Macro economics Essay Example | Topics and Well Written Essays - 1000 words

Macro economics - Essay Example It categorically defined employee and enables the Federal government to enforce acceptable means necessary to promote employment for economic stability (McConnell and Brue 214). These statues as well as other directives from the government are factors that shape a country’s fiscal policy. Prior to the Great Depression, national government intervention was limited to foreign policy and national defense. Most of fiscal policies are determined in state levels of government who had ample discretion in the formation of their own guidelines. Economists often refer to another important factor in the determination of economic dynamics in the form of political influence as a major factor in the federal budget. When there is unsupervised spending by politicians into particular interests groups then this could lead to exhaustive government expenditure relative to the tax revenues and leads to federal budget deficits (Boyes and Melvin 248). Staggering budget deficits is a major problem fo r any economy that brings imbalance to the entire system and impedes growth bringing adverse effects to members of a country’s population. There are two broad categories of fiscal tools as enumerated by McEachern as automatic stabilizers and discretionary. The first are programs that regulate the economy by stabilizing disposable income through the real GDP and consumption. The best example of an automatic stabilizer is income tax which automatically modifies the disposable income of an individual. The second is a direct manipulation by the government to encourage its macroeconomic objectives including full employment, growth and price stability. They may differ in the length of execution and as to... This paper discusses such important macroeconomic concepts as business cycles, fiscal policy and fiscal tools. Business cycle is essentially the rise and decline of economic activity. There is no specific or clear-cut span of time that determines a business cycle and the same may range for several years. There are four phases of the business cycle that comprises of peak, recession, trough and recovery A widely used measurement of output is the Gross Domestic Product (GDP) of a country which sees peaks and lows The occurrence of business cycles and its concurrent effect on increasing unemployment and inflation prevents economic growth.The mandate of a country to influence economic activity is the central purpose of fiscal policy. Macroeconomic theories are utilized in the formulation of the scope and limitations of fiscal policy. An example of a direct reaction of the government founded on fiscal policy is the Employment Act of 1946 when unemployment became a major problem after World War II. Prior to the Great Depression, national government intervention was limited to foreign policy and national defense. There are two broad categories of fiscal tools as enumerated by McEachern as automatic stabilizers and discretionary The first are programs that regulate the economy by stabilizing disposable income through the real GDP and consumption. The second is a direct manipulation by the government to encourage its macroeconomic objectives including full employment, growth and price stability. The 2009 stimulus plan implemented by President Obama is a good example of a discretionary fiscal tool adopted by the U.S. Government

Gestalt Learning Theory Essay Example for Free

Gestalt Learning Theory Essay Doing my research on learning and instruction in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The contextual content of simulations allows the learner to â€Å"learn by doing. † Although my primary purpose was in improving research methods and testing procedures for evaluating learning results of simulation-based learning, the different reaction of our participants were so obvious that we took a closer look. I had two different groups participating in my learning experiments: students from an engineering department at the University, mostly in their 3rd semester, and apprentices from vocational training programs in mechanics and electronics of several companies near the University area in their 3rd year of vocational training. Most of the students worked very intensively and concentrated on solving these complex simulation tasks whereas apprentices became easily frustrated and bored. Although my first research purpose was not in investigating the differences between these groups, colleagues and practitioners showed their interest and encouraged me to look especially at that difference. Practitioners especially hoped to find explanations why apprentices sometimes are less enthusiastic about simulation learning although it is said to be motivating for their perception. Therefore, in this dissertation I address the difference in the effectiveness of using simulation intervention program based on a Gestalt learning theory. Moreover, to find out if the program improves either or both the quality and speed of the learning process of students enrolled in a highly technical training program. This dissertation focuses on using simulation based learning environments in vocational training program. In this chapter, the experimental methodology and instruments are described, results presented and finally discussed. As mentioned above, my primary purpose when I started to investigate learning and simulation based on Gestalt learning theory was focused on improving the research methodology and test material (see Kluge, in press, 2004) for experimenting with simulation-based learning environments. But observing the subjects’ reactions to the learning and testing material the question arose whether there might be a difference in the quality of and speed of the learning process of students involved in my study. Research Design: A 3-factor 2 ? 2 ? 2 factorial control-group-design was performed (factor 1: â€Å"Simulation complexity†: ColorSim 5 vs ColorSim 7; factor 2: â€Å"support method†: GES vs. DI-GES; factor 3: target group, see Table 2). Two hundred and fifteen mostly male students (16% female) in eight groups (separated into four experimental and four control groups) participated in the main study. The control group served as a treatment check for the learning phase and to demonstrate whether subjects acquired any knowledge within the learning-phase. While the experimental groups filled in the knowledge test at the end of the experiment (after the learning and the transfer tasks), the control groups filled in the knowledge test directly after the learning phase. I did not want to give the knowledge test to the experimental group after the learning phase because of its sensitivity to testing-effects. I assumed that learners who did not acquire the relevant knowledge in the learning phase could acquire useful knowledge by taking the knowledge test, which could have led to a better transfer performance which is not due to the learning method but caused by learning from taking the knowledge test. The procedure subjects had to follow included a learning phase in which they explored the structure of the simulation aiming at knowledge acquisition. After the learning phase, subjects first had to fill in the four-item questionnaire on self-efficacy before they performed 18 transfer tasks. The transfer tasks were separated into two blocks (consisting of nine control tasks each) by a 30-minute break. In four experimental groups (EG), 117 students and apprentices performed the learning phase (28 female participants), the 18 control tasks and the knowledge test. As said before, the knowledge test was applied at the end because of its sensitivity to additional learning effects caused by filling in the knowledge test. In four control groups (CG), 98 students and apprentices performed the knowledge test directly after the learning phase, without working on the transfer task (four female participants). The EGs took about 2-2. 5 hours and the CG about 1. 5 hours to finish the experiment. Both groups (EGs and CGs) were asked to take notes during the learning phase. Subjects were randomly assigned to the EGs and CGs, nonetheless ensuring that the same number of students and apprentices were in each group. The Simulation-Based Learning Environment The computer-based simulation ColorSim, which we had developed for our experimental research previously, was used in two different variants. The simulation is based on the work by Funke (1993) and simulates a small chemical plant to produce colors for later subsequent processing and treatment such as dyeing fabrics. The task is to produce a given amount of colors in a predefined number of steps (nine steps). To avoid the uncontrolled influence of prior knowledge, the structure of the plant simulation cannot be derived from prior knowledge of a certain domain, but has to be learned by all subjects. ColorSim contains three endogenous variables (termed green, black, and yellow) and three exogenous variables (termed x, y, and z ). Figure 1 illustrates the ColorSim screen. Subjects control the simulation step by step (in contrast to a real time running continuous control). The predefined goal states of each color have to be reached by step nine. Subjects enter values for x, y, and z within the range of 0-100. There is no time limit for the transfer tasks. During the transfer tasks, the subjects have to reach defined system states for green (e. g. , 500), black (e. g. , 990), and yellow (e. g. , 125) and/or try to keep the variable values as close as possible to the values defined as goal states. Subjects are instructed to reach the defined system states at the end of a multi-step process of nine steps. The task for the subjects was first to explore or learn about the simulated system (to find out the causal links between the system variables), and then to control the endogenous variables by means of the exogenous variables with respect to a set of given goal states. With respect to the empirical evidence of Funke (2001) and Strau? (1995), the theoretical concept for the variation in complexity is based on Woods’ (1986) theoretical arguments that complexity depends on an increasing number of relations between a stable number of (in this case six) variables (three input, three output: for details of the construction rational and empirical evidence see Kluge, 2004, and Kluge, in press, see Table 1). To meet reliability requirements, subjects had to complete several trials in the transfer task. For each of the 18 control tasks a predefined correct solution exists, to which the subjects’ solutions could be compared. In addition, knowledge acquisition and knowledge application phases were separated. The procedure for the development of a valid and reliable knowledge test is described in the next section. Different methods have been developed to provide learners with support to effectively learn from using simulations. De Jong and van Joolingen (1998) categorize these into five groups: 1. Direct access to domain knowledge, which means that learners should know something about the field or subject beforehand, if discovery learning is to be fruitful. 2. Support for hypothesis generation, which means learners are offered elements of hypotheses that they have to assemble themselves. 3. Support for the design of experiments, e. g. , by providing hints like â€Å"It is wise to vary only one variable at a time† 4. Support for making predictions, e. g. , by giving learners a graphic tool in which they can draw a curve that gives predictions at three levels of precision: as numerical data, as a drawn graph, and as an area in which the graph would be located. 5. Support for regulative learning processes: e. g. , by introducing model progression, which means that the model is introduced gradually, and by providing planning support, which means freeing learners from the necessity of making decisions and thus helping them to manage the learning process. In addition, regulative processes can be supported by leading the learner through different stages, like â€Å"Before doing the experiment . . . ,† â€Å"Now do the experiment,† â€Å"After doing the experiment. . . .† Altogether, empirical findings and theoretical assumptions have so far led to the conclusion that experiential learning needs additional support to enhance knowledge acquisition and transfer. Target Population and Participant Selection: In the introductory part, I mentioned that there were two sub groups in the sample which I see as different target groups for using simulation-based learning environments. Subjects were for the most part recruited from the technical departments of a Technical University (Mechanical Engineering, Civil Engineering, Electronics, Information Technology as well as apprentices from the vocational training programs in mechanics

Destiny, Fate, Free Will and Free Choice in Oedipus the King :: Oedipus the King Oedipus Rex

Fate in Oedipus the King Fate. Even the word alone is intimidating. I believe I can safely say that everyone at one point in their lives have wondered about fate. "Christian fate" is something that I have never thought of before, though it is something that I believe in with all my heart. I believe that each person has a fate in store for them. Are human lives just a predetermined course of events? The idea of destiny is one that has been written about since the beginning of time. In Sophocles' drama, Oedipus the King, fate seems to have a strong hold during the entire tale. How much of this story truly reflects reality? Where does Christianity fit into the picture of fate? These are the thoughts of the growing world around us. The thought of something predetermined for our lives is a frightening one. Put yourself in Oedipus' position. He was told he would one day kill his father and sleep with his mother. Who wouldn't try and alter their future if told such horrid news? I believe that even though this ending was always going to happen to Oedipus he still had the chance to change the outcome. This same idea is reflected in each one of our lives as well. Oedipus made decisions that led to his sad ending. God knows the ending of our lives. He knows what is in store for us. Does this mean that we have no choice or say in what happens in our lives? In my opinion, it doesn't. God knows what choices we are going to make. Like us, Oedipus had choices to make. Society often blames God for rough times in their lives, but most of the time the rough moments are results from our own bad choices. Sophocles cleverly weaves this idea into his drama. I'm not sure if Oedipus could have changed his future by holding in his temper. Thankfully, our lives are not determined by Greek gods, but by the one true God, who gives us a choice for our future. Christians, like Oedipus, know their fate. We know Jesus is preparing a place for us in heaven.

How does Steinbeck prepare us for the end, and link it to the beginning? Essay

Steinbeck prepared us for the end by many different reasons that occur in the play. The Incident at weed, killing mice, killing a dog and crushing Curley’s hand is all evidence for this. The ‘weed’ incident prepared us for the end by alerting the readers that something has gone wrong at one place and how long will it be till something else like this occurs. â€Å"An’ you ain’t gonna do no bad things like you done in Weed, neither.† George liked to stroke mice in his hand, but he doesn’t know his own strength as he is a big bulky strong man. ‘I could pet it with my thumb while we walked along’ said Lennie, but as Lennie is so strong he just crushes the poor animal. Candy’s old dog was shot because it is wrong to let an animal suffer in pain. The dog â€Å"Got no teeth, He’s all stiff with rheumatism† and he is â€Å"ancient†. Lennie killed Curley’s wife by acciendent because they were in the barn together and Lennie was stroking her hair, but she didn’t want him to mess it up ‘You stop it now you’ll mess it all up’. And she yelled and Lennie put his hand around her mouth and said â€Å"Oh! Please don’t do that. George will be mad†. George broke her neck another incident were Lennie doesn’t know his own strength. Steinbeck links the beginning to the end with George and Lennie. They both continue through out the play reminding them selves of ‘The American Dream’, and that is what they talked about before going on to the ranch George thought it would be nicer to lay under the stars with one night relaxation. The last time they ever dream of ‘The American Dream’ is at the end when George shoots Lennie while he is dreaming of the rabbits. â€Å"Le’s do it now. Le’s get that place now† – was the last words he ever said. Lennie is the same old Lennie with a childlike mental age. George is always there to look after him and tell him what to do like in a adult child situation, â€Å"come on, give it to me†. Stienbeck always describes Lennie as a animal from the beginning to the end â€Å"snorting into the water like a horse†. They always argue and Lennie says he will go away, but george knows that his best friend wont be able to look after him self and will end up getting shot, at the end he says â€Å"I can go away †¦ an’ find a cave†. At the beginning Lennie says the same thing â€Å"go off in the hills†¦. I’d find a cave†. George said â€Å"somebody’d shoot you for a coyote if you was by yourself† Lennie is also a killer, he attacks Curley, curlys wife, kills mice and throws his dead pup on to the floor in anger. Lennie is not mean, he doesn’t want to cause pain or suffering. George knew that if he let Lennie live then he would sooner or later be found and caught, and would most likely be tortured by Curly then be put in a prison for the rest of his life or killed on the spot. George didn’t want to she George go through any pain or suffer so he put him out of his own misery, just like the dog!

Plato vs. Aristotle Essay

Numerous experts in modern time regard Plato as the first genuine political philosopher and Aristotle as the first political scientist. They were both great thinkers in regards to, in part with Socrates, being the foundation of the great western philosophers. Plato and Aristotle each had ideas in how to proceed with improving the society in which they were part of during their existence. It is necessary therefore to analyze their different theoretical approaches regarding their philosophical perspectives, such as ethics and psychology. This paper however will mainly concentrate on Aristotle’s views on friendship and how it impacts today’s society. The main objective in Plato’s philosophy is a creation of a perfect society. He constructs a foundation for a utopian society in his book â€Å"The Republic†. The purpose of his thought process was to cleanse his society of the woes he felt plagued it and construct a new one. Plato lived during the Peloponnesian War, which consequently lead to the end of the Athenian democracy. He had eyewitness account of his mentor’s (Socrates) trial and execution. Bitter and angered by the political corruption that gripped the Athenian democratic government, he disengaged from participating in politics. He strongly felt that neither a moral individual nor a state that is rational could be established in a democratic environment. Plato felt that the common man wasn’t intelligent or capable of dealing with concepts that influence the state such as economics, policy of foreign affairs and other relative matters. He viewed political incumbents in Athens government as being elected for matters that were irrelevant to main factors that affected the state. Another danger was that excessive liberty for the people of the democratic society could potentially lead to anarchy. In Plato’s perfect society, he forged ahead to eliminate the disease (pluralism of friendship) that plagued the human character and society (Class Notes). Essentially, Plato wanted to establish the perfect form of society, linked by one single entity. Aristotle, unlike Plato, was not focused or concerned about the idea of a perfect society, instead he wanted to improve upon the one that he was part of during his existence. Rather than develop a framework for a society that is perfect, he suggested that society should, in it self, strive to utilize the best system it can attain. He felt that utopia was abstract and superficial. It wouldn’t allow for realistic problem solving solutions. He felt that Plato’s view of a strict overhaul of society in general wasn’t necessary. He believed that society was at its optimum and you can only improve upon the existing one. Plato’s perfect society would consist of three basic groups, which are Guardians (Gold), Auxiliaries (Silver), and the Artisan (Bronze). The highest of these classes are the gold people, which consist of rulers and non-rulers. Those that are rulers are society’s decision & policy makers and non-rulers occupy levels of civil servants. The fundamental prerequisite to becoming a genuine philosopher is to have knowledge of forms, thus enabling you to know the truth. Plato’s theory of the forms is partly logical and part metaphysical. Armed with the truth, he believed that philosophical ruler will always make the right decision, and rule with total wisdom, justice and virtue. The rulers, he felt, wouldn’t posses any money or property, they would be free of desires, excesses, and vices. The Auxiliaries (Silver) are people of strength, courage, and military capacity; they occupy a small sector of society. All auxiliaries would be subjected to a series of tests, which will check their powers of resistance to self-interest, pleasure and other temptations. The last level, Artisan (Bronze), are the workers which might be composed of farmers and artist, essentially non-skilled workers. They would produce all the consumable and non-consumable goods deemed necessary for consumption and the continued economic viability of the society. Plato whole-heartedly felt that if ever the bronze or iron people rule the state would collapse (Class Notes). He sought to establish the concept of the gold class having wisdom, thus they should be wise and good rulers. It was imperative that those who rule be philosophers and skilled in areas that pertained to the interest of the state. Aristotle’s disagreed with Plato in regards to allowing one particular class to govern the state politically for indefinite period of time. He felt that to not allow interaction among the various classes would inhibit those who posses the ability to engage in political life, an injustice. He feels Plato’s structure of classes is politically incorrect for the state. He quotes â€Å"It is a further objection that he deprives his Guardians even of happiness, maintaining that happiness of the whole state which should be the object of legislation†, ultimately he is stating that those who rule (Guardians), sacrifice their happiness for control and absolute power. Those who are of the gold class, lead such a rigid life, that it will become necessary to impose the same strict way of life on those being governed. He places the idea of moderation on a high pedestal. Many individuals come to favor the concept of moderation because it is flexible, part liberal and part conservative. Plato’s ideal society is so difficult to conceive that Aristotle believes that no human being can achieve its rudimentary requirements. He decided to express in the â€Å"Republic† how men should conduct it self in a perfect society and what attitude they should posses. In retrospect, Aristotle felt by using real world experience along with real people, he can see first hand how and what way can he improve society. Plato and Aristotle both agreed on justice and viewed it objectively; that is it controls the belief a life of good nature would be provided for all people no matter their ranking in society. Aristotle’s states † In democracies, for example, justice is considered to mean equality, no oligarchies, again inequality in the distribution of office to considered just†. Plato views the idea of law and justice as what sets the standard for society’s behavior in a state. Aristotle puts emphasis on the institution of the polis or civilized community. The polis was structured to allow the average individual in society to participate in political matters. This institutional forum is not the city-state or the community, but merely the larger of the two entities. It is rather a partnership between households, clans, and villages for the sake of a fully developed and self-sufficient life. The polis enables those individuals who naturally posses moral intellect and wisdom an opportunity to rise to higher positions (Class Notes). Justice is the political good within the polis, and it must promote the common interest of the people of the state. What is seen as good must be distributed and regulated through out the state. The law is also the regulating factor that arises from equal and free people in civil institution. The well being of a society is solely based upon the connection between the effort in which the citizens of the state adhere to the law of the land. A good citizen of the state will posses prudence, moderation, and justice, and above all to rule and be ruled. His belief contradicts Plato theory of one controlling class, governing the political matters and decisions that effect the state. The Theory of Democracy that Aristotle states is that democracy is a â€Å"perversion† form of government of â€Å"polity† (Class Notes). He clearly states â€Å"The people at large should be sovereign rather than the few best†. Plato on the other hand, wouldn’t permit citizens to engage in public participation concerning governmental issues, as Aristotle would have enjoyed. Plato also felt that public judgments of disapproval and approval were based on emotional belief, instead of factual knowledge. He believes that if a revolution occurred it would happened within the corridors of the palace, hence palace revolution. This type of revolution happens when there is a transmission of power from one holder of power to another. Aristotle perceives such an event occurring between the wealthy and less fortunate in society. He feels to prevent such actions, one must participate in them. Plato thinks that in a utopia a disgruntled group of Guardians will emerge and disengage themselves from the ruling law of the state. He feels that an oligarchy two things may initiate a possible revolution: the first one is the ruler and their offspring would grow to be weak, sympathetic, and second is that the number of poor individuals will grow larger and there for be taken advantage of by the ruling class. Aristotle states that to know the factors that caused the revolution, which destroys the constitution, is to also know the principal of effect, which in turn ensure its preservation. Aristotle and Plato also have contrasting views on ethics, psychology and metaphysics. In regards to ethics, Aristotle believes that virtue is necessary for happiness, while Plato says virtue is enough for happiness. The psychological difference between the two is that Plato feels the body is a prison for the soul; body and soul are two different entities, capable of maintaining independence from one another. As for Aristotle, he claims that the body and soul are two different things, one consisting of matter the other form. He sees everything in the universe being composed of matter and form, so its not surprising that he perceives human being are too. To him form is simply the way matter is arranged. For example, a cat is composed in a feline way; that’s what makes a cat. Human being for that matter, have a unique method of structure, too; that’s their form. In fact, Aristotle strongly feels that nothing in existence can be without form and matter. If you eliminate its structure and form you have nothing left. So for Aristotle, the concept of soul without body or body without soul is incoherent. In regards to form, Plato expressed how things should be through utilizing vague language and poetry. In respect to friendship, I firmly believe that Aristotle’s views on friendship holds value in today’s society. First we will touch on the various points that Aristotle makes regarding friendship, then expand on his main principle in connection to modern time, if possible. Aristotle distinguishes between three types of friendship: friendships of utility, friendships of pleasure and friendships of virtue. The idea behind friendship of utility is that it is founded on the idea of usefulness. The interaction among friends is only valued if there is usefulness between the two individuals. An example of this would be any automobile dealer and car buyer. Factoring in that they know each other, both need what the other can provide. The bond that unites the two people is based on usefulness. As long as they each can provide what the other needs, it satisfies the friendship. The second concept would be friendship of pleasure, which is basically the amount of pleasure generated between the participants. An example of this would be two people engaging in a social event, such as an outdoor festival. Each of the participant’s enjoys the others company. They are friends because of the pleasure they bring to themselves. The last kind of friendship is the friendship of virtue. This friendship is special and unique, such that it can only be between two people. Rather than utility and pleasure, where it can establish a group of people, this type of friendship is connected solely between two people. This type of friendship is also unique based on the fact that it can only hold any true value if both individuals are of the same virtue. People in general might regard these definitions of friend objective. Some believe that doing something for someone is solely based on the act of self ? fulfillment. Aristotle, I believe is not incorrect in stating that the idea in friendship in utility and pleasure is for our own sake, and the concept behind friendship of virtue is for the sake of the friend. These three categories are arranged in a certain format that there are influenced by the next level. These bonds of friendship can arise from various forms of potential fraternal groupings. Present day possibilities can include: various college organizations, union members, national communities and any other form of group’s that people find a common denominator. For Aristotle Aristotle is more philosophically inclined than Plato; he tends to get rid of ideas that are irrelevant, and he believes that the concept of forms existing separate from matter is somewhat superfluous. He dives right into the heart of the matter. You can see Aristotle as someone who believes the world in which he occupies very satisfying just the way it is. His main focus is always connected with things that are consistent with ideal experience, without introducing unnecessary notions of concepts that can’t be proven. Plato’s vague, poetic language in metaphysics and physics didn’t stimulate inspiration; it made him uncomfortable. Both Plato and Aristotle were two men who envisioned methods on ways to improve their existing society. Plato, the political philosopher, was basically in pursuit of philosophical truth. Aristotle was more concerned with citizenship and institutional politics. They both had developed ideas and concepts to improve society as a whole. Aristotle and Plato have had a tremendous impact on political scientists of today. In Aristotle case, he was responsible for developing various democratic ideas. Even in modern democracies like our own Aristotle’s ideas hold true. When we vote in the election of the ruler of our country we, theoretically, are voting for the single most â€Å"excellent† citizen of our nation. That is we are voting for that citizen who can do the best job of working toward our common interest. The citizen of a state who has the greatest ability to work towards the salvation of the constitution has a great gift that can benefit all citizens. It only makes sense to allow that particular individual to lead the rest of the citizens in working towards the common interests of the state. In conclusion, these men were great thinkers. Their opinions on society and its function were quite different, but they both had the same concern, to build a better way of life for their societies they in lived in and for the societies that would come to be in the future.

Nursing Assignment 1 Essays - Nursing, Clinical Nurse Specialist

Nursing Assignment 1 Essays - Nursing, Clinical Nurse Specialist Nursing Assignment 1 FACULTY OF NURSING AND ALLIED HEALTH SCIENCES RESEARCH METHODOLOGY NMNR5103 ASSIGNMENT 1 Discuss the integration of research findings and other forms of evidences to transform nursing practice. Current semester: January 2015 Date of submission: 07/03/2015 INTRODUCTION Nursing knowledge plays a key role in the nursing practice revolution. Major challenges are to select the 'right' knowledge from various sources and transform it into expedient knowledge. Knowledge defined as "information, understanding, or skill that you get from experience or education" (Marriem_Webster, 2015). Knowledge can be divided into two aspects, which call learning and knowing. Learning gain from the experience, study or being taught, while knowing is showing one has a knowledge, usually from personal understanding. In nursing practice, knowledge is gotten from multidimensional base and comprises evidence that comes from science, experience and personally derived understanding. Basically scientific knowledge is more systematic and developed through research activity where an exact approach is come after to acquire findings that can be applied to inform nursing practice. (Moule and Goodman, 2008). However, in nursing practice nurses also applied the knowledge that they gain from experience and personal leaning when delivers care to patients. In the other hand, Smith and Crookes, (2011) mention that knowledge is generated through encounter the activity of how knowledge is transfer at teaching, application in clinical practice and combined with other knowledge. Beside scientific knowledge, there are others sources of knowledge developed through experience that included trial and error, intuition, traditions knowledge, and personal knowledge. All nurses know nursing, but what they know and how they know might be different from each other due to different experiences, different taught and different qualification. The development and exploration of nursing knowledge are fundamental to the future of nursing practice. This paper will discuss the integration of research findings and other forms of evidences to transform nursing practice. NURSING PRACTICE The term art and science are important for practice of nursing. The science of nursing offers a basic foundation for nursing practice, while the art of nursing assist nurses to appreciate patients better (Wu, 2013). The combination of nursing science and art of nursing will result in excellence nursing practice. As mention earlier, science consists of structured knowledge that gains from research activities and finding the evidence for the best practices in nursing. Empirics knowledge is one of the nursing science, Carper, (1978) cited in Wu, (2013) describe empirics as systematic knowledge which is establish into theories to define, explain and forecast phenomena in nursing. Therefore, the nursing knowledge is objective, realistic and trustworthy. Art of nursing is the ability of nurses to attach with the patients. Art of nursing knowledge comes from personal knowledge that gains through experience while deal with patients in clinical area. Wu, (2013) expressed that nurses should wo rk beyond the technical skills while interact with patients in order to achieve art of nursing. Nursing is the practice, however practice is multifaceted in nature. In nursing practice, nurses need knowledge concerning the physiological and psychological aspect on daily activities of living, as well as knowledge on medical treatment and pharmacology. They also need social knowledge in enable them to have appropriate skills and attitude in dealing with life and death. Nurses need good communication to interact with others such as patients, relatives, doctors and peers and most important they competence in carry out medical prescriptions. In order to justify and understand the complexities of nursing profession, nurses need knowledge that can explain the nursing practice. There are various sources of nursing knowledge that identical for nurses in nursing practice. NURSING KNOWLEDGE Nursing science is nursing knowledge. According to Mantzoukas and Jasper, (2008) nursing knowledge was found in 19th century and that time nursing knowledge was dominant until mid 20th century, and its from various forms influences current nursing practice. In this era, nursing knowledge was considered as a set of descriptive rules, where the nurses were trained and taught to follow to carry out nursing activities (Reed, 1995, Bradshaw, 2000 cited in Mantzoukas and Jasper, 2008). In the others word, nurses only carry out their duty based on guideline or instruction given by an authoritative person, mainly doctors and nurse manager. In this period of time, nurses did not have explanatory power; all nursing activities are

United States Actions during W essays

United States Actions during W essays The United States actions during WWII Many people question whether or not the United States did as much as they could have to stop the killing of so many people in Germany during WWII. I think that the United States did all that they could during the War even though thousands of people had to die. The United States got involved legally, Roosevelt geared American Industry to manufacture wartime machinery and also the political influence was very high. The United States got involved legally in that written in the Constitution it states that the United States can not get involved in a war unless Congress votes and approves the declaration of war or if another country attacks us. So Roosevelt wanted Japan to attack us and kind of pushed them to so that we could go to war. Roosevelt knew that many of the Congress members did not want to go to war and so he knew that they would not declare war on Germany with out being attacked so he spent a lot of time figuring out how he could get Japan to attack us. Once we were attacked by Japan illegally the American people really rallied behind the government and supported us going to war. Roosevelt geared American industry to manufacture wartime machinery such as guns, tanks, planes, ships, clothing, and other items and sold and transported them to Canada and England so that they could have something to fight with. The Americans were much more sophisticated in the building of these items so since America could not be in the war because Congress wouldnt let them declare war they decided to help out the Allies and supply with the things that they needed. Some of the men from America went and joined the Canadian Air Force because they wanted to help the Canadians since at that time they could not do anything in United States. Many of the same items that we used in the war was already being used by the other Allies because in actuality even though we were not fighting we had been...