Applying Standardized Terminologies in Practice Essay - 3

Applying Standardized Terminologies in Practice - Essay Example f bedside patient care of a boy with tonsillitis to help assess the significance of standardized nursing informatics terminologies and the related NANDA, NIC and NOC (Nolan, 2004). Cavendish (2001) defines standardized nursing Terminologies or language is like a common language among nurses, readily understood by all the nurses, to describe particular patient care (American Nurses Association, 2006a). It provides practicing nurses with a common ways of communication outside the normal communication languages. It is important that nursing practitioners confirm their understanding of such terminologies into their work. The application of standardized nursing terminologies for documentation of home care or nursing care is important both to the direct/bedside care and to the nurse nursing profession (Nolan, 2004). Johnson, Maas & Moorhead (2000) outlines that; tonsillitis is a common bacterial infection among children and adolescents and very less with adults. Because of its common nature, especially during winter and other cold months, there are a plethora of records, data and information about its diagnosis and care especially among children and adolescents. Subsequently, American Nurses Association (2006a) acknowledges that there are standardized terminologies that nurses must master. In addition, the situation also exists Nursing Intervention Classification (NIC) and in Nursing Outcomes Classification (NOC) with certain standardized language (Cavendish, 2001). According to Johnson et al. (2000), NANDA classifies tonsils under the broad category of patients with impaired swallowing and throat infections. NANDA defines this category as conditions with abnormal swallowing function mechanism or associated with deficits in pharyngeal, oral, or esophageal function or structure (Cavendish, 2001). According to NANDA, such infections and impaired function are common with children, particularly in wet or cold months of winter. However, it should never be a surprise if

Implications of Postmodernism Essay Example for Free

Implications of Postmodernism Essay Postmodernism can be referred to as an aesthetic, political, literary or social philosophy, which lays a foundation with an attempt to explain a state or condition of something which is concerned with changes in the worldly institutions and conditions. Postmodernism over time has emerged as a field of academic study in various disciplines such as sociology, communications, music, literature, architecture, fashion, technology e. t. c. It is much revealed well on looking into modernism. Therefore postmodern can be seen to be a period before the invention of the modern technology e. g. the use of computers, radios, mobile phones, televisions and internet services. Thus it follows most of the modernism ideas as it is the one that born up the modernism through acceptance of flexibility and self consciousness, discontinuity and fragmentation, simultaneity, and great emphasizes on destructured and dehumanized subject. Implications of Postmodernism in Real World In many cases postmodernism does not lament the ideas of fragmentation, incoherence and provisionality and by so it views the world being meaningless and thus it influences this thought to individuals especially the learners and this finally leads to disrespect of the world e. g. through destruction and misuse in various ways. Postmodernism contains cultural formations which usually accompany major important life stages such as capitalism. These stages allow usage of variety of practices which postmodernism dictates upon the type of procedures to be followed. For instance it follows market capitalism, this is associated with technological developments like steam engines, the monopoly capitalism, which is associated with improved technology e. g. use of electric and internal combustion engines. Finally it incorporates the multinational or consumer capitalism which is associated with electronic and nuclear technologies and in addition to these this stage also majors on marketing, selling and consumption of commodities. Postmodernism does not produce originals only that it does the copying therefore in it there is no that original value, therefore it just creates a virtual reality which is a result of simulation. In addition postmodernism is mostly concerned with questions of organizational knowledge, but this knowledge is usually narrative as contrasted to science of the modernism. Therefore this knowledge is limited, primitive and irrational because it is only stores and Lesley distributed. Therefore postmodernism can be viewed the established dichotomies that separates the production processes from consumption processes, leisure from work , economies from cultures, socially gendered categories and biological categories,symbolic from functions ,domestic from global realness e. t. c . In this description thus it shows that the prediction of earlier social orders of various cultural experiences is in these dichotomies which has led to witnessing of the major fundamental societal changes. References Featherstone, M. (1991). Consumer culture and postmodernism. Sage Publications, London: Newbury Park http://www. colorado. edu/English/courses/ENGL2012Klages/pomo. html http://www. wikipedia. org/wiki/Postmodernism Woods, Tim, B. (1999). Postmodernism. Manchester: Manchester University Press.

Postmodernism :: essays papers

Postmodernism With the end of colonialism and the emergence of a seemingly new world order, there raised a demand that research be useful and relevant, indicating that knowledge for its own sake was insufficient. As a result of this, what emerged was a new focus on 'development' and 'modernization' in the form of postmodernism. In these changing times, anthropology has come into contact with a variety of evolving concepts, including hybridity, montage, fluidity, and deconstruction. The question remains, how these concepts reflect the social, cultural and political changes that are occurring in study of anthropology today. Postmodernism is an intellectual movement that promotes itself as the 'antithesis' of modernism, resulting from the intensification, radicalization, or transformation of the processes of modernity. (Barfield, 368) The term was introduced in the late 1940's, however, the turn towards, if not the origin of postmodernism in anthropology, can be traced to a single publication: Writing Culture (1986). It consisted of contributions from nine scholars, edited by Clifford and Marcus, and attempted to sketch out the basic premise of the postmodern perspective. (Harris, 153) Anthropologist are forced to contend with the changes created by postmodernism in a variety of ways, beginning with the challenge to anthropological authority. It is felt by many that it is incredibly arrogant for anthropologists to assume that they have both the capacity and mandate to dissect, interpret and describe the lives of people in other cultures, given the power and wealth imbalance of th e colonial past, leaving the 'other' unable to speak for him/herself. This argument finds itself in the whole 'West vs. Rest' spectrum, claiming that because of the nature in which traditional ethnologist where carried out, ex. Colonial, anglo- whites, ect.., that today, despite the multicultural and ethnically aware world that we live in, that anthropologists are not capable of unbiasedly and accurately producing ethnographic work. In part, there concern is founded. To my knowledge, there rests no undocumented peoples on the planet, as such, ethnologies today focus on sub-group structure and societal dynamics.

A Task at Hand Essay

Learning is an experience that requires some mode of transfer of knowledge from the source of the learning experience to the learner. More often learning is not automatic, that is, it is not a guarantee that learning experiences will be acquired automatically once they are presented to the learner. Sometimes learning experiences are gained thorough some repetitive actions. Assigning a task to a learner requires an understanding of the learner’s needs and then an appropriate articulation of these needs with the learning experiences and resources. Learning can be academic or physical (Peter, 1994). Learning activities for the chosen tasks. In trying to assess the learner, some two tasks were performed where one is a physical activity and the other is an academic activity. And therefore two different lesson plans were prepared for the tasks. The lesson plans are prepared in an essay format. Jumping rope. The specific objective of this learning activity is that by the end of the lesson the learner should be able to perform the activity of jumping perfectly using a rope, that is, given a rope, the student should be able to use the rope and perform the task of jumping. This is how the lesson will be developed. During the first five minutes, the teacher provides definitions of the available resources and the lesson in general. Then the next ten minutes, the teacher shows by teacher shows the student by using teacher demonstration method on how to hold the rope and go on jumping using the rope. Then the next ten minutes the teacher should ask the student to perform the task of jumping using the given rope. If the student fails to perform the task as expected, then the teacher should use the next five minutes repeating the instructions. Then the last part of the instructional objective should be that the teacher should ask the learner which areas the learner felt were so tough on grasping the ideas. During this instructional session the following resources can be used. A rope, nice fitting and flat sole shoes preferably sports shoes, and relevant pictures of people jumping using the rope depending on the level of the learner (Abbey, 1996). Solving a two digit math problem. By the end of the lesson the learner should be able to solve a given two digit math problem. The teacher should start the lesson by introducing numbers and digits and use the concept of addition of math problems using single digits, and then defining these terms to the student. During the five minutes the teacher should start by asking the giving the learner a simple single digit additional math problem to solve. Then using the next fifteen minutes using chalk and board method, the teacher should vividly show the learner how to go about in the process of solving a two digit math problem. Then using g the next fifteen minutes, the teacher should give an assignment to the student involving the solving this kind of problem. Then lastly the teacher should ask the learner to identify the areas the learner felt were quite hard to understand. This instruction uses the following resources. A textbook recommended in the syllabus on solving simple math problems, pen and paper for the student, a chart showing the demonstrated problems and chalk and board for the teacher.

What Dramatic Devices Were Used in the Inspector Calls

A little help with Analyse of The Inspector Calls by J. B Priestly. Detailed explanations of Dramatic devises used, backing quotes in an essay format. Within the play An Inspector Calls J. B Priestly uses numerous dramatic devises to get across his message of moral, class and political influence. In this essay I am going to explore and illustrate some key and subtle points in act one and further, of these themes of which Priestly works towards to influence the audience and finds himself involved in. The first hints of his central themes are imposed when J. B describes the scene and setting of the first act.An immediate perception is given off towards the audience of ‘heavily comfortable house. ’ With this being a place of constant setting, a reflection of real time and naturalism is released. The lighting prescribed for the scene also creates the mood of the play. Priestly states within his stage directions the lighting should be ‘pink and intimate’ prior to the inspector arrives a shaded glow of rose tint then should grow ‘brighter and harder’. In context and example of these stage directions are as pursued. ‘The dining room of a fairly large suburban house, belonging to a prosperous manufacturer.It has good solid furniture of the period. At the moment they have all had a good dinner, are celebrating a special occasion, and are pleased with themselves. ’ Subtly is added to the atmosphere presented to the audience when the notion of not all is as it seems is suggested. Initially the ambience obtained appears slightly forced. This is exemplified trough the mannerism of Eric’s nervousness, Shelia’s unknowing curiosity of Gerald’s whereabouts the previous summer and the reasons behind Gerald’s parents, Lord and Lady Croft, for not attending the engagement dinner.The spectators of the play may be stimulated due to the use of this dramatic devise, of the unknowing, indefinite being impli ed on what should be a comfortable scene, this works because of natural human curiosity searching for something deeper amongst the characters and setting. Another devise used to enhance the play writer’s dramatic concepts is the use of dramatic irony and tone. These are used when the knowledge of the audience exceeds those of the characters within the play. This technique of dramatic irony is in attendance when Mr Birling makes self-assured conjectures about the coming war and the ship Titanic being unsinkable.For example J. B Priestley uses techniques to expose Birling’s naivety and generation gap, for example Birling’s speech, ‘Why a friend of mine went over this new liner last week – the Titanic – she sails next week – forty six thousand eight hundred tons – New York in five days – and every luxury – and unsinkable, absolutely unsinkable. That’s what you have got to keep your eye on, facts like that, prog ress like that –and not a few German officers talking nonsense and a few scaremongers here making a fuss about nothing. Now you three young people just listen to this – and remember what I am telling you now.In twenty or thirty years’ time – let’s say in 1940 – you may be giving a little party like this – your son or daughter may be getting engaged – and I tell, by that time you’ll be living in a world that’ll have forgotten all these Capital versus Labour agitations and all these silly little war scares. There’ll be peace and prosperity and rapid progress everywhere – accept of course in Russia, which will always be behindhand naturally. ’ This tactic makes the spectators of the play feel involved with the play due to their knowledgeable, advantaged background.Tension is also secured throughout the play as each character holds significant connection with the suicide victim, Eva Smith, who rep resents the universal populace. By making Eva a representation rather than a real character the moral of the play is taken more literally. The contribution from each character also produces a deeper and more involved structure towards the play’s plot. The Inspector, the true voice/mouth piece of Priestly adds a dramatic tone. The character is directed with the use of pace and tension and presents each idea and enquiry without conjunction, by observing and exposing each statement from an individual’s account.This method slowly throws light on the core of Eva’s life and the real effect of classes on a wider population. Another devise used by the inspector is an aura of menacing, ominous gloom, with is brought on with the added value of his ability to manipulate and influence the rest of the people in conjunction with his line of enquiries, due to his dominance. This is presented at the end of Act one and further on during the play and an example of this is ‘ That’s what I asked myself tonight when I was looking at that dead girl.And then I said to myself â€Å"Well, we’ll try to understand why it had to happen? † And that’s why I’m here, and that’s why I’m not going until I know all that happened. Eva Smith lost her job with Birling and Company because the strike failed and they were determined not to have another one. At least she found another job- under what name I don’t know- in a big shop, and had to leave there because you were annoyed with yourself and passed the annoyance on to her. Now she had to try something else. So first she changed her name to Daisy Renton-‘The final devises of great importance are tension and timing. Within the performance copious alterations in tone are witnesses. A key example of this is the attitude and confidence of Mr Birling showing amendment and supplanted actions, initially with self-justification endeavouring to elucidate his function in the bereavement of Eva/ (the citizens of the world in the class struggle). ‘, and as it happened more than eighteen months ago- nearly two years ago- obviously it has nothing whatever to do with the wretched girl’s suicide. Anxiety is then portrayed by Mr Birling ‘Oh well-put like that, there’s something in what you say. Still, I can’t accept and responsibility. If we were all responsible for everything that happened to everybody we’d had anything to do with, it would be very awkward, wouldn’t it? ’ Timing which features is a critical decisive; with stage directions of speech, movement exits, entrances and sounds. A strategic illustration of this is the arrival of the Inspector instantaneously, subsequent to Mr Birling notifying Gerald about his imminent knighthood and regards of how ‘a man has to look after himself and his own. In conclusion many devises are used throughout act one, some overlapping and although some ar e subtle, each technique holds great presence and importance within the play to convey J. B Priestley’s ideology of class struggle. Citizenship values are portrayed and the dependence each person shares to one another come through. This is voiced through the inspector as Priestley’s own mouth piece and with Eva as example of consequence from such actions.