Unsaturated Definition in Chemistry

In chemistry, the term unsaturated usually refers to one of two things: When referring to chemical  solutions, an unsaturated solution is able to dissolve more solute. In other words, the solution is not saturated. An unsaturated solution is more dilute than a saturated solution. When referring to organic compounds, unsaturated means a molecule contains double or triple carbon-carbon bonds. Examples of unsaturated organic molecules include HCCH and H2CO. In this context, being saturated can be thought of as being saturated with hydrogen atoms. Saturation can also refer to the percentage of protein binding sites that are filled or the lack of susceptibility of an organometallic compound to oxidative addition. Whenever the term saturation is used in chemistry, it refers to whether a phenomenon is close to maximum capacity. Source Badertscher, M.; Bischofberger, K.; Munk, M.E.; Pretsch, E. (2001). A Novel Formalism To Characterize the Degree of Unsaturation of Organic Molecules. Journal of Chemical Information and Modeling. 41 (4): 889. doi: 10.1021/ci000135o

Essay on Graduation Speech - 1015 Words

Christopher Columbus, reflecting on his voyage which led him to the discovery of America, said, Following the light of the sun, we left the Old World. I am sure that after four years of high school, we have all formed our own opinion of Christopher Columbus - especially if you had Mrs. Powers - but whether you view him as a genocidal rogue or the first American Hero, I find his quote fitting for where we stand today. As we set sail, leaving behind the Old World of Coleman High School, there are many things that I am sure none of us will miss. We will enter a world without Scholarly Papers or Culminating Exhibitions; a world where we can use our cell phones freely and urinate without the permission of our teacher. In the real world,†¦show more content†¦These are just a handful of the many educators who have impacted us thus far. But as the old Chinese proverb states, teachers open the door, but you must enter by yourself. Now it is our time to take the first step in our voyage and enter the door that has been opened for us. When we leave here tonight, preparing ourselves to take on the unfamiliar waters ahead, our journey may lead us to many different passages. Some of us will stay at home, some will join the armed forces, some will work, and some will go to a community college or a four-year school. But I believe that which path we choose does not matter. In our grand voyage, some of us will find ourselves owning a farm, others will become pharmacists. Some will be lawyers, and other law enforcers. Some will work on car engines and some will be engineers. But who cares who does what? We all come from different backgrounds and we all have different futures ahead of us. It is not what we do, but how we do it. The great Martin Luther King, Jr. once said: If it falls yourShow MoreRelatedGraduation Speech : My Graduation Essay1022 Words   |  5 Pages My Graduation A Graduation ceremony is one of the major steps in life, it marks the start of new changes in our lives. It ushers us into growing up and be responsible for our actions. It marks a new dawn of embracing life experiences, cultivation of good work ethics and eventually culminates in chasing our dreams. On my graduation day, I woke up to the sweet aroma of the breakfast my sister was making. I sat down to eat when the food was ready. It took me about 2 hours to finishRead MoreGraduation Speech1128 Words   |  5 PagesSasenarine Tomby Graduation Speech 2011 Good afternoon [name of members of the head table], teachers, parents, students, fellow graduates and distinguished guests. I must first and foremost thank God for this blessing and honor to stand before you today as Valedictorian of the Class of 2011. 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But seriously folks... Today we are gathered here to celebrate our graduation from 12 long years of schooling. The education granted to us has been a privilege. One so graciously given to us by the citizens of our state, by our community, and by our parents. Today would not beRead More Graduation Speech Essay1009 Words   |  5 Pagesyou might ever sit through. Most of us, though, and I regret that I am in this group, will sit through many more ceremonies -- ceremonies longer and more tedious that this or anything else you can imagine. If you think this is bad, try a college graduation. Think, that is, attend a wedding. And, if just for a moment you think that that is bad, just be thankful you have never attended or will attend a Bar Mitzvah. The only ceremony I think anybody would truly enjoy attending is a funeral. But, onlyRead MoreEssay on Graduation Speech830 Words   |  4 Pagesthe senior class president. A few weeks ago, I was told that I would be speaking at graduation. I was asked to put together a speech for tonight -- Ive become experienced at speech writing over the past couple of weeks. The speech that you are hearing is the fourth one Ive written, the recycle bin needs to be emptied at home and I need a new highlighter. Thank you, Mr. Mier, you get an A+ for your help as my speech teacher but an F for saving trees. Tonight Id like to talk to three groupsRead MoreAn Example of a Graduation Speech653 Words   |  3 Pageswriting papers, doing homework, taking an occasional pop quiz, and of course taking countless exams, it is that time that we all anticipate†¦Graduation! Purpose Statement: Since the majority of us are seniors, and graduation is a little less than a month away, I am going to provide you with some historical background information and some fun facts about graduation in order to make the occasion even more meaningful than it already is. 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I was so scared and nervous thatRead More Graduation Speech Essay1115 Words   |  5 Pagesthis graduation speech, several people suggested including a profound quote offering â€Å"encouraging advice to the young graduates†, and then there were others who said, â€Å"eh don’t worry about it, no one listens to those anyway.† Fortunately, I was actually able to take from both suggestions and found a happy balance. You see, I won’t tell you today to: â€Å"Dare to dream† or â€Å"Find your own vision† or even to â€Å"Strive for excellence,† or any trite clichà © that’s ever been said in a graduation speech. SoRead More Graduation Speech Essay560 Words   |  3 PagesWhen they were trying to find someone to give this speech they first asked the most intelligent, smart person they could find. But she turned them down. So then they asked the most beautiful, lovely, attractive person they could find. She also turned them down. 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The role of the nurse in health promotion Free Essays

string(31) " the legal aspects of smoking\." Introduction This assignment proposes to discuss the role of the nurse in health promotion. To facilitate the discussion in the delivery of primary, secondary and tertiary levels of health promotion, the health risk of tobacco smoking in relation to Lung Cancer has been chosen. National policies will be explored in relation to smoking and how these influence the delivery of health promotion by the nurse. We will write a custom essay sample on The role of the nurse in health promotion or any similar topic only for you Order Now The barriers to health promotion will be identified along with ways in which these may be overcome. The intention of the World Health Organisation (WHO) to achieve â€Å"Health for All† by the year 2000 was published in their Ottawa Charter, the outcome of which was to build healthy public policy, create supportive environments, strengthen communities, develop personal skills and reorient health services. They identified key factors which can hinder or be conducive to health; political, economic, social, cultural, environmental, behavioural, and biological (WHO 1986). The current health agenda for the UK aims to improve the health of the population and reduce inequalities with particular emphasis on prevention and targeting the number of people who smoke (DH 2010). Inequalities in health have been extensively researched and although attempts have been made to overcome these, there is evidence to support that the divide between the rich and the poor still exists in society. Marmot (2010) highlighted the lower social classes had the poorest health and identified social factors such as low income and deprivation as the root causes which affect health and well being.Increased smoking levels were found to be more prevalent in this cohort. Bilton et al (2002) suggests the environment an individual lives in can have an adverse effect on health in that it can influence patterns of behaviour. For example, families living in poor housing conditions, in poverty or in an environment away from a social support network can suffer psychological stress; which in turn can prompt coping behaviours such as tobacco smoking (Blackburn 1991, Denny Earle 2005). Smoking is a modifiable risk factor to chronic disease such as Cancer of the Lung, with 90% of these cases being the result of smoking (Cancer Research UK 2009) itis the single biggest preventable cause of premature death and illness and is more detrimental to the poorer in society. Responsible for 80,000 lives per year, the huge financial burden on the NHS to treat illness associated with smoking is estimated at ?2.7 billion each year (DH 2010). This illustrates the huge opportunity for public health to address the wider issues associated with inequalities and to target people who smoke. Various White papers have demonstrated the Government’s commitment in reducing smoking figures and preventing uptake, both at individual and population levels, through health promotion activity, empowering individuals and enabling them to make healthier lifestyle choices (DH 2004, DH 2006, DH 2010). Health promotion is a complex activity and is difficult to define. Davies and Macdowall (2006) describe health promotion as â€Å"any strategy or intervention that is designed to improve the health of individuals and its population†.However perhaps one of the most recognised definitions is that of the World Health Organisation’s who describes health promotion as â€Å"a process of enabling people to increase control over their health and its determinants, and thereby improve their health (WHO 1986). If we look at this in relation to the nurse’s role in smoking cessation and giving advice to a patient, this can be seen as a positive concept in that with the availability of information together with support, the patient is then able to make an informed decision, thus creating empowerment and an element of self control. Bright (1997) supports this notion suggesting that empowerment is created when accurate information and knowledgeable advice is given, thus aiding the development of personal skills and self esteem. A vital component of health promotion is health education which aims to change behaviour by providing people with the knowledge and skills they require to make healthier decisions and enable them to fulfil their potential.Healthy Lives Healthy People (2010) highlight the vital role nurses play in the delivery of health promotion with particular attention on prevention at primary and secondary levels.Nurses have a wealth of skills and knowledge and use this knowledge to empower people to make lifestyle changes and choices. This encourages people to take charge of their own health and to increase feelings of personal autonomy (Christensen 2006).Smoking is one of the biggest threats to public health, therefore nurses are in a prime position to help people to quit by offering encouragement, provide information and refer to smoking cessation services. There are various approaches to health promotion, each approach has a different aim but all share the same desired goal, to promote good health and prevent or avoid ill health (Peate 2006). The medical approach contains three levels of prevention as highlighted by Naidoo and Wills (2000), primary, secondary and tertiary prevention. Primary health promotion aims to reduce the exposure to the causes and risk factors of illness in order to prevent the onset of disease (Tones Green 2004). In this respect it is the abstinence of smoking and preventing the uptake through health education and preventative measures. One such model of prevention is that of Tannahill’s (1990) which consists of three overlapping circles; health education for example a nurse may be involved in the distribution of leaflets educating individuals or a wider community regarding health risks of smoking, prevention, aimed at reducing the exposure to children, for example, in 2007 the legal age for tobacco sales increased from age 16 to 18 years in an attempt to reduce the availability to young people and prevent them from starting to smoke (DH 2008), health protection such as lobbying for a ban on smoking in public places. If we look at this in relation to the role of the school nurse, this is a positive step when implementing school policies such as no smoking on school premises for staff and visitors, as this legislation supports the nurse’s role when providing information regarding the legal aspects of smoking. You read "The role of the nurse in health promotion" in category "Essay examples"Research demonstrates that interventions are most effective when combined with strategies such as mass media and government legislation (Edwards 2010).Having an awareness of such campaigns and legislation is essential to aid best practice and the nurse must ensure that knowledge and skills are regularly updated, a standard set by the Nursing and Midwifery Council (NMC 2008). Croghan Voogd (2009) identify the school nurse’s role as essential in the health and well-being of children in preventing smoking. Many people begin to smoke as children, the earlier smoking is initiated, the harder the habit is to break (ASH) and this unhealthy behaviour can advance into adulthood.Current statistics illustrate that in 2009 6% of children aged 11-15 years were regular smokers (Office for National Statistics 2009). These figures demonstrate the importance of prevention and intervention at an early stage as identified by the National Service Framework (NSF) for Children, Young People and Maternity Services (DH 2004). Smith (2009) highlights the school nurse as being in an advantageous position to address issues such as smoking and suggests that by empowering children by providing support and advice, this will enable them to adopt healthy lifestyles. NICE (2010) suggest school based interventions to prevent children smoking aimed at improving self esteem and resisting peer pressure, with information on the legal, economic and social aspects of smoking and the harmful effects to health.Walker et al (2006) argue self esteem is determined by childhood experiences and people with a low self esteem are more likely to conform to behaviours of other people.This can be a potential barrier in the successful delivery of health promotion at this level, with young children exposed to pressure to conform; they are more likely to take up unhealthy behaviours such as smoking (Parrott 2004).The nurse can overcome this by working in partnership with teachers and other staff members to promote self-esteem by ensuring an environment conducive to learning, free from disruptive behaviour which promotes autonomy, motivation, problem solving skills and encourages self-worth (NICE 2009). Despite the well known health risks to tobacco smoking, unfortunately 1 in 5 individuals continue to smoke (DH 2010). Whitehead (2001) cited in Davies (2006) argues the nurse must recognise and understand health related behaviour in order to promote health. Therefore, when delivering health promotion the nurse needs to be aware of all the factors which can affect health, some of which can be beyond individual control. Smoking cessation is one of the most important steps a person can make to improve their health and increase life expectancy, as smokers live on average 8 years less than non smokers (Roddy Ross 2007). Secondary prevention intends to shorten episodes of illness and prevent the progression of ill health through early diagnosis and treatment (Naidoo Wills 2000). This can be directed towards the role of the practice nurse in a Primary Care setting, where patients attend for treatment and advice that have symptoms of illness or disease as a result of smoking, such as Bronchitis. Nice guidelines (2006) recommend that all individuals who come into contact with health professionals should be advised to cease smoking, unless there are exceptional circumstances where this would not be appropriate, and for those who do not wish to stop, smoking status should be recorded and reviewed once a year. It is therefore essential the nurse maintains accurate and up to date record keeping. Smoking cessation advice can be tailored to the specific individual and therefore it is important that the nurse has the knowledge and counselling skills for this to be effective. The process of any nursing intervention is ultimately assessment, planning, implementing and evaluating (Yura Walsh 1978), this applies to all nurses in any given situation including health promotion. One such method of smoking cessation which can be used as an assessment tool is known as the 5 ‘A’s approach, ‘ask, assess, advise, assist, arrange’ (Britton 2004). â€Å"Ask† about tobacco use, for example how many cigarettes are smoked each day, and â€Å"assess† willingness and motivation to quit, taking a detailed history to assess addiction.Objective data can be obtained using a Smokerlyser which measures Carbon Monoxide levels in expired air (Wells Lusignan 2003). These simple devices can be used as a motivational tool to encourage cessation and abstinence. C astledine (2007) suggests the principle of a good health promoter is to motivate people to enable them to make healthier choices; this is made possible by the ability to engage with individuals at all levels. Individuals who are not motivated are unlikely to succeed (Naidoo Wills 2000).â€Å"Advise† patients to stop smoking and reinforce the health benefits to quitting, â€Å"assist† the patient to stop, setting a quit date and discussing ways in which nicotine withdrawal can be overcome. Being unable to cope with the physical symptoms of withdrawal can cause relapse and be a barrier to success, therefore it is essential the nurse possesses a good knowledge base of the products available to assist in reducing these symptoms if she is to persuade people to comply with treatment, such as the use of nicotine replacement therapy (NRT). NRT is useful in assisting people to stop smoking and has proved, in some instances to double the success rate (Upton Thirlaway 2010). NRT products are continually changed and updated; therefore the nurse must ensure she has the knowledge and skills to identify which products are available, the suitability, how it works and any potential side effects. Identifying triggers and developing coping strategies is useful for maintenance of a new behaviour, measures such as substituting cigarettes for chewing gum and changing habits and routines are just some of the ways in which self control can be achieved (Ewles Simnett 1999). Finally â€Å"arrange† a follow up, providing continual support and engagement. For patients who do not wish to stop smoking, advice should be given with encouragement to seek early medical treatment on detection of any signs and symptoms of disease. Good communication skills are essential to the therapeutic relationship between the nurse and a patient and these must be used effectively by providing clear, accurate and up to date information. The nurse should be an active listener and encourage the patient to talk, using open-ended questions helps demonstrate a willingness to listen, listening and showing concern for a patient’s condition demonstrates respect (Peate 2006). The use of medical jargon and unfamiliar words can be a barrier to communication and should be avoided as these can affect a patients understanding. Leaflets can reinforce information provided by the nurse and increase patient knowledge, however the nurse must ensure these are in a format and language the patient can understand. Lack of literacy skills can prevent a patient reading and understanding the content of a leaflet, the nurse can assist with this by reading and explaining to them. To assist in the assessment process the nurse may utilise a model of behaviour such as Prochaska DiClemente’s stages of change model (1984). This works on the assumption that individuals go through a number of stages in order to change behaviour, from pre -contemplation where a person has not considered a behaviour change, to maintenance, when a healthier lifestyle has been adopted by the new behaviour.The stage a person is at will determine the intervention given by the nurse; therefore it is essential that an effective assessment takes place. Walsh (2002) highlights patient motivation as central to success using this model, in that a patient will have more motivation; the more involved they are in planning the change. Despite the health promoting activities mentioned and the increasing public awareness of the health risks to smoking, there are people who continue to smoke and some further develop illness as a consequence. Lung cancer has one of the lowest survival rates, and as little as 7% of men and 9% of women in England and Wales will live five years after diagnosis (Cancer Research UK 2011). Acknowledging this, the governments â€Å"Cancer Plan† aimed to tackle and reform cancer care in England by raising awareness of the signs and symptoms of cancer by investing in staff and extending the nurses role (DH 2000). This involves further training and education for nurses to develop their skills and knowledge to enable them to provide the treatment and/or advice required. This was succeeded by â€Å"Improving outcomes: a strategy for cancer† the aim being to enable patients living with cancer a â€Å"healthy life as possible†.The government pledged ?10.75 million into adve rtising a â€Å"signs and symptoms† campaign to raise awareness of the three cancers accounting for the most deaths, breast, bowel and lung, to encourage the public to seek early help on detection of any symptoms (DH 2011). Currently no results are available on the effectiveness of this intervention due to its recent publication, however, one national policy that has had a positive effect on the health of individuals and the population is that of the â€Å"smoke-free England† policy implemented in 2007 prohibiting smoking in workplaces and enclosed public places. Primarily this policy was enforced to protect the public from second hand smoke; however, on introduction of the law smoking cessation services saw an increase in demand by 20%, as smokers felt the environment was conducive to them being able to quit (DH 2008). This policy also extended to hospital grounds, and the nurse must ensure a patient who smokes is aware of this on admission and use every opportunit y possible to promote health. Tertiary prevention aims to halt the progression, or reduce the complications, of established disease by effective treatment or rehabilitation (Tones Green 2004). A diagnosis of cancer can cause great distress and a patient may go through a whole host of emotions. Naidoo and Wills (2000) suggest the aim of tertiary prevention is to reduce suffering and concerns helping people to cope with their illness.The community nurses role has been identified as pivotal in providing support for patients and families living with cancer (DH 2000). The World Health Organisation describe Palliative care as treatment to relieve, rather than cure, the symptoms caused by cancer, and suggest palliative care can provide relief from physical, psychosocial and spiritual problems in over 90% of cancer patients (WHO 2011). Assessment and the provision of health education and information at this stage remains the same as that in secondary prevention, and it is not uncommon for the two to overlap. Providing advice and education on symptom control may alleviate some of the symptoms the patient experiences, for example breathlessness is a symptom of lung cancer (Lakasing Tester 2006), and relaxation techniques may reduce this (Cancer Research UK 2011), therefore the nurse may be involved in teaching these techniques to the patient and family members. Continual smoking despite a lung cancer diagnosis can exacerbate shortness of breath and reduce survival rate (Roddy Ross 2007), therefore the nurse can use this opportunity to reinforce the risks of smoking. However, the nurse must use her judgement effectively and be sensitive to the patient’s condition, as the willingness to learn and respond to teaching can be affected by emotional state (Walsh 2002). Establishing effective pain control is es sential in the care of a cancer patient and this may involve discussion with the patients GP if medication needs adjusting. A referral to specialist help lines such as those provided by Macmillan cancer support may be useful in assisting a patient and/or family to cope with cancer, these services can be accessed in person or by telephone. These are just two examples of collaborative working and demonstrate the importance of inter-professional working. In conclusion, with the emphasis of health promotion concerning prevention of illness and disease, the role of the nurse is essential in raising awareness and providing education and advice to individuals to facilitate behaviour change. The complexities of health promotion indicate the extensive competences a nurse must possess to empower and motivate individuals. However, governments also have a responsibility to promote and protect health and are pivotal in introducing national policy to build â€Å"healthy publics† and environments conducive to health. Reference List Action on Smoking and Health (ASH) no date (online) available at: http://www.ash.org.uk/pathfinder/young-people-and-tobacco. Date accessed 9.2.11, 09.00am Bilton, T. Blackburn, C. (1991) Poverty and health: working with families. Bucks, Open University Press Bright, J. (1997) Health promotion in clinical practice: Targeting the health of the nation. London, Bailliere Tindall Britton, J. (2004) ABC of smoking cessation. Oxford, Blackwell publishing Cancer Research UK (2009) (online) available at: http://www.info.cancerresearchuk.org/healthyliving/smokingandtobacco/howdoweknow. Date accessed 9.2.11, 10.20am Cancer Research UK (2011) (online) available at: http://www.cancerhelp.org.uk/type/lung-cancer/living/coping-with-breathlessness. Date accessed 9.2.11, 10.30am Castledine, G. (2007) Don’t use the term ‘health promotion’ to promote health. British Journal of Nursing. . Vol 16, issue 6, pp 375 Christensen, M. Hewitt-Taylor, J. (2006) Empowerment in nursing: Paternalism or maternalism. British Journal of Nursing, Vol 15, issue 13, pp 695-699 Croghan, E. Voogd, C. (2009) Time to employ more school nurses. British Journal of School Nurses, Vol 4, no 9, pp 421 Davies, M. Macdowall, W. (2006) Health Promotion Theory, Understanding Public Health. London, Open University Press Denny, E. Earle, S. (2005) Sociology for Nurses. Cambridge, Polity press, Department of Health (2000) The NHS Cancer Plan: a plan for investment, a plan for reform. London, The Stationary office Department of Health (2004) Choosing Health: Making healthy choices easier. London, The Stationary Office Department of Health (2004) National Service Framework for children, young people and maternity services, London, The Stationary Office Department of Health (2006) Our Health, Our Care, Our Community: Investing in the future of community hospitals and services. London, The stationary Office Department of Health (2008) Smoke-free England – One year on. London, The Stationary Office Department of Health (2008) Consultation on the future of tobacco control. London, The Stationary Office Department of Health (2010) Healthy Lives Healthy People. London, The Stationary Office Department of Health (2011) Improving Outcomes: a strategy for cancer. London, The Stationary Office Edwards, S. (2010) Smoking part 2: Preventing uptake among young people. British Journal of School Nursing, vol 5 no 8, pp 384-387 Ewles, L. Simnett, I. (1999) Promoting Health A practical Guide. 4th edition, London, Bailliere Tindall Lakasing, E. Tester, M. (2006) How to manage Lung Cancer in primary Care. Practice Nursing 2006, vol 17, no 1, pp 35-39 Marmot, M. (2010) Fair Society, Healthy Lives. (online) available at: http://www.marmotreview.org/assetlibrary/pdfs/reports/fairsociety/healthylives.pdf. Date accessed 9.2.11, 11.00am Naidoo, J. Wills, J. (2000) Health Promotion: Foundations for Nursing practice, London, Bailliere Tindall National Institute for Health and Clinical Excellence (NICE) (2006) Brief interventions and referral for smoking cessation in primary care and other settings. (online) available at: http://www.nice.org/nicemedia/live/11375/31864/31864-pdf. Date accessed 9.2.11, 09.20am National Institute for Health and Clinical Excellence (NICE) (2009) Social and emotional wellbeing in secondary education: guidance 20. (online) available at: http://www.nice.org.uk/nicemedia/live/11991/45484/45484/pdf. Date accessed 3.3.11, 09.00am National Institute for Health and Clinical Excellence (NICE) (2010) School-based interventions to prevent the uptake of smoking among children and young people, guidance 23.(online) available at: http://www.nice.org.uk/nicemedia/live/12827/47582.pdf. Date accessed 14.2.11, 11.30am Nursing and Midwifery Council (NMC) (2008) The code:standards of conduct, performance and ethics for nurses and midwives, (online) available at: http://www.nmc-uk.org/nurses-and-midwives/the-code/the-code-in-full. Date accessed 9.2.11, 10.30am Office For National Statistics (ONS) (2009) Statistics on Smoking: England 2010. (online) available at: http://www.ic.nhsuk/webfiles/publications/health%20and%20lifestyles/statistics-on-smoking-2010.pdf. Date accessed 9.2.11, 13.20 Parrott, A. (2004) Understanding drugs and behaviour. Chichester, Wiley (online). Available at: http://www.netlibrary.com/Reader/. Date accessed 25.5.11, 10.20am Peate, I. (2006) Becoming a nurse in the 21st Century, London, Wiley Publishing Prochaska, J O. DiClemente, C C (1984) The transtheoretical approach: crossing traditional boundaries of therapy. Dow Jones-Irwin, Homewood Roddy, E. Ross D. (2007) British Thoracic Society core competencies – Health professionals and tobacco. (online) available at: http://www.brit-thoracic.org.uk/clinical-information/smoking-smoking-cessation/smoking-education.aspx. Date accessed 22.5.11, 20.30 Smith, F. (2009) School nursing in the UK: where are we now. British journal of School Nursing, vol 4, no 7, pp 351-352 Tannahill Tones, K. Green, J. (2004) Health Promotion planning and strategies. London, Sage Upton, D. Thirlaway, K. (2010) Promoting Healthy Behaviour. A practical guide for nursing and healthcare professionals. Essex, Pearson Education Ltd Walker, J. Payne, S. Smith, P. Jarrett, N. (2005) Psychology for nurses and the caring professions, 2nd edition, London, Open University Press Walsh, M. (2002) Watson’s Clinical Nursing and Related Sciences, 6th edition. London, Bailliere Tindall Wells, S. De Lusignan, S. (2003) Does screening for loss of lung function help smokers give up British Journal of Nursing, vol 12, no 12, pp 744-750 Whitehead, D. As cited in Davies, K. (2006). What is effective intervention– using theories of health promotion. British Journal of nursing, vol15, no 5, pp 252-256 World Health Organisation (WHO) (1986) Ottawa Charter. (online) available at: http://www.who.int/hpr/NPH/docs/ottawa-charter-hp.pdf. Date accessed 11.12.10, 15.20 World Health Organisation (WHO) (2011) Cancer fact sheet No 297 (online) available at: http://www.who.int/mediacentre/factsheets/fs297/en/. Date accessed 9.5.11, 10.30 Yura, D. Walsh, MB. (1978) Human needs and the nursing process. New York, Appleton Century Crofts How to cite The role of the nurse in health promotion, Essay examples

A Reflection on the Movie Dead Poets Society Essay Example For Students

A Reflection on the Movie Dead Poets Society Essay History constantly witnesses the never-ending struggle between tradition and innovation. As an old adage goes, the only constant thing in this world is change and it is indeed true. The society that we have today is a by-product of continuous changes changes that generations before us believed to be for the better. Thus, history serves as a storehouse of information that can help us understand change and how the society we live in came to be. The definition of History as a natural tension between tradition and Innovation Is best represented in the movie Dead Poets Society. Set in 1959, the movie is the story f students at the respected Walton Academy, an all-boys preparatory school In Vermont. Such schools were (and often still are) very conservative institutions that serve as high schools for parents who Insist on sending their children to the best universities. The story is an all-common scene in our history. A traditional way of living and doing things is initially present. Almost everyone is conforming to that tradition since it is the best way people know on how to do things. Not everybody may be happy but the familiarity that the tradition brings provides comfort and security. Then come long a different (either good or bad) Idea to change how things are originally done. The traditionalists will resist and even condone the change while the proponents of Innovation will try to prove that the change Is for the better. The changes may persist in a particular society, and as the time goes on, these changes will be embedded on the culture until it becomes the new tradition, which new changes will, again, try to contest. And again, the whole cycle begins. In the movie, the tradition is represented by the educational system where students memorized and translated the central works of the distant past, learning ancient engages, rhetoric, and simple mathematics by rote. Professors emphasized accuracy and not comprehension. Conservative and conformist, Walton, like any other early colleges had little Interest either In expanding knowledge or in Inciting critical thinking. Lessons were infused with a deeply religious vision of the world and of the duties both as a citizen and as a family-member. The colleges saw themselves as bulwarks against change, training the pastors, doctors, and lawyers of the next generation. Largely driven by a sense of tradition, the school Imposes out-dated teaching techniques on both its teachers and its students. The students are encouraged to mindlessly take in facts and regurgitate them on command. The teachers are expected to teach according to a rigid set of rules. But change arrived regardless, driven by the needs of a growing society. The innovation in the movie is represented by John Keating, the newest professor at other professors at the academy, Keating actually speaks to the students. So unique and out of the ordinary are his words that the students are awe-struck, and uncertain how to respond. Whereas other teachers merely lecture and delegate, Keating pushes his students to be involved, to think, to use their minds. He believes that education requires the student to think for himself. He emphasized that the students must be free to question and to learn in the way that they learn best. He also wants to ensure that they really learn to experience life, to suck the marrow out of it. Through this encouragement, he was able to reach his students like none of the teachers before him did, though few schools accept the basic premise of his teachings and Walton Academy is no exception. Coming into conflict with John Seatings motivating speeches about finding ones own voice are years of tradition, involving both the academy and the families whose hillier attend the academy. These two irrepressible forces (Seatings innovative way of teaching and Welters traditional system of education) are destined for a collision, which is brought about by this age-old conflict of traditional compulsion versus freedom and flexibility. .u689ca2dfc70077822622eee98f721c63 , .u689ca2dfc70077822622eee98f721c63 .postImageUrl , .u689ca2dfc70077822622eee98f721c63 .centered-text-area { min-height: 80px; position: relative; } .u689ca2dfc70077822622eee98f721c63 , .u689ca2dfc70077822622eee98f721c63:hover , .u689ca2dfc70077822622eee98f721c63:visited , .u689ca2dfc70077822622eee98f721c63:active { border:0!important; } .u689ca2dfc70077822622eee98f721c63 .clearfix:after { content: ""; display: table; clear: both; } .u689ca2dfc70077822622eee98f721c63 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u689ca2dfc70077822622eee98f721c63:active , .u689ca2dfc70077822622eee98f721c63:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u689ca2dfc70077822622eee98f721c63 .centered-text-area { width: 100%; position: relative ; } .u689ca2dfc70077822622eee98f721c63 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u689ca2dfc70077822622eee98f721c63 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u689ca2dfc70077822622eee98f721c63 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u689ca2dfc70077822622eee98f721c63:hover .ctaButton { background-color: #34495E!important; } .u689ca2dfc70077822622eee98f721c63 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u689ca2dfc70077822622eee98f721c63 .u689ca2dfc70077822622eee98f721c63-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u689ca2dfc70077822622eee98f721c63:after { content: ""; display: block; clear: both; } READ: Gulliver does not Yahoo: He Houyhnhnms EssayKeating rejects tradition and refuses to teach by the old methods. The school refuses to accept change. And so the battle begins. Seatings first act of business is to ask one of the students to read the first four lines of Robert Hayricks To the Virgins, to Make Much of Time, the most famous carper mime or seize the day poem in English: Gather ye rosebuds while ye may: / Old time is still a-flying; / And this same flower that smiles today, / Tomorrow will be dying. Keating follows this up with a reminder that we are food for worms. This is a somewhat unorthodox invocation of the time-honored adage about life being too short. It is certainly appropriate for a teacher to use this perhaps unusual but highly effective method to drive home the point that young people are only young for a short time and that they should thus make the most of their time by seizing the day, thus making their lives extraordinary. The fact that all this takes place in front of a class picture of a long-ago student body on the wall (the members of which are by that time probably all dead) Just delivers the point Keating is making with that much more relevance and effectiveness. In the scene where Keating asks the students to tear the pages out of their textbook, we witness the second major scene involving Seatings ingenious and most effective teachings methods. Part of the secret of Seatings success with his students is, of course, the fact that he levels with them, that he tells them (and occasionally shows them, too) what he firmly believes is the truth. The essay, Understanding Poetry, by J. Evans Pritchard, Ph. D. , is indeed excrement (to use Seatings own characterization of it). The greatness of a poem is not to be grafted onto horizontal and vertical lines where the first represents the perfection (as to rhythm, meter, and rhyme) and the second the importance (as to theme) of a given poem. As Keating tells the students after they have torn the offending pages from the book, we dont read and write poetry because its cute. We read and write poetry because we are members of the engineering, these are all noble pursuits, and necessary to sustain life. But poetry, tatty, romance, love, these are what we stay alive for. It is in the next classroom scene that Keating performs his famous stunt of standing upon the desk to remind the students that as he puts it we must constantly look at things in a different way. Just when you think you know something, he tells them a moment later, you have to look at it in another way. He urges them to think when they read not Just what the author thinks. Consider what you think as well. He urges them, too, to find their own voices. There is no time to waste. The more habitual their thinking becomes, the more difficult it will be to change it later on. It is interesting to reflect in this connection on the fact that both George McAllister, a fellow teacher, and Mr.. Nolan object (the first mildly, the second vehemently) to Seatings attempt to make 17-year-olds think for themselves. On the other hand, the case of Neil (one of Seatings students) and his father represents an altogether different standpoint on how we can view tradition and innovation. It is a tradition during that time for a child to follow his parents (father, in particular) regardless of the childs personal preference. In the movie, Nils relationship with his father is a case of misunderstanding and lack of immunization. Mr.. Perry wanted what was best for his son, which led to extremely high expectations. Neil wanted to find out who he was and what he wanted to do. Neil was unable to discuss his opinions and options with his father, and Mr.. .ue1edc20a85bba846a1df191f628c4a62 , .ue1edc20a85bba846a1df191f628c4a62 .postImageUrl , .ue1edc20a85bba846a1df191f628c4a62 .centered-text-area { min-height: 80px; position: relative; } .ue1edc20a85bba846a1df191f628c4a62 , .ue1edc20a85bba846a1df191f628c4a62:hover , .ue1edc20a85bba846a1df191f628c4a62:visited , .ue1edc20a85bba846a1df191f628c4a62:active { border:0!important; } .ue1edc20a85bba846a1df191f628c4a62 .clearfix:after { content: ""; display: table; clear: both; } .ue1edc20a85bba846a1df191f628c4a62 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue1edc20a85bba846a1df191f628c4a62:active , .ue1edc20a85bba846a1df191f628c4a62:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue1edc20a85bba846a1df191f628c4a62 .centered-text-area { width: 100%; position: relative ; } .ue1edc20a85bba846a1df191f628c4a62 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue1edc20a85bba846a1df191f628c4a62 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue1edc20a85bba846a1df191f628c4a62 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue1edc20a85bba846a1df191f628c4a62:hover .ctaButton { background-color: #34495E!important; } .ue1edc20a85bba846a1df191f628c4a62 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue1edc20a85bba846a1df191f628c4a62 .ue1edc20a85bba846a1df191f628c4a62-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue1edc20a85bba846a1df191f628c4a62:after { content: ""; display: block; clear: both; } READ: Hamlet's words EssayPerry was unwilling to look at Nils outlook on life, as it did not appear as Neil had a concrete idea of what he wanted to do. This cyclical pattern led Neil to conclude that suicide was the only way to gain control of his life and stand up to his father. Mr.. Perry was a traditionalist, which unfortunately meant he had a difficult time expressing affectionate emotions. He also had a large number of expectations because like any parent, he ultimately wanted the best for his son, a 16-17 year old with a bright future ahead of him. Unfortunately, Neil never really saw or understood that his father only wanted what was best for Neil. He only saw the tyrant-like authority figure who constantly demanded that Neil achieve greatness in academia and who obeyed him unquestioningly. In this situation, the father and son were like strangers, each with a specific perception of the other, but neither really knew who the other was. This perpetuated the cycle of misunderstandings between the two and eventually played a major role in Nils suicide. At that moment, it is evident that Neil is not happy with the traditional way his father treats him. He wanted a change, but he never really stood up to his father. There were times he tried, like when Mr.. Perry told Neil he should drop some extracurricular activities, but he did so in the presence of others, which created a hostile environment between the two. The story of Nils life would have been different if he was Just brave and innovative enough to think of ways on how he an positively affect his fathers belief without antagonizing him. It would have been what Neil wanted and what they could do to compromise. Nils situation is an example where change is inevitable. But the inability of the characters to cope with these changes led to their own destruction. In general, we can say that while we have held fast to our common values as a society and as an individual, the one true constant in this world has been that of creative change. If our institutions hope to remain relevant to our society and to our state, this tradition of adaptation and evolution must continue.