Evolution of Nursing Curriculum Essay

Institute of Protestant Deaconesses – Florence Nightingale trained to be a nurse. Two years later she was appointed resident lady superintendent of a hospital for invalid women in Harley Street, London. * 1860 – By the help of wealthy friends, Nightingale used the money to fund the Nightingale School and Home for Nurses at St. Thomas Hospital. * Ursuline Sisters of Quebec first attempt to train nurses in America who taught the Indian women to care for their sick. * Dr. Valentine Seaman introduced the first regular school for nurses. * The educational endeavour of Florence Nightingale and the Civil War had focused attention in the necessity for the nurses and importance of an educational system. * 1869 – Nursing education was placed under the control of medical profession. They proposed a school for training nurses in every large hospital. * In both England and America, the need for trained nurses was so great that schools of nursing relatively grew. * Adelaide Nutting – had been a catalytic agent in the separation of schools of nursing from hospital control. * Dr. Washburn and Burlingham – advocated raising the whole standard of nursing profession in the requirements of admission and stressed the cultural values. * 1894 – Nursing leaders stressed the importance of planning the entire educational program for the student rather than for the convenience of hospital services. * 1895 – Miss Mary Agnes Snively of Toronto presented a paper that emphasized the need for uniformity of education for nursing through a uniform matriculation examination for admission, a uniform length of program nursing through a uniform length of program of nursing education. * Miss Nutting presented an electrifying report at the 1896 convention which revealed that work hours per day could total 15hrs with 105hrs weekly; one lecture per week is given. * Miss Lucy Walker, who was a Superintendent of Nurses, gave a progress report on the acceptance of lengthening the program with shortening of the workday. * The first preliminary courses varied from a few classes to a planned program of six months. It included biological and social sciences and practical work in a mannequin called Mrs. Chase. * 1908 – The board had outlined specific requirements for schools of nursing. They were required to prove two years of study in medical nursing, surgical nursing (including gynecology), obstetrical nursing, pediatrics, nutrition and cookery, drugs and solution, dietetics, instruction in contagious nursing, ethics, emergencies, mental nursing, personal hygiene, and provide clinical experience in a hospital setting. * Schools that wished to continue this practice were required to extend their course of training to three years. Training schools had to be connected to a hospital or Sanitarium having no fewer than 25 beds, with the number of beds two to four times greater than the number of students. * 1909 – Plan for a university school of nursing was presented. * A change in title from pupil nurse to student of nursing. * Central Schools – had been successful in Europe; students received class instruction at one place at a university * 1915 – Only 10 schools had fulltime instructors. Superintendent of nurses did the most teaching and doctors taught anatomy. * 1923 – Yale University of Nursing and Western Reserve University of Nursing were established. * Public health was incorporated into the curriculum. * The degree of Bachelor of Science in Nursing was given to graduates from 1926 – 1936, the degree of Masters in Nursing was awarded until it closed in 1958. * 1925 – A committee sponsored by American Nurses’ Association undertook a five-year study of nursing and nurse training. * 1949 – The state board pool for nurses provided examination for practical nurses. * The first examination for Registered Nurses was given in 1904, with a battery of test questions designed to be a ‘severe’ test of practical and theoretical knowledge. * The Board minutes that the test involved the ‘care of febrile cases, of patients before and after operation, of the mother and new-born baby in normal and abnormal obstetrical cases, of treatment of emergencies, and knowledge of drugs with regard to toxicological symptoms, and treatment after poisonous doses. Male nurses will be examined on genitor-urinary work as a substitute for obstetrical cases’. * Today, the State Board for Nursing has 23 members, consisting of 17 RNs, two LPNs, and four public members. The Board functions as an advisory group to the Board of Regents. Its stated mission is ‘to protect the public by fostering high standards of professional licensure, practice and discipline.

Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’

Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector. Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’ Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector.

Research paper on Fences by August Wilson Essay

Research paper on Fences by August Wilson - Essay Example This situation is obviously described in 'Fences' by Troy's frustration and dissatisfaction with his existence. To reach clarity of description. Wilson builds his play in a way that allows problems emerge gradually and logically, so that the reader perceives the problems as close-knit with the thoughts and emotions of the characters. The present paper discusses plot structure of the drama, outlining key elements allowing the reader to dove into the world of small fractions separated by fences. The play is divided into two acts. Act one consists of four scenes, and Act two contains five. The play begins on Friday, which is a payday for Troy and Bono, Troy's bosom pal. Troy works as a garbage collector, but he is not allowed to drive a garbage lorry, because he is an African-American (Wilson, 2000). The first scene is probably the longest scene in the play, since the author uses this scene to foreshadow the vital elements of the plot and to outline those elements which will be repeated or contrasted later in the drama, allowing Wilson to create a sense that time and the characters have altered. The same scene introduces the mane racial issue, racial intolerance and discrimination and related inferiority complex. Brownie's discomfiture over having a watermelon points to racist prejudicial perception of African Americans, who, in turn, begin to see themselves as a 'second-rate social group'. With regard to With regard to the whole structure of the play, the first scene sets up basic patterns. Troy and Bono's friendship is close, since they borrow words from each other's language in their conversation. "This is a technique playwrights have used for centuries to create the feeling that the characters are harmonious" (Bertin, 1986, p.176). The two men frequently use the word 'nigger' as an appealing term in order to "reverse an originally derogatory word used by a majority to denigrate a group into a word that the oppressed group uses for themselves with a positive connotation, lessening the power of its insult" (ibid, p.177). Furthermore, the conversation sets up plot elements - for instance, Bono asks Troy about his relationship with a woman named Alberta, and Troy, in turn, inevitably confesses to this relationship. The scene also portrays Troy's bad temper and his personal problems, associated with his hard life and the job he has to perform, because there are no other professions available for a 'nigger' (Sanders, 1997). The second scene introduces Troy's family: his wife, Rose, and sons -Cory and Lyons. Cory is a good football player, so he begs his father to let him play in the League, in which he has been recently recruited, but Troy, recollecting his own failure to become a sportsman due to the racial issues, requires of Cory to leave the League. Furthermore, the scene introduces one more character - Troy's brother Gabriel, who is brain damaged from a war injury and perceives himself as angel Gabriel. The scene allows the reader a short glimpse into Troy's inner world: his sharp criticism of hopes, dreams and interests. Troy criticizes Rose for her interest in playing numbers (Wilson, 2000), a game that resembles a lottery for its expensiveness, even though he is completely aware of the fact that his affair with Alberta takes much more finances (Sanders, 1997). Thus, he displays his egoistic treatment of his family: Troy is insensitive to the needs of his children and wife, and the first

Research Methods in Sales and Marketing for Tourism Essay

Research Methods in Sales and Marketing for Tourism - Essay Example Furthermore, the proponent provides examples in their application in the tourism sector. Quantitative research method Quantitative research is a common method used in investigating or finding information in various fields of studies. This method ensures that information can be transformed into figures for quantitative analysis. Quantitative research method preserves neutrality and sees to it that there will be no bias since the collected data will be used for quantitative analysis, so it is more numerically measurable (Bennett, 1986; Shi, 2008). In quantitative analysis, there is a need to come up with objective output because a researcher deals with figures and transforms them into essential information that can be subjected to more meaningful interpretation and source of information. One common quantitative research method is experimental method. In experimental method, the researcher could potentially obtain information from certain observations under controlled condition. Thus, t here are important things that need to be considered prior to obtaining the most essential information and one of them is to ensure the significance and validity of the entire method used. Quantitative research is quite flexible but its potential drawback could be its not being able to potentially explain all types of phenomena (Muijs, 2004). Qualitative research method Qualitative statements and concepts comprise the body of qualitative analysis (Shi, 2008). Qualitative research method still applies numerical data which potentially include counting and assigning numbers to observations, but the presence of qualitative statement and concepts prevail as its general core foundation. Thus, it may still turn out that all information under qualitative approach cannot be numerical in nature but in a verbal form (Creswell, 2003). Observations which are integral components of qualitative statements and analyses are important in qualitative research method because they would ensure that the analysis will be well presented and the research aim is substantially obtained. An interview for instance regarding certain issue may focus more on understanding the framework of the subject and this could potentially concentrate the analysis on general qualitative information. Qualitative method therefore can be done at multiple levels of analysis (Piekkari and Welch, 2004). This means a researcher could still potentially find information in using this method even at various levels of analysis. An interview or focus group for instance can essentially initiate this because what the researcher needs is to integrate various concepts or frameworks in order to bring the entire analysis at different levels, depending on the actual objectives. However, one general and potential drawback of qualitative method is that the sample size is small and non-random, making findings most likely not conclusive at some point (VanderStoep and Johnson, 2008). The differences It is noted based on the abo ve discussion that both methods of research; the quantitative and qualitative have potential advantages and drawbacks. Furthermore, they are an entirely different approaches; that is why they have significant noted difference. In the case of quantitative method of research such as survey or experimentation, it is important to have remarkable number of samples in order to make certain that the conclusion is conclusive. Sample should be numerically or statistically significant. On

Water Shortage in New Zealand Assignment Example | Topics and Well Written Essays - 3000 words

Water Shortage in New Zealand - Assignment Example The information which needed to be procured was the one related to water restriction and shortage and this was in reference to territorial authorities in the country. The study was centered on metering of water supply, water usage, water restriction systems, plans for water conservation, percentage of water consumed in TAs and charges imposed on the same. For this reason, it was crucial to acquire information from websites which was of government authority of New Zealand. Primarily, for this purpose the analysis was done as to what will be the ideal source to collect the data. With adequate information the decision was made to gather information related to territorial authorities and their respective regions .In this study, a qualitative research method was used to gain valuable insight as to the management of water in the country. Now, the main issue was the water restrictions imposed in the country by the New Zealand Government .The information which was crucial was the water short age and water supply in the country and how much of water restriction is present in the country at the current moment. The information collection with regard to this study is a significant task and for this there were certain associated problems .The problems like pace of data collection, the procedure of data collection and volume of data was a main concern in the research. Since the main issue was water shortage, it was important to collect information regarding the strategies of the water authorities.

Ophthalmic Care Essay Example | Topics and Well Written Essays - 2750 words

Ophthalmic Care - Essay Example This is to distinguish the normal elevation of intraocular pressure seen in otherwise normal individuals. Measurement of intraocular pressure is thus one of the first completely new skills that a new ophthalmic nurse practitioner must master. Therefore, knowledge about it is important. Measurement of the intraocular pressure in a large number of normal subjects reveals a normal distribution extending from pressures of 10-12 mmHg to 25-28mmHg (Rossetti et al., 2008, 1053). The pattern of distribution fits a Gaussian curve, so that the majority of subjects have a pressure of about 16mmHg. For clinical purposes, it is necessary to set an arbitrary upper limit of normal. By and large, the eye can stand low pressures remarkably well, but when the pressure is abnormally high, the circulation of blood through the eye becomes jeopardised and serious damage can ensue. For clinical purposes, an upper level of 21 mmHg is often accepted. Above this level, suspicions are raised and further invest igations undertaken. Thus measurement of IOP is a significant initial clinical diagnostic step that determines further course of action in such patients (Collaer, Zeyen, and Caprioli, 2005, 196-200). Many nurses need to practice the skill of this measurement since accuracy is a very important parameter leading to the further steps in the ophthalmic care pathway. Rationale Now, the question is, why I have chosen measurement of intraocular pressure to demonstrate my skill as a new specialist nurse. Glaucoma is second only to cataract as a leading cause of global blindness and is the leading cause of irreversible visual loss, largely due to primary open-angle glaucoma (POAG). In 2002, it was estimated that 161 million individuals worldwide had visual impairment and 37 million were blind. Glaucoma accounted for 12.3% of global blindness, Bilateral blindness from glaucoma is projected to affect 8.4 million individuals worldwide by 2010 and greater than 11 million by 2020. Globally, glaucoma is a significant cause of vision loss that disproportionately affects women and Asians (Cedrone et al., 2008, 3-14). While increased IOP is a strong risk factor for the development of glaucoma, it must be remembered that many people with glaucoma have untreated IOPs of 21 mm Hg or less. Elevated intraocular pressure (IOP) is the most important known risk factor for the development of POAG, and its reduction remains the only clearly proven treatment. Several studies have confirmed that reduction of IOP at any point along the spectrum of disease severity reduces progression (Bowling, Chen, and Salmon, 2005, 1102-1104). The Collaborative Normal Tension Glaucoma Study has revealed that IOP reduction reduces the development of POAG in patients with ocular hypertension and reduces progression in patients with glaucoma despite normal IOP (Anderson, and Normal Tension Glaucoma Study, 2003, 86-90). In the UK, as mentioned by Kroese et al. (2002), glaucoma is, indeed, the second most common cause of blindness as estimated from blindness certification. This accounts for 11.7% of all certifications. In the age group of

Managerial economics and strategic analysis Essay

Managerial economics and strategic analysis - Essay Example Hays (2004) estimates that about 70 % of the sales volume for the Company comes from outside the United States and about 80% of the profits comes from non American countries. Coca cola Company is therefore one of the Companies with most presence in the world, which is attributed to the fact that the soft drink; Coca Cola is widely available globally and has become the world’s favorite soft drink (Hays, 2004). According to Dess (2012), the successful implementation of a Company’s strategy requires effective strategic control. Control is in the form of behavior and how information is used. In order to cater for the interests of the two key players in a Company, that is the shareholders and the managers, a Company must ensure that these interests are aligned (Dess, 2012). This can be achieved through establishing corporate governance. Globally, the soft drink market is dominated by three Companies; the Coca Cola, Cadbury’s Schweppes and Pepsi Cola Companies. Coca Cola laid claim to about 47% of the global market with Pepsi Cola following at 21 % and Schweppes at 8%. In aligning the interests of the Company shareholders and managers, Coca Cola separated the Company separated it’s ownership from its control. This was made possible through the employment of managers to run the Company on behalf of the owners. The company employs the use of incentives intended for its managers to facilitate the achievement of the Company’s goals. The control of governance mechanisms has been successfully achieved through the use of external auditors who check the Company books regularly to ensure that the financial information disclosed by the Managers is accurate and in doing so; protect the owners from financial risks (Dess, 2012). The Company is also subject to external regulatory bodies that check for the quality of their product and control the standards of these products. These bodies ensure that the consumer gets a product that fits their needs