Heart Sutra Term Paper Example | Topics and Well Written Essays - 500 words

Heart Sutra - Term Paper Example Thus, all things are empty. It states that nothing is born and nothing dies; nothing is pure or stained, and nothing either increases or decreases. Hence, none of the five aspects actually exists in emptiness. This is essentially the same as the current teaching of science that nothing is created or destroyed; rather, it merely changes form, which is a result of the theory of conservation of energy. Consequently, there is also neither of the five senses nor imagining, nor are any of these processes experienced. The point of stating this reality is to highlight their delusory nature, and pointing to the way of the Bodhisattva, which is to have no fear and rely only on the perfection of wisdom, as it will lead to nirvana (spiritual enlightenment). The perfection of wisdom is identified in the sutra as the greatest, clearest and highest mantra, which is also capable of removing all suffering. Besides mentioning the five skandhas with respect to their emptiness, the Heart Sutra also ment ions the twelve ayatanas (abodes), the eighteen dhatus (elements of consciousness), the twelve nidanas (origins) and the four noble truths.

6340 week 1 posts Assignment Example | Topics and Well Written Essays - 250 words

6340 week 1 posts - Assignment Example The questions you have raised shed are amazing because you bring out an aspect of research and teaching experience of the faculty that are existing which have not been discussed by others and none of the advertisements I have encountered mention any of that. I however wonder if you would explain why there is need to know the experience of the existing faculty and what relevance that information has on the roles of the nurse educator (OShea, 2002). I also think a secondary research will provide some of that information. The first job’s requirement of employing a US citizen is not only limiting but also prejudicial because US is composed of many nationalities some of whom are more educated and qualified and I have an experience of that. In addition to the questions about accreditation of the institution, the accreditation of the nurse educator who will be employed there may be questioned later by future employees and hence should be a point of concern for the applicants (National League for Nursing Certification Governance Committee, 2005). Further information especially about accreditation can be obtained from websites of higher education in that

Ways Groups of People Are Identified Essay Example for Free

Ways Groups of People Are Identified Essay 1. What are some of the ways groups of people are identified? There are many ways that a group of people can be identified but the four criteria for classifying minority groups are race, ethnicity, religion, and gender. Race is mainly determined by the color of someone’s skin, hair (in some instances eyes), height, and bone structure of the human body: big head, narrow eyes, tall short. Ethnicity is determined by where you were born and raised and what cultural patterns. Religion and is determined by what your beliefs and religious group you are a part of. Gender is determined easily enough but it does matters if you are male or female for the fact that each is treated differently. Males seem to have it easy most of the time and woman are always treated as though they are weaker. These four criteria’s are the main ones but there are so many more such as age, disability status, physical appearance, and sexual orientation they all are used to group people. There is always another factor that is sometimes over looked and that is our appearance; skinny, fat and even what we wear are we well dressed and clean all of the time or are we in regular day to day clothes or are we dressed in rags torn, ripped and dirty clothing. Also there is the money factor how much does one have or don’t have to many people the money factor matters most people like to know that they know people with money. Are these people wealthy with more money than they will every need or do they just have enough or do they struggle or worse yet do they not have anything leaving them going from home to home or street to street or going to government and privet programs for help. 2. Why do people label and group other people? I have thought about this question and it made me realize that not only do people label and group other people but we also label ourselves putting ourselves in categories that please us. Plus it gives us our sense of belonging to something that most people â€Å"need† to feel. Getting back to the question; I think it is something that we all do whether we realize it or not. Labeling and grouping help people to determine who we should or who we should not interact with. It helps people and sometimes it does just the opposite and destroys people it’s like having a power a power to have some control over other people. I can almost see it in another time a man running through the streets with a label machine placing labels on everyone’s forehead yelling â€Å"You are who I say you are! † Scary thought! We constantly label people in a negative light due to difference of opinion due to religion, political view, sexual preference, parenting method you name it we do it, even children do this and it is not done intentionally they were not taught this, too me it almost seems like it is a defense mechanism keeping themselves even ourselves safe from what we may consider to be harmful. In the end people are just that â€Å"people† we are nothing more and nothing less. People label others either to feel empowered or to praise someone but in the end we are Human Beings and that is it. We may think and act differently but we are what we are and if people could just except that then the future might not ever have to deal with the positive and mainly the negative effects that come with being labeled and tossed into a group that was thought up by others. Resources Schaefer, R. T. (2012). (Ch. 1 2) Racial and ethnic groups (13th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall.

A concept analysis of courage

A concept analysis of courage Courage is a virtue vital for good nursing, and has brought many benefits and advancements to the nursing profession, yet it has received little credit as a nursing skill. Making courage visible to nursing, can help incorporate it as part of the skills training for nurse leaders in nursing schools. This can bring further advancement to the nursing profession. Also, Having a courageous character can benefit patients since it provokes them to be more willing to take treatments and fight illnesses. The literature review identified physical courage, moral courage, psychological courage, and civil courage as different extensions of courage, and it reinforced that moral courage is the one necessary for nursing. It also identified caring, knowledge, and the ability to overcome fears as some of the defining attributes of courage. The willingness to have a courageous character can be provoke by confidence and a sense of duty, and it can lead to self esteem boosts and good learning experiences . Currently, only a few qualitative methods have been identified to study the phenomena of courage in nursing. It is harder to measure courage with quantitative methods because it is subjective in nature, and people experience it differently, depending on their values, believes, and cultures. More studies need to be done to incorporate courage as a nursing concept, and to identify tools and therapies that can entice courage in patients. Introduction The identification of nursing concepts has facilitated theory development and the growth of nursing knowledge, which has lead to many nursing advancement. Many concepts have being identified and inquired in nursing, yet there are some that still remain unexplored; one of these concepts is courage. Courage still remains undefined in nursing. Spencer and Smyth (2007) stated that courage is a concept that remains invisible in nursing, Yet it is essential to the advancement of nursing practice (Spencer, and Smythe 2007). While, Day (2010) stated that Courage is a virtue that is necessary to the conscientious practice of all health care providers (Day, 2010). It is the virtue that leads nurses to develop other virtues and skills like leadership, advocacy, commitment, caring, and conflict resolution amongst others. Without courage, nursing would be a robotic job that implies following orders without any regards for the patients health care outcomes. According to Thomas (2007), courage is a requirement to be a leader. Leaders must consistently find the courage to hold true to their beliefs and convictions (Thomas, 2003). Todays nursing leaders need to be courageous to face the politics of the health care systems and improve nursing for the future. Courage is a virtue that can also benefit patients in the health care. Being diagnosed with an illness often times creates fears and uncertainties that may cause loss of self esteem and dignity. This can lead to non-compliance to treatments and poor outcomes. Patients need to find the courage from within to fight the physical and physiological disruptions and restore their health. According to Wein (2007), having a fighting spirit can bring real benefits to the patients. Health care providers can use it as a therapeutic tool by appealing to the patients sense of courage, through facilitating therapies that ameliorate suffering, restore self esteem, and allow rediscovery of meaning (Wein, 2007). Courage needs to be recognized as a necessary skill in the health care systems, and it needs to be incorporated as part of the skill training in nursing schools; specifically at the masters and doctoral level. According to Thomas (2003), courage is a skill that can be learned, with the proper training one can learn to control fears and make the right choices (Thomas, 2003). Training nurses to be courageous and stand up for their values is what leads nurses to become great caregivers, great leaders, and great advocates. The purpose of this paper is to recognize courage as a nursing concept and incorporated it as a skill necessary for the growth of the nursing profession, and also to examine it as a potential therapeutic means to improve the patients health. Literature review Courage is considered one of the four cardinal virtues, and it has been valued throughout the history of human kind as an important moral virtue. Spence and Smythe stated that the word courage derives from the old French word corage which means heart and spirit. Corage latin origin is Cor meaning more at heart. The word courage is still associated with inner strength (Spence and Smythe 2007) and inner power. According to this etymology, courage seems to derive from feelings that arise from within the heart and can provoke a fighting spirit. The APA Dictionary of Psychology (2007) defined courage as The ability to meet a difficult challenge despite the physical, psychological, and moral risks involved in doing so (The APA Dictionary of Psychology, 2007, p.239). This definition compensates different types of courage that where found throughout the literature review: Physical courage, psychological courage, moral courage, and civil courage. Physical courage Physical courage is defined as an act of confidence done in spite of a potential physical harm or death, in which the means justify the end. According to Thomas (2003), physical courage implies the willingness to risk life to achieve a goal or reach a potential (Thomas, 2003). Also, in Nicomachean Ethics, Aristotle described courage as a brave act done for a noble cause in spite of fears that are real and can bring harm or even death, and he stated that death is the worst of fears (Aristotle, revised trans Version, 2009, III.6). Although Aristotle was referring mostly to the soldiers during war, his definition of courage can be applied to anybody who is willing to risk their lives to achieve a goal or to save others. It can also be applied to those who are willing to fight against debilitating illnesses. Fighting a debilitating illness like cancer demands physical courage because it requires for the patient to undergoing treatments that can cause severe discomfort, and loss of self i mage and self esteem. Yet cancer patients find the courage every day to go through with these treatments to have a chance of prolonging their lives. Moral courage The literature review differentiates moral courage form physical courage when the dangers or risks do not involve physical injury, but loss of social status, or financial prospects (Encyclopedia of ethics, 2001, p.352). Moral courage requires to take a stand to protect ones moral values and duties even at the expense of potential disapproval of society. Lachman (2007) defined moral courage as the ability to speak out and do what is right to put principles into action, even at the risk of humiliation, rejection, ridicule, unemployment, and loss of social standing. She believed that the sacrifices are worthwhile if it makes individuals admit to wrong doing and resolves ethical dilemmas (Lachman, 2007). On the other hand, Thomas (2003) defined moral courage as willingness to do ones duties in spite of social shame and isolation (Thomas, 2003), and Aultman (2008) described it in terms of the health care providers taking action when there is an ethical problem where the consequences can b e handle and positive changes may occur as a result of the action (Aultman, 2008). Moral courage is the type of courage required for nursing, and is used in everyday nursing tasks; from advocating for patients to changing nursing for the future. Although and act of moral courage does not involve any potential physical harm or death, it can not be considered as less threatening that an act of physical courage. Sometimes it takes more courage to confront and question a doctors order, or to defy a hospital policy, then to jump in the pool to save a drowning child. Thomas (2003) described natural courage as instinctive; an extraordinary act done in a blink of an eye without thinking just reacting (Thomas, 2003). Jumping after the drowning child would be a physical natural courage that happens as a reaction more than elaborated thinking; there is no time to contemplate fears. Whereas, defying a doctor or a hospital policy does not come instinctively, one must think, outweigh the risks and benefits, overcome fears, and then take action. It takes more inner strength to act despite analyzed fears and potential consequences, that to act and think about the consequences later. Psychological courage The description of psychological courage was vague in much of the literature review. There was no actual definition for this term, but it was implied that it is the ability of overcoming destructive habits even when it may cause physical or emotional harm to do so. Psychological courage demands the admitting of destructive habits that can cause moral harm since it can lead to rejection and demoralization from family and social connections. Overcoming the destructive habit itself-whether it is an addiction or a phobia-can result in physical harm because it can disrupt physical and emotional health. The term, psychological courage seemed to blend in with physical courage and moral courage because even though the brave action was psychological in nature, the risks or threats still leads to potential physical or moral harm. Civil courage The literature review also refers to civil courage as social courage, and it is described as civilians standing up against injustice and crime even if it may lead to their death, physical injury, or any other harm. It implies for civilians to take action to help a complete stranger that is a victim of a crime. According to wikipedia (2010), may countries reinforce civil courage as the law, which refers to civilians being obligated to interfere or call the authorities if they witness a conflict or crime (wikipedia, 2010). Greitemeyer, Fischer, Kastenmuller, and Frey (2006) attempted to differentiate between civil courage and helping behavior. They defined helping behaviors as behaviors intended to do someone a favor and it refers to civilians helping victims after the event. Their examples were, helping the victims of hurricane Katrina, Sept 11, and the Tsunami. In contrast, they defined civil courage as a brave behavior, which is shown to express displeasure towards authorities or su periors in a certain situation without weighing possible disadvantages and it refers to helping the victim during the event; even if it implies risking their own lives. Their example was that in 2001 five Turks, witnessed and intervened to save the life of a young Greek boy who was being brutally beaten by twenty Nazi skin heads. The Turks risked their lives by doing so. (Greitemeyer, T, Fischer, P, Kastenmuller, A, and Frey, D, 2006). Civil courage also has attributes of both moral courage and physical courage. To have moral courage one must first have the morals and distinguish between right and wrong, then have the courage to act against injustice. In physical courage one must be willing to risk ones own life to stop the injustice. In the case of civil courage, the civilian must be able to perceive the act as morally wrong and then take action risking potential physical harm to stop the conflict. Defining attribute A defining attribute of courage is caring. Peterson,S and Bredow,T (2009) defined caring as a nurturing way of relating to a valued other toward whom one feels a personal sense of commitment and responsibility (Peteson, S. Bredow, T, 2009. p.193). The feeling of caring and feeling connected to someone or something leads to willingness to make sacrifices to protect what is loved and cared for. Caring is a crucial component of courage. Without caring, there is no need for courage, and without courage, caring does not last; the sense of duty and responsibility is lost because the person lacks the courage to do what it takes to provide the caring. Caring is a concept widely recognized in nursing, yet the concept of courage is often overlooked. Caring about the patients and the profession can bring positive changes, but only when there is the courage to provoke the changes. The sense of responsibility that nurses have towards their patients and the profession is what has driven generation s of nursing leaders to be courageous and work on research, theories, and hospital policies to re-shape the nursing profession. Another defining attribute of courage is knowledge. Having knowledge builds confidence, and confidence provokes acts of courage in the face of injustice. Knowing how to react when necessary exemplifies courage. Aristotle believed that knowledge and experience is what differentiates courage from recklessness. He stated that acts base on knowledge are courageous, whereas acts without knowledge are a compulsion and not brave. He exemplified it with courageous soldiers that prepared for battle by learning the art of war and fighting techniques, and also by preparing themselves physically and mentally (Aristotle revised trans 2009, III.8). Though the art of nursing is different from the art of war, nurses also need to be knowledgeable to be prepared to confront the everyday challenges that the nursing profession brings. Acts of moral courage are based on knowledge. The nurse needs an understanding of morals and values to differentiate between right and wrong and to assess the need to inte rvene and protect what is valued. Without the proper knowledge, the nurse may be reckless and not know how to act to reach the valued objective. Also, having partial knowledge can lead to embarrassments and self-ridicule; a nurse boycotting against abortions in front of a hospital that does not perform elective abortions can be discrediting and will not bring any benefits to the abortion cause. Overcoming fears is also a defining attribute of courage. Per the literature review, to commit a courageous act, one must first overcome fears. Fears are a physiological response to threats causing a chemical reaction in the body that leads to the fight or flight response. This chemical reaction gets the body ready to act, however, the action that follows depends on the persons core values and ability to cope. If the fears are not overcome, then the action may be labeled as cowardice instead of courage. According to the Encyclopedia of Ethics (2001), Cowardice is the opposite of courage and is consider a vice in most cultures. Cowardice is failing to act properly because of fears, whereas, courage requires to control the emotion of fear and act appropriately in an given situation; and it rejects the idea that courage is the absence of fears (Encyclopedia of Ethics, 2001, p. 353-354). Aristotle mentioned that acts done without fear are not courageous acts, and the person that has no f ears is not courageous, but does not care and has lost love for life itself (Aristotle revised trans 2009. III.7). Model case A 59 year old Male is admitted to the telemetry unit on a Thursday night with complaints of chest pain, elevated cardiac enzymes, EKG changes, critical BUN and creatine levels, and electrolyte imbalances. The Cardiologist wants to do a cardiac angiogram, but the procedure is placed on hold due to the kidney function because the dye will further damage his kidneys. The nephrologist on consult sees the patient on Friday afternoon, diagnoses him with acute renal failure, and orders Intervention Radiology to place a Quinten catheter to start patient on hemodialysis as soon as possible. Intervention Radiology only take cases until five PM from Monday to Friday and close on the weekends. Because the order was placed on such late notice, the procedure will not be done until Monday. The nurse calls the Interventional Radiology manager to see if there is anyway that it can be done on Friday, but the manager is not able help. The attending physician is informed, he orders Cardiovascular surger y to be on consult for placement of the Quinten catheter. The cardiovascular surgeon states that the consult will be done in the late evening because the operating room cases take priority. The cardiologist then schedules the angiogram for Monday. At three pm the patient get diaphoretic and starts complaining of sever chest pain. Upon assessment, there are changes in the vital signs. The nurse orders a stat EKG and gives the patient morphine and nitroglycerin 0.5mg sublingual time three doses. The patient confirms alleviation of symptoms with the interventions. The cardiologist is informed, but states that the angiogram can not be done until the dialysis catheter gets placed. At five PM the patient has another episode of chest pain in which the above interventions are repeated and the patients pain level improves again. The cardiologist is informed again, but now he is infuriated over the phone call, and the answer remains the same. At six thirty PM the patient has a third episode of chest pain, but this time, the nurse senses panic in the patients eyes as the patient holds her hand and says Help me. The nurse then calls a rapid response to get the arrhythmia nurse and the MICCU nurse in the room. Then she goes over the cardio logist head and pages the cardiac fellow to come and evaluate the patient. Upon assessment, the cardiac fellow states If we do not do an angiogram now there will be no need for the kidneys. The patient is rushed to the angiogram and then transferred to the intensive care unit. While the patient is getting an angiogram, the nurse goes over the cardiovascular surgeons head and calls the head of surgery. The head surgeon sends the cardiovascular surgeon on call to place the dialysis catheter at the same time as the angiogram is being done. The nurse then proceeds to inform the nephrologist so that dialysis can be scheduled after the procedure. Two of the doctors were furious with the nurse, but the patients life was saved. This case represent the moral courage that nurses express on a daily bases to protect their patients, and their licenses. It also includes the defining attributes of courage. The nurse displays caring through her sense of responsibility and commitment to meet the patients health care needs. She does everything in her power to prevent the delay of care, from calling the Intervention Radiology manager in an attempt to accelerate the process, to going over two of the consulting physicians heads to increase the patients survival chance. The nurse caring attributes drive her to display courage and stand up for the patients right to live; even at the expense of potential failure. Knowledge is also displayed in the above case. The nurse uses her knowledge to examine the situation, then, base on this knowledge she decides to act. Her intuition and experience is telling her that the patient is having a myocardial infarct, and that something needs to be done promptly. The doctors on consult ar e not listening to her so she calls a rapid response to get nurses with more experience and knowledge in the room to assist. Then, base on her knowledge of the chain of command, she decides to call the cardiac fellow and the head surgeon to get help for the patient. Her knowledge of the situation reinforced her ability to overcome her fears. Overcoming fears is another defining attribute that is displayed in the case. The nurse has the knowledge to act, but still has to overcome the fears of angry co-workers and retaliation. She knows that bypassing the doctors will infuriate them and can have potential consequences for her career, but base on her professional knowledge, if she does not act, the patient will not make it through the night. The nurse then chooses her sense of duty to protect her patient over fear of angry co-workers. Contrary Case Continuing with the above case, when the patient holds the nurses hand and says help me, the nurse picks up on the patients panic, but does not know what to do. She already called the cardiologist twice and got yelled at for doing so. The nurse proceeds to tell the patient that she is doing everything in her power to help him, and that he has to wait for the cardiovascular surgeon to place the catheter. She then proceeds to give the patient more morphine and nitroglycerin. two hours later, the nurse received a phone call from central telemetry informing her that the patient is sustaining ventricular tachycardia. The nurse rushes to the room and finds the patient unconscious, she calls the code blue and starts resuscitation attempts. By the time the code blue team gets to the room the patient is in ventricular fibrillation. Further attempts to resuscitate the patient continues for twenty minutes, and then the patient gets pronounced death. The nurse may have the defining attribute of caring, but lacks the courage to do extraordinary measurement to save the patients life. The cardiologist had yelled at her for the continuous calling, and so, she is afraid to call again. Also the defining attribute of knowledge is lacking in this case. The nurse might know-base on her experiences-that the patient is in trouble, but she does not know how to help him. She might not know that there is a cardiac fellow on call or an arrhythmia nurse available to help, and so she does not intervene due to the lack of knowledge. The nurse is also not able to overcome her fears. She is to afraid to advocate for the patient, and call others for help. Even if she does not know about available resources, she can always resort to her manager or team leader for further assistance, but she does not do so for fear of demoralization and being labeled incompetent. Variables The antecedent variable that allows the concept of courage to occur is, the willingness to take risks to achieve the goal. Aristotles believed that courage is only a virtue when it is a deliberated choice, and any involuntary acts can not be considered courageous (Aristotle revised trans 2009. III. I). Pury and Hensel (2010) characterized courage as willingness, intentional, and deliberation acts (Pury and Hensel, 2010). Committing acts that are force upon can not be consider a virtue since there is no free will. The choice to act is motivated by confidence, which is another antecedent variable of courage. Through out the literature review, confidence seem to be interrelated with courage, and it is defined as a feeling of certainty; knowing that the action is the best choice. Having confidence facilitates the willingness to be courageous since a person is more likely to act if he/she is confident that the action will cause the best results. Aristotle believed that lacking confidence leads to cowardice, overconfidence leads to reckless acts, and having enough confidence base on knowledge leads to courageous acts (Aristotle, revised trans Version. 2009. III.7). A sense of duty is also an antecedent variable of courage. Courage is an action committed despite of fears. In order for the action to happen, there is got to be feelings of commitment and responsibility that inspires the action and makes taking a risk worthwhile. Lachman (2009) did a review of the nursing code of ethics provisions five to ten. In provision five, she talks about the moral duties that nurses owe to themselves and there patients. She states that commitment to moral ideas and living up to personal principals can facilitate moral courage (Lachman, 2009). A sense of duty is built in a subjects character, and the same goes for courage and any other virtue. Courage can be learned and built into the character through training and practice. Day (2010) described how courage is demonstrated through brave actions that evolve from the development of inner character (Day, 2010). To develop courage as part of the character one must refer to ones own moral values to revaluate what i s important and make positive changes. Then, one must practice these positive changes until it becomes a reflex and part of ones character. Nurses can develop a courageous character with some training. According to Aultman (2007), health care providers can learn to have moral courage through modeling and mentoring by having ethics committees, continuing of ethics education, and policy development updates (Aultman, 2007). Courageous actions can have positive effects on self esteem, It gives a feeling of adequacy, and self-respect. Wein (2007) explained how heroism gives meaning to a persons life and restores the morale. It provides with the feeling of making a contribution to the world, and feelings of self worth (Wein, 2007). Self-respect promotes independence and happiness, and gives nurses the moral courage to protect their patients (Lachman, 2009). Courage can also have a negative impact on self-esteem, depending on the outcome of the action. If it causes a negative outcome, it may provoke feelings of inadequacy and worthlessness. A nurse that advocates for a patient and gets negative results may feel incompetent and distressed, even when the action was the correct choice. Through out the literature review, there seems to be the misconceptions that courageous acts are only does that produce positive outcomes. Pury and Aultman did a qualitative study in 2010 to disprove this misconception, they pro vided one hundred and fifty two subjects a case scenario with four different endings. Some where successful endings, others where failure endings. They concluded that actions with unsuccessful outcome where still viewed as courageous, but where not praised as much as successful actions (Pury, and Aultman 2010). Courageous actions can lead to successful and unsuccessful outcomes, but that does not imply that the unsuccessful actions are less courageous. Having the courage to act regardless of the success of the outcome can provide with exposure to different situations and good learning experience. The nurse with a courageous character is more prone to get involved in a courageous action and learn from the experience. Empirical referents Currently tools to measure courage are qualitative in nature. Garon (2006) used a Narrative Analysis method to measure nurses resistance to abuse and ethical dilemmas. She analyzed the structure/content, patterns, and unique threads of the participants narratives to explore the phenomena of courage (Garon, 2006). Spence and Smythe (2007) used a similar method which involved collecting nursing narratives and analyzing them with the hermeneutic method. This methology examines the phenomena with the purpose of understanding in a thought provoking manner the relation of the phenomena within a social and historical context. (Spence,and Smythe 2007). Both methods facilitate the exploration of courage as a nursing skill through real nursing stories and experiences, but they do not provide statistics that can measure courage in nursing. Other methods where use to measure how the consensus perceives courage. Greitemeyer et al. (2006) used vignettes of different scenarios to measure the percep tion of civil courage versus helping behavior. In their second study they asked the subjects to write a story of a time when they had to act courageous, then they gave them a questioner about feelings and thoughts that they experienced before and during the act (Greitmeyer et al, 2006). This method seems more effective in measuring antecedents that lead to courageous acts, and could be transfer to nursing research to measure the reasoning behind nursing courage. Courage is a human character that can be measured through exploring the actual experience of the act itself. It is difficult to measure in numbers because it is subjective in nature. Every person experiences courage differently. Some are more willing to act due to their knowledge and experiences, where as others may not be as ready to act because of the lack of exposure to certain situations. Also, courageous acts can be perceived differently amongst individuals, depending on their culture and personal believes, a specific action may be perceived as courageous to some, but insignificant to others. Implications of Nursing Practice Without courage nurses would have no voice in society and as a profession. Thomas (2003) stated that courage is a necessary skill to be a successful nurse leader (Thomas, 2003). While Day (2010) stated that courage is necessary for every day nursing, from overcoming the fear of exposure to pathogens and emotional strains, to overcoming the fears of guilt for delaying a procedure when the patient is requiring additional information. (Day, 2010). More research needs to be done and more tools need to be identified to measure the phenomena of courage in nursing, and also to incorporate it as a nursing concept. Nurses need guidance to become more courageous and let their voices be heard. According to Thomas (2003), nurses can be trained the same way soldier are train for battle, by being exposed to simulated situations that reduces uncertainties, and increases the ability to control fears (Thomas, 2003). Simulated situations can be use in nursing schools to help students develop courage a nd prepare for leadership roles. A pilot study could be done to study the effect of courage training in nursing. Perhaps a nursing school can incorporate courage training as part of their leadership class and follow up with these students after they graduate to see if they are more assertive and successful than a control group. Also, more research studies need to be done on the effects of courage in patients. Wein (2007) stated that appealing to patients courage could be use as a therapeutic tool to improve the success of their recovery (Wein, 2007), but actual research studies-qualitative or quantitative-need to be done to support this theory. It can open many possibilities for researchers to develop tools to entice the patients courage, and create new therapies and resources that will assist with patients recovery. In conclusion, Many benefits can arise from resorting to courage for both patients and health care providers a like.

The Oriental Outlook on Abortion :: Argumentative Persuasive Topics

The Oriental Outlook on Abortion Even Buddhism recognizes the abortive woman's need to come to terms with residual grief. Yvonne Rand, a Soto Zen priest trained at the San Francisco Zen Center, has adapted the mizuko ritual to help American women who have lost children come to terms with their grief. Each woman sews a bib which she offers to an image of Jizo Bodhisattva with prayers for the well-being of the child who has met with an accidental death or died through induced or spontaneous abortion. This ritual has proved to be an excellent way for women to deal with the psychological consequences of abortion. Even so, both in the United States and Japan, there is concern that the ritual can be interpreted as condoning abortion or as a kind of penance. In Japan, a schedule of fees for these services has replaced the donation system and abortion has become big business, with sizable amounts of money changing hands. Unscrupulous entrepreneurs have taken advantage of women by raising the specter of harmful influences from the vengeful spirits of mizuko and charging for rites to propitiate and exorcise these spirits. In the Tibetan tradition, unwholesome actions may be purified by applying the Four Opponent Powers: recognizing one's unwholesome action as a mistake, generating remorse, determining not to repeat the action, and doing some purification practice, such as meditation, prostrations, or the repetition of mantras or prayers. Purification practices such as these serve as antidotes or methods to counteract the effects of unskillful deeds. In addition to helping purify one's karma, these practices have the effect of preventing debilitating feelings of guilt and self-blame. Meditations on lovingkindness and compassion for oneself, the aborted fetus, and all sentient beings help to replace feelings of sadness and depression. Buddhist thinking on reproductive ethics recognizes the complexity of the issues. Today traditional Buddhist perspectives are being examined anew in light of technological discoveries such as amniocentesis and nonsurgical abortion techniques such as the RU486 pill developed in France. There are no moral absolutes in Buddhism and it is recognized that ethical decision-making involves a complex nexus of causes and conditions. "Buddhism" encompasses a wide spectrum of beliefs and practices, and the canonical scriptures leave room for a range of interpretations. All of these are grounded in a theory of intentionality, and individuals are encouraged to analyze issues carefully for themselves.

Work Trends - Contractors, Temporary Workers, Annualised Hours :: Business Management Studies

Work Trends - Contractors, Temporary Workers, Annualised Hours Changing working environments Trends  · Use of contractors  · More temporary workers  · Annualised hours  · More part-time working  · Self-employment  · Hiring consultants Employers Advantages Disadvantages 1. Less cost less employment costs helping the business compete 2. Hiring consultants bring experts into the business 3. business can cope with sudden and unexpected changes in sale 4. Less hiring costs 5. Les costs. Flexible workforce can reduce employment costs, helping a business to compete more effectively with other businesses 6. Using a consultants and self-employed people bring expertise into the business 7. The use of consultants and self-employed people means that businesses do not have to pay to them 1. Difficult to communicate with P/T and temporary workers-don’t know them 2. More labour turn over 3. Poor reputation as employers Good effects o employees  · Some employees, such as these with responsibilities for looking after young children, want only part-time or temporary work. They would be happy to be part of a flexible workforce  · Working as part of a team can be a good experience. Employees may enjoy working with other people and learning from more experienced workers. Research says that working in tem can raise morale  · Some employees may prefer to be employed as teleworkers, working from home. Teleworkers do not have the cost and the bother of travelling to work everyday. They can live where they wish and need not to be close to the business that employs them Bad effects on employees  · Some workers may be very dissatisfied with temporary contracts. They might want the security of a permanent job and not feel committed to the business. They may feel unsettled and want to look for other work

Philippine School vs. American School Essay

Being able to go to school is a privilege. Here in the United States, they offer public schools to everyone without a fee but in other countries like the Philippines, they don’t. The Philippines is one of the third-world countries which means that there’s more poor people than rich and not everyone can afford to get an education. From where I used to live when I was still there, I always see children in the streets selling flowers or rags and most of them are just below the age of 16. They have no other choice but to do this because their parents lack money and no company would hire them because they have never even learned how to read. As I have experienced going to school in the Philippines and the United States, I am able to recognize the great differences between both countries’ ways of education. I was shocked when my mom told me over the phone that I can go to a public school in the U. S. for free. I was expecting that public schools won’t be as good as going to a private school because I used to go to a private school in the Philippines. When I started going to Patrick Henry Middle School in Granada Hills, I realized that I was wrong. The teachers are great and I was able to focus on my studies more because there were only 6 periods each semester. In the Philippines, there are 8 periods. They even have a subject for religion, mainly for Catholics. I’m not a Catholic so the subject was a waste for me. I personally think it is the last thing I should learn about. Another surprise for me is that here, the school lends books to the students. In the Philippines, we have to buy them, one for each subject! They don’t even give out lockers for free, we also have to rent them. I chose to rent one of course, I did not want to look like a turtle by carrying a backpack full of books, notebooks, and other school things. The others used rolling bags in order for them not to hurt their backs. In some public schools, students have to share books because the school cannot get as many books as much as there are students in it but here, almost every one of the books lent to us are in good condition. Although going to school was painful in the Philippines, they make it a challenge for us. There are no shortened days and no minimum days. Everyday was a day full of lectures, tests, and homework except for that one day when everyone goes to a field trip. The teachers are also considered as second parents because they get to have the students with them from Monday through Friday. Their ways of discipline are harsh, they make you squat with books on your arms, and sometimes, they can even hit you with a ruler, or pinch you. Teachers here don’t do that, they warn you or send you to B-1. It is definitely one thing I think we should be thankful for. Whether or not going to school is a good experience, it is a lot better than not being able to. I wish they could offer a free education in my country so everyone there would get a chance to learn something even though they haven’t any money to give. The way of school life in the Philippines may not be the best experience for me but it has helped me to go this far. Students should not just look at school as a meeting place to find friends but also as something very beneficial to them.