Lower Alcohol age to 18 Research Paper Example | Topics and Well Written Essays - 3000 words

Lower Alcohol age to 18 - Research Paper Example ss endorsed a law in 1964 obliging states to increase their MLDA to 21 or lose sizeable federal subsidies to construct and develop their public roads (10). All states had satisfied this provision by 1988 (14). But the question is, was the decision to raise MLDA to 21 an effective one? Or, should MLDA be lowered to 18? This paper tries to answer these two major questions. The purpose of the MLDA is to lower alcohol consumption and its related predicaments among adolescents. As mentioned above, in the 1970s, a movement toward lowering the legal drinking age to 18 started in the U.S., presenting numerous natural studies. As an outcome of research findings showing that road accidents among adolescents escalated after lowering of MLDA, a civic attempt was initiated demanding states to increase MLDA to 21 (14). The raise in MLDA throughout different states again presented scholars/analysts with a large number of natural studies to evaluate impacts of these policy reforms on alcohol use and associated dilemmas among adolescents (4). In spite of the long history of alcohol consumption laws, the deliberation over MLDA persists. A fraction of this deliberation is whether MLDA of 21 is truly capable of mitigating alcohol-related problems (10). This deliberation is especially important to college campuses or universities for most students on numerous college grounds are below 21 years old. A number of college officials claim that the MLDA of 21 has brought more setbacks on college grounds. However, research findings show that a higher MLDA leads to less alcohol-related problems among adolescents and the age-21 law saves roughly 1,000 young lives annually (13, p. 213). What is interesting is that the impact of the MLDA of 21 is taking place with no or little implementation. A widespread belief among critics of a raised MLDA is that due to the fact that large numbers of teenagers still buy and consume alcohol, an age-21 law is ineffective (13). Yet, according to (9), findings

PlayStation Marketing Mix & Environment & Target Essay Example for Free

PlayStation Marketing Mix Environment Target Essay The PlayStation brand is a series of video game consoles created and developed by Sony Computer Entertainment. PlayStation was the idea of Ken Kutaragi, who known as â€Å"The father of the PlayStation, a Sony executive who had just come out of his hardware engineering division at that time. The consoles origins date back to 1986 where it was originally a joint project between Nintendo and Sony to create a CD-ROM for the Super Nintendo. The PlayStation made its debut at the Consumer Electronics Show in June 1991 when Sony revealed its console, a Super Famicom/SNES with a built-in CD-ROM drive. However, a day after the announcement, Nintendo announced that it would be breaking its partnership with Sony. The deal was broken by Nintendo after they were unable to come to an agreement on how revenue would be split between the two companies. The breaking of the partnership infuriated Sony President Norio Ohga, who responded by appointing Kutaragi with the responsibility of developing of the PlayStation project to rival Nintendo. The original PlayStation released in December 1994 was the first of the ubiquitous PlayStation series of console and hand-held game devices. Target Market They targeted at fans of video games and teenager or audience starting at 17+ and the focus is more on the male. Of course the games themselves have limits on who can play them, depending on the content rating on the games cover. Sony developed the PlayStation with the intention of hitting a wider, especially the older generation of gaming enthusiasts. Marketing Mix * Product: A successful marketing efforts result in product that become a part of everyday life, and that what Sony reached by offers games of all genres to match customers gaming preference. With its product PlayStation they have succeeded in satisfying the customers wishes by developing it among the time as requirements of the customers and their needs. * Distribution Decisions with respect to distribution focus on making the product available in adequate quantities at places where customers are normally expected to shop for them to satisfy their needs. Selecting the appropriate retailers or wholesalers is an important thing. PlayStation covered the market. Its distributes it in various channels, customer buy it from the retailers recognized by Sony, and these retailers buy the products directly from the company itself. * Promotion Promotion is a key element of marketing program and is concerned with effectively and efficiently communicating the decisions of marketing strategy. A company’s promotional efforts are the only controllable means to create awareness among publics about itself, the products and services it offers, their features and influence their attitudes favorably. Advertising campaign carried out by Sony to promote their product for PlayStation was big, they published video clips on the Internet, and they have advertisements in television screens, newspapers and magazines all over the world and other promotional media are very important in term of creation awareness about it. Some of the phrases in the ads are: Live In Your World. Play In Ours. Wherever, Whenever, Forever. The most notable of recent PlayStation commercials is the series of It Only Does Everything, these commercials garnered popularity among gamers. * Price Pricing decisions are almost always made in consultation with marketing management. Customers directly relate price to quality. PlayStation is with price range from moderately-high. Here in Saudi Arabia its price varies from SR 1300 to 1700 first raises the market, and then begins gradually decrease its. Marketing Environment * Competitive Biggest competitors to PlayStation are Wii of Nintendo and Xbox from Microsoft. The competition among them is very strong, PlayStation sales dropped against Wii at the beginning of 2008, and one of the reasons is its low price. *Numbers in thousands * Technological The current penetration of Internet creates the stimulus for the increase use of Internet as information. The introductions of new technologies have changed the nature of customers expectations, creating new zones of tolerance. Today, customers expect more flexibility, speed and dependability from retailers, than before the introduction of web-based technologies. * Sociocultural The price has become the key determinant of purchase choice. Various consumers are always looking for the best price opportunities. Also, research shows the large number of UK consumers choice of product strongly depends on the appeal of product mix and its congruence with their self-concept.

Pathological Rationalism Essay Example for Free

Pathological Rationalism Essay We often encounter a lot of pathological rationalism in the media. Oftentimes, the claims of some commercials and advertisements are half-truths interspersed with testimonies designed to convince people of their truthfulness and helpfulness when in fact, the claims are not acknowledged by nutritional science. Because its marketing and distribution is not prohibited by law, Vitamin O was marketed as a supplement with beneficial effects for anemia, cancer and the improvement of energy and of the mind. These effects, however, are but manifestations of the placebo effect and what is claimed as Vitamin O is saltwater with few additional contents (CNN Interactive, 1999). Because of the lack of scientific basis, the Federal Trade Commission brought against the makers of Vitamin O and the company was ordered by the court to return the money of the customers who bought it because the accounts and the evidences presented in the media about Vitamin O is â€Å"blatantly false† (CNN Interactive, 1999). In dealing with media, there should be a reasonable level of skepticism and an effort to verify the information presented. This is a noble approach in dealing with information from the media. Believing immediately might be costly, especially in matters that concern health and well-being in life. Although testimonies are helpful, the motives of these testimonies should also be analyzed if they are only meant to help sell the product. By doing this, we can be protected from the hype and glut perpetrated by the media. Another pathological rationalism is the speech of Iran’s President at Columbia University. In the interest of free speech, he was allowed to address American students although he is known for his extremist views about developing nuclear weapons and making war with Israel. If people would start believing in him right away, he would create havoc. Yet, effective research should be done to verify and counter the arguments he presented.

Behaviors and Practices of Nursing Students

Behaviors and Practices of Nursing Students Overview and Critical Appraisal of the Studies All of the included studies clearly outlined their research question, purpose, target population, sample and its characteristics. Out of 11 studies, five studies used cross sectional design (1, 9-12), two studies used longitudinal design (13-14), two studies used experimental designs (8, 15), and one study each used qualitative (16) and action research method (17). Out of 11 studies, five studies guided the research through the lens of theoretical framework (9, 11, 12, 14, 17). The sample size ranged from 15-300 and was recruited using convenient sampling. None of the studies used a random sample. Ethical approval and informed consent was obtained in all of the studies and essential measures were taken to ensure confidentiality and privacy of the participants. All of the studies used valid and reliable data collection instruments except some researchers (1, 10, 11, 14). The researchers used appropriate methods for descriptive and inferential analyses. The detail findings and strength s and limitations of the studies are presented in table I. Findings The findings of this review were reported under seven categories namely, physical and physiological self-care behaviors and practices, substance abuse and driving, health screening practices, emotional and psychological healthcare behaviors and practices, factors and interventions influencing healthcare behaviors and practices, comparison of health care practice of nursing and non-nursing students, and comparison of health behaviors and practice across academic years. Physical and Physiological Behaviors and Practices The physical and physiological behaviors and practices of nursing students was the most repetitive theme in most of the studies (1, 9-17). Based on findings of this review, it was defined as the behaviors or practices concerning diet or nutrition, exercise or physical activities, and sleeping habits of students. All of the studies under this theme reported healthy self-care behaviors of students except two studies (1, 10). For example, Horneffer (11) found that out of 300 students, 58% students exercised regularly while only 4% did not exercise. Nevins and Sherman (2016) found that out of 119 students, 77.7% ate a balanced diet while 22.6% rarely ate balanced diet, 62% students reported drinking about 3 to 8 glasses of water daily, 34% exercised regularly and 24.5% exercised rarely, but 70% students did not exercise enough. Consistently, Chow and Kalischuk (12) found that out of 211 students, 83% used to sleep 6 to 8 hours at night; 60% reported that the sleep was adequate while 37% reported inadequate sleep, 65% students reported drinking four to eight glasses of water or juice a day, 77% students ate balanced diet (49% frequently and 28% consistently), and 71% students exercised regularly or occasionally while 4% did not exercise at all. Clà ©ment et al., (13) observed self-care practices of students for three consecutive years: 1992, 1993, and 1994. The authors reported that majority of the students reported having adequate sleep (1992= 73%, 1993= 79%, 1994= 71%), eating balanced diet (1992= 88%, 1993= 81%, 1994= 79%), and carrying out adequate exercise (1992= 81%, 1993= 81%, 1994= 67%). Similar findings were reported by other researchers (8, 14-17). However, Ashcraft and Gatto (1) and Haddad et al., (10) reported that students had low to moderate self-care behaviors. The mean self-care practices on health responsibility, physical activity, and nutrition ranged from 2.07 to 2.58 indicating low self-care practices (10). In general, the evidence suggests that students have good self-scare practices in terms of nutrition, sleep, drinking water, and physical activity. Siappos et al., (16) qualitative findings affirms this because the students realized the importance of balanced diet, active lifestyle, adequate sleep, and body hygiene in maintaining their self-care. Substance Abuse and Driving Practices Several studies reported substance abuse including tobacco, alcohol, and illegal drug use and driving habits of nursing students (11-14, 16). In general, all of the studies reported that nursing students avoided smoking, alcohol consumption, drug abuse, and use safety measures while driving. For example, Siappos et al., (16) reported that students did not want to use tobacco and drugs because they considered them a threat to their health and security. Horneffer (11) reported that 71% students never smoked and 18% never consumed alcohol. However, 5% who smoked were not interested in quitting and 38% who consumed alcohol did not intend to refrain from it. Chow and Kalischuk (12) found that 59% students consumed alcohol occasionally while 35% did not consume at all and 85% students were non-smokers. This was the highest percentage of alcohol consumption in all the reviewed studies. Likewise, Clà ©ment et al., (13) found that over three years, 80 to 93% students did not consume alcohol, 80% to 90% abstained from smoking, and 94% to 90% wear seat belts while driving. Shriver and Scott-Stiles (14) assessed self-care practices of 71 nursing students over two years. The researchers found that there was improvement in the self-care behaviors of nursing students regarding alcohol and illegal drug use; in the first year 9.9% students consumed alcohol and 1.4 % used illegal drugs, while in the second year 8.8% consumed alcohol and 0 % used illegal drugs. Regarding driving habits, an improvement was seen; in the first year 57.7% always wear seat belt as drivers and 39.4% as passengers, while in the second year this percentage increased to 77.2% and 57.9% respectively. On the other hand, the students smoked more in the second year (8.8%) compared to first year (7.0%). However, the results of this study should be generalized with caution due to 9.94% attrition of nursing students in the second year. Health Screening Practices Health screening practices including Pap smear, self-breast examinations, self-testicular examination, and general screening were assessed by only two studies. Clà ©ment et al., (13) assessed self-care behaviors of students concerning self-breast examinations, clinical breast examination, and Pap smear. The researchers found that high percentage of nursing students engaged in clinical breast examination (1992= 75%, 1993= 79%, and 1994= 77%) and Pap smear (1992= 67%, 1993= 69%, and 1994= 81%) compared to self-breast examination (1992= 27%, 1993= 41%, and 1994= 43%). Shriver and Scott-Stiles (14) found that the percentage of students engaged in most of health screening practices increased from first year to second year. For example, self-breast examination (23.3% to 33.3%), self-testicular exam (0% to 33.3%), and blood pressure monitoring (83.1 to 87.7%). However, there was a slight decrease in some areas such as cholesterol monitoring (31.0% to 29.8%) and safe sex practices (63.4% to 50.9%). In general, the results are mixed but indicates that students engage themselves in their health screening and realize its importance in maintaining self-care. Emotional and Psychological Behaviors and Practices Several studies discussed the emotional, psychological and supportive self-care behaviors and practices of students (1, 8-12, 17). For this review, such practices entailed stress management, spiritual growth, interpersonal relations, and use of complementary therapies. Haddad et al., (10) reported low scores on spiritual growth, interpersonal relations and stress management of both Canadian and Jordanian nursing students with mean scores: spiritual growth (2.97 vs 2.98), interpersonal relations (3.12 vs 2.78), and stress management (2.46 vs 2.58). In general, the scores indicated that students did not engage in healthy emotional and psychological self-care practices. Contrary to these findings, Stark (15) reported generally good mean scores on these two domains; spiritual growth (3.27), interpersonal relations (3.43) and low scores on stress management (2.53). With regard to emotional self-care, Padykula (17) assessed emotional well-being of students and reported a high mean score of 4.12. With regard to the use of complementary therapies by students, Nevins and Sherman (9) found that out of 119 students, 45% actively used complementary therapies such as yoga, music, and meditation and while 54% denied using such therapies. This high percentage of students not using complementary therapies could be due to their lack of knowledge. The researchers reported that students rated their knowledge about such therapies 5.5 on the scale of 10. Chow and Kalischuk (12) also found that out of 211 students, 76% students used complementary therapies for maintaining their emotional and psychological well-being. The students mainly used complementary therapies: massage (54%), vitamins (49%), chiropractic (25%), herbal medicine (24%), yoga (21%), aromatherapy (18%), and acupuncture (9%). Based on mixed findings under this theme, it could be implied that the data is insufficient to reach a conclusion as to what extent students engage in self-care practices that promote their emotional an d psychological well-being. Factors/Interventions influencing Self-Care Behaviors and Practices Several factors and interventions were reported to influence self-care practices and behaviors of students (1, 8-13, 15-17). The common factors were cultural beliefs, perceptions about health, watching awareness programs about self-care on TV (10), academic and clinical stress and workload (13, 16), and increased knowledge of diseases, poor life style habits and their consequences, and importance of becoming a role model for patients (14). With regard to interventions, several researchers tested the effect of interventions on self-care practices of students. For example, Stark et al., (8) and (15) tested the effect of health promotion intervention, while Padykula (17) studied the influence on self-care practices in response to a holistic nursing course and reflective journaling. Stark et al., (8) tested an intervention consisting of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester in 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The speech pathology students were part of comparison group and received no intervention. With regard to intervention, significant differences were noted in the health practices concerning overall HPLP (p=0.014), physical activity (p=0.001), and nutrition (p=0.025). Stark et al., (15) encouraged 67 students to develop a lifestyle self-care plan and engage in 2 hours/week sel f-care practice. The researchers found that this intervention resulted in an improvement of self-care practices in five domains; health responsibility (p=0.001), physical activity (p=0.001), nutrition (p=0.002), spiritual growth (p=0.002), and stress management (p=0.004). However, no significant differences were noted in the interpersonal relations domain (p=0.257). Likewise, Padykula (17) found significant pre-post mean differences in the domains: environment (4.27 vs 4.35), health responsibility (4.17 vs 4.32), and emotional well-being (4.12 vs 4.23). Overall, based on these findings, it could be implied that students may find it difficult to engage in self-care due to the above listed factors but the use of educational and health promotion interventions help in improving their self-care behaviors and practices. Comparison of Self-Care Practices of Nursing and Non-Nursing Students The self-care practices of nursing and non-nursing students were compared in three studies (8, 13-14). Stark et al., (8) compared 82 nursing students with 72 occupational therapy and 47 speech language pathology students. As previously discussed, speech pathology students were part of comparison group and received no intervention. The researchers compared the intervention and comparison groups, but no comparison was made between three groups of students. Clà ©ment et al., (13) compared practices of nursing students with education students and then made an overall comparison of both nursing students with a baseline study of Quebec population (which is beyond the discussion of this paper). With regard to nursing students and education students, the researchers noted no significant difference in the health behaviors of nursing students over three years (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) and between nursing and education students (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05). Shriver Scott-Stiles, (14) compared self-car e practices of 71 nursing students and 83 non-nursing students in a two years longitudinal study. The number of students decreased in the second year resulting in 57 nursing students and 20 non-nursing students, therefore results should be generalized with caution. Some interesting findings of this study were: non-nursing students (45.8%) exercised more regularly than nursing students (22.5%), but also smoked more than nursing students (non-nursing= 14.5% and nursing = 7.0%). Overall, significant improvements were seen in the self-care behaviors and practice of nursing students compared to non-nursing students in the domains: eating habits (p=0.05) and self-breast examination (p=0.009). Overall, with one positive and one negative finding it was difficult to conclude whether nursing students self-care practices were better than non-nursing students. Comparison of Self-Care Behaviors and Practices across Academic Years Direct comparison of students practices across different academic years was not made, but several studies compared the self-care practices across semesters and over a period of two or three years (1, 8, 10, 11, 13, 14, 17). For example, Ashcraft and Gatto (1) reported that no significant difference was noted among the nursing students as they progressed through different years (p=0.72), but the mean scores of decreased across years. Stark et al., (8) collected data at two points in time; semester I (T1) and semester II (T2) and noted significant differences between TI and T2 scores in the domains: health responsibility (p=0.027), physical activity (p=0.017), and nutrition (p=0.047). Contrary to these findings, Clà ©ment et al., (13) and Nevins and Sherman (9) did not note any statistically significant difference across self-care practices of students across academic years. Padykula (17) also assessed differences in students understanding of self-care practices at three times, that i s, at the beginning of the holistic nursing course, at the mid, and at the end. The researchers reported significant differences at three points in time, but these findings cannot be substituted for self-care practices of students. Overall, these findings indicated that none of the studies directly compared the differences in self-care practices across years, therefore no conclusion can be drawn. Discussion and Areas for Future Research This literature review explored self-care behaviors and practices of nursing students in general as well as across the academic years of study and identified areas for future research. The review of literature indicted that there are limited number of studies conducted to explore self-care practices and behaviors of nursing students. An interesting pattern in the reviewed studies was the inclusion of more female nursing students compared to male nursing students. This could limit the findings of the studies to female population only. Therefore, future studies should recruit an equal number of male and female students or should only focus on male nursing students. Also, future studies should use large, random, and representative samples. The future studies could also employ mixed-method approaches because the use of quantitative studies and self-administered instruments for data collection could have provided an incomplete understanding of students self-care practices. The general conclusion drawn from the reviewed studies is that nursing students understand the importance of self-care for personal well-being and realized the importance of maintaining their diet, sleep, and activity level in order to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use and pay attention to their personal safety. Nursing students also engage in self-screening practices. However, further research is needed to explore general health screening practices of students because reviewed studies provided limited evidence in this area. These studies focused on exploring screening practices related to Pap smear, self-breast and self-testicular examination and did not explore general screening practicing such as regular dental checkups, stress and depression testing, diabetic testing, blood pressure monitoring, blood work and so forth. Also, the findings concerning self-testicular examination are not generalizable because o f the limited number of male studies in the sample. Although studies reported factors and interventions that may influence self-care practices of nursing students, further correlational research is needed to explore the strength of relationship of these factors. Further research is also needed to study the effect previously discussed interventions through more robust experimental studies such as Randomized Control Trials (RCT). Future RCTs should include nursing students as control or comparison group rather than non-nursing students which may help in reducing any possible biases due to matching of characteristics of comparison and control groups. Since none of the studies directly compared the self-care practices and behaviors of students across different academic years, further research is need to fill this research gap too. Further research is also needed to explore the knowledge, attitudes, and practices of students regarding complementary therapies. Limitations This review is subject to several limitations: i) literature search within four databases only and inclusion of limited studies could have resulted in excluding other relevant studies thereby providing an incomplete understanding of students self-care practices, ii) the exclusion of dissertations and theses could have also limited an in-depth understanding, and iii) the thematic analysis of self-care practices and behaviors could have been guided by any pertinent theoretical and conceptual framework. Conclusion In conclusion, nursing students understood the importance of self-care for personal physical, psychological, and emotional well-being and realized the importance of maintaining their diet, sleep, and activity level to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use, pay attention to their personal safety, and focus on several health screening practices including Pap smear, self-breast and self-testicular examination. However, students tend to neglect self-care practices which could improve their emotional and psychological health because of several factors such as academic stress, workload and inadequate knowledge about the strategies to improve self-care in this domain. There seems to be limited evidence for drawing any conclusions regarding students use of complementary therapies for self-care, the difference between self-care practices of nursing and non-nursing students, the usefulness of different interventions for impr oving students self-care practices, and difference is self-care practices and behaviors of students across academic years. Therefore, future research is needed in these areas. References Ashcraft PF, Gatto SL. Careà ¢Ã¢â€š ¬Ã‚ ofà ¢Ã¢â€š ¬Ã‚ self in undergraduate nursing students: A pilot study. Nurs Educ Perspect. 2015;36(4):255-6. Younas A. A foundational analysis of Dorothea Orems self-care theory and evaluation of its significance for nursing practice and research. Creat Nurs. 2017;23(1):13-23. Austen M. Self-care in nursing: A call to action. 2015.[cited 2017 Feb 27]. Retrieved From https://www.arnbc.ca/blog/self-care-in-nursing-a-call-to-action-by-maren-austen-bsn-student/ Mills J, Wand T, Fraser JA. On self-compassion and self-care in nursing: Selfish or essential for compassionate care? Int J Nurs Stud. 2015;52(4):791-3. Pulidoà ¢Ã¢â€š ¬Ã‚ Martos M, Augustoà ¢Ã¢â€š ¬Ã‚ Landa JM, Lopezà ¢Ã¢â€š ¬Ã‚ Zafra E. Sources of stress in nursing students: A systematic review of quantitative studies. Int Nurs Rev. 2012;59(1):15-25. Younas A. Levels of stress and coping strategies used by nursing students in Asian countries: An integrated literature review. The Journal of Middle East and North Africa Sciences,2016; 2(4), 50-57. Clark CS. Stress, psychoneuroimmunology and self-care: What every nurse needs to know. J Nurs Care. 2014;3(2):146. Stark MA, Hoekstra T, Hazel DL, Barton B. Caring for self and others: Increasing health care students healthy behaviors. Work. 2012;42(3):393-401. Nevins CM, Sherman J. Self-care practices of baccalaureate nursing students. J Holist Nurs. 2016;34(2):185-92. Haddad L, Kane D, Rajacich D, Cameron S, Alà ¢Ã¢â€š ¬Ã‚ Maaitah R. A comparison of health practices of Canadian and Jordanian nursing students. Public Health Nurs.2004;21(1):85-90. Horneffer KJ. Students self-concepts: Implications for promoting self-care within the nursing curriculum. J Nurs Educ.2006;45(8). Chow J, Kalischuk RG. Self-care for caring practice: Student nurses perspectives. International Journal for Human Caring. 2008;12(3):31-7. Clà ©ment M, Jankowski LW, Bouchard L, Perreault M, Lepage Y. Health behaviors of nursing students: A longitudinal study. J Nurs Educ. 2002;41(6):257-65. Shriver CB, Scott-Stiles A. Health habits of nursing versus non-nursing students: a longitudinal study. J Nurs Educ. 2000;39(7):308-14. Stark MA, Manning-Walsh J, Vliem S. Caring for self while learning to care for others: a challenge for nursing students. J Nurs Educ. 2005;44(6):266-70. Siappo CL, Nà ºÃƒ ±ez YR, Cabral IE. Nursing students experiences in selfcare during training process in a private university in Chimbote, Peru. Escola Anna Nery. 2016;20(1):17-24. Padykula BM. RN-BS students reports of their self-care and health-promotion practices in a holistic nursing course. J Holist Nurs.2016:0898010116657226. Table I Summary of the Reviewed Studies Authors/ Study Purpose Methods/Sample Findings Strengths and Limitations Shriver Scott-Stiles (2000) To determine if nursing students practice healthy life Styles that would help prepare them to be effective advocates for health promotion and disease prevention. A longitudinal comparative study with a sample of 71 nursing students and 83 non-nursing students. Seven health care behaviors: sleep, diet, activity, tobacco use, alcohol consumption, sexual habits, self-screening were assessed. The Health Habit Inventory was used for data collection. The health behaviors of nursing were significantly higher than non-nursing students in both pre-and post-comparison. Strengths Use of theoretical framework, comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations Convenient sample, more female students compare to male, mismatching in the age and gender of the groups, and use of non-valid and reliable instrument. Clà ©ment et al., (2002) To compare health care behaviors of nursing and education students over three year and to compare their results with general population. A longitudinal comparative study with a sample of 52 nursing students and 93 education students. Seven health care behaviors: sleep, diet, physical activity, tobacco use, alcohol consumption, self-breast examinations, pap tests, and clinical test examination were assessed. The Health Behavior Questionnaire was used for data collection. There were no significant differences in the health behaviors intervention and control group. Strengths Comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations The participants were mainly female nursing students, high attrition rates (73.1% for nursing students and 58.9% for education students), and no random sample. Haddad et al., (2004) To compare healthcare practices of Canadian and Jordanian nursing students A descriptive cross sectional survey with a sample of 49 Canadian and 44 Jordanian nursing students. Data was collected using Health Promoting Life Style Profile-II (HPLP-II) which collects information regarding health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations and stress management. Both Canadian and Jordanian students scored low to m moderate on all domains. The Canadian scored more on health care practices in terms of health responsibility, physical activity, and interpersonal relations. Strengths Comparative analysis of two different cultures. Limitations The participants were mainly female nursing students, use of non-valid and non-reliable Arabic version of HPLSP-II, small and convenient sample. Stark et al., (2005) To study the effect of health promotion intervention on self-care of nursing students. A pre-post intervention study with a sample of 67 students. The intervention consisted of development of lifestyle self-care plan and 2 hours/week self-care practice. The HPLP-II was used for data collection. A significant increase in self-care of nursing students was noted on six domains of HPLSP-II except for interpersonal relations. Strengths Use of a valid and reliable data collection tool, appropriate statistical analysis, Limitations Small and non-random convenient sample, no blinding, and no comparison or control group. Horneffer (2006) To assess nursing students degree of alignment with their self-concepts beliefs and explore the relationship of self-concepts with health behaviors and attitude towards health promotion messages. A descriptive cross sectional survey with a sample of 300 students. Data was collected using a scale to measure dimensions of self-concept (anonymous scale), Health Risk Assessment Form, and Heath Promotion messages regarding diet, exercise, and sleeping habits. Most of the students perceived that health is closely related to taking care of oneself and dimensions of self-concept associated with health behaviors and responses to health promotion messages. Strengths Use of a theoretical framework to conceptualize self-concept and use of large sample. Limitations Data collection from one institution and little information provided about the validity and reliability testing of the used instruments. Chow Kalischuk (2008) To examine undergraduate nursing students self-care behaviors. A descriptive cross sectional survey with a sample of 211 out of 330 students. Data was collected using the Self-Care Complementary Therapies Survey. The nursing students practiced a positive level of self-care. Most of the students reported that they drink enough fluids, have adequate sleep, eat balanced diet, personally used complementary therapies. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Small and convenient sample, cross-sectional design, and data collection from one institution, and more female participants than male. Stark et al., (2012) To increase health care behaviors of healthcare students by using a health promotion intervention. A pre-post intervention study with a comparison group. The sample consisted of 201 students; 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The HPLP-II was used for data collection. Speech language pathology students received no intervention. The intervention consisted of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester. The intervention group improved their self-care practices compared to comparison group. There were also significance differences in pre-and post-comparison. Strengths Use of a valid and reliable data collection tool, use of comparison group, appropriate statistical analysis, and matching of comparison and intervention group in terms of age, race, gender and marital status. Limitations Small and non-random sample, no blinding, and discipline specific differences among the participants were not considered, and more female students than male. Ashcraft Gatto (2015) To explore self-care practices among nursing students. A pilot cross-sectional study with a sample of 199 students. Live Well Lifestyle Assessment Scale was used for data collection. Students tend to neglect their self-care and focus more on the care of patients. Limitations Small and convenient sample, pilot design, and data collection from one institution, missing data as 81 (41%) questionnaires were invalid, and more female students compare to male. Nevins Sherman (2016) To investigate baccalaureate nursing student perspectives of self-care practices to gain understanding of their value in health promotion. A descriptive cross sectional survey with a sample of 119 students. Data was collected using the Self-Care Complementary Therapies Survey. The overall health status was rated as 7.8 on 10. Students diet, sleep, and exercise practices were satisfactory. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Low response rate (44.5%), small and convenient sample, cross-sectional design, data collection from one institution, chances of social desirability bias. Padykula (2016) To explore RN-BS students self-care and health promotion practices (SCHP) in a holistic nursing course. A qualitative study action research with a sample of 15 students. Data was collected using reflective journal writing and the Integrative Health and Wellness Assessment (IHW

Dragon Slayer :: essays research papers

Dragon Slayer The musty odor lingered across his nose. "This was it, this was the cave" he whispered under his breath. He knew this would be a challenge. The entrance of the cave was scattered with the bones of many who dared entered. He knew he had to do this even if this was the last thing he ever did. The young knight entered the musty cave with all the silence of a stalking leopard. The cave was a gloomy sight, even in the interior of the cave there were bones of many past knights. This was no ordinary dragon. This dragon had killed more then most and had experience in fighting. He was the most sought after dragon in the world. He has stolen more gold from castles and killed more royal families than any other dragon. This is why the young knight was here, his king sent him on this mission because of his daughter's kidnapping. The dragon snatched her off the castle balcony and took her to this cave. The knight worked his way through the many winding turns of the cave. He knew this could either change his life or end it. The knight knew he had to stay silent and stay in the shadows. If the dragon would hear him it would be all over. The knight could sense the change in the smell as he went deeper into the cave. The smell was at first a musty old smell, the smell that most caves had, but this was different it was as if a rotten carcass had been setting in a warm room for weeks. He knew this smell; it was the smell of a dragon. He was near, so near he could feel the warmth of the dragon's body coming up the tunnel. Then without the slightest clue of danger a ball of flame shot straight by him, so close he could feel the hairs on his face singe with the passing ball of flame. He knew this was a time for action. He ran as fast as he could towards the route the flames had come from. No more than 50 yards of running took him into the dragon's lair. The lair was an awesome sight. There were more riches than any kingdom could imagine in a thousand years. The lair had the knight so awe struck that he had forgotten why he was there.

Philosophy of Education Essay -- Philosophy of Education Statement Tea

Philosophy of Education I am twenty-eight years old, and have only decided to become a teacher within the past two years. I have always wanted to help people in some way, yet I was not sure of what area or angle to go with my humanitarian instincts. While at University, two of my professors would continually express their feelings on what an impact I would make as a teacher. This planted the seed. I later became pregnant with and gave birth to my daughter. When you are pregnant and have children you have many worries and anxieties, including the stress of who will be caring for and teaching your child. I then examined the public school systems, for it is very difficult to ignore the negative media it has received in just the past few years. Something inside of me has told me that this is where I want to be. Somehow I want to make a difference in that child’s life by showing the child that someone does care and that they do have a positive place in the world. Hopefully this can open the c hild up to the realization that knowledge is the power and the key to a successful and productive life. The more experiences that I acquire in the development of children, the better I understand the nature of the child. I reject Hobbes’ theory of the nasty brute, for I do not view children as being born inherently evil. My views of the nature of children also differ from that of Rousseau, for I do not view children as noble savages being born inherently good. I do advocate the theory of John Locke, the tabula rasa, stating that the mind of a child is born with a blank slate. Marx also plays a key role in my theory of the nature of children. Like Marx, I view human nature as dynamic and changing. In part, I feel ... ...ities out in order to properly to these students. I finally realized that I want to be in a special education setting, for this is my passion. I feel as if I am in a point in my life to begin teaching. Upon completion of my education degree at Concord College, I plan to begin my life as an educator. Not only do I plan to educate my students, but I also plan to further educate myself by obtaining my Masters Degree. My education will not stop at merely obtaining another degree. The world is in constant change, and to effectively teach my students I need to not only be aware of the change, yet I need to be knowledgeable of and interactive with the change. Empowering myself enables me to empower my students. Not only do I desire to obtain my goals as a teacher, yet I also want to assist in the formation of the goals of those who inherit the world.

My Educational Philosophy :: Philosophy of Education Teaching Essays

My Educational Philosophy Education is diverse. Due to the various natures of knowledge and students, it is difficult to place my educational philosophy in one category. Each student is unique; curriculums vary depending on many factors. I feel that many educational philosophies are beneficial to education. The nature of students reflects many things including heredity, home life, and society as a whole. Through my experiences working with Americorps/Energy Express, I learned children from lower income families tend to lose three months of education during the summer break. The students never regain these losses. While lower income children lose learning, children from higher income families gain a month of learning. This demonstrates the importance of home life in the nature and education of students. When teaching, one must always consider the aspects that may affect the students’ nature along with the nature of knowledge. Knowledge is both relative and absolute. Literature is an example of relative knowledge. Interpretation of books or poetry depend on the person reading the material, the place where the literature is read, and the time period in which the person is living. Science and mathematics are absolute. One plus one equals two regardless of the time, place, or person. Acquiring knowledge, whether absolute or relative, is the purpose of education. Public education is important to improving society and the future. Like Plato, I feel education gives people the ability to think critically instead of being blindly led by others. As a future teacher, I am idealistic in that I hope to encourage students to challenge themselves, I also hope to encourage students to continue learning throughout life, and prepare for college. To accomplish these goals, I will incorporate pragmatic methods like hands on activities through laboratory experiments and problem solving into my teaching. This also falls under experimentalism. The Socratic method of small group discussions, lecturing, and questioning will be used to help students acquire knowledge. Using many methods will help all students to understand the material presented. Discipline will play an important role in reaching my goals for the students. I plan to use pragmatic methods also in establishing rules.