Death: Friend Or Foe? :: essays research papers

It is just a fact we all must die! Some of us are afraid of the uncertainty that death brings. Therefore, it is regarded as an enemy, a tragedy, and the unavoidable downside of life. Others live day by day knowing that death will come, but they have no fear. They are not in a hurry to meet him, but are making preparations for the encounter. Myself, now that I am old, will be looking forward to the place that I will be going to spend my eternity. I am an eternal being you know. I have heard it is a place I can happily anticipate. I?fm glad because I am very old and feeble. I am ninety-five years old and it is time, death has crept in on me. I have never welcomed an unannounced stranger especially at night. This was our first encounter, yet I knew he was a friend. I was just getting ready for bed when it happened. Now, I have to remind you that I did not know that it was time to die. I just lay down and that was the last time I would ever hear my children?fs voice, or see the sun rise or set. But you see I have lived a full life and I am looking forward to going to the place that I have wanted to be all my adult life. I have to say I did not know about it when I was a child. It would have saved me a lot of excess worry if I had. But I did all that I knew how to do while I lived here on earth. My life on earth seems like such a short time when I?fm about to experience eternity. Somewhere in the still of the night, my being, my very soul seemed to just float about my house. I am calling my body my house because I am leaving it behind. I left it right there still, cold, and lifeless. When I opened up my eyes I stood in front of a gate. This was no ordinary gate; it was made of pearl, one huge pearl, and the likes of which no man has ever seen. It opened as if by magic, but actually I was invited to come in. The light of this city was so bright and pure that it seemed to bring with it a flood of peace.

Educational Preparation in Nursing Essay

With a consistent change in modernizing medicine, along with the continuing advancement in technology, continuing education in nursing is essential for a variety of reasons. The nurse’s main concern is providing safe, efficient, and effective patient care with positive patient outcomes. This paper will examine the differences in competencies between nurses prepared at an associate-degree level versus a baccalaureate-degree level, in order to provide an evidenced-based understanding of the variation in the educational preparation of nurses. An associate-degree nursing program usually takes place over the course of a two year period, providing the nurse with the confidence in skills and knowledge to be placed in an entry-level position upon graduation. These types of programs focus on preparing nurses for care settings including community hospitals and long-term care facilities—and were traditionally designed to compensate for the nursing shortage. A bachelor-degree nursing program typically takes place over a period of four academic years; and is intended to prepare its graduates to practice nursing in leadership and management positions in a number of care settings (Creasia & Friberg, 2011, pp 25-27). A bachelor-degree program in nursing provides a further understand of not only the scientific and clinical nursing education, but also a more in-depth overview of specialized skills including: critical thinking, decision-making, communication, leadership, case management, and health promotion (The Impact of Educati on on Nursing Practice, 2012, para. 1). The American Association of Colleges of Nursing describes evidenced-based recommendations that explain that in order to â€Å"respond to the demands of an evolving health care system and meet the changing needs of patients, nurses must achieve higher levels of education (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 5).† The professional nurse holding a baccalaureate-level degree is prepared for a broader role in patient care with a higher understanding of holistic treatment, community health, clinical research, and nursing leadership and management. The added course work provided in a baccalaureate program is designed to prepare the nurse for a broader scope of practice and a better understand of issues that affect patients and their health care, including: cultural, economic, political, and social issues. â€Å"Nurses with Bachelor of Science in Nursing (BSN) degrees are well-prepared to meet the demands placed on today’s nurse (The Impa ct of Education on Nursing Practice, 2012, para 1).† Patient outcome are the principal for continuing education. The level of educational preparation required by a baccalaureate-degree nurse allows for more equip decision-making in approach to patient care situations. According to the American Association of Colleges of Nursing, In the October 2012 edition of Medical Care researchers from the University of Pennsylvania found that surgical patients in Magnet hospitals had 14% lower odds of inpatient death within 30 days and 12% lower odds of failure-to-rescue compared with patients cared for in non-Magnet hospitals. The study authors conclude that these better outcomes were attributed in large part to investments in highly qualified and educated nurses, including a higher proportion of baccalaureate prepared nurses. (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 9) With â€Å"Magnet† indicating a higher portion of baccalaureate nursing staff, it is determined that the nurse prepared at a bachelore-degree level is better prepared to approach a patient care situation with the capability of taking immediate action to provide better patient outcomes, than that of a nurse prepared at the associate-degree level. This goes to show that higher education has a strong impact on nursing practice. According to the American Association of Colleges of Nursing, a better educated nursing workforce will improve patient safety and enhance nursing care, decreasing mortality rate—as there is a significant correlation between nurses educated at a bachelor-degree level and lower patient death rates (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012). Through this research it is apparent that there is a significant connection between patient health care outcomes and the educational preparation of nurses. It is now established that the nurse prepared at a baccalaureate level is more readily capable of caring for critically ill patients; working in situations requiring critical thinking, leadership, and decision-making; and also taking roles in clinical aspects relevant to non-hospital settings. â€Å"Researchers have identified improved patient safety and lower rates of patient morbidity and mortality; lower levels of medication errors and procedural violations; and fewer disciplinary actions for BSNs (Altmann, 2012, para 4).† The need to continue education in nursing is on-going in order to continue to keep up with the changes in technology, advances in medicine, and to provide the best patient care. The Grand Canyon University Philosophy for nursing education explains: Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. (Philosophy, n.d., para. 8) It is essential to maintain competency in nursing practice through the pursuit of continuing education. The difference between educational levels involves clinical competencies in a variety of settings, decision-making skills, leadership roles, job opportunities, and most importantly overall patient outcomes. In order to provide the best care for patients, a higher education, and continuing increase in knowledge is essential. References Altmann, T. K. (2012). Nurses’ attitudes toward continuing formal education: A comparison by level of education and geography. Nursing Education Perspectives, 33(2), 80-4. Retrieved from http://search.proquest.com/docview/1009642651?accountid=7374 Creasia, J. L., & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice [5] (VitalSource Bookshelf), Retrieved from http://pageburstls.elsevier.com/books/978-0-323-06869-7/id/B9780323068697100029_p0150 Fact sheet: Creating a more highly qualified nursing workforce. (2012, October 24). Retrieved November 8, 2012, from American Association of Colleges of Nursing:

Procedures in Making the Soap Out of Pineapple Peel Essay

Last month, I and my group decided to pick â€Å"Pineapple skin extract as soap† as our I.P title yet we are unaware of the things that might come our way. We are planning to conduct an experiment tomorrow using the procedures that we guess will work.We have separate procedures for our ingredients: For our pineapple skin extract 1)Cut the pineapple skin into one-inch squares with a sharp knife. 2)Put the pineapple skins in a pot. Add water until the skins are barely covered. 3)Cover the pot with a lid and put it on the stove at medium-high heat. Allow the water to boil for 20 minutes. 4)Remove the pot from the stove. Strain the mixture through a strainer. Discard the skins and put the liquid in a clean container. 5)Cover the container and keep it in the refrigerator. For our lye 1. Get the ingredients and equipments ready: You would need the following things to try your hand at making lye: two plastic buckets (a small one and a large one ? The small one should fit into the large one in such a way that liquid from the small one drips slowly into the large one); some fresh ash from burning hard wood (you can even burn some hard wood to get this); gallons of rain water and a handful of straw. Now to the step-by-step process: 2. Make a few holes in the small bucket. Better if the holes are tiny enough to allow only liquid stuff through. Check after you make holes by pouring some water through the bucket. 3. Now set the small bucket inside the large bucket. See to it that there is some space between the base of the small bucket and the large one. This is important as liquid should drip through holes drop by drop and not smudge the bottom of the small bucket. 4. Place the straw you have inside the small bucket and hide the holes with the straw. Lye water, when formed, will seep through the holes only through the straw. This would prevent other hard blocks of wood or ash from collecting directly into the large bucket. 5. Now place the wood ash above the straw and pour cold water over it. Ensure that the ash is above the straw and not directly near the holes. The straw base will act as a filter and prevent wood ash from flowing down with water. 6. As you pour the water slowly, you will see liquid lye dripping through the holes in the small bucket and getting collected in the large bucket. 7. Once all the water is poured onto ash, repeat the process with the liquid collected in the large bucket. Pour the collected lye solution onto the wood ash (above the straw) once again. Repeat and recycle the lye solution at least three times. This is done to concentrate the lye solution. 8. After repeating the process, you can collect the lye solution from the large bucket and store it in another plastic or wooden container and use it in soap making. Avoid metal utensils as it can result in increase in temperature of lye. 9. Before storing lye, test its strength. In olden days, people tested lye with fresh egg. If a fresh egg floats near the surface of the solution with a little lye water above it, your lye is of right strength. If the same egg drowned, your lye lacks strength. If the egg floated above the solution, then it is too strong. 10. If your lye lacks strength, add more wood ash and repeat the process with the same solution. If it is too strong, add water and check the strength with the egg again. You can keep adding water till you are certain that your lye is of the appropriate strength.

Chokepoints Definition and Explanation

Chokepoints Definition and Explanation There are approximately 200 straits (narrow bodies of water connecting two larger bodies of water) or canals around the world but only a handful are known as chokepoints. A chokepoint is a strategic strait or canal which could be closed or blocked to stop sea traffic (especially oil). This type of aggression could surely cause an international incident. For centuries, straits such as Gibraltar have been protected by international law as points through which all nations may pass. In 1982 the Law of Sea Conventions further protected the international access for nations to sail through straits and canals and even ensured that these passageways are available as aviation routes for all nations. Gibraltar This strait between the Mediterranean Sea and Atlantic Ocean has the United Kingdoms tiny Gibraltar Colony as well as Spain on the north and Morocco and a small Spanish colony on the south. United States warplanes were forced to fly over the strait (as protected by the 1982 conferences) when attacking Libya in 1986 since France would not allow the U.S. to pass through French airspace. Several times in our planets history, Gibraltar was blocked by geologic activity and water could not flow between the Mediterranean and Atlantic so the Mediterranean dried up. Layers of salt at the bottom of the sea attest to this having occurred. Panama Canal Completed in 1914, the 50-mile long Panama Canal links the Atlantic and Pacific Oceans, reducing the length of the journey between the east and west coasts of the United States by 8000 nautical miles. About 12,000 ships pass through the Central American canal each year. The United States retains control of the 10-mile wide Canal Zone until the year 2000 when the canal is turned over to the Panamanian government. Strait of Magellan Before the Panama Canal was completed, boats traveling between the U.S. coasts were forced to round the tip of South America. Many travelers risked disease and death by attempting to cross the dangerous isthmus in Central America and catch another boat to their destination to keep from sailing the extra 8000 miles. During the California Gold Rush in the mid-19th century there were many regular trips between the east coast and San Francisco. The Strait of Magellan lies just north of the southern tip of South America and is surrounded by Chile and Argentina. Strait of Malacca Located in the Indian Ocean, this strait is a shortcut for oil tankers traveling between the Middle East and the oil-dependent nations of the Pacific Rim (especially Japan). Tankers pass through this strait bordered by Indonesia and Malaysia. Bosporus and Dardanelles Bottlenecks between the Black Sea (Ukrainian ports) and the Mediterranean Sea, these chokepoints are surrounded by Turkey. The Turkish city of Istanbul is adjacent to the Bosporus in the northeast and the southeast strait is the Dardanelles. Suez Canal The 103 mile long Suez Canal is located entirely within Egypt and it is the only sea route between the Red Sea and the Mediterranean Sea. With Middle East tension, the Suez Canal is a prime target for many nations. The canal was completed in 1869 by French diplomat Ferdinand de Lesseps. The British took control of the canal and Egypt from 1882 until 1922. Egypt nationalized the canal in 1956. During the Six-Day War in 1967, Israel seized control of the Sinai Desert directly east of the canal but relinquished control in exchange for peace. Strait of Hormuz This chokepoint became a household term during the Persian Gulf War in 1991. The Strait of Hormuz is another critical point in the lifeline flow of oil from the Persian Gulf area. This strait is closely monitored by the U.S. military and its allies. The strait connects the Persian Gulf and the Arabian Sea (part of the Indian Ocean) and is surrounded by Iran, Oman, and the United Arab Emirates. Bab el Mandeb Located between the Red Sea and Indian Ocean, the Bab el Mandeb is a bottleneck for sea traffic between the Mediterranean Sea and Indian Ocean. It is surrounded by Yemen, Djibouti, and Eritrea.

Idea and Ideal

Idea and Ideal Idea and Ideal Idea and Ideal By Maeve Maddox It may be a regionalism, but many speakers say or write ideal when they mean idea. For example: I have an ideal for next year’s Christmas: Move the date. Comic Silverman has an ideal for ending world hunger: Sell the Vatican. Do you have any ideals for how I can ease my fear of flying? The noun idea can be used with philosophical connotations, but as the word is used in ordinary conversation, it usually means â€Å"the picture or notion of something formed in the mind.† Here are some correct uses of idea: I have an idea for next year’s Christmas: Move the date. Comic Silverman has an idea for ending world hunger: Sell the Vatican. Do you have any ideas for how I can ease my fear of flying? I have an idea; let’s go to the movies. An inventor begins with an idea of the thing to be made. He wants to visit Paris, but the idea of flying makes him hesitate. As a noun, ideal means â€Å"a person or thing regarded as a perfect example or representative†: James Garner was the ideal of a Hollywood leading man with thick black hair, square jaw, perfect teeth, and a charming smile. The Grace Project: Transforming Our Ideal of Female Beauty The noun ideal is also an antonym of real used as an abstract noun: In politics as in personal matters, individuals must come to terms with the disparity between the ideal and the real. The notion of an ideal, of something, which for whatever reason, ought to be, as distinguished from what is. –J. Grote Ideal used as an adjective does not attract the misuse that haunts ideal as a noun. In the following examples ideal means, â€Å"regarded as perfect or supremely excellent in its kind†: Bond girl Bà ©rà ©nice Marlohe talks about her ideal man   What’s the ideal breed for a family dog? In an ideal world, prime ministers would indeed put great thought and effort into establishing a highly skilled, intellectually impressive, thoughtful and engaged Senate. But it’s not an ideal world.   Ideal can also mean â€Å"existing only in idea; not real, actual, or practical†: Administrators must compromise  between practical and ideal  solutions. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowPrecedent vs. PrecedenceKn- Words in English

Business Strategy Game Report Essay Example | Topics and Well Written Essays - 1500 words

Business Strategy Game Report - Essay Example Management’s decision is very crucial to the development of strategies and in the achievement of the company. Working as a team of co-managers in charge of the company operations is essential for successful implementation of a decision made and their integration in achievement of overall strategic plan. This report will also critically look on the decisions made and how their impacts on the general performance of the company. Charts will be employed in the analysis to show the performance of the company in different regions in which it operates in which include Asia, North Atlantic, Africa and Latin America. 2. Industry and company report The company strategy was cost focus. At the beginning, we started to increased price because demand was high and supply was low, and from year 14 we started to reduce the price, so we have started selling our shoes at a high price in four different regions and every year we made profit, we increased our plan capacity. We started at 11 year wi th total 6000 plan capacity, and at the end of year 20 we have nearly 20000 planning capacity. Now we can produce shoes at a lower price. Earning per share was high for company B, E and F, and they are characterised by high score which is above the expectation of the investors in terms of EPS. Company B had high performance which was above 15 while the other two company’s performance was between 2 and 3. The other companies are performing below the expectations with company H being the lowest. Company A, B and F has an average performance in terms of credit rating which is above the investor’s expectation. The other companies are not performing well though they are still within the expectation of the investors. The performance of the companies in terms of net profit will also be discussed. All companies had similar performance in the beginning of the period, but year 14 is characterised by a significant change with company B as it scored a high net profit while company H scored lower. Company B has recorded the highest net profit level while company F had recorded substantive losses. The decisions made by company H resulted into its poor performance. The level at which celebrities are endorsing the company products will also be analyzed. The records clearly show that many celebrities had lengthy contracts with companies which ranged from 4 to 6 years. This is a clear indication that the celebrities had full confidence on the company products. 3. Clarity of strategic position The performance of the company’s shows an increase in plant investments and plant capacity from the 14th year. It is clear that the production of the company increase from year 11 where the company recorded 6000 pairs and $255,000 of investment. By the end of year 14, the company recorded 800 pairs with an investment of $320,480. Years later in year 18, there is an upward trend which is a clear indication of high improvement. Year 20 is characterised by an excellent pe rformance which makes it possible for an upward trend in production and investment. From the collected data, it is evident that the distribution fluctuated over the period, and there was no constancy. In the beginning, distribution seems to be very high though it drops at year 16 where 600 pairs were distributed. The

The Inductive Argument from Evil and the Human Cognitive Condition Essay

The Inductive Argument from Evil and the Human Cognitive Condition - Essay Example The main goal of this paper is to delineate the inductive argument article of Alston and to critically analyze his arguments about the problem of evil, the principles related to skeptical theism, and if a logical argument of evil can be made possible. This world that we are living in is comprised of a very large extent of suffering. However, classical theism asserts that this world is made possible because of the creation of an omniscient, omnipotent, all seeing, and perfect God. The big question mark here is that why would this all powerful and gentle God develop a world that would include a bunch load of suffering? It is quite antagonistic in the sense that the concept of suffering is paired with good will and love. If it is an omniscient entity, the there should be no small bit of suffering in existence on the lands we are stepping in. Undoubtedly, suffering can be highly accredited to evil, that is, it is a bad thing. And this issue regarding the problem of evil was the principal issue in the empirical and inductive argument of Alston. The considerations regarding the problem of evil was the key variable into the establishment of the philosophical argument oftentimes called the argument from evil. As based on the introductory stages of the article, arguments can come from two different forms namely the deductive reasoning wherein its goal is to establish in a convincing fashion beyond any reasonable doubt, a God does not exist. On the other hand, its inductive reasoning counterpart seeks to promote an ideology that it is very implausible that a God exists to the point that it is beyond consciousness about believing of that God’s existence. Before discussing in detail about the inductive argument of evil and non-existence of God, it would be wise to have a brief account about the deductive version of the argument of evil to gain a