King And Myra Levine Have Created Theories That Have...

Imogene King and Myra Levine have created theories that have helped define the role of nursing today. This paper will discuss King’s Conceptual System and provide an example of a nurse-patient interaction using King’s theory. Myra Levine developed the Conservation Model and this paper will demonstrate the application of this theory in a case study. King’s Conceptual System Three Systems According to George 2011, the function of a conceptual system is to give support for arranging ideas in an organized manor that provides meaning. King’s conceptual system was based on the three following systems, personal, interpersonal and social. These systems were interacting and helped form the Goal Attainment Theory. Personal system focuses on the individual (nurse, patient, and provider) and contains the following concepts: perception, self, growth and development, environment, body image, and in earlier versions space and time were also included. Perception is considered the major concept and related to the individual’s senses, memory and how data is interpreted. Self includes the thoughts and feelings about being a person. Growth and development relates to the change in behavior and this can be predictable and influenced by life experience, genetic makeup and environment. Body image is how one perceives their body and how others may react to their body. The second system is the interpersonal system and this is formed by humans interacting or when personal systems come

Electron Configuration Test Questions

Connell and OConnell Surname Origin and Meaning

In Ireland, the surname Connell or OConnell is an Anglicized form of the famous Gaelic clan name OConaill, meaning strong as a wolf, from the Gaelic siol cuin or siol con which translates as descendant of Connall or Con. The name possibly derives from cà º (con) meaning hound or wolf, and gal meaning valour. In Ulster the Connell surname may also have derived from MacConn, an Anglicized form of the name Mac Mhiolchon, meaning son of the hound-like one. Connell may also be a modern Scottish surname for Congal or Congual. Connell is one of 50 common Irish surnames of modern Ireland. Alternate Surname Spellings:  Connal, Connell, Connall, OConnell, Cannell, Conell, OConnall, Conall Interesting Facts About the Connell Surname Three distinct OConnell clans, located in the provinces of Connacht, Ulster, and Munster, are the originators of many of the Connell families in Clare, Galway, Kerry. Famous People With the Surname Connell and OConnell Daniel OConnell - Irish politician and statesman, known as the Liberator.Evan S. Connell - American novelist.Richard Edward Connell -  American author and journalist, best known for his short story The Most Dangerous Game. Genealogy Resources for the Surname Connell OConnell Check out these great resources for learning more about the Connell name: Explore background information and history on various early OConnell families in Ireland at IrishOConnell.com.Trace the geography and history of the Connell surname through the British Surname Profiler. This free online database based on a University College London (UCL) project investigating the distribution of surnames in Great Britain, both current and historic.The Connell Family Genealogy Forum allows you to search this popular genealogy forum for the Connell surname to find others who might be researching your ancestors, or post your own Connell surname query.Find historical records, queries, and lineage-linked family trees posted for the Connell surname and its variations at FamilySearch.com.RootsWeb hosts several free mailing lists for researchers of the Connell surname.Cousin Connect  allows you to read or post genealogy queries for the surname Connell, and sign up for free notification when new Connell queries are added.DistantCousin.com is full of free databases and genea logy links for the last name Connell. References Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Stem Cell Research Summary Article - 1058 Words

Stem Cell Research Summary Article By Lizika Marrà ©e-Mills What are stem cells? Stem cells are identical cells that can characterize into specialized cell types. Most stem cells come from two main sources; embryonic stem cells and adult stem cells. 1. TwoTypesofStemCells a. Embryonic stem cells i. These are pluripotent cells. This means their main function is to make any other cell in the body. These cells are made from ones found in early human embryos, which are called blastocysts. ii. Embryonic stem cells are used to study how blastocysts grow in adults and how they affect other cells. iii. Embryonic cells start as a mass of cells and then grow and develop. This, in humans and other mammals is the start of an embryo that later forms the†¦show more content†¦This can help us get a better understanding of how the human body works and how to better diagnose conditions. b. Stem cells can also be used for drug discovery which can help to identify drugs which can be used for particular diseases. Scientists can grow tissue from stem cells and then to search for new drugs. This can improve drug function or alter diseases and how these drugs might affect different organs. c. Stem cells can be used for cell replacement. Again more scientists are exploring how stem cells generate tissue that when transplanted will take the place of tissue damaged by diseases and other things. One example of this type of transplantation is macular degeneration, which is now being tested in clinical trials. d. Stem cells can self repair. Scientists are research ways to stimulate the self repair of stem cells. This can make the stem cells duplicate and generate to heal damaged tissue or to prevent further damage. 4. ProcessInvolvedinStemCellResearch The process of stem cell transplantation is a long and hard one. The process of transplantation is a newly discovered one that involves bone marrow and and chemotherapy to â€Å"condition† human body and replace the damaged stem cells. The first part of the transplant process is called conditioning. In this process the patient starts to receive chemotherapy and/or radiation therapy to damage and/or destroy the bad bone marrow in the sick person. Once the stem cells are embedded into the patient the stem cellShow MoreRelatedThe Ethical Theories Of Ethical Subjectivism, Utilitarianism, And Deontological Ethics1006 Words   |  5 Pagesexplain the ethical theories of ethical subjectivism, utilitarianism, and Deontological ethics. Secondly, I will summarize the main points of my article and then act in response using the three ethical theories previously listed. I will also explain which ethical theory best represents the article. Then, I will provide reasoning as to why stem-cell research is important; and lastly, I will offer two open-ended questions. 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Corcentric Announces Free Essays

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Family and Life Story Work free essay sample

?In this assignment I aim to discuss life story work: which can provide the care worker, and care receiver a better understanding of each other’s needs, and provide the care worker with information that can help support the care receiver in the best way. The carer needs to possess certain skills sensitivity, confidentiality, empathy, trustworthiness, and have commitment to seeing the story to the end. All care receivers have a right to information from their past in order to have a’ sense’ of who they are, and an identity. The subject of this essay will focus on Jordan; who was separated from his birth family at an early age, and was fostered by different carer’s and, his’ journey’ through ‘his’ life story. There are certain situations to avoid when completing a life story these are the ‘seven golden rules’. ‘’Never betray the child’s confidences made to you in exceptional circumstances ( they are to mention such items as sexual abuse, in which case this needs to be passed on to those adults responsible for protection) Don’t avoid talking about the child wants to talk about because they make you feel uncomfortable. Don’t put words in the child’s mouth. Once you have taken life story work, you must not abandon the child half way through it and hope that someone else can complete your work. You should continue with it until both of you agree it is time to end your regular sessions. Never use the end product or carrying out life story work as a prize or punishment, but only as a part of your life or relationship together. Go at the child pace not yours –it’s actually quicker this way! Rushing children only makes them slow down or skimp on details Be consistent and reliable –the child has to know when you are coming. Don’t start work and then say you will be back when you’ve got time. A child will not trust you and will feel hurt if you do this to. ’’ (The Open University 2010, p. 37). Children like Jordan who are separated from their ‘birth family’ at an early age have a need to understand why their paternal parents could not care for them. Memories of his life often seem to be distorted, and fuzzy; his father was painted in a negative way by his mother, and Nan; however Jordan would find out more about him to know him, and make up his own mind. Like many children in this situation they feel that they are to ‘blame’ for the upheaval in their lives making them feel ‘worthless’,’ unlovable’, and are unable to develop emotionally, socially and have a poor sense of identity. Life story work attempts to dispel these ideas in a non judgmental way. Unlike children who are bought up by their ‘birth parents’, and extended family who share a history, memories, and have a sense of who they are. John Bowlby, (1907-1990) trained in psychology, and the theory of ‘attachment’ and ‘loss’; born to a middle class family, his Nanny was his primary care giver, when she left he described it as ‘tragic’. His studies refer to the primary health giver as being a ‘safe base’, and because of his experience he shared great empathy and understanding of significant relationships, and the importance of ‘roots’ in children’s lives. (The Open University, 2011) Life story work in Jordan’s case provided a history of life events, The Adoptions and Children’s Act 2002 (England and Wales) stresses the need to encourage a the child to volunteer information that has affected their lives to enable him to deal with his issue’s and help him understand the past. Jordan has lived with quite a few foster carer’s; his first foster carer’s Mr. and Mrs. Jones; Jordan was quite happy there, however Mrs. Jones needed a hip operation, and Jordan had to move on to another foster carer; Jordan blamed himself as it coincided with him calling her ‘Mum’, and he believed this to be the reason for his move. (The Open University, 2011) Whilst in the care of Bev and Bill; Suzanne was employed to do life story work with Jordan. Suzanne is well qualified in this field as she is the National life story work coordinator; and has worked as a senior social worker for the local authority, and for the NSPCC. In preparation for her meeting with Jordan she contacted his network of support workers to gather information about Jordan from his past foster carer’s, supervising social worker, local authority social worker, and education worker. Suzanne then went through the social services files to obtain factual information with regards to Jordan (mainly to gather facts as to why he had been placed in care). Suzanne then met with Jordan’s birth mother and Grandmother; to gather further details, they were not quite sure if his dad was still alive. (Ryan and Walker, 1999) warn workers ‘that it should never be used for ‘’skilled’ and long term therapy’’. (The Open University, 2011) After gathering the background information; Suzanne arranged a meeting with Jordan and his foster parents; Jordan was offered the choice as to who he wanted involved in his story Jordan wanted to have his foster carer’s involved. Bill’s initial feelings were that it could possibly rake up ’bad memories’ however he wanted Jordan to learn about his past, ‘if you don’t really know where you have come from; you can’t really say where you are going in the future’, Jordan also thought it might be hard and scary. Suzanne explained that it was no’ miracle cure’, and she anticipated concerns as to how opening up ‘issues’ with Jordan could cause behavioral problems. It was explained to Jordan that the information he decided to offer would be confidential, Jordan made it clear that he only wanted people who he could ‘trust’ to be able to read his story. (The Open University, 2011) Life story work can come in many forms-: Photograph Albums Scrapbooks Written accounts Audio/video recordings Drawings Family trees All sorts of ephemera In fact anything can than provide an ‘identity’, it is rather like a jig saw puzzle, and filling in the gaps in attempt to make the whole picture. (The Open University, 2011) Life story work with Jordan started with a road map of Jordan’s life, Suzanne explains that it is Jordan’s story and she was very conscious that it is ‘child focused’ ,and give a balanced view, not just negative thoughts but in positive happy memories too and plenty of anecdotal stories. Suzanne asked Jordan to draw on paper a timeline in which he would be able to plot visual aspect to his life using stickers, dots (maybe he may want to visit this in the future), symbols, and drawings. Suzanne thought it would be a good idea to start at the end; as this was with his present foster carer’s where he felt he had a good support network, a ‘safe’ place to be. With Suzanne’s help he managed with cues to build up the road, placing drawings which he drew of the places where he had lived; filling in the gaps recollecting his past; he remembered having a dog for Xmas when he was living with his Mum and Nan, and placed a sticker there. (Open University, 2011) Jordan was very proud of his Life Story Work; with Suzanne’s help he had built up a family tree, pictures of his family, a life story book, and a road map of his life is able to come back and add to it at anytime (when he is ready). Bill encouraged Jordan by giving him technical advice on power point. This really helped them to bond as they shared a lot of laughter it has bought them closer together, no longer is Jordan hiding in his room. Life story work did not stop with his blood family; Bill took Jordan to his old school, what should have been an hour he was there all day, and some of them are still writing letters to him. During life story work Jordan is also now in touch with his father, and they regularly communicate with each other, and there is a hope of actually meeting him in the future. (Open University, 2011) However after nearly every session with Suzanne powerful emotions were evoked and Jordan became involved in arguments at school, or at home and caused behavioral problems. However Bill’s advice to other foster carer’s is ‘be prepared to take the rough with the smooth’. The life story works because at this stage; it has to be done at Jordan’s pace. (Open University, 2011) In conclusion everybody has the right to knowledge about their past, present and a future; it should be handled in a structured way, and take into account the circumstances of the individual. Everyone has a right to know who they are, and develop a sense of ‘self worth’. Whether it is a disabled people, elderly persons, or anyone with gaps in their lives that they need to understand. It can be therapeutic, but it is not for everyone.

My Fair Lady Review Essay Example For Students

My Fair Lady Review Essay My Fair Lady Review In this review, I will discuss a professional performance of the musical, ‘My Fair Lady’, that I saw performed in Theatre Royal, Drury Lane, London. I will comment on scenery, costumes, choreography, sound, audience reaction, the actors’ interpretation of their characters, how well they interacted with the other characters and responded to what was going on on-stage. I saw an afternoon performance performed on a proscenium arch stage. The musical is set in London in 1910. The main characters are: Eliza Doolittle a commoner with a common accent that she wants to change so she can work in a flower shop, Professor Henry Higgins the man who teaches her and Alfred P Doolittle Eliza’s father, played by Dennis Waterman. The main storyline is that Eliza a flower girl at the time wants to work in a flower shop, but cannot due to her cockney accent. She turns to Prof. Henry Higgins to give her lessons in speech. He laughs in her face but is convinced by his friend Colonel Pickering that he could pass her off as a lady if he really wanted to. Higgins accepts the challenge and successfully passes Eliza off as a lady at many events including ‘a day at the races’ at Ascot, where she meets Freddy Eynsford Hill played by Mark Umbers, who follows her home, hoping to see her again. After a ball at the Embassy, Higgins and Pickering congratulate each other on their good work but forget Eliza. Hurt and angry, she rushes out of the house and runs into Freddy. He proclaims his love for her, but she demands that he stops talking about it. Meanwhile, her father, who has now become famous through his philosophies decides it time to marry the woman he has been with for years and spends his stag night on the town. Get me to the church on time. Higgins awakens to find Eliza gone, and after searching for her, finds her at his mother’s house where she’s gone for comfort. Eliza refuses his tentative offering of truce. Upset, Higgins returns home revolving on his thoughts of Eliza I’ve Grown Accustomed to Her Face and sits listening to recordings of her voice, when Eliza quietly enters as the curtain falls. All the scene changes were computerised. I could tell this because I could see the stage manager in one of the side boxes, controlling the lighting and scene changes. I didn’t like this because it reminded you that you were actually in a theatre, not in Covent Garden in 1910. The stage was like a conveyor belt, moving to bring the set on between scenes. At the end of each scene they’d move into the wings bringing the set for the next scene on. All other sets were flown in with ropes, except for the green at Ascot, which was a carpet, rolled on by two of the stage crew. I will discuss what I thought about the sets for each scene, including lighting, in the following. The first scene was introduced during the overture. The audience saw a transparent curtain at the front of the stage covered in roses, which was appropriate as Eliza is a flower girl. During the overture, the roses gradually became by means of light a picture of the poor people of the time. This curtain became transparent to reveal a scene outside the opera house in Covent Garden. There were pillars stage left and right, moving back to up-stage, and this created depth, as though the stage were a long road. The cobbles were projected onto the stage floor using light and were also coloured to look even more realistic. I thought that this was a good trick to use to save effort creating a floor, although, you could sometimes see the cobbles on men’s hats. The set was then dressed with the Company who sat around as the poor people on boxes which were brought on using the ‘conveyor belt’ stage. At the end of the scene, the stage immediately started moving, the belt taking off these boxes to stage left and bringing on a bar from stage right. Other belts in front brought on tables and chairs from both sides. The pillars were flown off and hidden above the stage. The back wall for the next scene Public house was also brought in using this ‘belt’ method. I liked this method of scene change because it all happened in front of the audience’s eyes as we saw the scene gradually ‘fade away’ whilst seeing the set for the next being gradually built up. The theme that is brought up early in this play is fate and predestination EssayAlso, outside the public house for ‘A little bit of Luck’ was a song I enjoyed because of the dancing and the singing. The men attached dustbin lids to their feet and banged them on the floor like drums. At one point, the orchestra weren’t even playing and the cast were dancing around whilst playing percussion. It was a very energetic scene and it seemed very surreal because of the fact that the tuning on the dustbin lids was perfect and in key with the pots and pans that were being hit. The sound on the microphones was excellent. Everything was clear, and the singing sounded as though it was actually being projected by the actors themselves. The orchestra were all in time and sounded very professional. However, I found that they didn’t play much of an overture before the opening. It only contained highlights from about three songs and was too short. The audience reaction was approving of the performances. Eliza got a round of applause after the scene where she drops her H’s. Also, they seemed to laugh at the jokes actually written into the script as much as they laughed at the actors’ interpretation of the characters. The way Eliza spoke especially, as she was trying to be overly posh, and the audience knew she was just a common flower girl. I have chosen to talk about the performances of three actors. Alexandra Jay, who played Eliza, Jonathan Price, who played Higgins and Nicholas le Prevost who played Pickering. I thought that Alexandra maintained both accents that she used very well, though I felt that the last line she sang in ‘Wouldn’t it be loverly’ wasn’t common enough. It was sung before Eliza had lessons in diction. I think her interpretation of Eliza as a ‘lady’ was excellent. Eliza’s voice seemed like those around her, but her manner was not. The way she did this was very amusing to the audience. Alex managed the uncomfortable feeling Eliza would have had perfectly. She seemed stiff and not very confident in herself, which I thought was perfect. During her speech lessons, she was very funny. Her movements, including the way she did little things like sigh seemed very melodramatic as though she was frustrated. I think that the controversial relationship between Eliza and Higgins was shown very well between both the actors. For example, during the song, ‘Without You’, they’re saying how they’d cope without each other, but we know that really they can’t. I felt Alex was an excellent all rounder. Higgins’ accent was also excellent and maintained well even when singing, although I felt that he struggled in bringing the words across to the audience in some of the songs. His frustration in Eliza when she wouldn’t use the proper accent was brought across well. When he shouted at Eliza, he was right up next to her face and seemed to really ‘scare’ her. His body language was also excellent in showing his frustration, especially in ‘Why Can’t the English? ’ He threw his arms around a lot. Nicholas’ performance as Pickering didn’t stand out to me as much as the others. He just seemed to say the lines and not put any energy into his performance. The fact that he didn’t have a very big part contributed towards this, also. However, his performance in ‘The Rain in Spain’ was excellent and Pickering’s excitement was really brought across in his dance movements. This was a performance I liked as a whole anyway, because of the energy there was on stage. My overall impression of the show was that it was very good, but I feel as though it was let down at some points because of slips in the actors’ performances, but I felt that this was compensated by the other excellent performances at other times during the play. The story ends with a cliff hanger which I didn’t really like but had me thinking about the ending afterwards. It was very good and I would like to see it again or perform in it, mainly because I like the songs and the comedy in it.