"flying geese† hierarchical model led by Japan, to the new horizontal intra-regional economic integration commonly referred to as â€Å"galloping dragons†. Other factors have facilitated the operation of a regional production network in East Asia including the easing of trade barriers, stable economic and political environments, access to a skilled labor force, and robust infrastructure. Moreover, the emergence of a middle class in Asia is encouraging the deepening of domestic markets for both intermediate and final products, key in reducing the region’s excessive reliance on the global export market as its engine for growth which open it up to global risks and vulnerabilities. These characterize the economic integration in East Asia which unlike other regions is market-led for lack of formal policy. Financial integration Enhanced trade often requires better financial services and instruments and it, therefore, is a catalyst for greater liberalization. East Asian countries have been keen to liberalize their financial markets to benefit from foreign investment, bank loans across Asian countries and regional investments in equity. However, the pattern of financial integration in East Asia is a global one, not a regional one with countries in the region having deeper financial links with Europe and the United states than with one another. Financial integration in East Asia has, however, been underway driven by deregulation of financial systems, offers of financial services beyond the region, and opening up of capital. Bank loans and investment flow link the regional economies financially and strengthen macroeconomic interdependence (Ba 2009). The financial crisis of 1997-98 taught East Asia the need for monetary and financial cooperation necessary for regional financial stability. The general sentiment is that the region needs to establish â€Å"self-help† mechanisms to prevent and manage possible crises. Such cooperation involves information transfer and policy discussions, setup of mechanisms to support liquidity, financial sector improvement both nationally and in the region to achieve balance, and collective coordination. ASEAN plus 3 members have initiated regional cooperation in finance based on three pillars: the Chiang Mai Initiative creating a regional liquidity support facility; policy dialogue and surveillance; and development of bond markets. The Chiang Mai Initiative aims to reduce shortage in liquidity and, hence, limit crises (Frost 2008). It has created currency swap arrangements totaling 52.5 billion dollars among central banks. Dialogue on policy and regional surveillance on the economy involves assessment of macroeconomic and financial standing of member economies. The ASEAN+3 finance ministers perform this, focusing on global and regional entities, risk assessment, and policy with the development of a financial early-warning system for possible vulnerabilities. Bond markets denominated in local-currency are essential in reducing the temptation to rely on external borrowing and bank-financing for capital requirement. These mitigate currency and maturity mismatches, a common problem of international capital markets. An Asian Bond Fund has been established by the finance minister process, as well, in a bid to stimulate demand in the local bond market, while the Asian Bond Market Initiative (ABMI) stimulates the supply side.. There, also, is enhanced effort in infrastructure development for the bond market including systems for clearing and settlement, bond guarantee, and rating to encourage regional bond issues (Ba 2009). Monetary integration Monetary cooperation in coordination of exchange-rate or as a regional monetary union helps in stabilizing prices and lowering risk related to intra-regional trade. Before the Asian financial crisis, most countries in the region had their exchange rate pegged to the US dollar. Since then, most individual East Asia countries have allowed local currency to float against the US dollar though the move is not a common regional strategy. Despite potential benefits of stability in exchange-rate and an often-discussed single currency, progress is limited on policy coordination (Beeson 2007). The creation of a single currency is viewed by the regional think tank as a long-term agenda, and the region needs to establish a loose arrangement to ensure exchange-rate stability without much policy coordination, a precursor of future developments (Vision Group Report 2001). With the achievement of financial openness in line with convertibility of local currency and regional economic convergence, East Asia would then need comprehensive policy aimed at stabilizing exchange-rates. Such attempts are projected to lead to a single currency in the future or the adoption of a strong currency in the region such as the Yen or the Yuan for its foreign exchange market. This would seem plausible in light of developments. Conclusion The East Asian region has realized considerable integration largely contributed by economic interdependence between countries in the region. This integration is market-driven as institutional support and political endeavor towards cooperation have until recently been limited and still needs further engagement. Several negotiations and agreements are ongoing, focused on better intra-regional ties, a proactive move to spur growth and a response to crises and threats from other blocs. Regional integration in East Asia is, therefore, built primarily upon economic cooperation. Appendix NAFTA –North America Free Trade Agreement. EU- European Union. ASEAN – Association of Southeast Asia Nations. ASEAN+3 – original ASEAN with the addition of three countries, China, Japan and Korea WTO – World Trade Organization. References Asian Development Bank (ADB), 2009. Asian Development Outlook 2009. Oxford, Oxford University Press. Ba, A., 2009. (Re) negotiating East and Southeast Asia. Stanford, Stanford University Press. Beeson, M. 2007. Regionalism Globalization in East Asia: Politics, Security Economic Development. New York, Palgrave MacMillan. East Asia Vision Group Report, 2001. Towards an East Asian Community: Region of Peace, Prosperity and Progress. [Viewed from http://www.mofa.go.jp/region/asia-paci/report2001.pdf on 17th March 2012]. Frost, E.,2008. Asia’s New Regionalism. London, Lynne Rienner Publishers. Ng and Yeats (2003), Major Trade Trends in East Asia. In: World Bank Policy Research Paper 3084. Washington, World Bank. Kawai, M. and T. Motonishi, 2004. Is East Asia an optimum currency areaIn: Masahiro Kawai (ed), Financial interdependence and exchange rate regimes in East Asia. Japan. Policy Research Institute, Ministry of Finance, pp. 157-203 Kwack, S. 2004. An optimum currency area in East Asia: feasibility, coordination, and the leadership role.Journal of Asian economics. 15, 153-169 Xu, N., 2006. China and ASEAN: Summary of the Last Fifteen Year’s Economic and Trading Cooperation. China Business Update. 8. How to cite Economic interdependence as a driver of Regional integration in east Asia, Essay examples

British Columbia Essay Example For Students

British Columbia Essay British Columbia ReportThe Canadian providence of British Columbia is as beautiful as it isrich in natural resources. First, the two main regions of the providence are the Interior Plainsand the many divisions of mountains. The Interior Plains are in the farnortheastern part of the land. The chain of mountains are called theCordilleran Region. The eastern part of the Cordilleran Region are named theRocky Mountains. A little farther to the east that part of the mountains arenamed the Interior System. These make up the majority of the mountains. Closer to the Pacific Ocean the mountains take on yet another name,this time it is the Coast Mountains. On the islands of Queen Charlotte Islandand Vancouver Island there is a small chain of mountains running along thewestern coast called the Insular Mountains. Before the Coast Mountainsreach the ocean they drop to what is called the Coastal Trough, which iswhere most of the population lives. The cities of Vancouver and Victoria arelocated in this trough. Victoria is also the capitol of British Columbia.Forestry in this part of Canada is quite a sizable business. Eventhough it only makes up about 7% of the work force is provides much of thewood products we use. Manufacturing uses about half of the work force inBritish Columbia which is the group of people that change most of the woodinto products that are usable (wood pulp and paper). Construction comes insecond with about a quarter of the jobs here. Although fishing only uses afew people out of the work force it brings more revenue than any otherprovidence with its rich fishing waters and streams full of salmon and otherbountiful fish. With a population near 3-4 million people British Columbiaisnt a substantial providence, but it plays an important role among thepeople of Canada. Words/ Pages : 309 / 24

Historical Development of Nursing Essay Example

Historical Development of Nursing Essay Historical Development of Nursing Timeline Create a 700- to 1,050-word timeline paper of the historical development of nursing science, starting with Florence Nightingale and continuing to the present. Format the timeline however you wish, but the word count and assignment requirements must be met. Include the following in your timeline: †¢ Explain the historical development of nursing science by citing specific years, theories, theorists, and events in the history of nursing. Explain the relationship between nursing science and the profession. †¢ Include the influences on nursing science of other disciplines, such as philosophy, religion, education, anthropology, the social sciences, and psychology. Prepare to discuss your timeline with your Learning Team or in class. Format all references consistent with APA guidelines. Copyright  © 2013 Penn Nursing Science, University of Pennsylvania School of Nursing http://www. nursing. upenn. edu/nhhc/Pages/AmericanNursingIntroduct ion. aspx http://www. nursing. penn. edu/nhhc/Welcome%20Page%20Content/American%20Nursing. pdf Nursing Theories. The Base for Professional Nursing Practice, Sixth Edition Chapter 2: Nursing Theory and Clinical Practice ISBN: 9780135135839  Author: Julia B. GeorgeRN, PhD copyright  © 2011  Pearson Education lorence Nightingale believed that the force for healing resides within the human being and that, if the environment is appropriately supportive, humans will seek to heal themselves. Her 13 canons indicate the areas of environment of concern to nursing. These are ventilation and warming, health of houses (pure air, pure water, efficient drainage, cleanliness, and light), petty management (today known as continuity of care), noise, variety, taking food, what food, bed and bedding, light, cleanliness of rooms and walls, personal cleanliness, chattering hopes and advices, and observation of the sick. Hildegard E. Peplau focused on the interpersonal relationship between the nurse and the patient. The three phases of this relationship are orientation, working, and termination. The relationship is initiated by the patient’s felt need and termination occurs when the need is met. Both the nurse and the patient grow as a result of their interaction. Virginia Henderson first defined nursing as doing for others what they lack the strength, will, or knowledge to do for themselves and then identified 14 components of care. These components provide a guide to identifying areas in which a person may lack the strength, will, or knowledge to meet personal needs. We will write a custom essay sample on Historical Development of Nursing specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Historical Development of Nursing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Historical Development of Nursing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer They include breathing, eating and drinking, eliminating, moving, sleeping and resting, dressing and undressing appropriately, maintaining body temperature, keeping clean and protecting the skin, avoiding dangers and injury to others, communicating, worshiping, working, playing, and learning. Dorothea E. Orem identified three theories of self-care, self-care deficit, and nursing systems. The ability of the person to meet daily requirements is known as self-care, and carrying out those activities is self-care agency. Parents serve as dependent care agents for their children. The ability to provide self-care is influenced by basic conditioning factors including but not limited to age, gender, and developmental state. Self-care needs are partially determined by the self-care requisites, which are categorized as universal (air, water, food, elimination, activity and rest, solitude and social interaction, hazard prevention, function within social groups), developmental, and health deviation (needs arising from injury or illness and from efforts to treat the injury or illness). The total demands created by the self-care requisites are identified as therapeutic self-care demand. When the therapeutic self-care demand exceeds self-care agency, a self-care deficit exists, and nursing is needed. Based on the needs, the nurse designs nursing systems that are wholly compensatory (the nurse provides all needed care), partly compensatory (the nurse and the patient provide care together), or supportive-educative (the nurse provides needed support and education for the patient to exercise self-care). Dorothy E. Johnson stated that nursing’s area of concern is the behavioral system that consists of seven subsystems. The subsystems are attachment or affiliative, dependency, ingestive, eliminative, sexual, aggressive, and achievement. The behaviors for each of the subsystems occur as a result of the drive, set, choices, and goal of the subsystem. The purpose of the behaviors is to reduce tensions and keep the behavioral system in balance. Ida Jean Orlando described a disciplined nursing process. Her process is initiated by the patient’s behavior. This behavior engenders a reaction in the nurse, described as an automatic perception, thought, or feeling. The nurse shares the reaction with the patient, identifying it as the nurse’s perception, thought, or feeling, and seeking validation of the accuracy of the reaction. Once the nurse and the patient have agreed on the immediate need that led to the patient’s behavior and to the action to be taken by the nurse to meet that need, the nurse carries out a deliberative action. Any action taken by the nurse for reasons other than meeting the patient’s immediate need is an automatic action. Lydia E. Hall believed that persons over the age of 16 who were past the acute stage of illness required a different focus for their care than during the acute stage. She described the circles of care, core, and cure. Activities in the care circle belong solely to nursing and involve bodily care and comfort. Activities in the core circle are shared with all members of the health care team and involve the person and therapeutic use of self. Hall believed the drive to recovery must come from within the person. Activities in the cure circle also are shared with other members of the health care team and may include the patient’s family. The cure circle focuses on the disease and the medical care. Faye G. Abdellah sought to change the focus of care from the disease to the patient and thus proposed patient-centered approaches to care. She identified 21 nursing problems, or areas vital to the growth and functioning of humans that require support from nurses when persons are for some reason limited in carrying out the activities needed to provide such growth. These areas are hygiene and comfort, activity (including exercise, rest, and sleep), safety, body mechanics, oxygen, nutrition, elimination, fluid and electrolyte balance, recognition of physiological responses to disease, regulatory mechanisms, sensory functions, emotions, interrelatedness of emotions and illness, communication, interpersonal relationships, spiritual goals, therapeutic environment, individuality, optimal goals, use of community resources, and role of society. Ernestine Wiedenbach proposed a prescriptive theory that involves the nurse’s central purpose, prescription to fulfill that purpose, and the realities that influence the ability to fulfill the central purpose (the nurse, the patient, the goal, the means, and the framework or environment). Nursing involves the identification of the patient’s need for help, the ministration of help, and validation that the efforts made were indeed helpful. Her principles of helping indicate the nurse should look for patient behaviors that are not consistent with what is expected, should continue helping efforts in spite of encountering difficulties, and should recognize personal limitations and seek help from others as needed. Nursing actions may be reflex or spontaneous and based on sensations, conditioned or automatic and based on perceptions, impulsive and based on assumptions, or deliberate or responsible and based on realization, insight, design, and decision that involves discussion and joint planning with the patient. Joyce Travelbee was concerned with the interpersonal process between the professional nurse and that nurse’s client, whether an individual, family, or community. The functions of the nurse–client, or human-to-human, relationship are to prevent or cope with illness or suffering and to find meaning in illness or suffering. This relationship requires a disciplined, intellectual approach, with the nurse employing a therapeutic use of self. The five phases of the human-to-human relationship are encounter, identities, empathy, sympathy, and rapport. Myra Estrin Levine described adaptation as the process by which conservation is achieved, with the purpose of conservation being integrity, or preservation of the whole of the person. Adaptation is based on past experiences of effective responses (historicity), the use of responses specific to the demands being made (specificity), and more than one level of response (redundancy). Adaptation seeks the best fit between the person and the environment. The principles of conservation deal with conservation of energy, structural integrity, personal integrity, and social integrity of the individual. Imogene M. King presented both a systems-based conceptual framework of personal, interpersonal, and social systems and a theory of goal attainment. The concepts of the theory of goal attainment are interaction, perception, communication, transaction, self, role, stress, growth and development, time, and personal space. The nurse and the client usually meet as strangers. Each brings to this meeting perceptions and judgments about the situation and the other; each acts and then reacts to the other’s action. The reactions lead to interaction, which, when effective, leads to transaction or movement toward mutually agreed-on goals. She emphasizes that both the nurse and the patient bring important knowledge and information to this goal-attainment process. Martha E. Rogers identified the basic science of nursing as the Science of Unitary Human Beings. The human being is a whole, not a collection of parts. She presented the human being and the environment as energy fields that are integral with each other. The human being does not have an energy field but is an energy field. These fields can be identified by their pattern, described as a distinguishing characteristic that is perceived as a single wave. These patterns occur in a pandimensional world. Rogers’s principles are resonancy, or continuous change to higher frequency; helicy, or unpredictable movement toward increasing diversity; and integrality, or the continuous mutual process of the human field and the environmental field. Sister Callista Roy proposed the Roy Adaptation Model. The person or group responds to stimuli from the internal or external environment through control processes or coping mechanisms identified as the regulator and cognator (stabilizer and innovator for the group) subsystems. The regulator processes are essentially automatic, while the cognator processes involve perception, learning, judgment, and emotion. The results of the processing by these coping mechanisms are behaviors in one of four modes. These modes are the physiological–physical mode (oxygenation; nutrition; elimination; activity and rest; protection; senses; fluid, electrolyte, and acid–base balance; and endocrine function for individuals and resource adequacy for groups), self-concept–group identity mode, role function mode, and interdependence mode. These behaviors may be either adaptive (promoting the integrity of the human system) or ineffective (not promoting such integrity). The nurse assesses the behaviors in each of the modes and identifies those adaptive behaviors that need support and those ineffective behaviors that require intervention. For each of these behaviors, the nurse then seeks to identify the associated stimuli. The stimulus most directly associated with the behavior is the focal stimulus; all other stimuli that are verified as influencing the behavior are contextual stimuli. Any stimuli that may be influencing the behavior but that have not been verified as doing so are residual stimuli. Once the stimuli are identified, the nurse, in cooperation with the patient, plans and carries out interventions to alter stimuli and support adaptive behaviors. The effectiveness of the actions taken is evaluated. Betty Neuman developed the Neuman Systems Model. Systems have three environments—the internal, the external, and the created environment. Each system, whether an individual or a group, has several structures. The basic structure or core is where the energy resources reside. This core is protected by lines of resistance that in turn are surrounded by the normal line of defense and finally the flexible line of defense. Each of the structures consists of the five variables of physiological, psychological, sociocultural, developmental, and spiritual characteristics. Each variable is influenced by intrapersonal, interpersonal, and extrapersonal factors. The system seeks a state of equilibrium that may be disrupted by stressors. Stressors, either existing or potential, first encounter the flexible line of defense. If the flexible line of defense cannot counteract the stressor, then the normal line of defense is activated. If the normal line of defense is breached, the stressor enters the system and leads to a reaction, associated with the lines of resistance. This reaction is what is usually termed symptoms. If the lines of resistance allow the stressor to reach the core, depletion of energy resources and death are threatened. In the Neuman Systems Model, there are three levels of prevention. Primary prevention occurs before a stressor enters the system and causes a reaction. Secondary prevention occurs in response to the symptoms, and tertiary prevention seeks to support maintenance of stability and to prevent future occurrences. Kathryn E. Barnard’s focus is on the circumstances that enhance the development of the young child. In her Child Health Assessment Interaction Model, the key components are the child, the caregiver, the environment, and the interactions between child and caregiver. Contributions made by the child include temperament and ability to regulate and by the caregiver physical health, mental health, coping, and level of education. The environment includes both animate and inanimate resources. In assessing interaction, the parent is assessed in relation to sensibility to cues, fostering emotional growth, and fostering cognitive growth. The infant is assessed in relation to clarity of cue given and responsiveness to parent. Josephine E. Paterson and Loretta T. Zderad presented humanistic nursing. Humans are seen as becoming through choices, and health is a personal value of more-being and well-being. Humanistic nursing involves dialogue, community, and phenomenologic nursology. Dialogue occurs through meeting the other, relating with the other, being in presence together, and sharing through call and response. Community is the sense of â€Å"we. † Phenomenologic nursology involves the nurse preparing to know another, having intuitive responses to another, learning about the other scientifically, synthesizing information about the other with information already known, and developing a truth that is both uniquely personal and generally applicable. Madeleine M. Leininger provided a guide to the inclusion of culture as a vital aspect of nursing practice. Her Sunrise Model posits that important dimensions of culture and social structure are technology, religion, philosophy, kinship and other related social factors, cultural values and lifeways, politics, law, economics, and education within the context of language and environment. All of these influence care patterns and expressions that impact the health or well-being of individuals, families, groups, and institutions. The diverse health systems include the folk care systems and the professional care systems that are linked by nursing. To provide culture congruent care, nursing decisions and actions should seek to provide culture care preservation or maintenance, culture care accommodation or negotiation, or culture care repatterning or restructuring. Margaret Newman described health as expanding consciousness. Important concepts are consciousness (the information capacity of the system), pattern (movement, diversity, and rhythm of the whole), pattern recognition (identification within the observer of the whole of another), and transformation (change). Health and disease are seen as reflections of the larger whole rather than as different entities. She proposed (with Sime and Corcoran-Perry) the unitary–transformative paradigm in which human beings are viewed as unitary phenomenon. These phenomenon are identified by pattern, and change is unpredictable, toward diversity, and transformative. Stages of disorganization, or choice points, lead to change, and health is the evolving pattern of the whole as the system moves to higher levels of consciousness. The nurse enters into process with a client and does not serve as a problem solver. Jean Watson described nursing as human science and human care. Her clinical caritas processes include practicing loving-kindness and equanimity within a context of caring consciousness; being authentically present and enabling and sustaining the deep belief system and subjective life world of self and one-being-cared-for; cultivating one’s own spiritual practice and transpersonal self, developing and sustaining helping-trusting in an authentic caring relationship; being present to and supportive of the expression of positive and negative feelings as a connection with the deeper spirit of self and the one-being-cared-for; creatively using self and all ways of knowing as a part of the caring process to engage in artistry of caring-healing practices; engaging in a genuine teaching-learning experience that attends to unity of being and meaning while attempting to stay within other’s frame of reference; creating healing environments at all levels, physical as well as nonphysical, within a subtle environment of energy and consciousness, whereby the potentials of wholeness, beauty, comfort, dignity, and peace are enhanced; assisting with basic needs, with an intentional caring consciousness, to potentiate alignment of mind/body/spirit, wholeness, and unity of being in all aspects of care; tending to both embodied spirit and evolving spiritual emergence; opening and attending to spiritual-mysterious and existential dimensions of one’s own life-death; and soul care for self and the one-being-cared-for. These caritas processes occur within a transpersonal caring relationship and a caring occasion and caring moment as the nurse and other come together and share with each other. The transpersonal caring relationship seeks to provide mental and spiritual growth for both participants while seeking to restore or improve the harmony and unity within the personhood of the other. Rosemarie Rizzo Parse developed the theory of Humanbecoming within the simultaneity paradigm that views human beings as developing meaning through freedom to choose and as more than and different from a sum of parts. Her practice methodology has three dimensions, each with a related process. The first is illuminating meaning, or explicating, or making clear through talking about it, what was, is, and will be. The second is synchronizing rhythms, or dwelling with or being immersed with the process of connecting and separating within the rhythms of the exchange between the human and the universe. The third is mobilizing transcendence, or moving beyond or moving toward what is envisioned, the moment to what has not yet occurred. In the theory of Humanbecoming, the nurse is an interpersonal guide, with the responsibility for decision making (or making of choices) residing in the client. The nurse provides support but not counseling. However, the traditional role of teaching does fall within illuminating meaning, and serving as a change agent is congruent with mobilizing transcendence. Helen C. Erickson, Evelyn M. Tomlin, and Mary Ann P. Swain presented the theory of Modeling and Role-Modeling. Both modeling and role-modeling involve an art and a science. Modeling requires the nurse to seek an understanding of the client’s view of the world. The art of modeling involves the use of empathy in developing this understanding. The science of modeling involves the use of the nurse’s knowledge in analyzing the information collected to create the model. Role-modeling seeks to facilitate health. The art of role-modeling lies in individualizing the facilitations, while the science lies in the use of the nurse’s theoretical knowledge base to plan and implement care. The aims of intervention are to build trust, promote the client’s positive orientation of self, promote the client’s perception of being in control, promote the client’s strengths, and set mutual health-directed goals. The client has self-care knowledge about what his needs are and self-care resources to help meet these needs and takes self-care action to use the resources to meet the needs. In addition, a major motivation for human behavior is the drive for affiliated individuation, or having a personal identity while being connected to others. The individual’s ability to mobilize resources is identified as adaptive potential. Adaptive potential may be identified as adaptive equilibrium (a nonstress state in which resources are utilized appropriately), maladaptive equilibrium (a nonstress state in which resource utilization is placing one or more subsystems in jeopardy), arousal (a stress state in which the client is having difficulty mobilizing resources), or impoverishment (a stress state in which resources are diminished or depleted). Interventions differ according to the adaptive potential. Those in adaptive equilibrium can be encouraged to continue and may require only facilitation of their self-care actions. Those in maladaptive equilibrium present the challenge of seeing no reason to change since they are in equilibrium. Here motivation strategies to seek to change are needed. Those in arousal are best supported by actions that facilitate change and support individuation; these are likely to include teaching, guidance, direction, and other assistance. Those in impoverishment have strong affiliation needs, need their internal strengths promoted, and need to have resources provided. Nola J. Pender developed the Health Promotion Model (revised) with the goal of achieving outcomes of health-promoting behavior. Areas identified to help understand personal choices made in relation to health-promoting behavior include perceived benefits of action, perceived barriers to action, perceived self-efficacy (or ability to carry out the action), activity-related affect, interpersonal influences, situation influences, commitment to a plan of action, and immediate competing demands and preferences. Patricia Benner described expert nursing practice and identified five stages of skill acquisition as novice, advanced beginner, competent, proficient, and expert. She discusses a number of concepts in relation to these stages, including agency, assumptions, expectations and set, background meaning, caring, clinical forethought, clinical judgment, clinical knowledge, clinical reasoning, clinical transitions, common meanings, concern, coping, skill acquisition, domains of practice, embodied intelligence, embodied knowledge, emotions, ethical judgment, experience, graded qualitative distinctions, intuition, knowing the patient, maxims, paradigm cases and personal knowledge, reasoning-in-transition, social embeddedness, stress, temporality, thinking-in-action, and unplanned practices. Juliet Corbin and Anselm L. Strauss developed the Chronic Illness Trajectory Framework, in which they describe the course of illness and the actions taken to shape that course. The phases of the framework are pretrajectory, trajectory onset, stable, unstable, acute, crisis, comeback, downward, and dying. A trajectory projection is one’s personal vision of the illness, and a trajectory scheme is the plan of actions to shape the course of the illness, control associated symptoms, and handle disability. Important also are one’s biography or life story and one’s everyday life activities (similar to activities of daily living). Anne Boykin and Savina Schoenhofer present nursing as caring in a grand theory that may be used in combination with other theories. Persons are caring by virtue of being human; are caring, moment to moment; are whole and complete in the moment; and are already complete while growing in completeness. Personhood is the process of living grounded in caring and is enhanced through nurturing relationships. Nursing as a discipline is a being, knowing, living, and valuing response to a social call. As a profession, nursing is based on a social call and uses a body of knowledge to respond to that call. The focus of nursing is nurturing persons living in caring and growing in caring. This nurturing occurs in the nursing situation, or the lived experience shared between the nurse and the nursed, in which personhood is enhanced. The call for nursing is not based on a need or a deficit and thus focuses on helping the other celebrate the fullness of being rather than seeking to fix something. Boykin and Schoenhofer encourage the use of storytelling to make evident the service of nursing. Katharine Kolcaba developed a comfort theory in which she describes comfort, comfort care, comfort measures, and comfort needs as well as health-seeking behavior, institutional integrity, and intervening variables. She speaks of comfort as physical, psychospiritual, environmental, and sociocultural and describes technical comfort measures, coaching for comfort, and comfort food for the soul. Ramona Mercer describes the process of becoming a mother in the four stages of commitment, attachment, and preparation; acquaintance, learning, and physical restoration; moving toward a new normal; and achievement of the maternal identity. The stages occur with the three nested living environments of family and friends, community, and society at large. Afaf Meleis, in her theory of transitions, identifies four types of transitions: developmental, situational, health–illness, and organizational. Properties of the transition experience include awareness, engagement, change and difference, time span, critical points, and events. Personal conditions include meanings, cultural beliefs and attitudes, socioeconomic status, and preparation and knowledge. Community conditions include family support, information available, health care resources, and role models. Process indicators are feeling connected, interacting, location, and being situated and developing confidence and coping. Outcome indicators include mastery and fluid integrative processes. Merle H. Mishel describes uncertainty in illness with the three major themes of antecedents of uncertainty, appraisal of uncertainty, and coping with uncertainty. Antecedents of uncertainty are the stimuli frame, including symptom pattern, event familiarity, and event congruence; cognitive capacity or informational processing ability; and structure providers, such as education, social support, and credible authorities. Appraisal of uncertainty includes both inference (use of past experience to evaluate an event) and illusion (creating beliefs from uncertainty with a positive outlook). Coping with uncertainty includes danger, opportunity, coping, and adaptation. The Reconceptualized Uncertainty in Illness Theory adds self-organization and probabilistic thinking and changes the goal from return to previous level of functioning to growth to a new value system. Each of these models or theories will be applied to clinical practice with the following case study: May Allenski, an 84-year-old White female, had emergency femoral-popliteal bypass surgery two days ago. She has severe peripheral vascular disease, and a clot blocked 90% of the circulation to her right leg one week ago. The grafts were taken from her left leg, so there are long incisions in each leg. She lives in a small town about 75 miles from the medical center. The initial clotting occurred late on Friday night; she did not see a doctor until Monday. The first physician referred her to a vascular specialist, who then referred her to the medical center. Her 90-year-old husband drove her to the medical center on Tuesday. You anticipate she will be discharged to home on the fourth postoperative day, as is standard procedure. She is learning to transfer to and from bed and toilet to wheelchair. Table 2-1 shows examples of application in clinical practice that are not complete but are intended to provide only a partial example for each. Study of these examples can provide ideas or suggestions for use in clinical practice. Readers are encouraged to develop further detail as appropriate to their practice. Historical Development of Nursing Essay Example Historical Development of Nursing Essay Historical Development of Nursing Timeline Create a 700- to 1,050-word timeline paper of the historical development of nursing science, starting with Florence Nightingale and continuing to the present. Format the timeline however you wish, but the word count and assignment requirements must be met. Include the following in your timeline: †¢ Explain the historical development of nursing science by citing specific years, theories, theorists, and events in the history of nursing. Explain the relationship between nursing science and the profession. †¢ Include the influences on nursing science of other disciplines, such as philosophy, religion, education, anthropology, the social sciences, and psychology. Prepare to discuss your timeline with your Learning Team or in class. Format all references consistent with APA guidelines. Copyright  © 2013 Penn Nursing Science, University of Pennsylvania School of Nursing http://www. nursing. upenn. edu/nhhc/Pages/AmericanNursingIntroduct ion. aspx http://www. nursing. penn. edu/nhhc/Welcome%20Page%20Content/American%20Nursing. pdf Nursing Theories. The Base for Professional Nursing Practice, Sixth Edition Chapter 2: Nursing Theory and Clinical Practice ISBN: 9780135135839  Author: Julia B. GeorgeRN, PhD copyright  © 2011  Pearson Education lorence Nightingale believed that the force for healing resides within the human being and that, if the environment is appropriately supportive, humans will seek to heal themselves. Her 13 canons indicate the areas of environment of concern to nursing. These are ventilation and warming, health of houses (pure air, pure water, efficient drainage, cleanliness, and light), petty management (today known as continuity of care), noise, variety, taking food, what food, bed and bedding, light, cleanliness of rooms and walls, personal cleanliness, chattering hopes and advices, and observation of the sick. Hildegard E. Peplau focused on the interpersonal relationship between the nurse and the patient. The three phases of this relationship are orientation, working, and termination. The relationship is initiated by the patient’s felt need and termination occurs when the need is met. Both the nurse and the patient grow as a result of their interaction. Virginia Henderson first defined nursing as doing for others what they lack the strength, will, or knowledge to do for themselves and then identified 14 components of care. These components provide a guide to identifying areas in which a person may lack the strength, will, or knowledge to meet personal needs. We will write a custom essay sample on Historical Development of Nursing specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Historical Development of Nursing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Historical Development of Nursing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer They include breathing, eating and drinking, eliminating, moving, sleeping and resting, dressing and undressing appropriately, maintaining body temperature, keeping clean and protecting the skin, avoiding dangers and injury to others, communicating, worshiping, working, playing, and learning. Dorothea E. Orem identified three theories of self-care, self-care deficit, and nursing systems. The ability of the person to meet daily requirements is known as self-care, and carrying out those activities is self-care agency. Parents serve as dependent care agents for their children. The ability to provide self-care is influenced by basic conditioning factors including but not limited to age, gender, and developmental state. Self-care needs are partially determined by the self-care requisites, which are categorized as universal (air, water, food, elimination, activity and rest, solitude and social interaction, hazard prevention, function within social groups), developmental, and health deviation (needs arising from injury or illness and from efforts to treat the injury or illness). The total demands created by the self-care requisites are identified as therapeutic self-care demand. When the therapeutic self-care demand exceeds self-care agency, a self-care deficit exists, and nursing is needed. Based on the needs, the nurse designs nursing systems that are wholly compensatory (the nurse provides all needed care), partly compensatory (the nurse and the patient provide care together), or supportive-educative (the nurse provides needed support and education for the patient to exercise self-care). Dorothy E. Johnson stated that nursing’s area of concern is the behavioral system that consists of seven subsystems. The subsystems are attachment or affiliative, dependency, ingestive, eliminative, sexual, aggressive, and achievement. The behaviors for each of the subsystems occur as a result of the drive, set, choices, and goal of the subsystem. The purpose of the behaviors is to reduce tensions and keep the behavioral system in balance. Ida Jean Orlando described a disciplined nursing process. Her process is initiated by the patient’s behavior. This behavior engenders a reaction in the nurse, described as an automatic perception, thought, or feeling. The nurse shares the reaction with the patient, identifying it as the nurse’s perception, thought, or feeling, and seeking validation of the accuracy of the reaction. Once the nurse and the patient have agreed on the immediate need that led to the patient’s behavior and to the action to be taken by the nurse to meet that need, the nurse carries out a deliberative action. Any action taken by the nurse for reasons other than meeting the patient’s immediate need is an automatic action. Lydia E. Hall believed that persons over the age of 16 who were past the acute stage of illness required a different focus for their care than during the acute stage. She described the circles of care, core, and cure. Activities in the care circle belong solely to nursing and involve bodily care and comfort. Activities in the core circle are shared with all members of the health care team and involve the person and therapeutic use of self. Hall believed the drive to recovery must come from within the person. Activities in the cure circle also are shared with other members of the health care team and may include the patient’s family. The cure circle focuses on the disease and the medical care. Faye G. Abdellah sought to change the focus of care from the disease to the patient and thus proposed patient-centered approaches to care. She identified 21 nursing problems, or areas vital to the growth and functioning of humans that require support from nurses when persons are for some reason limited in carrying out the activities needed to provide such growth. These areas are hygiene and comfort, activity (including exercise, rest, and sleep), safety, body mechanics, oxygen, nutrition, elimination, fluid and electrolyte balance, recognition of physiological responses to disease, regulatory mechanisms, sensory functions, emotions, interrelatedness of emotions and illness, communication, interpersonal relationships, spiritual goals, therapeutic environment, individuality, optimal goals, use of community resources, and role of society. Ernestine Wiedenbach proposed a prescriptive theory that involves the nurse’s central purpose, prescription to fulfill that purpose, and the realities that influence the ability to fulfill the central purpose (the nurse, the patient, the goal, the means, and the framework or environment). Nursing involves the identification of the patient’s need for help, the ministration of help, and validation that the efforts made were indeed helpful. Her principles of helping indicate the nurse should look for patient behaviors that are not consistent with what is expected, should continue helping efforts in spite of encountering difficulties, and should recognize personal limitations and seek help from others as needed. Nursing actions may be reflex or spontaneous and based on sensations, conditioned or automatic and based on perceptions, impulsive and based on assumptions, or deliberate or responsible and based on realization, insight, design, and decision that involves discussion and joint planning with the patient. Joyce Travelbee was concerned with the interpersonal process between the professional nurse and that nurse’s client, whether an individual, family, or community. The functions of the nurse–client, or human-to-human, relationship are to prevent or cope with illness or suffering and to find meaning in illness or suffering. This relationship requires a disciplined, intellectual approach, with the nurse employing a therapeutic use of self. The five phases of the human-to-human relationship are encounter, identities, empathy, sympathy, and rapport. Myra Estrin Levine described adaptation as the process by which conservation is achieved, with the purpose of conservation being integrity, or preservation of the whole of the person. Adaptation is based on past experiences of effective responses (historicity), the use of responses specific to the demands being made (specificity), and more than one level of response (redundancy). Adaptation seeks the best fit between the person and the environment. The principles of conservation deal with conservation of energy, structural integrity, personal integrity, and social integrity of the individual. Imogene M. King presented both a systems-based conceptual framework of personal, interpersonal, and social systems and a theory of goal attainment. The concepts of the theory of goal attainment are interaction, perception, communication, transaction, self, role, stress, growth and development, time, and personal space. The nurse and the client usually meet as strangers. Each brings to this meeting perceptions and judgments about the situation and the other; each acts and then reacts to the other’s action. The reactions lead to interaction, which, when effective, leads to transaction or movement toward mutually agreed-on goals. She emphasizes that both the nurse and the patient bring important knowledge and information to this goal-attainment process. Martha E. Rogers identified the basic science of nursing as the Science of Unitary Human Beings. The human being is a whole, not a collection of parts. She presented the human being and the environment as energy fields that are integral with each other. The human being does not have an energy field but is an energy field. These fields can be identified by their pattern, described as a distinguishing characteristic that is perceived as a single wave. These patterns occur in a pandimensional world. Rogers’s principles are resonancy, or continuous change to higher frequency; helicy, or unpredictable movement toward increasing diversity; and integrality, or the continuous mutual process of the human field and the environmental field. Sister Callista Roy proposed the Roy Adaptation Model. The person or group responds to stimuli from the internal or external environment through control processes or coping mechanisms identified as the regulator and cognator (stabilizer and innovator for the group) subsystems. The regulator processes are essentially automatic, while the cognator processes involve perception, learning, judgment, and emotion. The results of the processing by these coping mechanisms are behaviors in one of four modes. These modes are the physiological–physical mode (oxygenation; nutrition; elimination; activity and rest; protection; senses; fluid, electrolyte, and acid–base balance; and endocrine function for individuals and resource adequacy for groups), self-concept–group identity mode, role function mode, and interdependence mode. These behaviors may be either adaptive (promoting the integrity of the human system) or ineffective (not promoting such integrity). The nurse assesses the behaviors in each of the modes and identifies those adaptive behaviors that need support and those ineffective behaviors that require intervention. For each of these behaviors, the nurse then seeks to identify the associated stimuli. The stimulus most directly associated with the behavior is the focal stimulus; all other stimuli that are verified as influencing the behavior are contextual stimuli. Any stimuli that may be influencing the behavior but that have not been verified as doing so are residual stimuli. Once the stimuli are identified, the nurse, in cooperation with the patient, plans and carries out interventions to alter stimuli and support adaptive behaviors. The effectiveness of the actions taken is evaluated. Betty Neuman developed the Neuman Systems Model. Systems have three environments—the internal, the external, and the created environment. Each system, whether an individual or a group, has several structures. The basic structure or core is where the energy resources reside. This core is protected by lines of resistance that in turn are surrounded by the normal line of defense and finally the flexible line of defense. Each of the structures consists of the five variables of physiological, psychological, sociocultural, developmental, and spiritual characteristics. Each variable is influenced by intrapersonal, interpersonal, and extrapersonal factors. The system seeks a state of equilibrium that may be disrupted by stressors. Stressors, either existing or potential, first encounter the flexible line of defense. If the flexible line of defense cannot counteract the stressor, then the normal line of defense is activated. If the normal line of defense is breached, the stressor enters the system and leads to a reaction, associated with the lines of resistance. This reaction is what is usually termed symptoms. If the lines of resistance allow the stressor to reach the core, depletion of energy resources and death are threatened. In the Neuman Systems Model, there are three levels of prevention. Primary prevention occurs before a stressor enters the system and causes a reaction. Secondary prevention occurs in response to the symptoms, and tertiary prevention seeks to support maintenance of stability and to prevent future occurrences. Kathryn E. Barnard’s focus is on the circumstances that enhance the development of the young child. In her Child Health Assessment Interaction Model, the key components are the child, the caregiver, the environment, and the interactions between child and caregiver. Contributions made by the child include temperament and ability to regulate and by the caregiver physical health, mental health, coping, and level of education. The environment includes both animate and inanimate resources. In assessing interaction, the parent is assessed in relation to sensibility to cues, fostering emotional growth, and fostering cognitive growth. The infant is assessed in relation to clarity of cue given and responsiveness to parent. Josephine E. Paterson and Loretta T. Zderad presented humanistic nursing. Humans are seen as becoming through choices, and health is a personal value of more-being and well-being. Humanistic nursing involves dialogue, community, and phenomenologic nursology. Dialogue occurs through meeting the other, relating with the other, being in presence together, and sharing through call and response. Community is the sense of â€Å"we. † Phenomenologic nursology involves the nurse preparing to know another, having intuitive responses to another, learning about the other scientifically, synthesizing information about the other with information already known, and developing a truth that is both uniquely personal and generally applicable. Madeleine M. Leininger provided a guide to the inclusion of culture as a vital aspect of nursing practice. Her Sunrise Model posits that important dimensions of culture and social structure are technology, religion, philosophy, kinship and other related social factors, cultural values and lifeways, politics, law, economics, and education within the context of language and environment. All of these influence care patterns and expressions that impact the health or well-being of individuals, families, groups, and institutions. The diverse health systems include the folk care systems and the professional care systems that are linked by nursing. To provide culture congruent care, nursing decisions and actions should seek to provide culture care preservation or maintenance, culture care accommodation or negotiation, or culture care repatterning or restructuring. Margaret Newman described health as expanding consciousness. Important concepts are consciousness (the information capacity of the system), pattern (movement, diversity, and rhythm of the whole), pattern recognition (identification within the observer of the whole of another), and transformation (change). Health and disease are seen as reflections of the larger whole rather than as different entities. She proposed (with Sime and Corcoran-Perry) the unitary–transformative paradigm in which human beings are viewed as unitary phenomenon. These phenomenon are identified by pattern, and change is unpredictable, toward diversity, and transformative. Stages of disorganization, or choice points, lead to change, and health is the evolving pattern of the whole as the system moves to higher levels of consciousness. The nurse enters into process with a client and does not serve as a problem solver. Jean Watson described nursing as human science and human care. Her clinical caritas processes include practicing loving-kindness and equanimity within a context of caring consciousness; being authentically present and enabling and sustaining the deep belief system and subjective life world of self and one-being-cared-for; cultivating one’s own spiritual practice and transpersonal self, developing and sustaining helping-trusting in an authentic caring relationship; being present to and supportive of the expression of positive and negative feelings as a connection with the deeper spirit of self and the one-being-cared-for; creatively using self and all ways of knowing as a part of the caring process to engage in artistry of caring-healing practices; engaging in a genuine teaching-learning experience that attends to unity of being and meaning while attempting to stay within other’s frame of reference; creating healing environments at all levels, physical as well as nonphysical, within a subtle environment of energy and consciousness, whereby the potentials of wholeness, beauty, comfort, dignity, and peace are enhanced; assisting with basic needs, with an intentional caring consciousness, to potentiate alignment of mind/body/spirit, wholeness, and unity of being in all aspects of care; tending to both embodied spirit and evolving spiritual emergence; opening and attending to spiritual-mysterious and existential dimensions of one’s own life-death; and soul care for self and the one-being-cared-for. These caritas processes occur within a transpersonal caring relationship and a caring occasion and caring moment as the nurse and other come together and share with each other. The transpersonal caring relationship seeks to provide mental and spiritual growth for both participants while seeking to restore or improve the harmony and unity within the personhood of the other. Rosemarie Rizzo Parse developed the theory of Humanbecoming within the simultaneity paradigm that views human beings as developing meaning through freedom to choose and as more than and different from a sum of parts. Her practice methodology has three dimensions, each with a related process. The first is illuminating meaning, or explicating, or making clear through talking about it, what was, is, and will be. The second is synchronizing rhythms, or dwelling with or being immersed with the process of connecting and separating within the rhythms of the exchange between the human and the universe. The third is mobilizing transcendence, or moving beyond or moving toward what is envisioned, the moment to what has not yet occurred. In the theory of Humanbecoming, the nurse is an interpersonal guide, with the responsibility for decision making (or making of choices) residing in the client. The nurse provides support but not counseling. However, the traditional role of teaching does fall within illuminating meaning, and serving as a change agent is congruent with mobilizing transcendence. Helen C. Erickson, Evelyn M. Tomlin, and Mary Ann P. Swain presented the theory of Modeling and Role-Modeling. Both modeling and role-modeling involve an art and a science. Modeling requires the nurse to seek an understanding of the client’s view of the world. The art of modeling involves the use of empathy in developing this understanding. The science of modeling involves the use of the nurse’s knowledge in analyzing the information collected to create the model. Role-modeling seeks to facilitate health. The art of role-modeling lies in individualizing the facilitations, while the science lies in the use of the nurse’s theoretical knowledge base to plan and implement care. The aims of intervention are to build trust, promote the client’s positive orientation of self, promote the client’s perception of being in control, promote the client’s strengths, and set mutual health-directed goals. The client has self-care knowledge about what his needs are and self-care resources to help meet these needs and takes self-care action to use the resources to meet the needs. In addition, a major motivation for human behavior is the drive for affiliated individuation, or having a personal identity while being connected to others. The individual’s ability to mobilize resources is identified as adaptive potential. Adaptive potential may be identified as adaptive equilibrium (a nonstress state in which resources are utilized appropriately), maladaptive equilibrium (a nonstress state in which resource utilization is placing one or more subsystems in jeopardy), arousal (a stress state in which the client is having difficulty mobilizing resources), or impoverishment (a stress state in which resources are diminished or depleted). Interventions differ according to the adaptive potential. Those in adaptive equilibrium can be encouraged to continue and may require only facilitation of their self-care actions. Those in maladaptive equilibrium present the challenge of seeing no reason to change since they are in equilibrium. Here motivation strategies to seek to change are needed. Those in arousal are best supported by actions that facilitate change and support individuation; these are likely to include teaching, guidance, direction, and other assistance. Those in impoverishment have strong affiliation needs, need their internal strengths promoted, and need to have resources provided. Nola J. Pender developed the Health Promotion Model (revised) with the goal of achieving outcomes of health-promoting behavior. Areas identified to help understand personal choices made in relation to health-promoting behavior include perceived benefits of action, perceived barriers to action, perceived self-efficacy (or ability to carry out the action), activity-related affect, interpersonal influences, situation influences, commitment to a plan of action, and immediate competing demands and preferences. Patricia Benner described expert nursing practice and identified five stages of skill acquisition as novice, advanced beginner, competent, proficient, and expert. She discusses a number of concepts in relation to these stages, including agency, assumptions, expectations and set, background meaning, caring, clinical forethought, clinical judgment, clinical knowledge, clinical reasoning, clinical transitions, common meanings, concern, coping, skill acquisition, domains of practice, embodied intelligence, embodied knowledge, emotions, ethical judgment, experience, graded qualitative distinctions, intuition, knowing the patient, maxims, paradigm cases and personal knowledge, reasoning-in-transition, social embeddedness, stress, temporality, thinking-in-action, and unplanned practices. Juliet Corbin and Anselm L. Strauss developed the Chronic Illness Trajectory Framework, in which they describe the course of illness and the actions taken to shape that course. The phases of the framework are pretrajectory, trajectory onset, stable, unstable, acute, crisis, comeback, downward, and dying. A trajectory projection is one’s personal vision of the illness, and a trajectory scheme is the plan of actions to shape the course of the illness, control associated symptoms, and handle disability. Important also are one’s biography or life story and one’s everyday life activities (similar to activities of daily living). Anne Boykin and Savina Schoenhofer present nursing as caring in a grand theory that may be used in combination with other theories. Persons are caring by virtue of being human; are caring, moment to moment; are whole and complete in the moment; and are already complete while growing in completeness. Personhood is the process of living grounded in caring and is enhanced through nurturing relationships. Nursing as a discipline is a being, knowing, living, and valuing response to a social call. As a profession, nursing is based on a social call and uses a body of knowledge to respond to that call. The focus of nursing is nurturing persons living in caring and growing in caring. This nurturing occurs in the nursing situation, or the lived experience shared between the nurse and the nursed, in which personhood is enhanced. The call for nursing is not based on a need or a deficit and thus focuses on helping the other celebrate the fullness of being rather than seeking to fix something. Boykin and Schoenhofer encourage the use of storytelling to make evident the service of nursing. Katharine Kolcaba developed a comfort theory in which she describes comfort, comfort care, comfort measures, and comfort needs as well as health-seeking behavior, institutional integrity, and intervening variables. She speaks of comfort as physical, psychospiritual, environmental, and sociocultural and describes technical comfort measures, coaching for comfort, and comfort food for the soul. Ramona Mercer describes the process of becoming a mother in the four stages of commitment, attachment, and preparation; acquaintance, learning, and physical restoration; moving toward a new normal; and achievement of the maternal identity. The stages occur with the three nested living environments of family and friends, community, and society at large. Afaf Meleis, in her theory of transitions, identifies four types of transitions: developmental, situational, health–illness, and organizational. Properties of the transition experience include awareness, engagement, change and difference, time span, critical points, and events. Personal conditions include meanings, cultural beliefs and attitudes, socioeconomic status, and preparation and knowledge. Community conditions include family support, information available, health care resources, and role models. Process indicators are feeling connected, interacting, location, and being situated and developing confidence and coping. Outcome indicators include mastery and fluid integrative processes. Merle H. Mishel describes uncertainty in illness with the three major themes of antecedents of uncertainty, appraisal of uncertainty, and coping with uncertainty. Antecedents of uncertainty are the stimuli frame, including symptom pattern, event familiarity, and event congruence; cognitive capacity or informational processing ability; and structure providers, such as education, social support, and credible authorities. Appraisal of uncertainty includes both inference (use of past experience to evaluate an event) and illusion (creating beliefs from uncertainty with a positive outlook). Coping with uncertainty includes danger, opportunity, coping, and adaptation. The Reconceptualized Uncertainty in Illness Theory adds self-organization and probabilistic thinking and changes the goal from return to previous level of functioning to growth to a new value system. Each of these models or theories will be applied to clinical practice with the following case study: May Allenski, an 84-year-old White female, had emergency femoral-popliteal bypass surgery two days ago. She has severe peripheral vascular disease, and a clot blocked 90% of the circulation to her right leg one week ago. The grafts were taken from her left leg, so there are long incisions in each leg. She lives in a small town about 75 miles from the medical center. The initial clotting occurred late on Friday night; she did not see a doctor until Monday. The first physician referred her to a vascular specialist, who then referred her to the medical center. Her 90-year-old husband drove her to the medical center on Tuesday. You anticipate she will be discharged to home on the fourth postoperative day, as is standard procedure. She is learning to transfer to and from bed and toilet to wheelchair. Table 2-1 shows examples of application in clinical practice that are not complete but are intended to provide only a partial example for each. Study of these examples can provide ideas or suggestions for use in clinical practice. Readers are encouraged to develop further detail as appropriate to their practice.

What to Expect from College Meal Plans

What to Expect from College Meal Plans One of the big differences between high school and college doesnt happen in the classroom,  but at meal time. No longer will you eat meals around the family table. Instead, youll make your own food choices in the college dining hall. To pay for your meals, chances are youll need to purchase a meal plan for at least part of your college career. This article explores some of the questions you may have about these plans. Key Takeaways: College Meal Plans Most colleges require residential students to get a meal plan. This is especially true for first-year students.The price of meal plans will vary significantly from school to school and the type of plan. Options ranging from 7 to 21 meals a week may be available.At most schools, your meal card will work at all dining facilities on campus giving you a wide range of options.At some schools, the money for unused meals can be spent at a campus convenience store or even with local merchants. What Is a Meal Plan? Essentially, a meal plan is pre-paid account for your on-campus meals. At the start of the term, you pay for all the meals you’ll eat in the dining halls. You’ll then swipe your student ID or a special meal card every time you enter a dining area, and the value of your meal will be deducted from your account. How Much Do Meal Plans Cost? Whenever you look at the cost of college, youll need to factor in much more than tuition. Room and board costs vary widely, typically between $7,000 and $14,000 a year. Meals will often be half of that cost. Meal prices dont tend to be unreasonable, but they certainly arent as cheap as making meals in your own kitchen. Colleges usually subcontract meal services to a for-profit company, and the college will also earn a percentage of the meal fees. Students who live off campus and enjoy cooking can often eat well and save money compared to a meal plan. At the same time, the convenience and variety of a meal plan have many advantages. Do You Need to Buy a Meal Plan? At most schools, first-year students are required to have a meal plan. This requirement might be waved if you are commuting from home. Mandatory meal plans have a variety of purposes. Schools often want first-year students to become engaged in the campus community, and on-campus meals play an important part in that process. It’s also possible the requirement is coming from a contract with the food service provider, not the college itself. And, of course, the college makes money from the meal plan, so it benefits the schools bottom line when a plan is required. Which Meal Plan Should You Get? Most colleges offer many different meal plans- you may see options for 21, 19, 14, or 7 meals a week. Before purchasing a plan, ask yourself some questions. Are you likely to get up in time for breakfast? Are you likely to go out to the local pizza joint for dinner? Few students actually use 21 meals a week. If the reality is that you often skip breakfast and tend to eat pizza at one in the morning, then you might want to choose a less expensive meal plan and spend your saved money buying food at local eateries at the times that better match your habits. What Happens If You Don't Use All Your Meals? This varies from school to school, but often unused meals are money lost. Depending on the plan, the credit for unused meals may disappear at the end of the week or the end of the semester. You’ll want to check your balance frequently- some schools have small grocery stores where you can spend the money from unused meals. Some schools also have arrangements with local merchants, restaurants, and even farmers market that make it possible to spend dining dollars off campus. Should You Get a Bigger Meal Plan if You Eat a Lot? Nearly all college campuses offer all-you-can-eat dining in at least some of the dining halls, so the same meal plan can accommodate you whether you eat like a mouse or a horse. Just watch out for that freshman 15- all-you-can-eat can be bad for your waistline! Nevertheless, athletes with giant appetites rarely complain about going hungry in college. What Can You Do if You Have Special Dietary Needs? When a college has thousands or tens of thousands of students, it is going to have many students who cant eat gluten, have dairy allergies, or are vegetarian or vegan. Food service providers at colleges are prepared to handle students special dietary restrictions. Some schools even have entire dining halls dedicated to vegan and vegetarian options. At very small colleges, its not unusual for students to develop relationships with the food service staff to have custom meals prepared for them. When Your Friends or Family Visit, Can They Eat with You? Yes. Most schools allow you to swipe in guests with your meal card. If not, your guests can always pay cash to eat in the dining hall. More College Life Essentials How Are College Academics Different from High School?10 Things You Should Know Before You Start CollegeWhat to Pack for College10 Tips for Getting Along with Your College Roommate