Greatest Gift You Can Give Essay

As I sat and observed the ticking clock, as I saw yet another day come to an end†¦ just like the ones before it had, I understood how precious time is. Here are a couple reasons why I think that; I’ve always believed that the greatest gift we can share with those we love is time. There are some things money just cannot buy, and in the long run our memories are far more valuable than any material goods we receive. There’s a reason why I always believed that the greatest gift we can share with those we love is time because memories have sentimental value that lasts you a lifetime. Having a Lamborghini and enjoying it one your own is only half as rewarding as having someone enjoy it with you. Sharing time with your loved ones, on the other hand, creates lasting memories that will always accompany you. After all, it is all about quality, not the quantity of the time with spend with others. There’s a reason people say money can’t buy happiness or money just cannot buy everything. Time is the greatest gift to give out because you can always make more money, but the people you care about won’t be around forever. Therefore, it is important to make the time for your loved ones. Once a person starts working full-time you can lose yourself in your job and begin living to work instead of working to live. This might result in you becoming rich but you miss out on the time you could’ve spent with the people you truly care about. To prevent this from happening it is crucial to have a balance between work and family life. To be truly happy and to have a fulfilling life you must pay close attention to time you spend accumulating material things and how much you spend with family and friends. â€Å"The greatest gift you can give someone is your time because when you are giving someone your time, you are giving them a portion of your life that you will never get back. † – Anonymous

Nursing Research and Evidence-Based Practice Essay

I did not understand why I had to take a research class when all I wanted to do was be a staff nurse in a critical care unit. Research? Evidence-based practice? Why are these topics in the nursing program? I have enough to do just learning all the content in my clinical courses. What do research and evidence have to do with developing my nursing abilities? I trust the faculty, the textbooks, and clinical experience to prepare me for nursing. I’m already getting what I need to know. That was my earlier attitude. Now that I am practicing, I have a new appreciation for nursing research and the evidence it provides for application to practice. I have an entirely different way of addressing clinical questions. I’m starting to ask questions about how I can improve the care I give to patients and how I can be involved in my workplace’s efforts to improve care for the patients it serves. I have discovered by purposeful reading in my practice area that research reports and research summaries contain many implications that apply to practice in the critical care unit.  ¦ QUESTIONS TO CONSIDER WHILE READING THIS CHAPTER: 1 How can faculty encourage students to read research journals? 2 How does research affect nursing practice? 3 How can nurses motivate colleagues to base their practice on research? KEY TERMS Clinical nurse researcher (CNR) An advanced practice nurse who is doctorally prepared and directs and participates in clinical research. Clinical nurse specialist (CNS) An advanced practice nurse who provides direct care to clients and participates in health education and research. Clinical practice guideline (CPG) an evidence-based guide to clinical practice developed by experts in a particular ? eld for direct application in clinical environments. Control group Subjects in an experiment who do not receive the experimental treatment and whose performance provides a baseline against which the effects of the treatment can be measured. When a true experimental design is not used, this group is usually called a comparison group. Data collection The process of acquiring existing information or developing new information. 104 Nursing Research and Evidence-Based Practice CHAPTER 6 105 Empirical Having a foundation based on data gathered through the senses (e. g. , observation or experience) rather than purely through theorizing or logic. Ethnography A qualitative research method for the purpose of investigating cultures that involves data collection, description, and analysis of data to develop a theory of cultural behavior. Evidence-based practice The process of systematically ? nding, appraising, and using research ? ndings as the basis for clinical practice. Experimental design A design that includes randomization, a control group, and manipulation between or among variables to examine probability and causality among selected variables for the purpose of predicting and controlling phenomena. Generalizability The inference that ? ndings can be generalized from the sample to the entire population. Grant Proposal developed to seek research funding from private or public agencies. Grounded theory A qualitative research design used to collect and analyze data with the aim of developing theories grounded in real-world observations. This method is used to study a social process. Meta-analysis Quantitative merging of ? ndings from several studies to determine what is known about a phenomenon. Methodologic design A research design used to develop the validity and reliability of instruments that measure research concepts and variables. Naturalistic paradigm A holistic view of nature and the direction of science that guides qualitative research. Needs assessment A study in which the researcher collects data for estimating the needs of a group, usually for resource allocation. Phenomenology A qualitative research design that uses inductive descriptive methodology to describe the lived experiences of study participants. Pilot study A smaller version of a proposed study conducted to develop or re? ne methodology, such as treatment, instruments, or data collection process to be used in a larger study. Qualitative research A systematic, subjective approach used to describe life experiences and give them meaning. Quantitative research A formal, objective, systematic process used to describe and test relationships and examine cause-and-effect interactions among variables. Quasi-experimental research A type of quantitative research study design that lacks one of the components (randomization, control group, manipulation of one or more variables) of an experimental design. Randomization The assignment of subjects to treatment conditions in a random manner (determined by chance alone). Secondary analysis A research design in which data previously collected in another study are analyzed. State-of-the-science summary A merging of ? ndings from several studies concerning the same topic. Examples include meta-analysis with a quantitative approach and integrative review with a descriptive approach. Survey A nonexperimental research design that focuses on obtaining information regarding the status quo of a situation, often through direct questioning of participants. Triangulation The use of a variety of methods to collect data on the same concept. LEARNING OUTCOMES After studying this chapter, the reader will be able to: 1 Summarize major points in the evolution of nursing research in relation to contemporary nursing. 2 Evaluate the in? uence of nursing research on current nursing and health care practices. 3 Differentiate among nursing research methods. 4 Evaluate the quality of research studies using established criteria. 5 Participate in the research process. 6 Use research ? ndings to improve nursing practice. 106 UNIT ONE The Development of Nursing CHAPTER OVERVIEW This chapter provides basic knowledge regarding the research process and the ultimate importance of evidence-based nursing practice. The intent is to inspire an appreciation for nursing research and to show how it can improve nursing practice and how results can be translated into health policy. Nursing research is de? ned as a systematic approach used to examine phenomena important to nursing and nurses. A summary of major points in the evolution of nursing research in relation to contemporary nursing is presented. A description of private and public organizations that fund research is given, and their research priorities are listed. Major research designs are brie? y described, and examples of each are given. Nurses of all educational levels are encouraged to participate in and promote nursing research at varying degrees. The process of locating research and evidence for practice is reviewed. Students are introduced to the research process and guided in the process of critically appraising published research and research syntheses. Ethical issues related to research are examined, and historical examples of unethical research are given. The functions of the institutional review board (IRB) and the use of informed consent in protecting the rights of human subjects are emphasized. DEFINITION OF NURSING RESEARCH Research is a process of systematic inquiry or study to build knowledge in a discipline. The purpose of research is to develop an empirical body of knowledge for a discipline or profession. Speci? cally, research validates and re? nes existing knowledge and develops new knowledge (Burns and Grove, 2007). The results of research process provide a foundation on which practice decisions and behaviors are laid. Research results create a strong scienti? c base for nursing practice, especially when deliberately and carefully evaluated for application to speci? c clinical topics (Melnyk and Fineout-Overholt, 2005). In recent decades the nursing discipline has begun to pay much greater attention to the necessity of participating in research. Nursing research is a systematic approach used to examine phenomena important to nursing and nurses. Because nursing is a practice profession, it is important that clinical practice be based on scienti? c knowledge. Evidence generated by nursing research provides support for the quality and cost-effectiveness of nursing interventions. Thus recipients of health care—and particularly nursing care—reap bene? ts when nurses attend to research evidence and introduce change based on that evidence into nursing practice. The introduction of evidence-based change into the direct provision of nursing care may occur at the individual level of a particular nurse or at varied organizational or social levels. In addition to nursing research aimed at affecting the direct provision of nursing and health care to recipients of nursing care, nursing research also is needed to generate knowledge in areas that affect nursing care processes indirectly. Research within the realms of nursing education, nursing administration, health services, characteristics of nurses, and nursing roles provides evidence for effectively changing these supporting areas of nursing knowledge (Burns and Grove, 2007). Today the importance of nursing research to the discipline is recognized. However, much nursing history underlies the current state of acceptance. EVOLUTION OF NURSING RESEARCH Nursing research began with the work of Florence Nightingale during the Crimean War. After Florence Nightingale’s work, the pattern that nursing research followed was closely related to the problems confronting nurses. For example, nursing education was the focus of most research studies between 1900 and 1940. As more nurses received their education Nursing Research and Evidence-Based Practice CHAPTER 6 107 in a university setting, studies regarding student characteristics and satisfactions were conducted. As more nurses pursued a college education, staf? ng patterns in hospitals changed because students were not as readily available as when more students were enrolled in hospitalaf? liated diploma programs. During this period, researchers became interested in studying nurses. Questions such as what type of person enters nursing and how are nurses perceived by other groups guided research investigations. Teaching, administration, and curriculum were studies that dominated nursing research until the 1970s. By the 1970s more doctorally prepared nurses were conducting research, and there was a shift to studies that focused on the improvement of patient care. The 1980s brought nursing research to a new stage of development. There were many more quali? ed nurse researchers than ever, widespread availability of computers for collection and analysis of data, and a realization that research is a vital part of professional nursing (Polit and Beck, 2006). Nurse researchers began conducting studies based on the naturalistic paradigm. These studies were qualitative rather than quantitative. In addition, instead of conducting many small, unrelated research studies, teams of researchers, often interdisciplinary, began conducting programs of research to build bodies of knowledge related to speci? c topics, such as urinary incontinence, decubitus ulcers, pain, and quality of life. The 1990s brought increasing concern about health care reform, and now in the twenty-? rst century, research studies focus on important health care delivery issues, such as cost, quality, and access. Research ? ndings are being used increasingly as the basis for clinical decisions. Evidencebased practice (EBP) can be de? ned as the process of systematically ? nding, appraising, and using research ? ndings as a basis for making decisions about patient care. The rise of technology and the worldwide access and ? ow of information have transformed the decision-making processes of practitioners. Helpful informational websites for busy practitioners are listed in Box 6-1. No longer do nurses simply compare outcomes of patient care with other units in the B O X 6–1 Helpful Websites l f l b i National Guideline Clearinghouse—resource for evidence-based clinical practice guidelines www. guidelines. gov US Department of Veterans Affairs Clinical Practice Guidelines www. healthquality. va. gov AHRQ Healthcare Innovations Exchange—innovations and tools to improve health care www. innovations. ahrq. gov/index. aspx The Evidence-Based Medicine Education Center of Excellence—extensive list of databases, journals, and textbooks http://library. ncahec. net/ebm/pages/resources. htm U. S. National Institute for Health Consensus statements http://consensus. nih. gov Centre for Evidence-Based Nursing, based at University of York—United Kingdom www. york. ac. uk/healthsciences/centres/evidence/cebn. htm The Joanna Briggs Institute, based at Royal Adelaide Hospital and the University of Adelaide, Australia—multiple evidence resources for practice www. joannabriggs. edu. au Cochrane Center—resource for evidence-based clinical practice guidelines www. cochrane. org 108 UNIT ONE The Development of Nursing same hospital. Nurses and other health care professionals are more likely to look for solutions, choices, and outcomes for patients that represent the best available knowledge internationally (Hamer and Collinson, 2005). RESEARCH PRIORITIES Why set priorities for research in the nursing discipline? Can nurses do research in areas that match personal areas of interest? The answer to the second question is, yes, certainly. But nursing exists to provide high-quality nursing care to individuals in need of health-promoting, health-sustaining, and health-restoring strategies. The main outcome of research activity for a nurse is to eventually put the knowledge gained to work in health care delivery. Research priorities, often set by groups that fund research, encourage nurse researchers to invest effort and money into those areas of research likely to generate the most bene? t to recipients of care. Of course the funding opportunities offered by such groups do not hurt the research enterprise either. Research costs money. Thus nurses engaged in research often match personal interests with funding opportunities that are available during the planning phase for a proposed investigation. Two major sources of funding for nursing research are the National Institute of Nursing Research (NINR) and the Agency for Healthcare Research and Quality (AHRQ) (formerly known as the Agency for Health Care Policy and Research [AHCPR] and reauthorized as AHRQ by Congress in 1999). Both of these organizations are funded by federal congressional appropriations. Private foundations and nursing organizations also provide funding for nursing research. National Institute of Nursing Research As part of the National Institutes of Health (NIH), the NINR supports research on the biologic and behavioral aspects of critical health problems that confront the nation. The NINR’s research focus encompasses â€Å"health promotion and disease prevention, quality of life, health disparities, and end-of-life† (NINR Strategic Plan 2006-2010, 2006). A small sampling of potentially supported research topics includes those aimed at: ? Determining disease risk and treatment through utilizing genetic information ? Determining effective health-promotion strategies for individuals, families, and communities ? Discovering approaches that encourage people to effectively take responsibility for symptom management and health promotion ? Assisting in identi? cation and effective management of symptoms related to acute and chronic disease ? Improving clinical settings in which care is provided ? Improving the quality of care giving in settings such as long-term care facilities, the home, and the community ? Understanding predisposition to disease, socioeconomic factors that in? uence health, and cultural health practices that either protect from or expose to risk for health problems ? Improving symptom management for those at end of life The areas of research emphasis published by the NINR are useful guides for investigators developing proposals but are not considered to be prescriptive in nature. Investigators bring to bear their own unique expertise and creativity when proposing research in harmony with NINR priority research areas. Annually the NINR conducts a roundtable discussion with multiple nursing organizations to obtain the feedback of the disciplines regarding the need for continued or new research Nursing Research and Evidence-Based Practice CHAPTER 6 109 emphases. Information obtained is used in setting future research agendas and making decisions about funding of proposals submitted by researchers (Of? ce of Science Policy and Public Liaison, NINR, 2009). The NINR website details current announcements regarding research priorities (www. ninr. nih. gov/ResearchAndFunding). Agency for Healthcare Research and Quality The AHRQ broadly de? nes its mission as â€Å"improving the quality, safety, ef? ciency, and effectiveness of health care for all Americans† (AHRQ, 2009a). As an agency of the U. S. Department of Health and Human Services, the AHRQ’s health-related aims are to reduce the risk of harm by promoting delivery of the best possible health care, improve health care outcomes by encouraging the use of evidence to make informed health care decisions, transform research into practice to facilitate wider access to effective health care services, and reduce unnecessary costs (AHRQ, 2009a). Since the inception of the agency in 1989, strategic goals have centered on supporting improvements in health outcomes, strengthening measurement of health care quality indicators, and fostering access to and cost-effectiveness of health care. The 1999 reauthorizing legislation expanded the role of the agency by directing the AHRQ to: ? Improve the quality of health care through scienti? c inquiry, dissemination of ? ndings, and facilitation of public access to information. ? Promote patient safety and reduce medical errors through scienti? c inquiry, building partnerships with health care providers, and establishment of centers for education and research on therapeutics (CERTs). ? Advance the use of information technology for coordinating patient care and conducting quality and outcomes research. ? Establish an of? ce on priority populations to ensure that the needs of low-income groups, minorities, women, children, the elderly, and individuals with special health care needs are addressed by the agency’s research efforts. The research-related activities of the AHRQ are quite varied, but a recent shift emphasizes a more deliberate translation of research evidence into practice. In a process similar to that used by the NIH, investigators are invited to submit research proposals for possible funding through grant announcements. A listing of current areas of the agency’s research interests can be found online at www. ahrq. gov/fund/portfolio. htm. The AHRQ actively promotes EBP, partially through the establishment of 14 EBP centers (EPCs) in the United States and Canada. EPCs conduct research on assigned clinical care topics and generate reports on the effectiveness of health care methodologies. Health care providers may then use the evidence in developing site-speci? c guidelines that direct clinical practice. AHRQ also actively maintains the National Guideline Clearinghouse (www. guidelines. gov), an website that makes available to health care professionals a wide array of clinical practice guidelines that may be considered in health care decision making. Another recent addition to AHRQ’s initiatives is the Healthcare Innovations Exchange (2009b), which provides a public source of information about innovations taking place in health care delivery. Submitted innovations are reviewed for the quality of achieved outcomes, providing evidence as a foundation for decision making by others who may be searching for or considering similar innovations. Although most AHRQ activities are intended to support health care professionals and institutions, the agency supports health care recipients by designing some information speci? cally for dissemination to the lay public (AHRQ, 2009a). 110 UNIT ONE The Development of Nursing Private Foundations Federal funding is available through the NIH and the AHRQ. However, because obtaining money for research is becoming increasingly competitive, voluntary foundations and private and community-based organizations should be investigated as possible funding sources. Many foundations and corporate direct-giving programs are interested in funding health care projects and research. Computer databases and guides to funding are available in local libraries. In addition, grant-seeking enterprises often purchase subscriptions that allow computer access to enhanced listings of funding foundations that include information about the types of projects those foundations typically fund. Though subscriptions are expensive, costs are often balanced by the ef? ciency with which suitable funding prospects are identi? ed. An example of such a service is Prospect Research Online (www. iwave. com). Private foundations, such as the Robert Wood Johnson Foundation (2009a, 2009b) or the W. K. Kellogg Foundation (2009), offer program funding for health-related research. Investigators should be encouraged to pursue funding for small projects through local sources or private foundations until a track record is established in research design and implementation. After several years of experience in the research arena, investigators are more likely to be successful in securing funding through federal sources, such as the NIH. Nursing Organizations Sigma Theta Tau International (STTI), the American Nurses Association (ANA), and the Oncology Nurses Society (ONS), are a few of the nursing organizations that fund research studies. STTI makes research grant awards to increase scienti? c knowledge related to nursing practice. STTI supports creative interdisciplinary research and places importance on identifying â€Å"best practices† and benchmark innovations. Awards are made at the international and local chapter levels. The ANA awards small grants through the American Nurses Foundation. Specialty nursing organizations offer grants to support research related to their specialty. For example, the ONS awards grants that focus on issues related to oncology. To summarize, multiple potential sources of funding are available for research projects. The individual or group wishing to conduct research will need to carefully develop a proposal, search for a possible funding source, and submit the proposal. Libraries and the Internet provide ample information about the many foundations and organizations interested in funding research endeavors. Most research institutions establish of? ces that help in the search and procurement of funding. Thus researchers are supported in their work of knowledge building. COMPONENTS OF THE RESEARCH PROCESS The research process involves conceptualizing a research study, planning and implementing that study, and communicating the ? ndings. The process involves a logical ? ow as each step builds on the previous steps. These steps should be included in published research reports so that the reader has a basis for understanding and critiquing the study (Box 6-2). STUDY DESIGNS Study designs are plans that tell a researcher how data are to be collected, from whom data are to be collected, and how data will be analyzed to answer speci? c research questions. Research studies are classi? ed into two basic methods: quantitative and qualitative, two distinctly different approaches to conducting research. The researcher chooses the method based on the research question and the current level of knowledge about the phenomena and the problem to be studied. Quantitative research is a formal, objective, systematic process in which numeric

Qcf Support with Nutrition Essay

1.3Describe ways to resolve any difficulties or dilemmas about the choice of food and drink. * Giving them two or more choices and let them decide what they like, giving more details about the food will help them to choose. * Explain individuals about the importance of a healthy diet and encourage and support the m to choose healthy options and alternatives. * Explain individuals about the consequences of a poor diet choice. For example, obesity can lead to heart disease, varicose veins, diabetes and arthritis. High cholesterol and diets high in salt can lead to heart attacks and strokes. 1.4Describe how and when to seek additional guidance about and individual’s choice of food and drink. * When people reluctant, or refuse to eat certain types of food which have been noted in their support plan as a requirement for their condition. For example when an individual need to have a diabetic diet, a weight-reduction diet or gluten-free diet, if someone having swallowing difficulties , in such situations if someone is determined to ignore medical advice and to follow a different diet, this should be reported and discussed among the care team and the medical staff. * If the person have full mental capacity to understand the consequence and still ignore medical advice, it’s their choice and they have right to follow what they prefers * For children, people who are very confused and severely demented, they don’t have the full mental capacity to choose right diet for them and it should be discussed with care team and medical staff to decide what best for the individual’s best interest. 3.1Describe factors that help promote an individual’s dignity, comfort and enjoyment while eating and drinking. * It should be a safe, hygienic and pleasant place for people to eat food. Make sure the place is warm and have enough light, no noise distractions. * Let them decide where they like to sit when they having their meals. Some people like to site in the dining room with others, they will like the company and like to have a little chat each other while they eat. Some people like to have it in a privet place like their own room, for example if a person has difficulties which will require assistance they might not want others to see them while having meals. * Some people will need special aids to eating and drinking, for example, for example in the case of an individual with an arthritic condition provide cutlery with large handles which will help to hold them properly. * If a person needs feeding, make sure to give enough time for them to chew and swallow the food. * Presentation of the food will improve appetizing and more attractive and more likely to be eaten and enjoyed. 4.1Explain why it is important to be sure that an individual has chosen to finish eating and drinking before clearing away. Clearing away when a person has not finished their meal does not demonstrate respect and it reflects negatively on the overall service. Sometimes people will put their cutlery down and have a rest during a meal, and it may look like they have finished, but they may wish to continue eating after having a rest. 5.1Explain the importance of monitoring the food and drink an individual consumes and any difficulties they encounter. * It is important to pass on information and record if necessary about how much people are eating and drinking and any problem they might had while they were eating. * If a person is at risk of malnutrition, recording their dietary intake will show problems early on and action can be taken to prevent the situation getting worse. * Recording fluid intake and output can give a good indication about how well the heart and kidneys are working. * Recording difficulties of eating and drinking will help to identify chewing and swallowing difficulties and it will help to decide how to prepare food in a way that they can consume, for example choosing soft or pureed diet, cut vegetables and meat in to small, thickened fluids.

A formal analysis of history of art-Africa Essay

A formal analysis of history of art-Africa - Essay Example there is a protrusion which can only be a nose and that is set close to two ovals that also contain indentations that could be interpreted as marks for the pupils of the eyes. It is difficult to be sure if the eyes make the nose more obvious or vice versa but the overall effect is clearly a human face. However, there is no discernable mouth which is perhaps the artistic license taken by the individual who created this object. Below the face, there are is an almost square hollow created which could represent the legs or the neck of the figure. Going beyond what is obvious, the colors of the object give it the sheen of aged wood or leather. The top part of the object which appears to be dark brown and cracked in places gives the impression of leather while the bottom most part has chipped away in places to reveal a softer shade of brown and that gives the impression of wood being used in the construction. The bottom part is something which does not appear to fit in the shape since it contains a hollow within it while the rest of the object is quite solid. In essence, it seems that the bottom of the object is moving against it. On the other hand, the shapes behind the face and the curved top fit together quite well since the graceful curves complement each other and accent the most prominent feature of the artwork i.e., the human face. Since the object can also be split up into three distinct regions, of which the first is the curved shape at the top, the middle being the face and the bottom region containing the square hollow, it is easy to say that the object is made to be stood, presented and viewed vertically. The overall shape of the object in terms of being oval or not is difficult to define. Without taking the square hollow into the picture, graceful curves and oval shapes would have dominated the object and it would have been easy to say that the object is circular. However, the violent presence of sharp angles that make the bottom most part of the object

Compare and Contrast Essay Example | Topics and Well Written Essays - 1000 words

Compare and Contrast - Essay Example Does it remind you of something or seem entirely new? Do you notice if the band is playing 12-bar blues, AABA tunes, or something else? Are they playing from written music? Does the arrangement seem formalized or more like a â€Å"head† arrangement? ?3. The performance venue and audience: What kind of space does the event take place in? How big is the audience? Do you note anything about their ethnic backgrounds, age or gender? What are they doing? Listening? Talking? Dancing? ?4. Your general impressions of the event: Did you have a good time? Why or why not? ?5. Any ways in which the performance relates to issues we have discussed in class: Think particularly about the dualities we started off with: spontaneity vs. planning, and individuality vs. collectivity. ? I. Introduction Jazz, ever since having been introduced in the early 20th century, has become a staple of the music industry. Two jazz performances will be compared and contrasted with regard to the following: the pe rsonnel and instrumentation of the groups; the general style(s) of the groups and their repertories; the performance venues and audiences; my general impressions of the events; and a discussion about any ways in which the performances relate to issues that have been discussed in class. The two 2011 jazz performances that were attended were: a band named Klang, which had just recently released a CD entitled â€Å"Tea Music,† as well as the band Klang’s performance for their newest recently-released CD â€Å"Other Doors.† II. Personnel and Instrumentation of the Groups You might first note the presence or absence of a rhythm section. If there is one, which instruments are used and what are their roles? How big is the entire group? How do the various instruments relate to one another? Does one soloist stand out for you? Why? In both performances, there was a rhythm section. One person was on drums, while another person was intermittently doing percussion of various types including a xylophone. The other types of percussion besides the drums and the xylophone are not immediately known. The entire group is only composed of four people total in the band at one time. The other instruments that I remember included the main musician who was featured, who was on a clarinet. Two other members of the group play the vibraphone, the cello, and other various instruments—while the fourth musician plays drums only. The one soloist who stands out is the clarinetist, because he is the person who basically holds the band together. He’s also the focal point of all the action onstage. Basically, it’s his group, but everyone contributes somehow. III. The General Style(s) of the Groups and Their Repertories Can you identify the general style based on our class discussions? Does it remind you of something or seem entirely new? Do you notice if the band is playing 12-bar blues, AABA tunes, or something else? Are they playing from written music? Does the arrangement seem formalized or more like a â€Å"head† arrangement? The general style of the jazz presented, in both concerts, was very difficult to discern. This is because Klang is not a traditional jazz band in every sense of the word, even though they play some standards occasionally. However, for the most part both of their concerts focused on instrumentalism and attention to musical detail which really can’

Business system Assignment Example | Topics and Well Written Essays - 1250 words

Business system - Assignment Example The system combined information system with indicators in the identification of parking areas. The project is affected by time and resource limitations. The financial resources required to plan for and implement the parking system, should be effectively budgeted for. The system should be implemented by a competent computer programmer in consultation with the building architect. It is thus assumed that MUN has adequate finances that will be used in implementing the project. The project also requires 2 months to be a success. It is thus expected that MUN has adequately created a schedule for the implementation of the parking system project. It is also assumed that the project will be environmentally friendly. This is through minimizing fuel use, because drivers quickly notice available parking slots. The Car Park Guidance System (CPGS) gives drivers dynamic data concerning parking in a controlled environment, like in the parking area of MUN. CPGS is alternatively referred to as the Parking Guidance and Information systems (PGI). CPGS integrates traffic monitoring, variable message sign, GPS, communication and processing technologies, to give the service. The modern parking spaces apply several technologies that assist motorists in; getting parking lots that are unoccupied, locating their vehicles, and also enhancing their parking experience. The technologies involve adaptive lighting, indoor positioning system (IPS), sensors, and also space led indicators. The red indicator illustrates an occupied space, the green indicator illustrates available space, and the blue indicator illustrating reservation for the elderly. The PGI is a key component of the intelligence transport system, which is mainly applicable in urban area environments and institutions like the MUN. The PGI assists in the implementation of an effective, efficient, environmentally friendly, and safe parking space. The PGI system operates

Economic and financial aspects of business Essay

Economic and financial aspects of business - Essay Example & FESS, P.E., 2005] Environmental accounting: - It shows the role played by natural environment in economy. It provides data which shows contribution of natural resources in economy and costs born by economy due to pollution and other environmental factors. Financial accounting is purely related to the record of daily transactions. In it only those transactions are considered in which money is directly or indirectly involved. It provides information to the present and potential shareholders and stakeholders of a business such as investors, creditors, debtors, suppliers, customers, financial analysts and government agencies, about the financial condition of the business. As it has to serve the information needs of a diversified base of users who have diversified needs, so it presents the financial accounts in a very structured manner and strictly follows certain rules, these rules are called â€Å"Generally Accepted Accounting Principles† or GAAP. Managerial accounting is defined in following words â€Å"The process of identifying, measuring, analyzing, interpreting, and communicating information for the pursuit of an organizations goals.†[INVESTOPEDIA] It fulfills the information needs of internal stakeholders of business as managers and employees. It provides useful accounting information to management of organization, to support them in making more educated and informed decisions. It is mostly related with such decisions as continue or shut-down a factory, make or buy decision, drop a product or not etc.. Financial accounting information is generated for the use of external stakeholders of organization such as stockholders, investors, creditors, debtors, suppliers, customers, government agencies, financial analysts and other regulatory bodies. Managerial accounting system generates information for the internal stakeholders of organization especially for management to support them in effective

The Four Stages of Life as a Hindu Research Paper

The Four Stages of Life as a Hindu - Research Paper Example Overall, the first three stages aim for an appreciation of life, while the fourth one is centered upon the rejection of life and the attainment of wisdom. During the first three stages of Hindu life, one is expected to observe the â€Å"dharma† or the laws of morality and the â€Å"sistacara† or the ideal social culture (Jhingran 77). Only Hindu males, however, are expected to undergo the four stages (76). Overall, the first three stages only include men and not women. Nevertheless, wives may participate with their husbands’ role beginning with the second stage. (â€Å"The Four Stages†) The first stage is the student stage, or Brahmacharya, where a Hindu male is expected to live and study with a guru or teacher for several years (â€Å"The Four Stages†). Normally, a high caste Hindu male undergoes the student stage from the age of 8 to 12 years old up to about 18 to 24 years old (â€Å"Hinduism†). This is the stage where the student serves th e guru and shows respect to his teacher, as well as develop the habits, skills and practical knowledge he needs for the succeeding stages (â€Å"Hinduism†). Moreover, it is during this stage that the student begins studying the Vedas, or the sacred Hindu texts. (â€Å"The Four Stages†) It is actually only the Brahmins who are supposed to study and memorize huge portions of the Vedas as well as the accompanying texts, while at the same time undergoing training in the various Hindu rituals. Moreover, these Brahmins, as well as all other members of the other castes, learn the procedure for setting up and maintaining their own household worship, which are centered on the holy fire of Agni, the Hindu god of fire and receiver of sacrifices. (â€Å"The Four Stages†) It is interesting to note that the study of the Vedas applies only to those who belong to the â€Å"twice-born† castes, or the upper three castes – the Brahmins, the Kshatriyas and the Vaishya s – or only those to whom the religion applied in the Vedas applies. The Shudras, or the servants of upper castes and peasants, are therefore excluded from the study of the Vedas (â€Å"Social Organization†). On the other hand, members of the twice-born castes, before they become a student, undergo a certain ceremony called the thread ceremony, where the initiate wears a red thread over his left shoulder. This is symbolic of the formal and official entrance of a young boy into Hinduism. The thread ceremony is a kind of samskara or ritual not only ordains a young boy into Hinduism but also confers in him the quality of being reborn and permits him to hear the sacred Vedas for the first time and learn his first mantra. (â€Å"The Four Stages†) The student at this stage is also expected to remain celibate (Sharma 28). The means of which is to preserve the semen, which is the â€Å"vital fluid of life,† and the purpose of preserving this vital fluid is to hav e â€Å"glowing faces, reddish or pinkish countenance, strong muscles and bones, [and] proportionally built healthy bodies† (29-30). Overall the ultimate purpose of the student stage is the development of three aspects of a young person’s self and personality: body, mind and intellect. (30) Lastly, the student is expected to avoid any form of luxury or pleasures, and to practice forgiveness, perseverance and self-control. He is also expected to develop control of emotions like anger and jealousy. (Jhingran 78) After the

Answers QUESTION Research Paper Example | Topics and Well Written Essays - 750 words

Answers QUESTION - Research Paper Example In making decision, bounded rationality was involved since vehicles are available from many locations, varied models and varied prices; however, time and funds are limited thus bounded rationality assisted in making a decision to buy a vehicle. Bounded rationality is the idea in decision-making, where rationality of persons is not directly comparable to their knowledge. The intelligence limitations and limited time affect their decision making (Gigerenzer 13). The final decision is to purchase Midsize Station Wagons; Toyota Prius v with 4 cyl, 1.8 L, Automatic (CVT), HEV, Regular (U.S Department of Energy 1-2). This is because it is affordable and among 2014 Most Fuel Efficient Cars. The decision is satisficing after making necessary research and choosing appropriate alternative regarding the new vehicle to purchase. Satisficing is a decision-making plan that aims for a suitable or sufficient consequence, rather than the most favorable solution (Weber 41). This is so since aiming for the most favorable solution may demand needless use of time, power and resources. Files might be stored in Noncontiguous locations when the disk is new and has not been defragmented. A file kept on disk can get fragmented that means that it is kept on non-contiguous segments. Noncontiguous data access is a contact that functions on data that is not categorized inside memory, file, or both (Savage 85). One instance of contiguous information in memory and noncontiguous data in file is a submission that keeps a 2D assortment in a file, and then afterward needs to interpret the one portion from every piece into a contiguous memory safeguard. In order to maximize access when the file information is contiguous, a reminiscence function can buffer the access in order that data access is implemented in memory and just one file write/read demand is essential(Savage 85).. Contiguous:

Collaborative networks Research Paper Example | Topics and Well Written Essays - 1000 words

Collaborative networks - Research Paper Example A major characteristic of having a distributed structure is that even though communications of the team may occur from face to face at times, most part of the work is accomplished when the members are usually geographical separated (Johansen, 1999). Using computer databases resources of papers in Information Technology, Communication and Geography, we will be able to construct collaboration networks among the globally distributed team engaged in airport construction in the third world countries. The reason for selecting these papers is because they will give a variety of the properties that are required in developing a model for an effective global network. The papers will also provide apparent differences that are involved in collaboration networks. The aim of this research paper is to come up with a model that will support globally distributed teams that are engaged in airport construction in the third world countries. Third world countries are known to have low stock based on their infrastructure capability especially in transportation and energy as well as the potential of information technology which have not yet been harnessed fully. The importance that is brought by air transport in countries cannot be measured as it is highly satisfactory. Airport construction in these regions that are not well exploited should be enhanced in order to improve the connectivity as well as the global reach. The need for airport facilities in the third world countries has to be enhanced not only by the quality and amount of physical infrastructure but also by the way in which the distributed team engaged in the construction of the airports are managed. It is necessary for communications and control to be steered up between the distributed te am in the regions for better results. In order to curb the gap that exists in the third world countries with regards to the infrastructure the proposed approach of building

Emile Bronte and Wuthering Heights Essay Example for Free

Emile Bronte and Wuthering Heights Essay Wuthering Heights is one of the most influential novels of 19th century; even though a dark and powerful novel the deeper aspects of life and strong emotions form the pillar of the novel. The novel is intricately weaved with strong emotion, powerful imagery and the conflict of possession. It reveals the most complex love story interlaced with separation and union under most conflicting circumstances. Love has been portrayed as a very evasive powerful emotion where give and take is exercised in complete isolation, just with the individual soul, and in that manner every character is lonely and isolated. It has been critically analyzed that the circumstance and the characters in the book reflects close similarity to the writer Emile Bronte’s personal life and surrounding. Wuthering Heights is the only novel which she wrote and since Emile Bronte’s life was dark and dreary, Wuthering Heights was influenced by her experience of isolation. Emily Bronte was an extraordinary writer of 19th century known for her imaginative and inspiring streak which reflects in her work as well as her life. Emily never married, stood up for her inner convictions and lived all her life at her family’s home in Haworth Parsonage, near Yorkshire Moors in northern England. She loved her home and her surrounding, which was rugged, dreary and wild in landscape, full of storms and harsh and unpredictable weather. Her novel Wuthering Heights is very clear imagery of her home surrounding in manner of exposure to the moors, cliffs and the isolated and dark setting. (Jennings). The early tragedies of loss of her mother and her two elder sisters as a result of terrible illnesses, affected her very deeply being very closely associated with pain and isolation. She lived with her other siblings two other sisters and a brother creating an imaginary world inspired by the toy soldiers which was a gift from her father. Emily seemed to be more overpowered by this imaginary world, even as an adult unlike her other siblings. Her fantasy world was called â€Å"Gondal†, and this private world provided her with immense strength and inspiration. In this world which was ruled by a woman she was in charge and control of her life. The character of Catherine Earnshaw in Wuthering Heights reflects this aspect of her personality in imagination, holding on to her past and in her intensity of love, which gives her more pain than pleasure. The intensity and the passion is in proportion of the pain and anguish to save what she has in the depth of her heart fighting with the external environment tormented by harsh winds and storms. Wuthering Heights is in many ways a clear reflection of Emily’s life, and the society in which she lived where women were not treated as an equal with the men of the society. The rules by which women had to live were very strict and allowed for little freedom or independence. Catherine, merges with Emily in her thinking, feeling and intensity. Even the steps she takes to make compromises in her life, is reflection of her courage and strength as it is taken to ensure security for Heathcliff or to ensure that her love thrives in more secure circumstances. Catherine is wild and intense and follows her heart, in sincerity, the main objective of her life is make things better for Heathcliff, who is her other image. Heathcliff and Catherine are inseparable, they are like two bodies with one soul. They cannot live without each other, and all their life they are drawn in relationship, which changes with the change of identity for Catherine from Catherine Earnshaw as a girl and teenager who is madly and inseparably in love with Heathcliff, to Catherine Heathcliff as two inseparable identities merged into one and Catherine Linton who is the regeneration of the Catherine, to keep her alive through her spirit and beauty. The story of Wuthering Heights begins with the introduction of the pages from Catherine’s diary, a love story which is ready to be brought before the world as one of the most intense stories of the time with timeless passion and intensity which begins with life and carries until the grave. There are intrusions but there is always the clarity of focus on who really belongs to whom, in the inner world of heart and soul. This is so closely connected with the conditions of Emily’s life and her close bond with the novel Wuthering Heights, Catherine’s diary can be said as Emily’s diary where she is trying to reveal her inner world to the outside world, it is intimate, personal and deep. She expresses her free and independent attitude thorough Cathy, with similar rebellion and strength of character, to stand up against the injustice done towards Heathcliff. There is a very intimate relationship between the dream and the reality, which is guided through the pages of the diary. The different inscriptions of Catherine’s name are reflective of the movement of the novel from one generation to another linking the key relationships which are covered under layers of hypocrisy. â€Å"When you have processed the information you have been waiting for, you see the point of the order of the scribbled names, as Lockwood gives them: Catherine Earnshaw, Catherine Heathcliff, Catherine Linton. Read from left to right they recapitulate Catherine Earnshaw’s story; read from roght to left, the story of her daughter, Catherine Linton. The names Catherine and Earnshaw begin and end the narrative this is an account of the movement of the book: away from Earnshaw and back, like movement of the house itself. (MW,419-20) (Jacobs 1979) The sequential order of the names as they first appear on the window ledge, then in the diary and elsewhere, connects the story with past and present, interweaving in it the aspect of darkness of the nightmares and the dreams and the powerful influence of nature with the supernatural element, overshadowing the moors and the Wuthering heights. The sinister darkness of the towering Wuthering heights, can be compared to the dark impressions left on her tender mind of the loss of her mother and the sisters, the personal loss and pain have emerged as the source of darkness and the isolation, which the inhabitants of Wuthering Heights have to endure and live day after day without any clear sign of hope and light. The outside physical world is dark and gloomy; the only refuge is in the sanctuary of the heart and soul, which drives the novel from beginning to end in the service of love, regardless of social constraints. The isolation which the characters of the Wuthering Heights experience is beyond imagination. It is sheer inner strength which allows for the characters to emerge from the dreary darkness, just like Emily, whose inner strength and courage made her survive the road of solitary path in the midst of social stigma and environmental control. This isolation can be seen almost all of her characters in Wuthering Heights. This aspect can be seen as the homelessness and the anguish of isolation is experienced by Hindley when he is forced from home, after old Earnshaw’s death Heathcliff is driven away, returning some years later, on the death of Heathcliff finally Hareton has a chance to live who had live almost in destitude and isolation within the walls of Wuthering Heights. Isabella first leaves her home in The Grange for life with Heathcliff, and then is devastated by her marriage with Heathcliff escapes to anonymity with impossibility for return. Her son Linton is first uprooted to his uncle’s home and then to his fathers home. The young Catherine, daughter of Catherins Earnshaw is first taken from Thrushcross Grange as Heathcliff’s temporary prisoner and then is forced to become his daughter-in-law and his permanent prisoner. The ultimate of isolation and exile is the conscious choice made by Cathy(Catherine Earnshaw ) who creates her exile as a conscious act of imagination, just like Emily in her Gonad world: â€Å"If I were in heaven, Nelly, I would be extremely miserable. I dreamt one that I was there. Heaven did not seem to be my home; and I broke my heart with weeping to come back to earth; and the angels were so angry that they flung me out, into the middle of the heath on the top of Withering Heights; where I woke up sobbing for joy† (Jacobs 1979) The marriage to Edgar fulfils this prophecy of homelessness from which only death promises respite. Yet, Cathy’s death is again another self-imposed exile, as she refuses to get better and wants to die, this scene has amazing similarity with the manner in which Emily died. The manner, in which Emily dies in isolation, is an example which captures the synthesis of the conviction and the courage with which she lived her life. Emily was the strongest and the most sincere of the Bronte family, who had the inner strength to stand for her inner faith and conviction, unruffled by the outside world and its changing influences. â€Å"She was a strong willed person who remained true to herself and her vision, even until her very last breath. † (Jennings). She was very ill, just like the protagonist of the novel Wuthering Heights, Cathy, â€Å"she was suffering from severe lung infection, but she refused to give in to her illness and continued to live as she always had: believing her own strength would help her endure and survive and ultimately overcome the physical limitations of her life. Emily Brontes life and death of courage and independence is a lasting example to us all†(Jennings) Emily Bronte valued life greatly and her novel reflects her close vision about the preciousness of life and the power of the inner self (soul). She had strong conviction that no matter how violent the turmoil outside, as is reflected in many aspects of Wuthering Heights in relationships, weather and social conflict, the human soul had the power to endure and go beyond the barriers and the hardships which inflict pain and suffering as part of our experience in life. Her greatest accomplishment was writing her novel Wuthering Heights, which is the only novel she ever wrote and through which â€Å"she was able to speak her mind able to speak her own mind, make clear the power of her voice, and reveal her entire vision of humankind to the world. It has been 150 years since Wuthering Heights was first published, yet it is still a widely-read book and is studied in many schools. Emily Brontes story of two childhood companions who are unable to remain together once they are adults is powerful and moving. It reminds each of us, no matter who we are, that we are often left alone in the world, and that we all long to be a part of something more than ourselves, but that it is only through love of ourselves that we can truly find love with others. The story is written in one of the most unforgettable, original voices ever heard, and almost everyone who has read this novel has been deeply affected by it. Emily died at the age of thirty, only a year after Wuthering Heights was published, but she still speaks to us through her writing. † †(Jennings) No Coward soul is mine No trembler in the worlds storm-troubled sphere I see Heavens glories shine And Faith shines equal arming me from Fear There is not room for Death Nor atom that his might could render void Since thou art Being and Breath and what thou art may never be destroyed

Indinisation of jane austen Essay Example for Free

Indinisation of jane austen Essay In Gurinder Chadhas hands, Balraj (Bingley, Naveen Andrews) arrives in Amritsar from Los Angeles with the American hotelier Darcy (Mike Henderson). Balraj likes Maya (Jane, Meghna Kothari), and there is tension, or in Amritsari, tashn between Darcy and Lalita (Elizabeth, Aishwarya Rai). But Balraj and Darcy return to LA and it is only after the Bakshi sisters visit London and LA on the invitation of Kohli (Collins, Nitin Ganatra) that some sort of crisis develops by way of a punch-up between Darcy and Wickham (Daniel Gillies) in a cinema hall and successive slaps for Wickham from two Miss Bakshis. The plot does not make a film any more than it does a novel. The quality of the novel is in the texture of the interaction among characters and their ideas. Now be sincere, Elizabeth says to Darcy in the end. Did you admire me for my impertinence? For the liveliness of your mind, I did, Darcy replies. It is largely Austens creation of that mind that gives Pride and Prejudice its character, and makes of it such a celebrated novel. The film script is another story. In snobbery as directed by Chadha, Darcy wants to know if its safe to eat a pakora because he doesnt want Delhi belly on his first day in India. He says rude things about arranged marriages. Lalita defends it as a global dating service, and so no different from western ways. Darcy says people pay $500 a day for one of his hotel rooms. Thats more than what a lot of Indians earn in a year, Lalita replies by way of lively repartee. Nothing wrong in having standards, he says. So long as you dont impose them on others, replies she. Later, Darcy gallantly gives his first-class seat to Mrs Bakshi to seat himself next to Lalita in economy class when they all happen to meet at Heathrow en route to LA. How can anyone sleep in economy class, Darcy wants to know. Lively Lalita says she will sleep 10 hours in a 10-hour, 53-minute flight. A film that grandly declares itself inspired by Austens novel deserved something better than this for screenplay. After taking on an interesting idea, Chadha deserved to give herself a better scriptwriter than herself. Some of the better lines come straight from the novel; pity that Austen could provide no NRI material for Chadha to lift. What should have been the strength of a film like this emerges as its weakest link. Austen aside, its hard to see what this kind of script can do for anyone other than feeding a British audience yet more cliches of their idea of ways Indian. This is the flip side of Indianising icons; every such feed adds to a reduction. Within this adventure, Indianness is reduced, and by the same failing, Elizabeth is reduced. Far from the style of Elizabeth, Lalita emerges as a singularly dumb creature. Here Aishwarya, such as she is, seems to fit the script, such as it is. She never gets past that look-at-doe-eyed-me look. She rode a chariot that her admirers made for her when she became Miss World, and she hasnt gotten off it yet. She looks afraid that a real expression would mark her as a woman of the world rather than the lady on the chariot. Her expressions seem to halt in the early stages of formation; who knows which particular look might trap her in an unflattering snapshot? She travels the world a prisoner of her facial paint. Chadhas shadow of the book limps along in faltering episodes that fail to hold together, or to hold the audience. The characters only move from one country to another without appearing much moved in their selves. At the heart of the story is the idea of giving up pride and letting go of prejudices. Elizabeth sees how hearsay and her own misjudgement led her away from truth. She thinks she was blind, partial, prejudiced, absurd, I, who prided myself on my discernment. Nothing much happens to Chadhas characters. Theyre comfortable passengers (pardon the Punjabi! ), just transferring from a jumbo jet to a couple of elephants in Amritsar for the shaadi in the end. The faux-Bollywood style doesnt quite pull off either. The song-and-dance sequences seem to follow the dumb end of Bollywood style. Coming to Bollywood, as it has so regrettably come to be known, the film probably needed Madhuri Dixit, and screenplay of the Farhan Akhtar class. The script is self-consciously synthetic, the lyrics flat when audible, the music forgotten as you hear it, the film forgettable once youve seen it. The idea of adaptation wasnt bad, the adaptation is. It is a translation that fails both languages.

Miriam Defensor Santiago for President

Miriam Defensor Santiago for President Jamaica May Arizapa Kimberly Baltazar Senate’s Woman of Steel for President All people are deemed to be potential leaders. But only a few achieve the crucial requirements demanded to effectively lead. The capability to head is either connatural or developed. Everybody discerns that leading a country is considerably one of the toughest accountability. A common inquiry of the majority includes the information of what he or she will accomplish, the advantages to them and the probable outcomes of the leader’s limited term. The head of the country has the power to rule, thus it is his or her responsibility to use it relevantly in a righteous way with valid purposes. In addition to that, a considered instance of his or her job is to guarantee the safety and stable lifestyle of his or her fellow countrymen. No person is perceived to be foolproof; consequently, exquisite abstract characterizations should not be the whole basis in selecting a leader. However, he or she is presumed to minimize carelessness and irrational errors. Sublimely, the president’ s duty is to bring in significant development in every aspect for the country. A good leader is impelled by inspiring vision success for the country. He or she is motivated to execute excellent tasks that will help to cope with his or her country’s limitations. An effective leader doesn’t just browbeat, but also hears the voices of his or her fellow countrymen. He or she develops good communication between him or her and them. Being optimistic is not merely a favorable factor; moreover, it must be combined with being realistic so it would bring forth substantial and remarkable development in the country. An effective leader is both a critical and creative thinker that comes up with significant resolutions to many problems. A true leader works hard because of his or her genuine passion for work. Most importantly, the leader believes in his or her country and constitution. On the upcoming elections on 2016, the Filipino voters must make a deliberate decision. Basically, the voters’ dominant choice will determine the fate of the country. As thoroughly researched and observed, the one who deserves the position the most to be granted by the Filipino citizens’ voting power on the next election is Miriam Defensor–Santiago because she visibly demonstrates commitment to public service in a way that she cares for youth and woman, fights corruption, is the Senates top performer in terms of bills and resolutions filed, courageously justifies her judgements through trials, and well-experienced in the field of politics. Despite of being known as the Iron Lady of Asia according to the Asia Magazine, Senator Miriam Defensor-Santiago has her soft heart and sympathy to the children and women. Aside from being a senator she is also a woman and a mother, and she understands the needs of children and women. As a mother, she already experienced of losing a child and she considers that children need protection. In line with this, she filed a Senate Bill No. 2446 or the Children’s Emergency Relief and Protection Act to prioritize and give attention to the security of children affected by natural disasters. Santiago said, â€Å"Children are the most vulnerable in times of disaster. They are at higher risk of disease, abuse, and exploitation. . . .† (Miriam Defensor-Santiago, n.d) Another bill concerning children is the Senate Bill No. 2455 Special Protection of Children against Abuse, Exploitation and Discrimination Act which she filed on November 2014. It aims to protect children against any abu ses and discrimination that they are exposed to. She also protects the rights of women by a co-authoring R.A. No. 9710 or the Magna Carta for Women. It conveys a framework of rights for women based directly on international law. The different features of the law comprises act that focuses on the human rights and defying gender discrimination against women. It seeks to eliminate discrimination through the recognition, protection, fulfillment and promotion of the rights of Filipino women, especially those belonging in the marginalized sectors of the society. (Philippine Commission on Women, n.d) She also supports political participation of young people in the country. Oxfam defined activism as the Youth participation helps to promote the civic and political life of young people. According to Santiago in her inaugural speech for the public forum at the Leong Hall, Ateneo de Manila University, youth participation helps to promote the civic and political life of young people. In country like Philippines whose corruption is all over, there is still a politician who is honestly serving the country and continuing in fighting corruption. She is Miriam Defensor Santiago who has the urged to dispute corruption. One of the biggest sources of corruption is the manipulation of the proposed budget, and as a devotee of fighting corruption she monitored the proper distribution of country’s budget. The House of Representatives approved on second reading the proposed P2.606 trillion national budget for 2015. According to Santiago this proposed budget is unconstitutional and questionable. In a privilege speech she uttered that the 2015 budget which contains two dangerous minefields leading to corruption, is not what people expect it is what administration candidates expect. She also called it as an ‘election budget’. (Miriam Defensor-Santiago, n.d) When she noticed something wrong on the distribution the national budget she immediately acts to liquid ate the starting point of corruption. One evidence of this is when she immediately calls for a resolution calling for an investigation regarding the reports that the Philippine Postal Corp. (Philpost) has accumulatedP5 billion in unsettled cash advances from the Department of Social Welfare and Development (DSWD). Another good thing about Miriam Santiago is that she is not afraid of questioning officers even it is higher than her. In connection with the corruption scandal of Vice President Jejomar Binay, Miriam- Defensor Santiago said that banks should be required to exposed dummies. Santiago has filed Senate Bill No. 2438, mandating banks to practice monitoring of accounts beneficially owned by politically exposed persons. Santiago’s bill provides that at account opening, banks should require customers to complete a written and signed declaration identifying themselves, the legal entity for which the person is opening the account, and any beneficial owners associated with th e legal entity. Banks should also be required to undertake measures to prevent money laundering of ill-gotten wealth by corrupt government officials and their dummies. Surrounded by politician who is being blind by money, Miriam Defensor Santiago still holds her integrity of not accepting bribe from anyone. This was proven when she returned the P250,000 cash gift given to her by Juan Ponce Enrile, who was then the Senate president. Santiago also revealed that on top of the P250,000 cash gift from Enrile, almost all of the senators were also given P1.6 million from the savings of the Senate (Sy, 2013). Miriam Defensor Santiago surprised the crowd and reporters when she announced that she is suffering from Stage 4 lung cancer. Despite of being ill, Miriam- Defensor Santiago managed to be the top-ranking senator in terms of the number of bills and resolutions filed since the start of the 16th Congress. She did not let her sickness stops her from serving the country. Based on the Senate legislative bills and index service, Santiago filed the most number of bills at 437, 436 of which she was the principal author. She also filed 181 resolutions, 179 of which were introduced by her. In November 18, 2014, she filed the Senate Bill No. 2457 Newborn Infant Safe Haven Act. It is an act providing safe haven for abandoned newborn infants. Another one is she filed a bill about Family Smoking Prevention and Tobacco Disclosure Act. It is all about protection the public health by requiring tobacco manufacturers to disclose information on ingredients and constituents in tobacco products. Miriam Defensor-Santiago strongly justifies her judgements based on facts and experience through trials. She heard major cases in criminal and civil law and handled special proceedings. In any given week, she might hear criminal cases ranging from bad checks through drug dealing, robbery, rape, and murder, and civil suits involving adoption, probate, or large claims between competing businessmen. The Philippine judicial system follows the European system in eschewing jury trials: the judge determines guilt or innocence and metes out sentences. Those who tried to bribe her, she threatened with citations for contempt of court. To make the point, she sent some immediately to jail, ordering them released, relieved but shaken, shortly thereafter. She admonished her staff against accepting or forwarding to her any gifts from interested parties. In a procedure manual she wrote, now used widely by other judges, she stated: The first rule of this courtroom is no bribes, no extortion. To a jud ge who sent her unsolicited advice about one of her cases, she replied through his messenger that, if he wants to decide my case, then I should take steps to have the case transferred to him. Rebuffing influences from all sides, Defensor-Santiago eventually got her message across. After six months people stopped trying to influence her decisions (Santiago, Miriam Defensor, 2012). Miriam Defensor-Santiago is well-experienced in the field of politics. Besides from being a senator of the Philippines from 1995-2016, she also became the Chair of Presidential Agrarian Reform Council Executive Committee, and Commissioner of Immigration and Deportation, Presiding Judge at the Regional Trial Court (Senator Miriam Defensor Santiago, n.d.). Santiago (2012) described the problem with Philippine elections at the Far Eastern University Central Student Organization lecture series: Let me summarize the problem with Philippine elections: Of the 50 million voters who will troop to the polls in May next year, the greater majority are not intelligent, they are not educated for voting, and the candidates they choose are not educated for serving. This problem is the result of the fact that our Constitution provides that no literacy requirement shall be imposed on voters. Furthermore, although the Constitution provides that a senator should be literate in that he should be able to read and write, the same Constitution does not require any educational attainment on the part of any candidate. Filipino voters have the biggest contribution in determining who will be the next president and in order to have an effective president, the citizens should vote wisely. They should not be deceived by the popularity of the candidates. Voters should regard the capabilities, strengths and weaknesses of the campaigners. Assessing that Miriam Defensor-Santiago has the care for youth and woman, fights corruption, is the Senates top performer in terms of bills and resolutions filed, strongly justifies her judgements through trials, and well-experienced in the field of politics, she can be a potential president of the country. References Senator Miriam Defensor Santiago. n.d . Retrieved November 20, 2014 from Senate of the Philippines: http://www.senate.gov.ph/senators/sen_bio/santiago_cvitae.asp Senator Miriam Defensor – Santiago. (n.d.). Retrieved November 3, 2016, from the Senate of the Philippines: http://www.senate.gov.ph/senators/sen_bio/santiago_bio.asp Sy, M. 2013. Retreived November 22, 2014 from The Philippine Star: http://www.philstar.com/headlines/2013/12/22/1270935/miriam-has-most-number-bills-resolutions Santiago, Miriam Defensor. 2012. Retrieved November 23, 2016 from Ramon Magsaysay Awardee Foundation: http://www.rmaf.org.psh/newrmaf/main/awardees/awardee/biography/177

The Ethical Teacher Essay -- Literary Analysis, Elizabeth Campbell

Reflection is a necessary component of everyday life, as well as the growth an individual makes within their profession. This concept remains true for teachers who, due to the particular changes they must make in order to meet the fluctuating needs of both their students and society, are perpetually connected to reflection. Beginning with John Dewey, during the late nineteenth and early twentieth centuries, numerous scholars have articulated their viewpoints concerning the positive and negatives impacts of this reflective teaching, in addition to its influence on the moral dilemmas faced by educators. One of these people, Elizabeth Campbell, asserts her perspectives throughout her text, The Ethical Teacher, wherein she describes the relationship between ethical knowledge and moral agency, the link between moral dilemmas and ethical knowledge, and the methods of lessening moral tensions in education. Within her book, Campbell (2003) maintains that â€Å"ethical knowledge relies on teachers’ understanding and acceptance of moral agency as professional expectations implicit in all aspects of their day-to-day practice† (p. 3). These demands of moral agency are important for students’ learning and development. Consequently, it is essential to understand moral agency. Campbell (2003) declares that moral agency â€Å"relates to the exacting ethical standards the teacher as a moral person and a moral professional hold himself or herself to† and â€Å"concerns the teacher as a moral educator, model, and exemplar† for students (p. 2). Throughout the text, Campbell explains that teachers must be aware of, understand and accept those demands of moral agency. Furthermore, Campbell (2003) opposes the notion that educators’ ethics â€Å"remain embedded in... ...outlining the ways to ease moral tensions and expand ethical knowledge. Moreover, Campbell’s book is consistent with her framework of this ethical knowledge â€Å"that supports core ethical principles and remains critical of moral relativism,† while it distinguishes â€Å"the complexities of moral interpretations of virtue, the significance of contextual realities, and the potential legitimacy of differing ethical beliefs† (p. 2). Through being capable of recognizing the advantageousness of ethics within education, Campbell and others, epitomize the influence of educational reflection. Furthermore, this unmistakably illustrates how reflective teachers are better apt to understand the demands of their students, parents, community members, colleagues, administrators and other superiors, which helps them to improve student learning and develop students as ethical individuals.

Much Ado About Nothing Essay: Many Facets of Love Explored

Many Facets of Love Explored in Much Ado About Nothing      Ã‚   In Shakespeare's romantic comedy Much Ado About Nothing, Shakespeare focuses a great deal of time to the ideas of young, lustful, and intellectual love. Claudio and Hero, Borachio and Margaret, and Benedick and Beatrice, respectively, each represent one of the basic aspects of love. Shakespeare is careful to point out that not one path is better than another. The paths are merely different, and all end happily. Shakespeare also explores the different aspects of courtship, weddings, and the different facets of love.    The aspect of courtship in Much Ado About Nothing plays a crucial role in the development of the characters and in the evolution of the play as a whole. The character that must undergo the greatest transformation during the courtship process is Beatrice. The first mention of courtship is in Act One, scene one, when Beatrice inquires about Benedick with fervor: "I pray you, is Signor Mountanto returned from the wars or no?" Beatrice loves Benedick, and he loves her, but she is too proud to admit that she has feelings for any man. She denies her true feelings to herself so often that it has gone from being a ruse to being the truth she believes: "Stand I condemned for pride and scorn so much? / Contempt, farewell, and maiden pride, adieu!" (III. ii. 108-109) There Beatrice realizes how scornful she has been and vows to cast off her steel armor for one made of chocolate. Now, it isn't the chocolate with nuts or the fudge chocolate or even milk chocolate, but the chocolate that is white and pure so she can impress upon it her requited love for Benedick: "I will requite thee, / Taming my wild heart to thy loving hand" (III. ii. 111-112). Beatrice has... ... ceremonial aspect of relationships and how wrong they can go if given the leeway with Claudio and Hero's wedding. Finally, Shakespeare shows how powerful the physical attraction between two people can be; so powerful that one becomes totally subservient to the other's commands and requests. The moral of the play: Know thyself, and thy neighbor.    Works Cited and Consulted: Barton, Anne.   Introduction.   Much Ado About Nothing.   The Riverside Shakespeare, 2nd ed.   Boston: Houghton Mifflin Co., 1997.   361-365. Lewalski, B. K. "Love, Appearance and Reality: Much Ado About Something" Studies in English Literature, 1500-1900 8 (1968): 235-251. Rossiter, A.P. "Much Ado About Nothing."   William Shakespeare Comedies & Romances. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. Shakespeare, William.   Much Ado About Nothing.   Bevington 216-51. Much Ado About Nothing Essay: Many Facets of Love Explored Many Facets of Love Explored in Much Ado About Nothing      Ã‚   In Shakespeare's romantic comedy Much Ado About Nothing, Shakespeare focuses a great deal of time to the ideas of young, lustful, and intellectual love. Claudio and Hero, Borachio and Margaret, and Benedick and Beatrice, respectively, each represent one of the basic aspects of love. Shakespeare is careful to point out that not one path is better than another. The paths are merely different, and all end happily. Shakespeare also explores the different aspects of courtship, weddings, and the different facets of love.    The aspect of courtship in Much Ado About Nothing plays a crucial role in the development of the characters and in the evolution of the play as a whole. The character that must undergo the greatest transformation during the courtship process is Beatrice. The first mention of courtship is in Act One, scene one, when Beatrice inquires about Benedick with fervor: "I pray you, is Signor Mountanto returned from the wars or no?" Beatrice loves Benedick, and he loves her, but she is too proud to admit that she has feelings for any man. She denies her true feelings to herself so often that it has gone from being a ruse to being the truth she believes: "Stand I condemned for pride and scorn so much? / Contempt, farewell, and maiden pride, adieu!" (III. ii. 108-109) There Beatrice realizes how scornful she has been and vows to cast off her steel armor for one made of chocolate. Now, it isn't the chocolate with nuts or the fudge chocolate or even milk chocolate, but the chocolate that is white and pure so she can impress upon it her requited love for Benedick: "I will requite thee, / Taming my wild heart to thy loving hand" (III. ii. 111-112). Beatrice has... ... ceremonial aspect of relationships and how wrong they can go if given the leeway with Claudio and Hero's wedding. Finally, Shakespeare shows how powerful the physical attraction between two people can be; so powerful that one becomes totally subservient to the other's commands and requests. The moral of the play: Know thyself, and thy neighbor.    Works Cited and Consulted: Barton, Anne.   Introduction.   Much Ado About Nothing.   The Riverside Shakespeare, 2nd ed.   Boston: Houghton Mifflin Co., 1997.   361-365. Lewalski, B. K. "Love, Appearance and Reality: Much Ado About Something" Studies in English Literature, 1500-1900 8 (1968): 235-251. Rossiter, A.P. "Much Ado About Nothing."   William Shakespeare Comedies & Romances. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. Shakespeare, William.   Much Ado About Nothing.   Bevington 216-51.

Cultural Competency in the Workplace Essay -- Managing Racial Diversity

Today’s management in the workforce is composed of all types of people verses thirty years ago when white males held a majority of upper-management positions in companies. These positions are now held by a mixture of ethnic back grounds and women who hold just as many if not more management positions then men. Just by looking at the changes in management demographics shows how important it is for people to understand cultural competency in the workplace. Dr. Roosevelt Thomas Jr. (1999) stated, â€Å"Diversity is the collective mixture of whomever we have in our workforce characterized by their differences and similarities† (p.11). Managers and supervisors must understand the characteristics of a diversity mature individual; they also need to be able to articulate the differences between affirmative action, managing diversity, understanding and valuing diversity to build skills that transforms awareness into productive and supportive workplace behaviors.   Ã‚  Ã‚  Ã‚  Ã‚  There are many different characteristics of a diversity mature individual. The most important characteristic is when a person accepts diversity management responsibility. The person will need to understand the different types of ethnic backgrounds in the organization, and the different types of techniques he or she will have to use to motivate the staff. He or she will also understand how to treat everyone equal no matter what gender, or ethnic background the employee may be.   Ã‚  Ã‚  Ã‚  Ã‚  Diversity mature individuals must demonstrate contextual knowledge. This knowledge is showed by understanding his or her personal objectives. The individual must know what he or she plans to accomplish before working with others to help develop their personal goals. Also by knowing the organizational objectives, the individual can develop a team to strive towards the bottom line of the organizational goals. Finally, the individual must be able to provide conceptual clarity to the team. This clarity will help the team understand how and why these ideas were created. The one thing a manager does not want is for the team to think everything is just busy work and not for a specific purpose.   Ã‚  Ã‚  Ã‚  Ã‚  Other characteristics of a diversity mature individual include a person who challenges conventional wisdom, and engages in continuous learning. When a person challe... ...tes is known as the melting pot of the world. This country is the home of many different cultures from many different areas. Cultural competency in the workplace is an issue that everyone needs to understand. By understanding the characteristics of a diversity mature individual, employees can focus on developing themselves to hold a management position in the future, and be able to relate to other cultures in the organization. Companies continue educate their staff on affirmative action, and what it takes to manage a diverse group. These companies want to supportive workplace behaviors in the organization to help achieve the bottom line, increase stockholder value. References Cox, T., & Beale, R. (1997). Developing Competency to Manage Diversity. San Francisco CA: Berrett-Koehler Publisher Inc. Martin, C., & Tulgan, B. (2002). Managing the Generation Mix. Amherst, MA: HRD Press. Subramaniam, R. (2005). Diversity at Workplace. The Star Online,. Retrieved March 15, 2005, from http://biz.thestar.com.my/news/story/asp. Thomas, R., & Woodruff, M. (1999). Building a House of Diversity. New York, NY: Amacom.   Ã‚  Ã‚  Ã‚  Ã‚  

Acids, Bases and Natural Indicators Essay

Nowadys, indicators have become technologically advanced and can be used for the main purpose of indicating whether something is acidic, basic or neutral. This is possible because in solutions of different pH, the colour of the inidcator will change simultaneously with pH change. This is made possible by pigments in the indicators. Hand made indicators include universal indicator, methyl orange, phenolphthalein and many more. Acids and bases are diverse in this world. They are everywhere ranging from foods to trees to rocks and many more. Indicators can be used to determine whether these substances are acidic, basic or neutral. Manufactured indicators are one type and the second type is natural indicators. Believe it or not, the majority of fruits, vegetables and flowers contain pigments which may be used as acid-base indicators. For example, Red cabbage contains within its leaves a red pigment called anthocyanin. This is present in many other vegetables such as capsicum, carrot, tulips and many more. This anthocyanin has the ability to change colour in a variety of pH due to certain chemical reactions that take place involving H+ and OH- ions. Read on to discover the chemistry involved in these reactions. Anthocyanins are complex molecules that have the ability to add and/or subtract hydroxide (OH-) ions. When anthocyanin is added to acidic solutions, hydroxide (OH-) ions will leave the anthocyanin molecule. On the other hand, when anthocyanin is added to basic solutions, the OH- ions from the water will attach themselves to the anthocyanin molecule.Therefore, anthocyanin is general name given to a series of similar compounds each with a different number of OH- ions attached. Anthocyanin is an indicator for the reason that each form of the compound reacts with light differently so that each form is a different colour Anthocyanin can be extracted from natural plants and vegetables in many ways. A very common way of extracting anthocyanin form plants is to place the  plant in low boiling point alcohols which have been acidified with HCl and boiling for a while. There are other methods of extracting anthocyanin from vegetables. One very common method is boiling the vegetable in distilled water and waiting till boiling starts. The water reacts with the anthocyanin pigment which allows wxperimenters to use this water as the indicator. Anthocyanin presents many vegetables such as beets, berries, cherries, fiji apples, eggplant, grapes etc with the red-purplish colour. Anthocyanin gives colour to plants for a reason. This colour of plants and flowers helps attract pollinating animals to the flowers and aslo animals which help in seed dispersal.

Communication and Assessment in Nursing Essay

The structure of this essay is designed to show the importance of relationship centered communication. However it will begin with a brief definition of the essential concepts intrinsic to the topic of therapeutic communication, distinct therapeutic nurse-patient relationship. Thereafter, it will focus on verbal and nonverbal communication, listening, understanding, empathy and important aspects of confidentiality and privacy. IntroJust as chemistry sciences were adopted as the 20th century medical model, patient’s perspective into a relationship-centered communication has been suggested as appropriate for the 21st century. It is the medical dialogue that provides the fundamental vehicle through which the battle of perspectives is waged and the therapeutic relationship is defined (Roter D. 2000). In many regards, the primary challenge to the field is the development of therapeutic communication that will provide a valid representation of the therapeutic relationship (Craven & Hirnle 2000). The purpose of this essay is to explore the implications of therapeutic communications in the nature of the patient-nurse relationship and its expression in routine of medical practice. Therapeutic communication is defined as the face-to-face process of interacting that focuses on advancing the physical and emotional well-being of a patient (http://tpub.com/content/medical ). Communication is an essential process when providing culturally competent nursing care and it must be therapeutic in nature to be effective. It involves the use of techniques such as using silence, offering self, restating, reflecting, and seeking clarification to name a few. Therapeutic communication involves displaying a genuine interest in the person communicating that is demonstrated trough the use of a relaxed and comfortable body posture. Therapeutic communication requires the components of empathy, positive regard, and a positive sense of self (Craven & Hirnle 2000). But no single definition could possibly capture the rich and complex nature  of the relationships between patients and nurses. Each relationship is distinct, because both patient and nurse are distinctive and the way they interact and relate is unique (Parbury 2006). The therapeutic nurse/client relationship stands at the core of health nursing. Through the establishment of this relationship, nurses are ideally suited as therapists to lead clients toward accomplishing their health goals (Parbury 2006). Therapeutic relationships between patients and nurses are formed in the majority of situations. In this type of relationships nurse’s perspective is primarily that the patient is a patient, but there is also recognition and understanding of the patient as the person (Parbury 2006). There are few similarities between the therapeutic relationship and friendship. It’s important to both to have worth, friendliness, trust, care, honesty and respect. Some differences in values and attitudes can hinder both as well as poor communication strategies. A feeling of satisfaction is important to both and also transference (involves clients feelings and acting toward the therapist as they did to other individuals in the past, mother/father for example) can occur in both ( Craven & Hirnle 2000). Let’s look into differences between the therapeutic relationship and friendship. Contract. A contract implicit on exploit is usually negotiated between client and workers and may include payment together they agree on. Limits are set whereas in friendship there is usually no monetary reward or contracts exchanged (Craven & Hirnle 2000). Aims. In helping relationship there are specific goals. Friendship on the other hand, does not usually have agreed upon goals, it’s usually spontaneous. Focus. Helpee’s needs are the focus of attention in the helping relationship- the helper temporally sets aside personal needs. In contrast, friendship usually means that mutual needs are met in sharing way (Beck & Polite 2004). Time. Therapeutic relationship require time that is planned, limited and sometimes scheduled. In addition time is finite and perhaps negotiated by a contract. Time in friendships is mostly spontaneous and tends to have fewer limits (Parbury 2006). Objectivity. Therapeutic relationships require that the helper strives to be objective, and to act in client’s best interests. Objectivity is mostly impossible in friendships due to the fact that self interest is largely paramount (Gladys, Husted and Husted 2001)Acceptance. The helper tries to accept the client in therapeutic relationship thereby is able to understand the behavior of imposing value and judgments. On the other hand friendships usually terminate when differences in values or interests become too great. After actively listening to a patient it is natural for a nurse to respond verbally. The nurse’s initial verbal responses set the direction for further interaction. Because there is a variety of possible ways to respond, nurses must ensure that their verbal responses move the relationship in a desired and intended direction (Parbury 2006). Choice of the response is based on insight into how it may affect the patient, the interaction and the relationship. A nurse who has this insight and awareness is in the best position to respond in the manner that both matches the current situation and realizes the response’s desired intent (Parbury 2006). Nonverbal responses are very important and the ability to recognize and interpret this kind of responses depends upon consistent development of observation skills. As we continue to mature in our role and responsibilities in the healthcare team, both clinical knowledge and understanding of human behavior will also grow (Beck & Polit 2000). Our growth in both knowledge and understanding will contribute to our ability to recognize and interpret many kinds of nonverbal communication. Our sensitivity in listening with our eyes will become as refined as-if not better than-listening with our ears (Roter 2000). Most frequently, the relationship and communication between patient and nurse  begins with an interview, during which the nurse collects pertinent data about the patient (Parbury 2006). The effectiveness of an interview is influenced by both the amount of information and the degree of motivation possessed by the patient (Parbury 2006). Factors that enhance the quality of an interview consist of the participant’s knowledge of the subject under consideration; his patience, temperament, and listening skills; and our attention to both verbal and nonverbal cues. Courtesy, understanding, and nonjudgmental attitudes must be mutual goals of both the interviewee and the interviewer (Roter 2000). Understanding a patient’s experience, that is, viewing the world from patient’s perspective is one of the most essential aspects of interacting and building relationships in nursing (Parbury 2006). In patient-nurse relationship it is the nurse’s responsibility to make mutual understanding easier, which would be the basis of meaningful interaction. Mutual understanding requires time, effort, commitment and skill. It can be challenging for one person to understand and appreciate another person’s reality. Listening and effective attending would give ability to the nurse to develop an understanding of the patient’s experience (Parbury 2006). Effective listening demonstrates open acceptance of the patient, and encourages the patient to interact. Listening to the patient and watching how he listens. Observing how he gives and receives both verbal and nonverbal responses. When nurses listen, just listen, they pay careful attention to what they hear and observe, they focus on what is expressed by the patient and they try to determine what the patient is meaning. Effective listening requires receptivity, sustained concentration and astute observation. The skill of listening is fundamental and crucial to patient-nurse relationship (Ooijen 2000). Listening permeates the entire relationship; if meaningful interpersonal connections are to occur, listening must be engaged in throughout every interaction in therapeutic relationship (Parbury 2006). The skills of clarification are used whenever nurses are uncertain or unsure about what patients are saying. Clarification is often achieved trough the use of probing skills. At times a restatement of what a patient has said is an effective means of clarifying (Parbury 2006). Other times, nurses clarify what a patient has said by sharing how they might feel, think and perceive the situation if they were the patient. Reflecting feelings is useful too, because it conveys the nurse’s recognition of feelings and confirms the existence of emotions. When used to collect information, therapeutic communication requires a great deal of sensitivity as well as expertise in using interviewing skills (Roter 2000). To ensure the identification and clarification of the patient’s thoughts and feelings, we, as the interviewers, must observe his behavior. By using the skills of understanding nurses can arrive at knowing what patient is experiencing and thus are in a better position to be empathetic. Empathy is the ability to perceive the world from another person’s view, and take on the perspective of another, while not losing one’s own perspective (Parbury 2006). The ability to enter to another person’s experience to perceive it accurately and to understand how the situation is viewed from the client’s perspective is very important in therapeutic communication. By using therapeutic communication, we attempt to learn as much as we can about the patient in relation to his illness. To accomplish this learning, both the sender and the receiver must be consciously aware of the confidentiality of the information disclosed and received during the communication process (Roter 2000). Confidentiality is not merely keeping patient information inside the confines of a particular setting, but also considering what should be shared, trough reporting and recording, with other nurses and other health care professionals (Parbury 2006).There has to be a therapeutic reason for invading a patient’s privacy. Information that has no direct bearing on the nursing or other healthcare of the patient should be considered confidential and treated as such (Parbury 2006). Finally, interpret and record the data we have observed. As I mentioned earlier, listening is one of the most difficult skills to master. It  requires maintaining an open mind, eliminating both internal and external noise and distractions, and channeling attention to all verbal and nonverbal messages (Roter 2000). Listening involves the ability to recognize pitch and tone of voice, evaluate vocabulary and choice of words, and recognize hesitancy or intensity of speech as part of the total communication attempt. The patient crying aloud for help after a fall is communicating a need for assistance. This cry for help sounds very different from the call for assistance we might make when requesting help in transcribing a physician’s order (Roter 2000). Also advances in both video recording technology and participant observations have led us to consider ways in which these observational methods may be blended to answer research questions. Such innovations in data collection have t he potential to extend our understanding of social interactions in important ways (Paterson, Bottorf & Hewat 2003). ConclusionFinally, essential nature between patients and nurses is that of mutual understanding. It is clear that to function effectively in the therapeutic communication, we need to be informed and skilled practitioners, but not only that, active listening, empathy, understanding is necessary when we there to help our patients. They become calmer and more appreciated after having someone listen to them and express their feelings. Nurse needs to have the ability to express verbally and nonverbally, clarifying and reflecting with the patient, spending time and accepting and understanding behavior of imposing value and judgments. Also let the patient know that we care and that they are able to trust because of information that they share with us stays confidential and their privacy will not be damaged. Clearly therapeutic communication is central to health nursing and through this process nurse-client relationships can be enhanced. References: Andersen, C., & Adamsen, L. (2001). Continuous video recording: a new clinical research tool for studying the nursing care of cancer patients. Journal of Advanced Nursing, 35, 257-267. Beck C.T., Polit D.F. (2000) Nursing Research: Principles and Methods Patient Education Counseling. Journal article 39(1):5-15. Lippincott W&W. Carol, D. Tamparo, Wilburta, Q. 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Retrieved [7.04.07] from http://adr.iadrjournals.org/cgi/content/full/17/1/77Volbert R.M (2002) Nursing Ethics, Communities in Dialogue. New Jersey. Prentice Hall. Wicks D. (1999) Nurses and doctors at work. Rethinking professional boundaries. Deidre Wicks. Lindeman, C., & McAthie, M. (1999). Fundamentals of Contemporary Nursing Practice. Philadelphia: Saunders. Zilm, G., & Entwistle, C. (2002).The smart way. Canada: Harcourt.