Role of Emotional Intelligence in Organizational free essay sample

To achieve it, the human capital of the organization may even go too far by challenging and demolishing the age old established premises and creating a vibrant and functional one in its place. Therefore, looking at the nature of mental exercise and psychic energy used while organizational members learn together, it is not only the cognitive brain but also the emotional brain that has role to play. Further, for organizational learning to be in full swing, there is a great deal of convergent as well as divergent thinking, which is full of agony and ecstasy for organizational members.Therefore, the key to successful management is management of destructive emotions. Hence, the author believes that organizational learning can be realized successfully when the human resources are able to develop needed emotional competencies. Once this is done then it is quite possible for them to make maximum use of their mental energy to engage into the thinking mode which is more system oriented. We will write a custom essay sample on Role of Emotional Intelligence in Organizational or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In other words, the construct of emotional intelligence and its competencies are believed to play a relatively dominant role for learning at the individual level to reach an organizational level.This study is an attempt to understand the role of emotional intelligence of the human resources on the processes of organizational learning. Organizational Learning: A Prerogative in the Present Millennium The present millennium has rightly been perceived to be a new era in the evolution of organizational life and structure. As a result, organizations are forced to make significant transformations in order to adapt and survive in this new world.Revans (1983) says that in any epoch of rapid change, those organizations which are unable to adapt will soon find themselves in trouble, and adaptation is achieved only by learning, namely, by being able to do tomorrow that which might have been unnecessary today. Similarly, Zuboff (1988) observes that todays organizations may indeed have little choice but to become a learning institution. Further, she adds that learning is the heart of productive activity in every organization and learning is the new form of labor.Therefore, it may be said that todays solutions will be totally inadequate for tomorrows challenges when the main focus of each organization is on the customer and not on workers, in an economy which has shifted from being national to global. In this context, the only competitive weapon for organizations is learning at an organizational level. It call s for the organization to mobilize every resource to facilitate learning at an individual level to move up the ladder to the group and then to the organizational level. Therefore, for an organization to survive and grow, it has to let all its members from the lowest rung to the top-most level to learn as one entity rather than the other way round. Hence, companies that do not become learning organizations will soon go the way of the dinosaur because they are unable to adjust quickly enough to the changing environment (Schwandt and Marquardt, 2000). Owen (1991) says that it is not that profit and product are no longer important for organizations, but without continual learning, profits and products will no longer be possible.Therefore, the business of business is learning and all else will follow. According to Dilworth (1998), change now tends to outdistance our ability to learn and it is only by improving the learning capacity of organizations can we deal with change dynamics. †¢What is Organizational Learning? The concept of organizational learning has been widely espoused. The general consensus that if organizations were to change and innovat e, organizational learning has had to be addressed. Argyris and Schons (1978) conceptualisation of double-loop and deutero learning succinctly explains what organizational learning is about.

Food Inc Response Paper Essays

Food Inc Response Paper Essays Food Inc Response Paper Essay Food Inc Response Paper Essay Food IncLance Street Food Inc. Response 11/15/11 Food Inc Food Inc is a documentary about the state of the food industry within the United States. was a very in depth look at the farming industry that not a lot of people get to see. There were a few moments and certain topics that stood out to me. This paper will explain my reaction to the film and its contents. This film definitely reminded me that the â€Å"bad† food is cheaper and more abundant than it has ever been and we have  detached ourselves from how food ends up on our plates. I’ve always thought of food as it is marketed to us, coming from a little farm with a white fence and rolling hills, but this film taught me that all this is simply an illusion. The food actually comes from mega factory farms, I learned. Our society has cheaper food but there have been more E. coli  and Salmonella outbreaks in the past twenty years than ever before and obesity and the rate of diabetes are through the roof. One of the things that truly touched me was the story of the child who died from eating a burger. It was very sad to see a healthy little boy die from mistakes in the food industry. It definitely makes you wonder just how many times has this happened before without the public knowing. This was definitely the one issue that stood out for me among other obvious topics. Overall I have to say that the movie Food Inc. was a huge â€Å"eye opener† for me to pay more attention to what I am putting into my body. I need to read labels and do more research rather than buy what they tell me. This movie was a great teacher and I loved it. :

Clyde Barrows Letter to Henry Ford

Clyde Barrow's Letter to Henry Ford Clyde Barrow and Bonnie Parker are infamous for their two-year crime spree from 1932 until their deaths in a hail of bullets in 1934. More amazing than his novice murders and robberies was Clydes uncanny ability to evade the police even when he was surrounded. Part of Clydes ability to evade capture was in his skill as a driver, while the other part was most definitely in the choices of cars that he stole. Quite often, Clyde would be in a car that could out maneuver and out run any of the police cars that attempted to follow him. Additionally, living a life on the run meant that Clyde and Bonnie spent days and even weeks at a time in their car while traveling long distances and sleeping in their car at night. Clyde Barrow and the Ford V-8 The car that Clyde preferred, one that offered both speed and comfort, was the Ford V-8. Clyde was so thankful for these cars that he wrote Henry Ford a letter on April 10, 1934. The letter read: Tulsa, Okla10th AprilMr. Henry FordDetroit Mich.Dear Sir: While I still have got breath in my lungs I will tell you what a dandy car you make. I have drove Fords exclusively when I could get away with one. For sustained speed and freedom from trouble the Ford has got ever other car skinned and even if my business hasent been strickly legal it dont hurt anything to tell you what a fine car you got in the V8 Yours trulyClyde Champion Barrow Over the years, many have questioned the authenticity of Clydes letter to Henry Ford, based on a discrepancy over handwriting. The letter is currently on display at the Henry Ford Museum in Dearborn, Michigan.

Topical References Assignment Example | Topics and Well Written Essays - 1250 words

Topical References - Assignment Example The purpose of this research is to understand the various types of disorders that are covered within the context of Child and Adolescents Psychiatry while the research is based to answer this question which type of interventions may be utilized to enhance productivity of children and adolescents suffering from mental health issues and also how these disorders impact the productivity. References Angold, A. and Costello, E. J. (2000). The Child and Adolescent Psychiatric Assessment (CAPA). Journal of the American Academy of Child & Adolescent Psychiatry 39 (1): 39–48. Abstract: To describe the Child and Adolescent Psychiatric Assessment (CAPA). The base interview covers the age range from 9 to 17 years. The interview glossary that provides detailed operational definitions of symptoms and severity ratings is described, and psychometric data and further developments of the interview are presented. Across 5,962 parent-child interviews, the core sections of the CAPA (psychiatric sym ptoms, functional impairment, demographics, family structure and functioning) took on average 59 minutes for children and 66 minutes for parents. Test-retest reliability for diagnoses ranged from ? = 0.55 for conduct disorder (CD) to ? = 1.0 for substance abuse/dependence. Validity as judged by 10 different criteria was good. Developments of the CAPA include a shorter â€Å"gateway† version using core symptoms as screen items, a Spanish version, and versions for twin studies, use with young adults (YAPA), and preschool-age children (PAPA). There is a place in both research and clinical settings for a rigorously operationalized interview (such as the CAPA) that focuses on ensuring that respondents understand what is being asked and on clearly defining levels of symptom severity and functional impairment. [Abstract from author] Classi, P. M., Le, T. K., Ward, S., and Johnston, J. (2011). Patient characteristics, comorbidities, and medication use

Cloud Development Essay Example | Topics and Well Written Essays - 1500 words

Cloud Development - Essay Example As the temperature decreases the molecules lose some of their energy, and compress onto particles in the atmosphere, shaping clouds. Water molecules are stored in the atmosphere in all three states of matter. Water vapor in the atmosphere is commonly referred to as humidity. If liquid and solid forms of water can overcome atmospheric updrafts they can fall to the Earth's surface as precipitation. The formation of ice crystals and water droplets occurs when the atmosphere is cooled to a temperature that causes condensation or deposition. Four processes that can trigger such atmospheric cooling are oro-graphic uplift; convectional uplift; air mass convergence; and energy loss. [01] Precipitation can be defined as any aqueous deposit, in liquid or solid form, that develops in a saturated atmospheric environment and generally falls from clouds. A number of different precipitation types have been classified by meteorologists including rain, freezing rain, snow, ice pellets, snow pellets, and hail. Fog represents the saturation of air near the ground surface. Classification of fog types is accomplished by the identific ation of the mechanism that caused the air to become saturated. [01] The distribution of precipitation on the Earth's surface is generally controlled by the absence or presence of mechanisms that lift air masses to cause saturation. It is also controlled by the amount of water vapor held in the air, which is a function of air temperature. A figure is presented that illustrates global precipitation patterns. Clouds and Their Formation: A cloud can be defined as a visible mass of condensed droplets, frozen crystals suspended in the atmosphere above the surface of the Earth. More importantly, these clouds can also occur as masses of material in interstellar space, where they are called interstellar clouds and nebulae. [02] On Earth the condensing substance is typically water vapor, which forms small droplets or ice crystals, typically 0.01 mm in diameter. [02] When surrounded by billions of other droplets or crystals they become visible as clouds. Dense deep clouds exhibit a high reflectance (70% to 95%) throughout the visible range of wavelengths: they thus appear white, at least from the top. Cloud droplets tend to scatter light efficiently, so that the intensity of the solar radiation decreases with depth into the cloud, hence the gray or even sometimes dark appearance of the clouds at their base. [02] Thin clouds may appear to have acquired the color of their environment or background, and clouds illuminated by n on-white light, such as during sunrise or sunset, may be colored accordingly. In the near-infrared range, clouds would appear darker because the water that constitutes the cloud droplets strongly absorbs solar radiation at those wavelengths. [02] Types of Clouds: Although there are many types of clouds with respect to their different characteristics, clouds are mainly divided into three major classifications. These are as under, Cirrus Clouds: The name originates from the Latin word meaning "curl of hair". These feathery clouds form very high up in the sky (at altitudes between 5 km and 14 km) where it is very cold. [03] They are therefore made up of tiny ice crystals rather than water droplets. Cirrus clouds occur in warm air which is being slowly lifted over a large area by an approaching cold front, and they

Montessori Philisophy Essay Example for Free

Montessori Philisophy Essay Introduction The child at birth appears almost nothing. He cannot walk, cannot talk and he can’t even eat on his own. The same child within two years learns so much. He can walk, run, talk continuously. Maria Montessori calls the child during this formative period, â€Å"a Spiritual Embryo†. The human being is provided with two embryonic periods. One is pre-natal and another one post-natal. The pre-natal period is the period when the physical development takes place. All beings have only pre-natal period. But the human being has another embryonic period which is post-natal. Any animal immediately after birth starts to walk, eats on his own and it will be a complete animal whereas the man has a prolonged infancy in order to become independent. Montessori biography An Italian educator of the early 20th century Maria is remembered as the founder of the famous Montessori Method of education Maria Montessori was born in the town of Chiaravalle in the province of Ancona, Italy on 31 august; 1870She developed interest and biology became her great passion. She persisted and became the first woman in Italy to earn the degree of doctor of medicine. She was appointed at the psychiatric clinic in the University of Rome. She worked with special need children and became deeply interested in their education. In 1904 she was appointed as professor of anthropology at the university. She died in 1952. Birth of a method In 1906, she was appointed as a co-director of a new training institute for special education teacher. Her studies led her to observe the method of teaching children with intellectual and developmental disabilities. Many of the children made unexpected gains and the program was proclaimed success. In 1907, Maria accepted a new challenge to open infant school in a slum clearance rehousing program in Rome. The first school, in sanLorenzo, It was called Casa dei bambini, a quality learning environment for young children. Utilising scientific observations and experience gained from her earlier work from young children she designed learning materials and environment that foster the children natural desire to learn. In 1910, the Montessori Method became worldwide creating a new education. New Education The new education is a revolution; but a revolution without violence. It is the non-violent revolution†. (Maria Montessori, The Absorbent mind, Translated from Italian by Claude A.claremont.Newyork,1967,p.215)   Dr. Maria Montessori called for a revolution in society to human development and education. According to ‘the philosophy of new education’ character building is a question of auto construction and children must be helped in their own work of constructing their character. â€Å"There is only one problem, and it is human development in its totality; once this is achieved in any unit-child or nation everything else follows spontaneously and harmoniously† (Maria Montessori, To Educate the human potential, kalashetra publication,adyar,madras,1961,p 13.) The aim of education is the balanced development of personality-the whole personality, the integrated personality. Spiritual embryo Montessori compared the process of psychological and spiritual development to the physical unfolding of human organism. This post natal work is a constructive activity which is carried on the baby what may be called the â€Å"formative period† and it makes the baby into a kind of spiritual embryo. A new born child has no hereditary models of behaviour to follow nevertheless he has â€Å"potentialities â€Å"able to bring about his development, and these are done by making use of outer world. â€Å"The times have changed, turning its attention and energies to the discovery of the child and the development of the great potentialities of the human personality in course of construction† (Maria Montessori, Discovery of the child, ABC-clio ltd,1948) Maria Montessori called these potentialities as â€Å"nebulae† as they are the creative energy which guides the child to absorb from his environment. The growth and psychic of child’s development are driven by an will power and a vital force called â€Å"horme† that makes the child to do what he needs to develop. Only nature, which has established certain laws and determined the needs of the human being in course of development, can dictate the educational method to be followed. According to Montessori there are eight natural laws. Law of work Montessori describes through work the urge of child is met and his concentration to activity also increases and the child reaches a psychic integration state of normalisation Law of independence The child conquest of independence is the basic step in what is called his natural law of development. At birth the child leaves his mother womb and this makes him independent of his bodily process. To be independent the child must function without the help of others. Development of will Montessori believes that decision made by the child on any activity and action taken by the child is the basic for will development. There are three stages of development in will. In first stage the inner urge directs him to do the activity several times by which he gains control over himself and his environment. In second stage he gains power over himself and gets disciplined and accepts the responsibility for his action. In third stage the child gains power to obey. The child turns his power of obedience towards someone else. Power of attention When the child is placed in a environment favourable to his spiritual growth, the child fix his attention upon an object, will use it for the purpose for which it was constructed and will continue to repeat the same exercise .In fact, the attention of the little child was not artificially maintained by a teacher, it was an object which fixed that attention, corresponding to some internal pulse. Development of intelligence According to Montessori, Intellectual development is important as it helps a child to know as well as explore the environment. Through the developing senses, a child is endowed with the necessary mechanism of interacting with the environment Development of imagination and creativity Imagination helps provide understanding to knowledge; it is a fundamental facility through which child makes sense of the world, and it also plays a key role in the learning process. A basic training for imagination is the listening to storytelling. The things that we touch, see and hear coalesce into a picture via our imagination. Imagination is the power of forming a mental image of something not present to the senses or never before wholly perceived in reality. That is the spiritual embryo self-constructs him to become a unified personality. This self-construction is aided internally (mentally) and externally. Internal aid includes the absorbent mind and the sensitive periods. Absorbent mind Montessori observed that young children learn in a unique way from prenatal life to about six years old. Since the neonatal has to learn everything, (he has no tools other than reflexes to survive)he must acquire his survival skills in some other way. A child absorbs knowledge directly into his psychic life. A child learns by taking in everything around him and constructs himself. Using his senses he creates himself without thought or choice. This mentality of child is absorbent mind. Montessori saw absorbent mind in two phases. Unconscious mind (0-3 yrs) At birth, the spiritual embryo has no knowledge or impression in him, it is totally empty. It has to start from nothing. At this stage the child absorbs all impressions from his environment unconsciously. (I.e. the child does not know that he has taken all this with in him) To do this he has no other tools other than his reflexes to survey. At this point the child is like a sponge. He absorbs all information’s without any filters. This process takes place naturally without any thought or choice. This is called unconscious mind or unconscious creation mind. Once these information are incorporated in his schemas, it will be end of his third year, and he has developed his mental muscles. This preparation of the unconscious mind is used for later development and activity, after three years, a trans takes place from unconscious mind to another phase called conscious mind or conscious work mind. Conscious mind (3-6 yrs.) In this stage the child’s ability to focus, use his energy, and capacity to absorb, information in tremendous. This helps in developing emotions and intellectual aspects. From three years of age he moves to the conscious mind using the impressions developed and created during his first three years. This memory which absorbs images into individual’s life is called gifted memory or mneme. Any impedance which lessons the creativity in this age reduces the perfections. At this age they have a good creative power and imagination. He learns how to understand, ability the reasons and his mathematical mind compels him, to perfect himself. Sensitive periods Montessori observed a cognitive plan which determines the unique emotional and intellectual qualities of each child. These qualities develop through what Montessori referred to as the sensitive periods. Montessori identified six different sensitive periods from birth through age six. Sensitivity to order During this period there is a need for a precise and determined environment, which can be observed by the joy which children show at seeing things in their proper places. The presence of this period is more evident when the order is somehow interfered with. â€Å"Order is one of the needs of life which, when it is satisfied, produces a real happiness† (Montessori, The Secret of Childhood. Ballantine Books, 1973, 52). Learning through their five senses Child is sensitized to sensory order in other words, to the difference s things, that some are soft or hard, that objects have colour, different colours, and shapes of the same colour. He needs to freely explore his prepared world so he can differentiate these qualities There is nothing in the intellect which was not first in some way in the senses, and senses being explorers of the world, opens the way to knowledge.† Maria Montessori. Sensitive to movement The sensitive period for movement is most intense during the first year of life. By about twelve months many babies take their first steps. An infants need to walk is so strong that he becomes upset if he is impeded. The childs rhythm is so much slower than our own. He walks to perfect his walking; whereas we walk with purposeful intent. Sensitive to language During sensitive period for language, no one teaches the child to talk. His language develops naturally like a spontaneous creation of all auditory stimulation surrounding the baby, it is the human voice that he deeply hears and imitates. By six months, he is uttering his first syllables, and by about two years old he explodes into language. He talks and talks non-stop. Sensitive to small object A child has the urge to pay attention to small objects from two years of age. Sensitivity to small objects is an important development because it helps widen the child’s power of observation and allows the child concentrate his intellectual power on a specific problem. Principles of Prepared Environment â€Å"The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult†. (Maria Montessori. The Secret of Childhood: Fides Publishers, 1966.) Her life and work,cosmo publication.newdeldi,2009,p246) Montessori’s idea of the prepared environment was that everything the child came in contact with would facilitate and maximize independent learning and exploration. Children are free to choose and work on activities at their own pace. There are generally six aspects, or principles, to the Prepared Environment, Freedom, Structure and Order, Beauty, Nature and reality, Social Environment, Montessori materials. Freedom Montessori believed that a child must be free to explore and follow his own natural impulses, thus developing his potential and increasing his knowledge of the world around him. â€Å"Young people must have enough freedom to allow them to act on individual initiative. But in order that individual action should be free and useful at the same time it must be restricted with certain limits and rules that give the necessary guidance.’’ (Montessori, M. (1994). From Childhood To Adolescence, Oxford: Clio press, p73) Within the prepared environment, the child must experience freedom of movement, freedom of exploration, freedom to interact socially, and freedom from interference from others. Structure and Order Structure and Order in the Montessori classroom accurately reflect the sense of structure and order in the universe. By using the Montessori classroom environment the child begins to internalize the order surrounding him, thus making sense of the world in which he lives. If there is not order to his environment, the child’s sense of reason may be off since he will not be able to validate his findings. Atmosphere and Beauty Montessori environments should be beautiful, reflect peace and tranquillity. The environment should invite the learner to come in and work. This atmosphere is easily seen by the attitude of those working there, both child and adult. Nature and Reality Montessori believed that we should use nature to inspire children. She continually suggested that Montessori teachers take the children out into nature, rather than keeping them confined in the classroom. This is why natural materials are preferred in the prepared environment. It is here where child-size real objects come into play. Furniture should be child-size so the child is not dependent on the adult for his movement. Social Environment As children develop, they become more socially aware, preparing to work and play in groups. This social interaction is supported throughout the environment and is encouraged with the nature of multi-age classroom settings. A prepared environment only with a Montessori teacher becomes a whole. The children and the teacher unite to form education whole which is dynamic and continuous process of development for both of them. Montessori materials The materials must aid the internal formation of the child. The material must correspond to the child’s inner needs. This means that materials must be presented at the right moment of the child’s development. Periods of development The four Planes (or phases) of development is an overall vision of Montessori’s developmental psychology from infancy to adulthood. 3 9 15 21 Birth first 6 second 12 third 18fourth 24 24 First period (0-6 years) This period is marked by rapid and intense changes in the overall development physical, cognitively, socially, emotionally. Second period (6-12 years) Montessori observed changes in children focus and direction in their development. Children’s focus change from one of self-creation to the development of social being. Third period (12-18 years) Montessori regarded adolescence as a period of great vulnerability and a period of self-construction. The Role of the Teacher Dr. Montessori believed that the teacher should focus on the child as a person rather than on the daily lesson plans. Although the Montessori teacher plans daily lessons for each child, she must be alert to changes in the child’s interest, progress, mood, and behaviour. Child [observer][Provider] Teacher Environment [Preparer] Teacher and child has two folds of role to play. Teacher is an observer observing the child in the environment. Preparer-prepares the friendly environment for the child.Maria Montessori offered some general principles of behaviour for teachers in the Montessori classroom. The teacher becomes the custodian of the environment. All the apparatus is to be kept meticulously in order, perfect condition the teacher also must be tidy and clean, calm and dignified When the child begins to show interest in any activity, the teacher must not interrupt, because this interest corresponds with natural laws and opens up a whole cycle of new activities exist. The duty of the teacher is only to present new things when she knows that a child has exhausted all the possibilities of those he was using before. Montessori teachers are the dynamic link between children and the Prepared Environment. They systematically observe their students and interpret their needs. They are constantly experimenting, modifying the environment to meet their perceptions of each childs needs and interests, and objectively noting the result. They prepare an environment meant to facilitate children’s independence and ability to freely select work that they find appealing. They observe and evaluate each child’s individual progress. They respect and protect their students independence. They are diagnosticians who can interpret patterns of growth, development, and behaviour in order to better understand the children and make necessary referrals and suggestions to parents. Conclusion From birth to adulthood a child undergoes development and transformation within him. To be able to develop themselves fully, children need a special inner tutor which Montessori referred to as absorbent mind and sensitive period. The natural laws that govern the child normal psychic developmentsduring the varies period of development are revealed during his construction. With his inner potentials, and the sensitive periods with a prepared environment and a teacher, the childhood period undergoes varies transformation. By this the child gets normalised and become an unified personality in the society.

Essay --

Brian Daniels March 12, 2014 Heart of Darkness In Heart of Darkness, Conrad presents us with two classes of â€Å"darkness†. The savage nature of the natives and the brutality of European imperialism, asking which of the two is the greater evil. In the beginning of the novel, Conrad establishes his thoughts on imperialism through the main character Marlow. The idea of â€Å"darkness† is emphasized from the title of the novel, and continues to play an important role throughout the story. Darkness governs almost everything in the novel. The secluded and harsh attitudes Europeans held towards the native’s increases the darkness throughout the novel. Conrad's novel, Heart of Darkness, is based on the historical period of imperialism in order to describe Marlow’s struggle. Marlow is asked by "the company", the organization who he works for, to travel to the Congo River and report back to them about Mr. Kurtz, a top notch officer of theirs. When he first sets sail, he doesn't know what to expect. Marlow's experience in Africa stirs hate at the brutalizing effects of colonialism, a hatred tha...

Human Nature: a Contested Concept Essay

Are we inherently good or bad? Are we driven by reason or emotions? Are we selfish or altruistic? Is the human mind malleable or predisposed? These questions are highly contested and the answers to them far from clear. This is due not only to the array of different perspectives on human nature, but also to seemingly contradictory evidence. We need only scratch the surface of history to find confirmation that humankind is capable of incredible cruelty and violence. In Ancient Rome, for example, entertainment was provided by forcing people to fight animals and other human beings – often to the death. If this seems barbaric in the extreme, we thankfully also find tales of tremendous bravery and what would seem to be altruism. Today, unsung heroes risk their lives every day to save those of complete strangers. In short, the picture is a mixed one: â€Å"We seem to be part angel, part demon, part rational, part animal, capable of great glory and great tragedy†. 1 Indeed, the notion that human beings are part angel, part demon echoes Aristotle’s (384-322 BCE) conclusion that he who is content with his solitude must be â€Å"Either a beast or a God†. 2 Whether we are by nature good or bad is a central question in the debate on human nature. Philosophical as well as religious and spiritual traditions have answered the question in different ways. Thomas Hobbes (1588-1679) believed that humankind is driven by the passions or instincts linked to self-preservation. 3 Jean-Jacques Rousseau (1712-1778), by contrast, argued that human beings are by nature good and that any vices that they may have are attributable to the corrupting influence of society. What makes human beings distinctly â€Å"human† is their capacity for reason. In the Old Testament, humankind is portrayed as created in the image of God and, thus, inherently good. However, both Jews and Christians are in agreement that human beings fell from grace by failing to refrain from eating from the tree of knowledge of good and evil, which left them adrift, alienated from God and in need of salvation. 4 12 NAYEF R. F. AL-RODHAN Another question that recurs in discussions about human nature is whether we are driven by emotions or rational thought. A major concern here is whether reason plays a role in our moral judgements. If so, do we engage in conscious reasoning before pronouncing a judgement or after the fact? David Hume (1711-1776) was the first modern philosopher to argue that we make moral judgements on the basis of emotional responses to situations or scenarios. Immanuel Kant (1724-1804) held a different opinion. He argued that we make moral judgements through a process of conscious reasoning. 5 In Kant’s view, the evolution of humanity had followed a progression from being motivated by animal instincts to being driven by reason. For Aristotle, too, human beings are capable of living a â€Å"good† life by employing reason. Plato (427-347 BCE) held that human beings are driven by both passion and reason. How can we reconcile these seemingly contradictory faculties? Those who place greater emphasis on passion and survival instincts, such as fear, greed and sympathy, regard our biological heritage as more important than the environment in which we grow up, whereas those who give greater priority to our capacity for reason tend to attribute greater significance to culture and education or innate capacity – those things in the social world that shape the way we think and behave. Whether we are primarily motivated by basic survival instincts or by the environment is central to conflicting views on the question of free will and determinism. The question of how free humanity is to change its nature appears time and again in discussions. According to John Locke (1632-1704), people are free to conduct themselves in accordance with the laws of nature. In this view, nurture is more important than nature in shaping our behaviour. As is mentioned above, Plato occupied the middle ground. While human beings were believed to be the product of their biological heritage, the environment was thought to play a predominant role in influencing behaviour. Existentialists, such as Jean-Paul Sartre (1905-1980), Soren Kierkegaard (1813-1855) and Friedrich Nietzsche (1844-1900) argued that human beings have a radical free will – according to Sartre, â€Å"Man is condemned to be free†. 6 At the other end of the spectrum, Hobbes holds that it is nature that is the driving force. 7 Others would argue, however, that although we may feel as though we are endowed with free will, this is illusory. Proponents of this position argue that because our desires and reactions are not always something that we can control, we cannot be considered truly free. Sigmund Freud’s (1856- EMOTIONAL AMORAL EGOISM 13 1939) theory of pansexuality holds, for instance, that while people may think that they are making conscious choices, they are driven by subconscious motives. 8 Sociobiologists, such as, for example, E. O. Wilson regard human beings as products of evolution. 9 This distinction is important: if we are radically free to choose, we ought to be fully aware of what we are doing. However, if our genetic heritage shapes our mind and behaviour we ought to take this into consideration. 10 How we answer the above questions determines how we answer whether humankind is capable of moral behaviour. In this context, moral behaviour is defined as behaviour consistent with a system of rules of correct conduct. Does true altruism exist or is all altruism based on self-interest? According to Hobbes, human beings are egoists, incapable of acting altruistically. This view would appear to be consistent with situations such as a mugging that takes place in broad daylight where bystanders look on but fail to intervene. This fundamental question has elicited different responses. For Kant, morality is the result of reason. Evolutionary approaches to human psychology and behaviour provide a very different answer. Altruism presents the Darwinian theory of natural selection with a problem, given that this theory is premised on the pressures of competition. Acts of altruism would appear to have no obvious advantage. Prairie dogs, for example, warn others of approaching danger by calling to them, thereby alerting a predator to their own presence and placing themselves at greater risk. 11 How is it possible to watch on television a group of young men being rounded up and summarily shot in the back of the head and take no direct action to bring genocide to a halt? Some sociobiologists, such as Wilson and Frans de Waal, argue that morality has developed from our social instincts. 12 Some evolutionary psychologists, such as Marc Hauser, have gone so far as to argue that human beings have evolved an innate moral instinct. 13 This is interesting because it suggests that some basic moral criteria must be universal across divergent cultures. Yet, it also raises the question of whether, or the extent to which, human beings are deliberating moral agents. 14 1. 1. The Structure and Aims of the Book This book sets out to do two things: first, it strives to reach an understanding of human nature, which ultimately offers the promise of liv- 14 NAYEF R. F. AL-RODHAN ing a â€Å"good† life. Specifically, I ask the following questions: What motivates humankind? What is humankind capable of under certain circumstances? Do human beings possess an innate morality? In so doing, I engage with common points of reference in the debate on human nature. Drawing on insights from philosophy, psychology, sociobiology and evolutionary psychology, I put forward a more comprehensive view of human nature. However, discussions of human nature would be incomplete without considering the findings of neuroscience. I therefore use recent research in this rapidly developing field to go beyond the approaches to human nature in the above disciplines. Second, this book explores some of the global and security implications of human nature as I conceive it. The way in which we approach security issues inevitably contains assumptions about what motivates human beings in particular circumstances, and how we attempt to address these issues is circumscribed by those assumptions. It is essential that we get these assumptions right. The cost of getting them wrong is paid in lives. I therefore set out some ways in which we might better facilitate political and moral cooperation, based on our present knowledge of the neuro-psychological impact of our neurochemistry. In order to set the context for my own theory and to give the reader a sense of the main conceptions that influence thinking on the question of what makes us what we are, we begin by exploring some major theories of human nature. The book first sets out the main approaches to human nature. I refer to theories of human nature in a broad sense that includes philosophical, religious and spiritual, psychological and evolutionary approaches. Here, the main contours of the debate on human nature – are human beings good or bad, driven by passion or reason, constrained or radically free, moral or immoral – are addressed in greater detail. I then present my own theory of human nature, which I call â€Å"Emotional Amoral Egoism†. I argue that the human mind is not a tabula rasa, or a clean slate, as Locke suggested. Instead, the human mind is what I call a predisposed tabula rasa, with predilections stemming from its genetic make-up that later will be influenced by the environment. Humankind’s genetic make-up is essentially a code for survival. Survival instincts are emotionally based and neurochemically mediated. I therefore take issue with those who argue that human beings are primarily motivated by reason. This does not, however, mean EMOTIONAL AMORAL EGOISM 15 that we should favour nature over nurture in the nature/nurture debate, or that we should conceive of human beings as prisoners of their passions. Even though we are in part motivated by our basic survival instincts, our environment – which broadly comprises our personal state of affairs, upbringing, education, and societal, cultural and global state of affairs – plays an important role in shaping our psyche and behaviour. Moreover, what distinguishes humankind from other species is our capacity for reason. We are therefore driven by both basic survival instincts and rational thought, although, alas, less frequently by the latter than we might like to imagine. As is indicated, whether human beings are inherently selfish or capable of altruism is hotly contested. In my view, humankind is neither always moral nor always immoral, but can be either at different times. Human nature is governed by general self-interest and affected by genetic predisposition, which implies that there are likely to be limits to our moral sensitivities. In my view, altruism is in the final analysis driven by survival motives that are emotionally based. In this sense, my approach supports Hume’s thesis. Recent neuroscientific findings confirm that we are primarily driven by our emotions rather than reason. Yet, since the human psyche and human behaviour are also the product of the environment, under the right circumstances and with deliberate effort, we are capable of acting morally, beyond the margins of what our genetic coding has primed us for. In addition to considering who we are, I also briefly consider where we are going. Here, I look at how we can and are likely to be able to modify our psychological and physiological profile through biological and technological means. At some point in the future, we may have to deal with â€Å"the line between the human as a product of nature and the human as a fabrication of technology†. 15 Not surprisingly, this has generated heated debate. â€Å"What distinguishes modern technology from all other types, both pre-modern and non-Western, is its exclusive focus on the perfection of technical procedures and processes that had historically been subordinate to technological norms and standards, usually of a moral, political, and religious nature. †16 Will technological advances alter what it means to be human? Box 1 provides a summary of my general theory of human nature, â€Å"Emotional Amoral Egoism,† and briefly outlines some of its universal security implications. 16 NAYEF R. F. AL-RODHAN Box 1 Summary of â€Å"Emotional Amoral Egoism†: A Neurophilosophical Theory of Human Nature and its Universal Security Implications The enduring assumption that human behaviour is governed by innate morality and reason is at odds with the persistence of human deprivation, inequality, injustice, misery, brutality and conflict. In my theory of human nature, which I have termed â€Å"Emotional Amoral Egoism†, I argue that human behaviour is governed primarily by emotional self-interest focused initially on survival and, once achieved, domination. These facets of human nature are a product of genetically coded survival instincts modified by the totality of our environment and expressed as neurochemically-mediated emotions and actions. Reason, reflection and conscious morality are comparatively rare. The human mind is therefore a predisposed tabula rasa, resulting from both an in-built genetic code for survival and the environment. In my view, most human beings are innately neither moral nor immoral but rather amoral. They are driven by emotional self-interest and have the potential to be either moral or immoral, depending on what their self-interest dictates, and will be influenced in their choices by emotions and socio-cultural contexts. Circumstances will determine the survival value of humankind’s moral compass in that being highly moral in an immoral environment may be detrimental to one’s survival and vice versa. Indeed, our neuronal architecture is pre-programmed to seek gratification and â€Å"feel good† regardless of the reason. All apparently altruistic behaviour serves self-interest at some level. This insight has profound implications for the re-ordering of governance mechanisms at all levels with a strong emphasis on the role of society and the global system in maximising the benefits of what I term measured self-interest, while minimising its excesses, because human beings cannot be left to their own devices to do the â€Å"right thing†. Such reform offers the best chance of facilitating political and moral cooperation through the establishment of stringent normative frameworks and governance structures, that best fulfil the potential of human beings to exist and evolve in peace, security, prosperity and possible serenity. Further, humanity must never be complacent about the virtues of human nature. Therefore, everything must be done at all levels to prevent EMOTIONAL AMORAL EGOISM 17 Box 1 continued alienation, inequality, deprivation, fear, injustice, anarchy and the loss of the rule of law. History has shown repeatedly that humankind is capable of unthinkable brutality and injustice. This is often a result of what I call fear(survival)-induced pre-emptive aggression, which may occur no matter how calm the situation appears, although it is not necessarily inevitable. Moreover, where there is injustice that is perceived as posing a threat to survival, humankind will do whatever necessary to survive and be free. In such instances, â€Å"might† (military or otherwise) may not prevail or be the optimal solution. Human nature as we know it is, nevertheless, malleable and â€Å"manageable†. It may be radically modified as a result of advances in bio-, molecular, nano- and computational technologies. It will therefore be essential to establish a clear code of ethics regulating the use of these technologies sooner rather than later. In 5 to 5. 6, I discuss some of the global and security implications of my theory of human nature. This final part of the book first explores how prominent approaches to International Relations (IR) conceive of human nature and then outlines how my own theory may be situated in relation to them. I explain that my proposed general theory of human nature collapses the nature/nurture and free will/constrained dichotomies that tend to characterise the conceptions of human nature that inform major IR theories. I then discuss the relevance of my own conception of human nature to a number of issues: identity construction and globalisation, xenophobia and ethnocentrism, ethnic conflict, moral cosmopolitanism and governance structures. In the era of globalisation, the transnationalisation of production and finance, as well as the development and spread of new technologies, have helped to bring about changes in collective identities and inter-civilisational relations. There is a growing discrepancy between major collective identities and traditional political and cultural boundaries. 17 Since a main driver of human behaviour is ego – understood as that which negotiates between inner needs and social contexts, making humankind require a positive identity and a sense of belonging – this development has a number of implications. If ego may be considered to be a basic human need,18 then cultural disorientation is likely to negatively affect the human condi- 18 NAYEF R. F. AL-RODHAN tion and human security at various levels. While wide-reaching cultural change as part of globalisation is having positive effects in terms of increased exposure to and awareness of other cultures, as well as better access to knowledge, thereby bringing about a greater degree of interconnectedness, the cultural dimension of globalisation is sometimes perceived as generating cultural homogenisation. In the latter case, people may feel that their traditional culture is in danger of being eroded. Since fear is another central and very powerful driver of human behaviour, responses may take the form of intolerance, xenophobia and extremism. It is therefore important to view the needs for belonging and a positive identity as basic human needs, and to develop appropriate policies and institutional structures to ensure that these needs are met. At the state level, for instance, this means promoting an inclusive society that is underpinned by institutions that make effective representation possible. Globalising processes are also affecting and politicising intercivilisational relations. The increased dispersion of people from diverse cultural contexts, instant connectivity due to new technologies, and the existence of economic and political inequalities mean that issues can be transnationalised more easily than in the past. Some issues may be perceived as an act of aggression against collective identities that define themselves as part of a broader civilisation. This can cause inter-civilisational tension and provide ammunition for those who wish to exploit such fears for their own purposes. Changes in the global political and economic environment in the past few decades have also resulted in new waves of migration as people seek employment and greater opportunities outside their home country. In some regions of the world, the presence of newcomers has generated negative reactions from some factions in society. Exposure to negative stereotyping in the mass media, for example, may increase public support for policies targeted at minority groups in societies and for discrimination against them, which may be subtle or involve physical violence. In Europe, migration has been securitised (i. e. , raised to the level of a security issue) since the mid-1980s, when migration became subsumed in a broader security continuum including other issues such as terrorism and transnational organised crime. The securitisation of migration is sometimes accompanied by xenophobia. Those exposed to xenophobia suffer from a reduction in security and do not enjoy a positive identity, at least in terms of the way in which EMOTIONAL AMORAL EGOISM 19 others define them. This means that a basic human need goes unmet, again with potentially avoidable consequences. 19 Understanding the central dimensions of human nature may contribute to responses to migration that do not feed xenophobic reactions in society. Both the environment and our genetic coding are implicated in xenophobic reactions. Evolutionary approaches to human nature would attribute xenophobia to how we evolved from our ancestors. The argument is that human beings, like animals, have a tendency to be hostile towards strangers. Some argue that xenophobia may be something that people have developed to protect themselves against transmittable disease. A stranger might also represent a threat to a place or hierarchy and, therefore, be treated with hostility and suspicion. In both instances, fear of strangers may allow individuals and groups to thrive genetically. While the emphasis here is on genetics, culture is nonetheless recognised as influencing this genetic predisposition. 20 If we are better equipped to comprehend the drivers of human nature, we might also stand a better chance of preventing and alleviating conflict. Ethnic conflict, for example, is often perceived as the result of timeless hatreds. Viewed in this way, there is little that can be done to alleviate its causes. Preventing ethnic conflict from occurring may seem an impossible task. Thus, considering purely biological factors in a narrow way limits the degree of the possible. While humankind may be weighed down by its biological heritage, and we should not dismiss this out of hand, the environment has an important impact on the human psyche and human behaviour. Fortunately, we are capable of influencing the environment and, therefore, conflict. If we recognise that both our genetic predilections and the environment affect how and whether tension degenerates into violent conflict, we may be able to develop policies to prevent this from happening. A better understanding of human nature may also help humankind to promote cooperation and moral behaviour at the global level. For centuries, politics has been shaped by the concept of state sovereignty, and allegiance to the political unit of the state has been shaped by nationalism. Today, however, national borders are more porous and, for many people, allegiances are not limited to the state. Globalisation is creating a â€Å"transnational social space†. 21 Increased human mobility and interconnectedness mean that many people have to negotiate between multiple identities. The global society that is emerging is composed of great diversity and greater inequality, which 20 NAYEF R. F. AL-RODHAN makes mutual recognition and respect imperative. Moreover, international norms have evolved in such a way that requires moral cosmopolitanism, which assumes that individuals belong to a single moral community. Yet, all too often, there appears to be a disparity between the moral principles we have developed and what we actually do. Biologically inherited behavioural traits may play a role in explaining this apparent gap. 22 We need to find a normative arrangement that will better equip us to address together political, socio-economic and cultural issues. One of the difficulties that evolutionary theories highlight is the difficulty that we may have in acting morally towards â€Å"distant others†. This is by no means to suggest that we wish to justify people’s indifference to difference or the challenges to acting altruistically towards others with whom they have no direct contact. Culture may be able to cultivate a more altruistic attitude towards strangers, which is essential if we are to respect the dignity of others. If, as sociobiologists suggest, there may be limits to our moral sensitivities, then it is important to know about this because it will require a deliberate effort to promote moral cosmopolitanism, rather than assuming that we can rely on individuals to behave in an ethical way. We need to find a common basis on which we can cooperate. Since the human brain is quite malleable, public policies and governance structures can influence the human condition and, as a result, the likelihood of insecurity and instability. What kind of governance structure would be required to enable humanity to prosper and to enhance global stability? Since our survival instincts inform a great deal of our behaviour, it is essential that people’s human rights are vigorously upheld. While there is a general consensus that human beings should not be subjected to torture or degrading treatment, basic human rights ought to extend to basic needs such as shelter and food. This means that human security, which is defined as the freedom from want and fear, ought to be promoted at all levels. Political processes and structures should be inclusive. Multilateral institutions, for example, ought to be more representative so that the evolution of the global order is the result of an inclusive and collective effort. Chapter 6 offers some concluding thoughts on the implications of â€Å"Emotional Amoral Egoism† and makes some policy recommendations based on my general theory of human nature and my specific theory of human motivation contained therein. Some may object to the claims that I make in the text. They may, for a variety of reasons (i. e. , upbringing, experience, education) EMOTIONAL AMORAL EGOISM 21 see themselves or others as more rational, or more moral than my conception of human nature allows. However, my theory is intended to apply to the majority of human beings, not the minority. I have also kept the discussion of neuroscientific and philosophical issues general in order to avoid overwhelming the reader with technical detail and nomenclatures.

My Country Nepal Essay

Culture is embedded in the high peaks of Nepal, tradition flows with its rivers, art traverses through its valleys and religion lies in the heart of its people. Nepal, in short, is a country where art, culture and religion are a part of life of the inhabitants. People celebrate every moment with aroma, adding novelty to the traditions without affecting their essence. Art of Nepal The art and architecture of Nepal is deeply influenced by the religion. Unique craftsmanship can be found in temples, architecture, shrines, fountains and the design of religious objects. Art and religion is so deeply interlocked that it is impossible to separate the one from the other. All art forms express both Hindu and Buddhist iconography. Buddhism in Nepal Buddhism, the fourth largest religion all over the world, has strong roots in Nepal. Buddhism in Nepal dates from the birth of Siddhartha Gautama himself, therefore Buddhist influences are evident on the culture of Nepal. Nepal is the meeting point for Indian and Tibetan Buddhist traditions. Culture of Nepal The culture of Nepal is a assemblage of music, architecture, religion and literature. This mountain kingdom is multi-ethic and multi-lingual. The land is rich with unique cultural groups like Tharu,Yadav, Ahir, Newars and others. Food of Nepal Nepalese are great foodies and their food varieties are hot, spicy and nutritious. Newari and Thakali cuisines are the original taste of Nepal. Otherwise, Nepalese style of cooking has been influenced by Indian and Tibetan cooking. Dal Bhat tarkari is the staple food of Nepal. Meat curries and monos are the hot favorites among the tourists. Music of Nepal The rhythm, beats, bounce of Nepali traditional folk and classical music is spiritual enough to sooth you and entertaining enough to cheer you. Music is associated with every event in Nepal, then be it birth, marriage, festivals or national events. People of Nepal The people of Indo-Aryan community are the original inhabitants of Nepal. No wonder their descendents form the majority even now. Other major groups in Nepal are Gurungs and Magars who live mainly in the western region; Rais, Limbus and Sunwars who live in the eastern mid hills; Sherpas, Manangpas and Lopas who live near the mountains of Everest, Annapurna and Mustang respectively. Religion of Nepal Religion in Nepal is not only a system of social coherence based on certain rituals and beliefs, rather it is the binding force that ties the mountain kingdom together. Though Nepal is famous, as the world’s only Hindu Kingdom, equal respect is given to other religions as well. Buddhism is the second largest religion followed in Nepal, others being Tantrism, Islam and Christianity.

The History of Figure Skating and Ice Skates

The History of Figure Skating and Ice Skates Historians generally agree that ice skating, what we also today call figure skating, originated in  Europe several millennia ago, though its unclear when and where the first ice skates came into use. Ancient European Origins Archaeologists have been discovering ice skates made from bone throughout Northern Europe and Russia for years, leading scientists to posit that this method of transport was at one point not so much an activity as a necessity. A pair pulled  from the bottom of a lake in Switzerland, dated back to about 3000 B.C., are considered to be one of the oldest skates  ever found. They are made from the leg bones of large animals, with holes bored into each end of the bone into which leather straps were inserted and used to tie the skates to the foot. It is interesting to note that the  old Dutch word for skate is schenkel, which means leg bone. However, a 2008 study of northern European geography and terrain concluded that ice skates likely appeared first in Finland  over 4000 years ago.  This conclusion was based on the fact that, given the number of lakes in  Finland, its people would have had to invent a time-saving way to navigate across the country. Obviously, it would have saved precious time and energy to figure out a way to cross the lakes, rather than circumnavigate them. Metal Edged These early European skates didnt actually cut into the ice. Instead, users moved across the ice by gliding, rather than by what we have come to know as true skating. That came later, around the late 14th century, when the Dutch started sharpening the edges of their formerly flat-bottomed iron skates. This invention now made it possible to actually skate along the ice, and it made poles, which previously had been used to aid in propulsion and balance, obsolete. Skaters could now push and glide with their feet, a movement we still call the Dutch Roll. Ice Dancing The father of modern figure skating is Jackson Haines, an American skater, and dancer who in 1865 developed the two-plate, all-metal blade, which he tied directly to his boots. These allowed him to incorporate a host of ballet and dance moves into his skating- up until that point, most people could only go forward and backward and trace circles or figure eights. Once Haines added the first toe pick to skates in the 1870s, jumps now became possible for figure skaters. Today, increasingly spectacular leaps and bounds are one of the things that have made figure skating such a popular spectator sport, and one of the highlights of the Winter Olympic games. Sporting Developments  was developed in 1875 in Canada, although the first  mechanically refrigerated ice rink, named the Glaciarium, was built in 1876, at Chelsea, London, England, by John Gamgee.   The Dutch are also likely responsible for holding the first  skating competitions, however, the first official speed skating events were not held until 1863 in Oslo, Norway. The  Netherlands hosted the first World Championships in 1889, with teams from Russia, the United States, and England joining the Dutch. Speed skating made its Olympic debut at the winter games in 1924. In 1914, John E. Strauss, a blade maker from St. Paul, Minnesota, invented the  first closed-toe blade made from one piece of steel, making skates lighter and stronger. And, in 1949, Frank Zamboni trademarked the ice resurfacing machine that bears his name. The largest, man-made outdoor ice rink is the Fujikyu Highland Promenade Rink in Japan, built in  1967. It boasts an ice area of 165,750 square feet, the equivalent of 3.8 acres. It is still in use today.

Adaptation Model of Nursing Analysis

Adaptation Model of Nursing Analysis Roy’s Adaptation Model One of the most prominent nursing theories is the Adaptation Model of Nursing, developed by Sister Callista Roy. It focuses on the human ability to adapt to environmental stimuli through our set of systems; biological, psychological and social. The main goal of this model is to live adequately by striving for balance. The Roy adaptation model interprets the person as a rounded adaptive system constantly interacting with the external and internal environment, with the goal to maintain integrity. According to (Roy and Andrews, 1999), adaptation refers to â€Å"the process and outcome whereby thinking and feeling persons as individuals or in groups, use conscious awareness and choice to create human and environmental integration†. There are three levels of adaptation described by Roy each representing the condition of the life processes; integrated, compensatory, and compromised life processes (Master, 129). An integrated life process that is lost may change to a compensatory process, which tries to reestablish adaptation. However if the compensatory process is not enough, it leads to compromised processes. There are two types of coping processes in Roy’s model; innate and acquired. Innate coping mechanisms are genetic, while acquired processes are learned. Coping processes are further categorized into applying to individuals; regulator and cognator subsystems. The regulator subsystem is biological responding through chemical, endocrine, and neural means. The body has a natural response to stimuli such as hormones, electrolytes etc. The cognator subsystem acts by four cognitive emotional channels: perceptual and information processing, learning, judgment, and emotion (Masters, 129). These subsystems main goal is to maintain the processes of life; integrated, compensatory or compromised. The input of the individual adaptive system comes from the environment. There are three classes of stimuli that Roy has ident ified. The focal stimulus is what the human is instantly aware of in their consciousness. Contextual stimuli are the other stimuli that contribute to the focal stimulus, but are not the focus of the human awareness. Lastly is the residual stimuli, which has unknown effects to the situation at hand. According to Roy’s model, understanding the health of the patient is based on understanding the environment, the adaptive system, and the scientific and philosophic assumptions. Responses made relative to the human goal of thriving promote wholeness of health. Health is both a process and a state of becoming whole and integrated. Assumptions from adaptation level theory and assumptions from systems theory have been combined into a single set of scientific assumptions. From systems theory, human adaptive systems are intermingling parts that cooperate together. Human adaptive systems are complex multifaceted and respond to myriad environmental stimuli to achieve adaptation. With their ability to adapt to environmental stimuli, humans have the capacity to create changes in the environment (Roy & Andrews, 1999). Drawing on characteristics of creation spirituality, Roy combined the assumptions of humanism and vertivity (common purposefulness of human existence) into a single set of philosophical assumptions. Humanism insists that human experiences are essential to knowing and that it has power in creativity. Vertivity affirms the belief in the purpose, value, and meaning of all human life. Roy defines nursing as a â€Å"health care profession that focuses on human life processes and patterns and emphasizes promotion of health for individuals, families, groups, and society as a whole† (Roy & Andrews, 1999, p.4). Nursing is what expands adaptive abilities and enhances person and environment. Nursing assesses of stimuli and behavior that influence adaptation. Based on these assessments, interventions are made to manage the stimuli. There are two types of nursing, a science and as a practice discipline. As a science, the goal to â€Å"develop a system of knowledge about persons that observes, classifies, and relates the processes by which persons positively affect their health status† (Roy, 1984, pp. 3-4). As a practice discipline one uses the scientific knowledge to promote health through an essential service (Alligood, 2014). Nursing facilitates adaptation by assessing behavior and intervening to promote adaptive abilities and to enhance environment interactions. According to Roy, humans are adaptive creatures. The human system is a whole with parts that work together to pursue a goal. These human systems include both the individual and the group. Humans systems adjust to the environment and in turn, affect the environment, due to their capability in consciousness and meaning. Roy defined the person as the main focus of nursing, the recipient of nursing care, a living, complex, adaptive system with internal processes (cog nator and regulator) acting to maintain adaptation in the four adaptive modes (physiological, self-concept, role function, and interdependence) (Alligood, 2014). â€Å"Health is a state and a process of being and becoming integrated and a whole person. It is a reflection of adaptation, that is, the interaction of the person and the environment† (Andrews & Roy, 1991, p. 21). Adaptation is a process to enhance psychological, physiological, and social integrity. Health can be perceived as a scale from extreme poor health to peak wellness. However both health and illness can co-exist, the goal of health is to cope with illness in a competent way. Health and illness are one inevitable part of the person’s total life experience (Alligood, 2014). When mechanisms for coping prove to be ineffective, illness persists. Through adaption one can achieve proper health. Environment is â€Å"all the conditions, circumstances, and influences surrounding and affecting the developme nt and behavior of persons or groups, with particular consideration of the mutuality of person and earth resources that includes focal, contextual and residual stimuli† (Roy & Andrews, 1999, p. 18). In order for adaptive responses to occur changes in the environment must be observed. These changes could be positive or negative, large or small, both internal and external factors. Mrs. Muriel Crane is a 74 year old female presenting to the emergency room because her breathing has become more difficult and she noted an increase in sputum production. Her family physician referred her to the ER for treatment of an acute exacerbation of COPD, a condition she has had for the last10 years. To summarize Roy’s model of adaption, it focuses on the human ability to adapt to various environmental stimuli, both innately and externally. In context to this model, she has various issues to discuss. These issues must be related to human adaptation to the environment/condition, or can b enefit from this theory. First, her breathing problems are a response to her body not being able to receive the oxygen she requires. Getting her oxygen up is a major focus. She is also suffering from a cough, spewing up thick yellow sputum which also keeps her up at night. She is constantly tired, with no energy for daily activities. Over the last month Mrs. Crane has been losing weight, but has no appetite, as she’s under a lot of stress. With a temperature of 39.2 she is experiencing a fever. During damp cold weather she feels arthritic pain in her knees. Lastly due to these symptoms and her hospital stay she has peripheral muscle wasting and muscle weakness. A key concept within Roy’s model is the idea of health and illness coexisting in the human life. For Mrs. Crane she has experienced a massive drain of energy due to this illness and is unable to participate in her daily activities. This is a major priority as it impedes on her quality of life, and limits the r ate at which she feels better. According to Roy, illness is natural and we must learn to coexist with it. For Mrs. Crane, she has no energy because her body is using it on other needs such as combating infection, or keeping up oxygen levels. To free up energy, a goal she can make is to prioritize her energy spending, as well as making a greater effort to engage in daily activities. By doing this, she can improve her quality of life as well as her psyche, which will improve her healing process. Adaptive behaviors are those that promote the goals of survival and adapting to the environment. However, Mrs. Crane is coughing leading to a lack of sleep. This adaption is negative to her health, and an ineffective behavior. Roy explains in her model that ineffective behaviors need to be recognized and purposely stopped. In order to stop this cough, she needs to take the proper medicines and alternative therapy, which will lead to a better sleep. This in turn will promote the goals of surv ival and healing. When faced with the stress of her illness, Mrs. Crane experiences the regulator subsystem of coping which responds with biological means. The body has a natural response to stimuli such as hormones, in this case cortisol. However she has been a great amount of stress for an extended amount of time, leading to negative effects due to the cortisol release. High amounts of cortisol decreases immunity, and breaks down muscle bone and connective tissue. A goal for Mrs. Crane would be to lower her stress levels in order to better her health.

Strategy Implementation - Smart Water Research Paper

Strategy Implementation - Smart Water - Research Paper Example This brand is targeted to replace carbonated soft drinks, which are believed to have high calorie intake (Griffin & Moorhead 321). Smart Water is designed to address the needs of the customers who are concerned with their health status. This â€Å"Nutrient enhanced water† has imposed strong competition, not only against other bottled water, but also against other carbonated soft drinks, of which it acts as a perfect substitute (Griffin & Moorhead 322). The Smart Water packaging is designed to conform to the company’s policies and practices. The packaging is made out of sustainable and recyclable materials, which is consistence with the company’s sustainable packaging policy. Key performance indicators are often used to monitor sustainable packaging (Griffin & Moorhead 323). One of the company’s policies is to disclose the use of recycled materials in its products: a strategy that was successfully implemented in the production and packaging of Smart Water. Some of the company’s policies and practices that relate to the packaged water include; water recycling initiatives, water efficiency targets, water efficiency process, disclosed water conserved, reveal water use at Non-US Facilities, disclose normalized water use, policies to improve the efficiency of water use, and climate change policies that address water conservation and use (Griffin & Moorhead