The War of Could Have Been Avoided free essay sample

The war of 1812 The war of 1812, a war that some people tend to referto as the second revolutionary war. But could it have been avoided? Well yes it most certainly could have been avoided, but then again couldnt most wars have been avoided? Though some people do not have the same reasoning. Other think that the war of 1812 was unavoidable, that it was destined to happen. Well what reasons do they have to think that? Though what reason do i have to think what i do? Well i will tell you. One reason that i think that the whole war could have just been avoided is because the british completely disragarded the maritime acts of the united states. After a country that was a hundred times smaller than you just beat you you are going to go ahead and act completely oblivious to that ssame countries rules? Sounds very angering to the people that just got away from you right? Right, the americans did not take this lightly. We will write a custom essay sample on The War of Could Have Been Avoided or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But that couldnt be the only reason that this whole war could have been avoided could it? No. The british might as well of just went up to the president of the united states and told him too screw off. They seemed to not care at all what they did to the americans. Another thing that they did was that they were interfering with all of the trade of the united states. Though even worse they were intercepting american ships and illegally improsining the american seamen. This as you can imagine would greatly anger the united states. The president at the time Madison demanded that britain revoke the oder in the council that declared american commercial vessels subject to interception and seizure. Britian ingnored this demand. Which angered the U. S. even more and congress declared war. After about a week of the declartation britain removed the provocative order and so there was no longer reason for a war to arise. There are some people including me that think that if there was better communication between europe and the united states and north america then the war could have been avoided entirely. Some people like to call the war of 1812 the second revolutionary war. But how could this be if the united states of american was already free of briatin. Well some people think that this is the second revolutionary war because they think that the americans were pretty much showing once again that they were there own country witht their own rules and their own trading. Which in that sense does kind of make it the second revolutionary war for america. Another reason that the war of 1812 is a second revolutionary war is because of what happened in the war. The britsish came and completely burned Washington D. C. down to the ground. This is actually where our star spangled banner came from. Which personally i think is one of the best reasons to say that it was the second revolutionary war. So in all technicality this was the second revolutionary war because we were fighting from the british so that we were able to have a rights as a free country. Why not say thats what it is? Because that is exacty what it was. After all the reasearch that was done to be able to write this paper i do and will always strongly believe that the war of 1812 most certainly could have been avoided entirely.

Asperger Syndrome and Autism Essay

Asperger Syndrome and Autism Essay Asperger Syndrome and Autism Essay What I intend to Investigate, What Types of Autism have been Identified, because I would like to know what types and how many types Scientists have discovered over the years. I know that there are a few different types of Autism, some being diagnosed at ages 1-4 and some being diagnosed at ages such as 10 and up. What I predict to learn is a lot more than I know, such as what different types of autism are there? What are some similarities? Going to help when you can’t understand your child. I started my search for information for autism by going to the site entitled, Autism Ontario: What types have been identified at autismontario.com/client/aso/ao.nsf/web/ASD+2?OpenDocument. From this site I learn that there are a couple different types of Autism that have similar symptoms and that they all occur and start to become more noticeable around the ages 1-4. The most common symptom of Autism between them all is impairment to social interaction. There are a few of the disorders where one would actually lose previously acquired skills. I also learned that Autism is a Spectrum Disorder and a Spectrum disorder is any of a group of disorders each having symptoms that occur on a continuum and certain features that is shared along its spectrum but that manifest in markedly different forms and degrees. Then I went to the site entitled what is Asperger Syndrome? At this address aspergers.ca/what-is-asperger-syndrome/ I was shocked to learn on this site that there is an estimated 70,000 People in Ontario alone with ASD (Asperger Syndrome). The ongoing research team for ASD has though that as many as 1 in 165 People have some form of an ASD. Although ASD can be found in Children, There are many people who haven’t been diagnosed with the Syndrome until Teenage years or even adulthood. Traits make is very hard for kids to operate well in school and for adults to have jobs; there are a ton of people with ASD that can accomplish so much in life with their vast knowledge of specific interests. The treatments for people with ASD can include Counselling, Social skills training, medication, family intervention, special diets and occupational therapy. The Cause for this Syndrome is still not to be found but a theory points towards genetics causes. Lots of people with ASD have similar t raits in their family. The final site I went to is entitled Coping and Support at this address mayoclinic.com/print/autism/DS00348/DSECTION=allMETHOD=print and what I found on this website was quite interesting. Raising a Child with autism can be mentally, physically and emotionally tiring. Especially when your child may have behavior issues or communication/ social issues and wouldn’t want to talk to you about their problems. It can get quite frustrating and difficult to be a parent. It is also hard on the child when it comes to having this syndrome, him or her having minimal social/ communication skills, maybe having behavior problems, weather it’s making friends, repeating something like finger tapping or rocking, or they can’t have or create an ongoing conversation. It could be very hard on a family, that’s when you could look for support. My research is most like the movie ‘Rain Man’ because I think it reflects mostly on Raymond and Charlie Babbitt (characters

Utilization of the law and its processes Essay Example | Topics and Well Written Essays - 2000 words

Utilization of the law and its processes - Essay Example There are of course many different areas of the law in the UK and these various areas cover situations that might be civil or criminal in nature. These are the main two categories of the law in the UK which many smaller laws branch off from. As was stated the main purpose is to try and keep as much of a sense of normalcy to life as possible, which in order to do that there is a strong need for law which acts as a mediator in society of many sorts (Scottish Executive Justice 2006). The law is a set of legal principles that mandate human behaviors and interactions in society. The various sets of rules or (social norms) depict what behavior is acceptable and what isn't. Also, they ensure equality when it seems to be lacking and in criminal areas the law guarantees punishment to those who break the established laws in a society (Blackstone 1997). Logically the aim of the law in the UK is to keep civil disputes minimized and for civil problems that do arise the aim is to provide fair and proper representation so that equal justice can be served. In criminal law the aim is to guarantee to those in society that a criminal offender will be punished based on the judgment passed down by the judicial system for their maladaptive behaviors and the harm that they intend to promote in society. 1.4 Classification of the Law As has been said there are different categories and classifications of the law but the two main bodies are Civil and Criminal. The other branches of the law stem from these main forms of the legal process. For instance property issues would fall under civil law while crimes of robbery and rape would fall under criminal jurisdiction. 1.5 Civil Law The civil laws in the UK function somewhat differently than the criminal laws do as they are basically controlled by the judges and the judicial system itself. Civil law is guided by civil codes and principles which are slightly variant as well basically due to the fact that civil law has an extremely wide berth. The following bulleted outline details and defines the majority of areas that are dictated by civil law in society, however there are quite a few more. Areas under Guidance of Civil Law Adults with Incapacity: Representation is given for those who do not have the mental capacity to represent themselves Bankruptcy: takes place due to fault of debtor not repaying their incurred debt Civil Courts and Tribunals: The court of session and the Sheriff's court deal with matters relative to compensation claims, debt and family issues, employment, social security, and administration Civil Partnership: A new law put into effect to provide a means of legal protection for couples not following the traditional forms of marriage, such as couples of the same sex (basically for cohabitation) Debt and Enforcement: enforces civil obligations such as debt European Justice: Involves EU legal structure Family Law: this is of course a large berth area which covers marriage, divorce, parental rights, and other family related issues Gender Recognition: mean for transsexuals to be able to apply for legal identity from their sex

Assignment Example | Topics and Well Written Essays - 250 words - 53

Assignment Example Quantitative and Qualitative Analysis: Andreas was initially sent as expatriate to New York branch to work as corporate banking manager but on arrival is shocked to know that the only position available is in the credit department. Later he is promoted to managerial cadre after working for few years. But the problem arises when his wife expresses her desire to go back to Germany in view of her children’s education and to look after her parents. Upon this when Andreas addresses his problems and requests repatriation, the organization expresses its inability to provide similar position initially but after few months offers job which is comparatively lower to the present job executed by Andreas giving a big jolt to his expectations. Decision: Andreas was wise enough to accept the international assignment because it promised higher salary and better position. But the management’s decision of going back on its promises and not providing competitive position on repatriation hurts any hardworking employee. Now Andreas is in dilemma whether to go back to Germany so that he can stay with his family and accept the position awarded by the headquarters or to stay back and work in the same level. Action Plan: Basing on the current situation, it is advised that Andreas leave the job and go back to Germany to look after his parents and also for the better future of his children. Or he could wait for the recession to disappear completely and then ask for repatriation in the parent company. It is not a big deal for Andreas to find a new competitive job with similar salary in other organization and this could be easily possible with his experience which he gained while working in New

Buisness Essay Example | Topics and Well Written Essays - 500 words

Buisness - Essay Example Furthermore, such a management style of Dr. Kair was constantly leading to losses of sales due to the artificially prolonged sales process and sales people’s having no power over their work. 2 Identify and fully describe the management style (Chapter 7) that your would prefer to use as the CEO of the company. Choose the one that fits you best. The most popular management style of today is, probably, participative, or democratic, management. Since the employees of We Care Ambulatory Devices have low internal morale, trust, sharing of responsibilities and empowerment would, I believe, improve the overall situation. Employees should have a right to use own initiatives and express their ideas, which, in their turn, may contribute to the success of the organization. Delegation of tasks to the subordinates, as well as giving them freedom to take certain decisions independently will raise the morale of the staff and increase sales though speeding up the process. 3 Using your manageme nt style, how would you change the company? What would you do to increase internal morale, customer satisfaction and profitability? This is very hard to do and there is no one way of moving the company forward.

Behaviors and Practices of Nursing Students

Behaviors and Practices of Nursing Students Overview and Critical Appraisal of the Studies All of the included studies clearly outlined their research question, purpose, target population, sample and its characteristics. Out of 11 studies, five studies used cross sectional design (1, 9-12), two studies used longitudinal design (13-14), two studies used experimental designs (8, 15), and one study each used qualitative (16) and action research method (17). Out of 11 studies, five studies guided the research through the lens of theoretical framework (9, 11, 12, 14, 17). The sample size ranged from 15-300 and was recruited using convenient sampling. None of the studies used a random sample. Ethical approval and informed consent was obtained in all of the studies and essential measures were taken to ensure confidentiality and privacy of the participants. All of the studies used valid and reliable data collection instruments except some researchers (1, 10, 11, 14). The researchers used appropriate methods for descriptive and inferential analyses. The detail findings and strength s and limitations of the studies are presented in table I. Findings The findings of this review were reported under seven categories namely, physical and physiological self-care behaviors and practices, substance abuse and driving, health screening practices, emotional and psychological healthcare behaviors and practices, factors and interventions influencing healthcare behaviors and practices, comparison of health care practice of nursing and non-nursing students, and comparison of health behaviors and practice across academic years. Physical and Physiological Behaviors and Practices The physical and physiological behaviors and practices of nursing students was the most repetitive theme in most of the studies (1, 9-17). Based on findings of this review, it was defined as the behaviors or practices concerning diet or nutrition, exercise or physical activities, and sleeping habits of students. All of the studies under this theme reported healthy self-care behaviors of students except two studies (1, 10). For example, Horneffer (11) found that out of 300 students, 58% students exercised regularly while only 4% did not exercise. Nevins and Sherman (2016) found that out of 119 students, 77.7% ate a balanced diet while 22.6% rarely ate balanced diet, 62% students reported drinking about 3 to 8 glasses of water daily, 34% exercised regularly and 24.5% exercised rarely, but 70% students did not exercise enough. Consistently, Chow and Kalischuk (12) found that out of 211 students, 83% used to sleep 6 to 8 hours at night; 60% reported that the sleep was adequate while 37% reported inadequate sleep, 65% students reported drinking four to eight glasses of water or juice a day, 77% students ate balanced diet (49% frequently and 28% consistently), and 71% students exercised regularly or occasionally while 4% did not exercise at all. Clà ©ment et al., (13) observed self-care practices of students for three consecutive years: 1992, 1993, and 1994. The authors reported that majority of the students reported having adequate sleep (1992= 73%, 1993= 79%, 1994= 71%), eating balanced diet (1992= 88%, 1993= 81%, 1994= 79%), and carrying out adequate exercise (1992= 81%, 1993= 81%, 1994= 67%). Similar findings were reported by other researchers (8, 14-17). However, Ashcraft and Gatto (1) and Haddad et al., (10) reported that students had low to moderate self-care behaviors. The mean self-care practices on health responsibility, physical activity, and nutrition ranged from 2.07 to 2.58 indicating low self-care practices (10). In general, the evidence suggests that students have good self-scare practices in terms of nutrition, sleep, drinking water, and physical activity. Siappos et al., (16) qualitative findings affirms this because the students realized the importance of balanced diet, active lifestyle, adequate sleep, and body hygiene in maintaining their self-care. Substance Abuse and Driving Practices Several studies reported substance abuse including tobacco, alcohol, and illegal drug use and driving habits of nursing students (11-14, 16). In general, all of the studies reported that nursing students avoided smoking, alcohol consumption, drug abuse, and use safety measures while driving. For example, Siappos et al., (16) reported that students did not want to use tobacco and drugs because they considered them a threat to their health and security. Horneffer (11) reported that 71% students never smoked and 18% never consumed alcohol. However, 5% who smoked were not interested in quitting and 38% who consumed alcohol did not intend to refrain from it. Chow and Kalischuk (12) found that 59% students consumed alcohol occasionally while 35% did not consume at all and 85% students were non-smokers. This was the highest percentage of alcohol consumption in all the reviewed studies. Likewise, Clà ©ment et al., (13) found that over three years, 80 to 93% students did not consume alcohol, 80% to 90% abstained from smoking, and 94% to 90% wear seat belts while driving. Shriver and Scott-Stiles (14) assessed self-care practices of 71 nursing students over two years. The researchers found that there was improvement in the self-care behaviors of nursing students regarding alcohol and illegal drug use; in the first year 9.9% students consumed alcohol and 1.4 % used illegal drugs, while in the second year 8.8% consumed alcohol and 0 % used illegal drugs. Regarding driving habits, an improvement was seen; in the first year 57.7% always wear seat belt as drivers and 39.4% as passengers, while in the second year this percentage increased to 77.2% and 57.9% respectively. On the other hand, the students smoked more in the second year (8.8%) compared to first year (7.0%). However, the results of this study should be generalized with caution due to 9.94% attrition of nursing students in the second year. Health Screening Practices Health screening practices including Pap smear, self-breast examinations, self-testicular examination, and general screening were assessed by only two studies. Clà ©ment et al., (13) assessed self-care behaviors of students concerning self-breast examinations, clinical breast examination, and Pap smear. The researchers found that high percentage of nursing students engaged in clinical breast examination (1992= 75%, 1993= 79%, and 1994= 77%) and Pap smear (1992= 67%, 1993= 69%, and 1994= 81%) compared to self-breast examination (1992= 27%, 1993= 41%, and 1994= 43%). Shriver and Scott-Stiles (14) found that the percentage of students engaged in most of health screening practices increased from first year to second year. For example, self-breast examination (23.3% to 33.3%), self-testicular exam (0% to 33.3%), and blood pressure monitoring (83.1 to 87.7%). However, there was a slight decrease in some areas such as cholesterol monitoring (31.0% to 29.8%) and safe sex practices (63.4% to 50.9%). In general, the results are mixed but indicates that students engage themselves in their health screening and realize its importance in maintaining self-care. Emotional and Psychological Behaviors and Practices Several studies discussed the emotional, psychological and supportive self-care behaviors and practices of students (1, 8-12, 17). For this review, such practices entailed stress management, spiritual growth, interpersonal relations, and use of complementary therapies. Haddad et al., (10) reported low scores on spiritual growth, interpersonal relations and stress management of both Canadian and Jordanian nursing students with mean scores: spiritual growth (2.97 vs 2.98), interpersonal relations (3.12 vs 2.78), and stress management (2.46 vs 2.58). In general, the scores indicated that students did not engage in healthy emotional and psychological self-care practices. Contrary to these findings, Stark (15) reported generally good mean scores on these two domains; spiritual growth (3.27), interpersonal relations (3.43) and low scores on stress management (2.53). With regard to emotional self-care, Padykula (17) assessed emotional well-being of students and reported a high mean score of 4.12. With regard to the use of complementary therapies by students, Nevins and Sherman (9) found that out of 119 students, 45% actively used complementary therapies such as yoga, music, and meditation and while 54% denied using such therapies. This high percentage of students not using complementary therapies could be due to their lack of knowledge. The researchers reported that students rated their knowledge about such therapies 5.5 on the scale of 10. Chow and Kalischuk (12) also found that out of 211 students, 76% students used complementary therapies for maintaining their emotional and psychological well-being. The students mainly used complementary therapies: massage (54%), vitamins (49%), chiropractic (25%), herbal medicine (24%), yoga (21%), aromatherapy (18%), and acupuncture (9%). Based on mixed findings under this theme, it could be implied that the data is insufficient to reach a conclusion as to what extent students engage in self-care practices that promote their emotional an d psychological well-being. Factors/Interventions influencing Self-Care Behaviors and Practices Several factors and interventions were reported to influence self-care practices and behaviors of students (1, 8-13, 15-17). The common factors were cultural beliefs, perceptions about health, watching awareness programs about self-care on TV (10), academic and clinical stress and workload (13, 16), and increased knowledge of diseases, poor life style habits and their consequences, and importance of becoming a role model for patients (14). With regard to interventions, several researchers tested the effect of interventions on self-care practices of students. For example, Stark et al., (8) and (15) tested the effect of health promotion intervention, while Padykula (17) studied the influence on self-care practices in response to a holistic nursing course and reflective journaling. Stark et al., (8) tested an intervention consisting of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester in 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The speech pathology students were part of comparison group and received no intervention. With regard to intervention, significant differences were noted in the health practices concerning overall HPLP (p=0.014), physical activity (p=0.001), and nutrition (p=0.025). Stark et al., (15) encouraged 67 students to develop a lifestyle self-care plan and engage in 2 hours/week sel f-care practice. The researchers found that this intervention resulted in an improvement of self-care practices in five domains; health responsibility (p=0.001), physical activity (p=0.001), nutrition (p=0.002), spiritual growth (p=0.002), and stress management (p=0.004). However, no significant differences were noted in the interpersonal relations domain (p=0.257). Likewise, Padykula (17) found significant pre-post mean differences in the domains: environment (4.27 vs 4.35), health responsibility (4.17 vs 4.32), and emotional well-being (4.12 vs 4.23). Overall, based on these findings, it could be implied that students may find it difficult to engage in self-care due to the above listed factors but the use of educational and health promotion interventions help in improving their self-care behaviors and practices. Comparison of Self-Care Practices of Nursing and Non-Nursing Students The self-care practices of nursing and non-nursing students were compared in three studies (8, 13-14). Stark et al., (8) compared 82 nursing students with 72 occupational therapy and 47 speech language pathology students. As previously discussed, speech pathology students were part of comparison group and received no intervention. The researchers compared the intervention and comparison groups, but no comparison was made between three groups of students. Clà ©ment et al., (13) compared practices of nursing students with education students and then made an overall comparison of both nursing students with a baseline study of Quebec population (which is beyond the discussion of this paper). With regard to nursing students and education students, the researchers noted no significant difference in the health behaviors of nursing students over three years (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) and between nursing and education students (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05). Shriver Scott-Stiles, (14) compared self-car e practices of 71 nursing students and 83 non-nursing students in a two years longitudinal study. The number of students decreased in the second year resulting in 57 nursing students and 20 non-nursing students, therefore results should be generalized with caution. Some interesting findings of this study were: non-nursing students (45.8%) exercised more regularly than nursing students (22.5%), but also smoked more than nursing students (non-nursing= 14.5% and nursing = 7.0%). Overall, significant improvements were seen in the self-care behaviors and practice of nursing students compared to non-nursing students in the domains: eating habits (p=0.05) and self-breast examination (p=0.009). Overall, with one positive and one negative finding it was difficult to conclude whether nursing students self-care practices were better than non-nursing students. Comparison of Self-Care Behaviors and Practices across Academic Years Direct comparison of students practices across different academic years was not made, but several studies compared the self-care practices across semesters and over a period of two or three years (1, 8, 10, 11, 13, 14, 17). For example, Ashcraft and Gatto (1) reported that no significant difference was noted among the nursing students as they progressed through different years (p=0.72), but the mean scores of decreased across years. Stark et al., (8) collected data at two points in time; semester I (T1) and semester II (T2) and noted significant differences between TI and T2 scores in the domains: health responsibility (p=0.027), physical activity (p=0.017), and nutrition (p=0.047). Contrary to these findings, Clà ©ment et al., (13) and Nevins and Sherman (9) did not note any statistically significant difference across self-care practices of students across academic years. Padykula (17) also assessed differences in students understanding of self-care practices at three times, that i s, at the beginning of the holistic nursing course, at the mid, and at the end. The researchers reported significant differences at three points in time, but these findings cannot be substituted for self-care practices of students. Overall, these findings indicated that none of the studies directly compared the differences in self-care practices across years, therefore no conclusion can be drawn. Discussion and Areas for Future Research This literature review explored self-care behaviors and practices of nursing students in general as well as across the academic years of study and identified areas for future research. The review of literature indicted that there are limited number of studies conducted to explore self-care practices and behaviors of nursing students. An interesting pattern in the reviewed studies was the inclusion of more female nursing students compared to male nursing students. This could limit the findings of the studies to female population only. Therefore, future studies should recruit an equal number of male and female students or should only focus on male nursing students. Also, future studies should use large, random, and representative samples. The future studies could also employ mixed-method approaches because the use of quantitative studies and self-administered instruments for data collection could have provided an incomplete understanding of students self-care practices. The general conclusion drawn from the reviewed studies is that nursing students understand the importance of self-care for personal well-being and realized the importance of maintaining their diet, sleep, and activity level in order to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use and pay attention to their personal safety. Nursing students also engage in self-screening practices. However, further research is needed to explore general health screening practices of students because reviewed studies provided limited evidence in this area. These studies focused on exploring screening practices related to Pap smear, self-breast and self-testicular examination and did not explore general screening practicing such as regular dental checkups, stress and depression testing, diabetic testing, blood pressure monitoring, blood work and so forth. Also, the findings concerning self-testicular examination are not generalizable because o f the limited number of male studies in the sample. Although studies reported factors and interventions that may influence self-care practices of nursing students, further correlational research is needed to explore the strength of relationship of these factors. Further research is also needed to study the effect previously discussed interventions through more robust experimental studies such as Randomized Control Trials (RCT). Future RCTs should include nursing students as control or comparison group rather than non-nursing students which may help in reducing any possible biases due to matching of characteristics of comparison and control groups. Since none of the studies directly compared the self-care practices and behaviors of students across different academic years, further research is need to fill this research gap too. Further research is also needed to explore the knowledge, attitudes, and practices of students regarding complementary therapies. Limitations This review is subject to several limitations: i) literature search within four databases only and inclusion of limited studies could have resulted in excluding other relevant studies thereby providing an incomplete understanding of students self-care practices, ii) the exclusion of dissertations and theses could have also limited an in-depth understanding, and iii) the thematic analysis of self-care practices and behaviors could have been guided by any pertinent theoretical and conceptual framework. Conclusion In conclusion, nursing students understood the importance of self-care for personal physical, psychological, and emotional well-being and realized the importance of maintaining their diet, sleep, and activity level to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use, pay attention to their personal safety, and focus on several health screening practices including Pap smear, self-breast and self-testicular examination. However, students tend to neglect self-care practices which could improve their emotional and psychological health because of several factors such as academic stress, workload and inadequate knowledge about the strategies to improve self-care in this domain. There seems to be limited evidence for drawing any conclusions regarding students use of complementary therapies for self-care, the difference between self-care practices of nursing and non-nursing students, the usefulness of different interventions for impr oving students self-care practices, and difference is self-care practices and behaviors of students across academic years. Therefore, future research is needed in these areas. References Ashcraft PF, Gatto SL. Careà ¢Ã¢â€š ¬Ã‚ ofà ¢Ã¢â€š ¬Ã‚ self in undergraduate nursing students: A pilot study. Nurs Educ Perspect. 2015;36(4):255-6. Younas A. A foundational analysis of Dorothea Orems self-care theory and evaluation of its significance for nursing practice and research. Creat Nurs. 2017;23(1):13-23. Austen M. Self-care in nursing: A call to action. 2015.[cited 2017 Feb 27]. Retrieved From https://www.arnbc.ca/blog/self-care-in-nursing-a-call-to-action-by-maren-austen-bsn-student/ Mills J, Wand T, Fraser JA. On self-compassion and self-care in nursing: Selfish or essential for compassionate care? Int J Nurs Stud. 2015;52(4):791-3. Pulidoà ¢Ã¢â€š ¬Ã‚ Martos M, Augustoà ¢Ã¢â€š ¬Ã‚ Landa JM, Lopezà ¢Ã¢â€š ¬Ã‚ Zafra E. Sources of stress in nursing students: A systematic review of quantitative studies. Int Nurs Rev. 2012;59(1):15-25. Younas A. Levels of stress and coping strategies used by nursing students in Asian countries: An integrated literature review. The Journal of Middle East and North Africa Sciences,2016; 2(4), 50-57. Clark CS. Stress, psychoneuroimmunology and self-care: What every nurse needs to know. J Nurs Care. 2014;3(2):146. Stark MA, Hoekstra T, Hazel DL, Barton B. Caring for self and others: Increasing health care students healthy behaviors. Work. 2012;42(3):393-401. Nevins CM, Sherman J. Self-care practices of baccalaureate nursing students. J Holist Nurs. 2016;34(2):185-92. Haddad L, Kane D, Rajacich D, Cameron S, Alà ¢Ã¢â€š ¬Ã‚ Maaitah R. A comparison of health practices of Canadian and Jordanian nursing students. Public Health Nurs.2004;21(1):85-90. Horneffer KJ. Students self-concepts: Implications for promoting self-care within the nursing curriculum. J Nurs Educ.2006;45(8). Chow J, Kalischuk RG. Self-care for caring practice: Student nurses perspectives. International Journal for Human Caring. 2008;12(3):31-7. Clà ©ment M, Jankowski LW, Bouchard L, Perreault M, Lepage Y. Health behaviors of nursing students: A longitudinal study. J Nurs Educ. 2002;41(6):257-65. Shriver CB, Scott-Stiles A. Health habits of nursing versus non-nursing students: a longitudinal study. J Nurs Educ. 2000;39(7):308-14. Stark MA, Manning-Walsh J, Vliem S. Caring for self while learning to care for others: a challenge for nursing students. J Nurs Educ. 2005;44(6):266-70. Siappo CL, Nà ºÃƒ ±ez YR, Cabral IE. Nursing students experiences in selfcare during training process in a private university in Chimbote, Peru. Escola Anna Nery. 2016;20(1):17-24. Padykula BM. RN-BS students reports of their self-care and health-promotion practices in a holistic nursing course. J Holist Nurs.2016:0898010116657226. Table I Summary of the Reviewed Studies Authors/ Study Purpose Methods/Sample Findings Strengths and Limitations Shriver Scott-Stiles (2000) To determine if nursing students practice healthy life Styles that would help prepare them to be effective advocates for health promotion and disease prevention. A longitudinal comparative study with a sample of 71 nursing students and 83 non-nursing students. Seven health care behaviors: sleep, diet, activity, tobacco use, alcohol consumption, sexual habits, self-screening were assessed. The Health Habit Inventory was used for data collection. The health behaviors of nursing were significantly higher than non-nursing students in both pre-and post-comparison. Strengths Use of theoretical framework, comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations Convenient sample, more female students compare to male, mismatching in the age and gender of the groups, and use of non-valid and reliable instrument. Clà ©ment et al., (2002) To compare health care behaviors of nursing and education students over three year and to compare their results with general population. A longitudinal comparative study with a sample of 52 nursing students and 93 education students. Seven health care behaviors: sleep, diet, physical activity, tobacco use, alcohol consumption, self-breast examinations, pap tests, and clinical test examination were assessed. The Health Behavior Questionnaire was used for data collection. There were no significant differences in the health behaviors intervention and control group. Strengths Comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations The participants were mainly female nursing students, high attrition rates (73.1% for nursing students and 58.9% for education students), and no random sample. Haddad et al., (2004) To compare healthcare practices of Canadian and Jordanian nursing students A descriptive cross sectional survey with a sample of 49 Canadian and 44 Jordanian nursing students. Data was collected using Health Promoting Life Style Profile-II (HPLP-II) which collects information regarding health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations and stress management. Both Canadian and Jordanian students scored low to m moderate on all domains. The Canadian scored more on health care practices in terms of health responsibility, physical activity, and interpersonal relations. Strengths Comparative analysis of two different cultures. Limitations The participants were mainly female nursing students, use of non-valid and non-reliable Arabic version of HPLSP-II, small and convenient sample. Stark et al., (2005) To study the effect of health promotion intervention on self-care of nursing students. A pre-post intervention study with a sample of 67 students. The intervention consisted of development of lifestyle self-care plan and 2 hours/week self-care practice. The HPLP-II was used for data collection. A significant increase in self-care of nursing students was noted on six domains of HPLSP-II except for interpersonal relations. Strengths Use of a valid and reliable data collection tool, appropriate statistical analysis, Limitations Small and non-random convenient sample, no blinding, and no comparison or control group. Horneffer (2006) To assess nursing students degree of alignment with their self-concepts beliefs and explore the relationship of self-concepts with health behaviors and attitude towards health promotion messages. A descriptive cross sectional survey with a sample of 300 students. Data was collected using a scale to measure dimensions of self-concept (anonymous scale), Health Risk Assessment Form, and Heath Promotion messages regarding diet, exercise, and sleeping habits. Most of the students perceived that health is closely related to taking care of oneself and dimensions of self-concept associated with health behaviors and responses to health promotion messages. Strengths Use of a theoretical framework to conceptualize self-concept and use of large sample. Limitations Data collection from one institution and little information provided about the validity and reliability testing of the used instruments. Chow Kalischuk (2008) To examine undergraduate nursing students self-care behaviors. A descriptive cross sectional survey with a sample of 211 out of 330 students. Data was collected using the Self-Care Complementary Therapies Survey. The nursing students practiced a positive level of self-care. Most of the students reported that they drink enough fluids, have adequate sleep, eat balanced diet, personally used complementary therapies. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Small and convenient sample, cross-sectional design, and data collection from one institution, and more female participants than male. Stark et al., (2012) To increase health care behaviors of healthcare students by using a health promotion intervention. A pre-post intervention study with a comparison group. The sample consisted of 201 students; 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The HPLP-II was used for data collection. Speech language pathology students received no intervention. The intervention consisted of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester. The intervention group improved their self-care practices compared to comparison group. There were also significance differences in pre-and post-comparison. Strengths Use of a valid and reliable data collection tool, use of comparison group, appropriate statistical analysis, and matching of comparison and intervention group in terms of age, race, gender and marital status. Limitations Small and non-random sample, no blinding, and discipline specific differences among the participants were not considered, and more female students than male. Ashcraft Gatto (2015) To explore self-care practices among nursing students. A pilot cross-sectional study with a sample of 199 students. Live Well Lifestyle Assessment Scale was used for data collection. Students tend to neglect their self-care and focus more on the care of patients. Limitations Small and convenient sample, pilot design, and data collection from one institution, missing data as 81 (41%) questionnaires were invalid, and more female students compare to male. Nevins Sherman (2016) To investigate baccalaureate nursing student perspectives of self-care practices to gain understanding of their value in health promotion. A descriptive cross sectional survey with a sample of 119 students. Data was collected using the Self-Care Complementary Therapies Survey. The overall health status was rated as 7.8 on 10. Students diet, sleep, and exercise practices were satisfactory. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Low response rate (44.5%), small and convenient sample, cross-sectional design, data collection from one institution, chances of social desirability bias. Padykula (2016) To explore RN-BS students self-care and health promotion practices (SCHP) in a holistic nursing course. A qualitative study action research with a sample of 15 students. Data was collected using reflective journal writing and the Integrative Health and Wellness Assessment (IHW

Georg Cantor :: essays research papers

Georg Cantor I. Georg Cantor Georg Cantor founded set theory and introduced the concept of infinite numbers with his discovery of cardinal numbers. He also advanced the study of trigonometric series and was the first to prove the nondenumerability of the real numbers. Georg Ferdinand Ludwig Philipp Cantor was born in St. Petersburg, Russia, on March 3, 1845. His family stayed in Russia for eleven years until the father's sickly health forced them to move to the more acceptable environment of Frankfurt, Germany, the place where Georg would spend the rest of his life. Georg excelled in mathematics. His father saw this gift and tried to push his son into the more profitable but less challenging field of engineering. Georg was not at all happy about this idea but he lacked the courage to stand up to his father and relented. However, after several years of training, he became so fed up with the idea that he mustered up the courage to beg his father to become a mathematician. Finally, just before entering college, his father let Georg study mathematics. In 1862, Georg Cantor entered the University of Zurich only to transfer the next year to the University of Berlin after his father's death. At Berlin he studied mathematics, philosophy and physics. There he studied under some of the greatest mathematicians of the day including Kronecker and Weierstrass. After receiving his doctorate in 1867 from Berlin, he was unable to find good employment and was forced to accept a position as an unpaid lecturer and later as an assistant professor at the University of Halle in1869. In 1874, he married and had six children. It was in that same year of 1874 that Cantor published his first paper on the theory of sets. While studying a problem in analysis, he had dug deeply into its foundations, especially sets and infinite sets. What he found baffled him. In a series of papers from 1874 to 1897, he was able to prove that the set of integers had an equal number of members as the set of even numbers, squares, cubes, and roots to equations; that the number of points in a line segment is equal to the number of points in an infinite line, a plane and all mathematical space; and that the number of transcendental numbers, values such as pi(3.14159) and e(2.71828) that can never be the solution to any algebraic equation, were much larger than the number of integers. Before in mathematics, infinity had been a sacred subject. Previously, Gauss had stated that infinity should only be used as a way of speaking and not as a mathematical