Science Investigatory Project of Group Essay Example

Science Investigatory Project of Group Paper Fertilizers are any organic or inorganic material of natural or synthetic origin that is added to a soil to supply one or more plant nutrients essential to the growth of the plant. Good fertility is fundamental to successful plant growth and the application of fertilizers and manures is an essential graining act activity. The maintenance of adequate levels of nutrients in the soil is essential for healthy plant growth. The present study deals with the utilization fruit peels for the effective growth of plants and higher yield. Different fruit peels such as, Orange pineapple and banana were used. Scope and Limitations: This investigation is limited only to prove if orange, banana, and pineapple peelings can help to lower the acidity of soil. The acidity of soil is tested by the litmus paper . This investigation may finish within one week. Significance of the Study Orange (citrus genesis), banana (MUSM communicate) and pineapple Nanas commons) peeling possesses special properties that is needed to control the acidity of the soil.. These materials will be used a fertilizer and tested its ability to germinate mug beans(vagina radiate). This study will promote the relevance of farming by using these materials as a fertilizer and as new crop. It encourages households to recycle their orange and banana peelings to compost it in their plots and grow mug beans as an alternative crop. Finally, it inspire people to further study and search for more benefits from fruits, vegetables and other agricultural reduces. Acidic soil having a pH value less than 4 have toxic amounts of Aluminum and Manganese. Alkaline soils have iron, manganese, zinc, boron and copper deficiency. Fertilizer use, plant root activity, and rainfall are some of the causes of soil pH decrease. Accumulation of magnesium and calcium salts results in having an alkaline soil. Bananas are a good source of manganese, vitamin BE and vitamin C. They are also a great source of energy. It is rich in potassium that helps counter the effects of sodium. Aside from manganese, it is also a good source of magnesium and copper. We will write a custom essay sample on Science Investigatory Project of Group specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Science Investigatory Project of Group specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Science Investigatory Project of Group specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The mineral magnesium helps to strengthen the bones and help avoid cardiac-related problems. The mineral copper can help anemic persons gain red blood cells. It is also a source of vitamin C. Banana peelings are rich in anti-oxidants and potassium. It can be used for skin care purposes. The peelings can help treat splinters and scratches. They can be used in polishing. The website http:// www. Intercommunications. Com/2014/never-throw-away-orange- banana-peels. HTML says that the peelings can absorb lead and copper from water. Oranges belong to the Reeducate family of the genus; Citrus. Its scientific name is Citrus Genesis. Oranges are rich in Pectin which helps to protect the mucous membrane of the colon. Oranges have very good levels of Vitamin A which is essential for vision and healthy skin. It has very good amounts Of potassium and calcium. It is an excellent source of Vitamin C which helps the body to develop resistance against infectious agents. Organic, pesticide free orange peels are edible and help to improve digestion. Orange peels can help people with oily skin. It can be added to meat dishes to enhance its flavor. Powdered Orange peels can help some respiratory problems. Orange peels can also help a person experiencing nausea. Pineapples are a fruit from the species Nanas commons. It is rich in foliates, thiamine, riboflavin, pyridoxine and minerals like copper, manganese and potassium. It is an excellent source of vitamin C which is required for the collagen synthesis in the body. It is also a source of broomball which helps to break down proteins. Pineapples also are a source of vitamin A but in only a mall amount. Pineapple peelings can be used in many ways like using it to create beverages. They can be prepared to treat the skin in a form of a foot scrub. It is also a source of broomball. Pineapple peelings are rich in cellulose, homelessness and carbohydrates. Pineapple peelings can also be turned into other things or just to produce fragrance. The purpose of this study is to find an alternative way to change the pH of soil. Success in this study will give some fruit peelings a new use which will lessen garbage. Using fruit peelings can be better as not everyone can have access to agricultural lime or sulfates. Gardeners and farmers also have a greater access to fruit peelings since some plant fruits. They can use their very own products to change the soil pH. METHODOLOGY To test the effect of fruit peelings to the acidity of soil, materials will be collected or prepared in order to have a successful experiment. The materials needed for this study are litmus paper, five containers with same sizes, fruit peelings from different kinds Of fruits, specifically Orange, Banana and Pineapple, 2 kilograms of soil, water and quail eggshells. Litmus paper will be used to test the acidity of soil before and after applying the peelings. Water will be used to test soil acidity. Quail eggshells will be prepared as to have a controlled set-up. After obtaining the materials, the experiment can then be started. A scoop of soil from a container will be mixed into a cup of water. The soil and the water must be mix well. Once the soil and the water completely mixed with each other, a litmus paper will be applied to a sufficient amount. The soil must be mixed with water to allow a reaction to take place with the litmus paper. The containers will be labeled A, B, C and D. The soil will be divided into 4 containers, the fruit peelings will be added to containers A, B, and C. Each container must receive only fruit peelings from a particular plant. The container A must be filled with pineapple peelings, container B must be filled with Orange peelings and container C be filled with Banana peelings. Meanwhile, the quail eggshells will be place to container D. Allowing a day to pass will at least allow the independent variables, the fruit peelings and the quail eggshells in particular, to decompose. The testing of soil must be daily nice the peelings or eggshells will not decompose quickly. The watering of soil will also help the decomposition process of the fruit peelings and quail eggshells. Quail eggshells are the controlled variables since it is the one originally used. A chart or a notebook will be prepared for recording the observations.

Where to Find Privacy and Quiet Time in College

Where to Find Privacy and Quiet Time in College As much fun as it is to always have such interesting and engaging people around you in college, even the most outgoing of students need some privacy from time to time. Unfortunately, finding privacy on a college campus can be more of a challenge than you might think. So just where can you go when you need a few moments (or even an hour or two) to escape from it all? Here Are Some Ideas 1. Rent a carrel in the library. At many larger schools (and even some smaller ones), students can rent a carrel in the library. The cost usually isnt too high, especially if you consider how much youll pay a month for a quiet place you can call your own. Carrels can be great because you can leave books in there and know that theres always a quiet place to study without being interrupted. 2. Head to a large athletic facility when its not in use. Consider checking out the football stadium, track, soccer fields, or another athletic facility when there isnt a game going on. A space you might traditionally associate with thousands of people can be blissfully quiet when no events are planned. Finding a little nook for yourself in the stands can be a great way to get some time to just sit and reflect or even catch up on your long-overdue reading. 3. Cozy up in a  large theater facility when theres nobody there. Even if there is no play or dance performance scheduled until later this evening, chances are the campus theater is open. See if you can go inside for a great place to get some privacy as well as some comfy chairs to do your homework in. 4. Try your house or residence hall during mid-morning or mid-afternoon. Think about it: When are you least likely to be hanging out in your hall or house? When youre in  class, of course. If you want some privacy in a place that is familiar, try heading home during the mid-morning or mid-afternoon when everyone else is off in the academic buildings- if you dont have a class, of course. 5. Head to a far corner of the campus. Download the campus map from your schools website and look at the corners. What places dont you usually visit? Those are probably the places most other students dont visit either. If you have some time, head to a corner of campus that never gets any visitors and find a little corner of the world to call your own for a while. 6. Reserve a music studio. First and foremost, however: Only do this if youre sure theres plenty of extra studio space at that time- never steal this vital resource from the students who really need it. If there isnt much demand for space, consider reserving a music studio for an hour or two a week. Whereas other students will be practicing their violins and saxophones, you can put some headphones in and get some quality relaxation or meditation time. 7. Hang out in an art studio or science lab. If there arent any classes in session, art studio and science labs can be a funky place to get some privacy. You can have a phone conversation in private (provided theres no one else around to annoy)  or let yourself enjoy your creative side (sketching, painting, or maybe writing poetry?) while in a relaxing, calm environment. 8. Check out the dining hall during non-peak hours. The food court itself may not be open, but chances are you can still go and snag one of the comfy booths or tables (not to mention get a Diet Coke refill when you need it). Consider bringing your laptop so you can have some privacy while catching up on emails, Facebook, or other personal tasks that are hard to do with a ton of people around. 9. Wake up early and explore an entirely new part of campus.   It sounds horrific, but waking up early every now and then can be a great way to get some privacy, spend some time in self-reflection, and gain perspective. After all, whens the last time you had a few moments by yourself to go for a great morning run, do some morning yoga outside, or just go for a quiet walk around campus? 10. Stop by a campus chapel, temple, or interfaith center. Heading to a religious location may not be one of the first things that comes to mind when you think of where to go for privacy, but campus religious centers have a lot to offer. Theyre quiet, open most of the day, and will provide you with some time to reflect and process on whatever you need to for as long as you need to. Additionally, if youd like to get any spiritual counseling while youre there, theres usually someone you can talk to.

Law of Evidence - Reliability and relevance Essay

Law of Evidence - Reliability and relevance - Essay Example Evidence can only be deemed to be relevant if it is used to prove or disprove a matter that is in issue before the court. Evidence adduced with the intention of causing the jury to disapprove of the defendant is generally inadmissible, unless it is properly presented as evidence of bad character to show the propensity of the defendant to a particular kind of crime. Since scientific evidence is a specific area of expertise it is essential that the person giving evidence relating to scientific findings is suitably qualified, and that the evidence can be relied upon in order to secure a conviction. It is not always easy to draw a distinction between a person who is giving an expert opinion as opposed to evidence of fact1 . The Criminal Procedure Rules 1998 (CPR) were reformed in order to restrict the usage of expert evidence2. CPR r 35.1 states that ‘expert evidence shall be restricted to that which is reasonably required to resolve the proceedings.’ One of the dangers asso ciated with the reliance of expert opinion is that miscarriages of justice may occur as a direct result. ... This case was very similar to R v Clark (no2) [2003]4 in which the evidence of the same expert used in the Cannings case was regarded as reliable, resulting in the conviction of Clark for the murder of her 2 children. Professor Meadow, the expert in these cases was at the time carrying out a government funded report into the causes of sudden infant death. At the trial Professor Meadow made the observation that the chances of 2 children dying of cot death within Clark’s family situation could be compared to the chances of 4 different horses winning the Grand National in consecutive years at odds of 80 to 1. As a result of the elevated status of Professor Meadow as an expert in this field the jury concluded that the deaths could not have been natural causes. The courts have struggled consistently with the testing of expert evidence as there is no compulsory requirement for accreditation of the qualifications of the expert. There is also a lack of training for judges and barriste rs in the understanding of expert evidence, as well as training in judging the reliability of such evidence. In a report conducted by the House of Commons into the reliability of expert forensic evidence the report expressed concern that when the Forensic Science Service moved to the private sector the police service would no longer be able to ask the FSS to ‘provide advice as to the reliability of forensic techniques5.’ At present there is no control over the testing of the reliability of expert witnesses, however, the Law Commission have recently tried to address this issue in the Criminal Evidence (experts) Bill which was published 22 March 20116. In this Bill it was recommended that a reliability based admissibility test should be established for

History US Essay Example | Topics and Well Written Essays - 500 words

History US - Essay Example to world power status. The New Deal provided numerous economic programs that stabilized the economy through giving support in banking and finance, unemployment, and agriculture. In banking and finance, President Franklin D. Roosevelt offered significant credit facilities to industry and agriculture. The Federal Deposit Insurance Corporation (FDIC) also insured savings-bank deposits up to $5,000. Moreover, to reduce unemployment that affected 13 million Americans, Roosevelt created job-stimulating programs. The Civilian Conservation Corps (CCC) was a program that gave mostly conservation jobs to young men between 18 and 25 years of age (IIP Digital, 2008). The Public Works Administration (PWA) gave employment to skilled construction workers for different medium- to large-sized projects, among other programs (IIP Digital, 2008). In addition, to improve agricultural revenues, the Congress passed the Agricultural Adjustment Act (AAA) in 1933. It gave economic relief to farmers by increasing crop prices throug h paying farmers a subsidy to reimburse them for deliberate cutbacks in production (IIP Digital, 2008). Despite these job and financial programs, the New Deal did not restore the Gross National Product (GNP), consumption levels, and employment rates to pre-Depression years (West, n.d.). World War II created complete economic recovery because of greater federal spending that improved employment rates both for men and women and for whites and colored people. Military spending by the federal government jump-started the economy, increasing GNP, consumption levels, and employment rates more than the New Deal did. By 1943, California’s aircraft and shipbuilding industries hired 243,000 and 280,000 people correspondingly, and tens of thousands worked in plants in Pacific Northwest (West, n.d.). In Seattle, the Boeing Company’s sales of aircraft in 1944 reached ten times that of the total city’s industries five years before (West, n.d.). With bustling

Reviewing the Decision Essay Example | Topics and Well Written Essays - 500 words

Reviewing the Decision - Essay Example The reason why the manager of "ABC" with whom we work decided that they would manage to promote fully equipped base cabinets in the future was due to the request of one of their key customers for the immediate installation of 25 pcs. of such advanced base cabinets, plus their reasoning that because of the increased convenience of the more expensive base cabinets the same quantity can be rather quickly installed at other locations as well. Considering our general positive experience with "ABC", our history of making similar supplies of equipment which "ABC" quickly exhausted, and their leading position in their market segment, I decided to place the order at the manufacturer for the mentioned amount of equipment. After we brought to our stock 50 pcs. of fully equipped base cabinets, it turned out that by then the key customer of "ABC" bailed out from his liability before them, and the general market response to the prospect of purchase of more expensive cabinets was much less enthusia stic than expected. As the result of the mentioned facts, by this moment we still have on our stock 38 pcs. of fully equipped base cabinets for table-top coffee machines, which translates into 12,500$ of frozen assets.

The Integration Of Core Concepts And Frameworks In Health Studies Nursing Essay

The Integration Of Core Concepts And Frameworks In Health Studies Nursing Essay Introduction This assignment attempts to explore the integration of core concepts and frameworks in health studies. The purpose of the assignment is to analyse the writers current professional practice, focusing on the outcomes of reflection, models of health, focus for learning, methods of enquiry and occupational mode of practice. Where reflective accounts are used to demonstrate a relationship to current practice, the author will make these entries in the first person (Webb, 1992, Hamill, 1999). The author is a senior staff nurse within an acute and emergency care facility in the North West of England. To ensure anonymity and confidentiality no reference is made to either patients or staff (NMC, 2004). During the last three decades, many professional groups have taken up reflective practice. Bulman Schutz (2004) argue that this enhances learning and promotes best practice within nursing. It is seen as an appropriate form of learning and a desirable quality amongst nursing staff (NMC, 2002). There have been many attempts to define reflective practice, however, Atkins Murphy (1993) argue that the whole concept is poorly defined. Reflection and reflective practice is a process allowing the practitioner to explore, understand and develop meaning, highlighting contradictions between theory and practice (Johns, 1995). Moon (1999) defines reflection as a set of abilities and skills, to indicate a critical stance, an orientation to problem solving or state of mind. Reflection is a window through which an event or situation is broken down and evaluated upon in an attempt to understand what has happened, to improve practice and aid learning and development (Reed, 1993, cited in Burns Bulman, 2000). Kolb (1984) states that reflection is central in theories of experiential learning and argues that within nursing, this form of learning is the most dominant. Platzer, Blake Ashford (2000) state that there are many benefits to learning through reflection, however, they are critical of individual reflective accounts and acknowledge the barriers to this form of learning. They explain how group reflection is more potent when attempting to understand complex professional issues and believe that through sharing, supporting and giving feedback in these sessions will facilitate learning with greater effectiveness. Wilkinson Wilkinson (1996) share this view, but highlight the importance of respecting and maintaining confidentiality. Schon (1983) describes reflection in two ways: reflection in and reflection on action. The differences in these types of reflections are reflecting whilst the situation unfolds and reflecting retrospectively on an event (Greenwood, 1993, Fitzgerald, 1994). Atkins Murphy (1994) improve upon this and suggest that for reflection to make a significant difference to practice, the practitioner must follow this up with a commitment to action, as a result. Interestingly, Greenwood (1993) also states that reflection before action is an important preparatory element to reflective learning as it allows the practitioner to formulate plans ahead of situations arising. There are other writers on reflective practice and conflicting arguments exist about when best to reflect. (Wilkinson, 1999). There are some critics of reflective practice, these highlight issues including the surveillance and self-regulation of reflective practice (Taylor 2003). Bulman Schutz (2004) suggest that when bringing personal feelings and emotions into the public domain that this can act as a barrier to reflection. They also acknowledge other limitations to the reflective process, including a lack of effective tools for assessment, political and financial pressures and the knowledge and skills required by facilitators. Taylor (2003) proposes that due to the confessional nature of reflection, debate can be raised over the legitimacy and honesty of the process. Schutz (2007) states that insufficient research has taken place to assess the benefits of reflection in nursing, leaving some debate about its appropriateness. Taylor (2003) argues however, that reflective practice is considered a positive approach to learning and is an important educational tool. There are many models to guide a practitioner through the reflective cycle. Reflection was first explored by Dewey (1933), Boud et al (1985) Cooper (1975) Powell (1989), Jarvis (1992), Atkins and Murphy (1994), Reid (1993) and others. More recently, models used to guide reflective practice, include Gibbs (1998) Johns (1995), Bortons (1970), Smyth (1989) and others. Health is a broad concept and can embody a variety of meanings, of which there is no particular right or wrong answer. There is no ideal meaning of health, making it a highly contested topic (Aggleton, 1993). The word health derives from the old English word to heal (hael) meaning whole (Naidoo and Wills, 2000). This statement suggests that health relates to the individual and concerns their holistic well-being. However, the literature suggests that opinions vary and that some perspectives disagree. Health is defined in many ways, generally divided into two types of understanding; official and lay perspectives. The main difference between the two, is that one is the view held by professionals and the other represents the views of lay people (non professionals). Official definitions of health have two common meanings in every day use; positive and negative (Cribb 1998, Aggleton 1993). The positive view represents a state of well being and the negative view surrounds absence of disease. The World Health Organisation (WHO) (1946) encapsulated a holistic view of health, Health is a state of complete physical, mental and social well-being, not merely the absence of disease or infirmity. Whilst setting high targets to be achieved, this definition has been criticised for being too idealistic and impossible to attain (Aggleton, 1993). In view of the criticism, the WHO changed its definition: health is the extent to which an individual or group is able to realise aspirations, to satisfy needs and to change or cope with the environment. Health is therefore seen as a resource for everyday life not the object of living. Health is a positive concept emphasising social and personal resources as well as physical capabilities (WHO, 1986). This suggests that more recent definitions see health not as a state, but as a process towards the achievement of each individuals potential (Seedhouse, 1986). Negative definitions focus on the absence of disease or illness (Aggleton 1993, Naidoo Wills 2000). One definition of health suggests that people are healthy so long as they show no signs of bodily abnormality (disease). This definition fails to take into account how the person feels about themselves. The individual may feel ill in situations where health professionals are unable to find any underlying pathology (Aggleton 1993). Alternatively, an individual may have a disease and feel perfectly well. The main point being made here is that subjective perceptions cannot be overruled or invalidated by scientific medicine (Naidoo Wills 2000). The negative meaning of health is utilised by the medical model, which is explored later in the text. Whilst in the workplace, it is apparent to me (who is also a Registered Nurse) that both positive and negative meanings of health are used. Doctors focus on health from the negative viewpoint e.g. a doctor may review a patient and whilst not being able to find evidence of an acute illness, decides that the patient is fit to be discharged. Alternatively, I may focus on the positive view. In this context, a holistic approach to the patients health and social well-being is being explored, and therefore a comprehensive assessment of these needs are being made prior to discharge. As previously mentioned, lay beliefs are the views of those who are not professionally involved in health issues (Aggleton 1999). Whilst this is so, they must not be totally discounted as they can be as important as official definitions. They often influence the behaviour and understanding of an individual, and ultimately, the way they respond to health issues. An example of this can be demonstrated when reflection takes place after an incident e.g. a gentleman was admitted to the assessment area complaining of chest pain. After investigation, he was diagnosed with a myocardial infarction. Immediately after diagnosis, he remained on bed-rest for twenty-four hours, then after this period, the patient stated (when asked how he felt), that he felt well and had infact never felt better. At this point the patient proceeded in an attempt to get out of bed and mobilise locally. Thus, it was his belief (a positive view) that because he felt well (he had no symptoms of feeling unwell) then th is was a signal for him to carry on, in his normal manner, which was not the case. If the patient had been told he needed to rest, then it is likely that his behaviour would have changed. Beliefs about health can also vary from place to place (Aggleton 1993). Having nursed in various locations throughout the United Kingdom, my experience of this is first hand and from this experience, I share the views of Aggleton. There seem clear distinctions between health needs and health interpretations between different social class groups. e.g. in deprived areas, beliefs of health are that you just get by, however, in more affluent areas, health is not seen as merely being free from ill-health, but looks at other dimensions too, like keeping fit, eating healthily and being active. According to Jones (1994), health is subject to widely variable individual, social and cultural expectations, produced by the interplay of individual perceptions and social influence; suggesting that individuals create and re-create meanings of health and illness. This is done by our lived experiences. This view is supported by researchers, who have identified social class differences in concepts of health (Blaxter 1990, Calnan 1987). Their findings concluded that middle class respondents had a more positive view of health and found this to be linked to perceptions such as enjoying life and being fit and active. Through the same research, working class groups viewed health as functional and avoiding ill health. One explanation for these findings is that compared to working class people, middle class groups have greater control over their lives, due to income thresholds and job security, generating higher standards of living. According to Naidoo Wills (2000), this leads to people in different social classes holding different beliefs about autonomy and fatalism. These views are confirmed by my experiences in the workplace. The majority of patients I see are from working class backgrounds. This information is obtained from the patient during admission, when asked about their occupational status. It must be acknowledged however, that someones occupation doesnt necessarily denote their social group. These patients do have a tendency to view health as functional and this further supports the explanation offered by Naidoo Wills (2000). The United Kingdom is undoubtedly classed as a multicultural society, therefore it could be argued that a range of cultural views about health co-exist (Naidoo Wills, 2000). Alternative practitioners offer therapies such as acupuncture, reflexology and massage, which are based on cultural views of health and disease and run in conjunction with therapies offered by the National Health Service, which focuses on scientific medicine. The use of complementary alternative medicine (CAM) is largely unregulated but due to recent government pressures, a regulatory body to govern the use of some of these practices is to be set up (Hawkes, 2008). It is also evident that differences in chronological age and lifestyle also play a key part in influencing our views about health. For many young people, health may be seen as the ability to take part in sporting activities or being at the peak of their fitness (Blaxter 1990, Aggleton 1993). Alternatively, health for the older person is more likely to relate to the ability to cope and to be able to undertake a more restricted range of actions (Williams 1983, Aggleton 1993). It is clear from this discussion, that there are a variety of forms that can be taken from a concept. It is felt therefore that it would be useful to use an analytical framework which brings together defining features of concepts of health and demonstrates their relationship to each other. One such framework is by Alan Beattie (1987, 1993). Beattie (1987, 1993) suggests that concepts of health can be characterised by a focus on health as the property of individuals through to the property of people collectively, on a continuum. Further concepts can be seen as open to authoritative definition (or scientific principles), or alternatively as socially negotiable within the context of people concerned. This lead Beattie to set out two interlocking axis the horizontal and vertical axis. The horizontal axis represents individual people to families, groups and whole communities. The vertical axis represents a stance from expert led (authoritative usually represented by expert knowledge) to client led (negotiated using peoples own interpretations of their health and viewing them as experts in their own right) interventions. From this, the four quadrants of Beatties concepts were born. Biopathological models of health are related directly to the individual, them being the focus for treatment and free from illness or disease. Health is proclaimed in an authoritative manner through investigation and diagnosis. This model relates closely to the medical model of health. Biographical models of health focus on the individual subjective experience of health. Health is seen as part of everybodys life story and is therefore seen as being linked to our individual biographies. Health is not established through science but the personal opinion of the individual in the context of their lived experience. Environmental models view health as a property of populations as opposed to individuals. The emphasis is on the use of statistical data to describe epidemiology, in order to determine the health of the population. The communitarian concept states that health is the property of the social contexts of peoples lives in their communities. Health is seen to be influenced by how people respond to their material and cultural circumstances of their lives and not being shaped by authoritative monitoring of patterns of health. Beattie (1987, 1993) suggests that these models are not mutually exclusive. They can co-exist in differing circumstances, however, the emphasis may be more or less dominant. Having explored these models, it becomes evident that within my practice the Biopathological model is the most dominant between the members of the health care team e.g. a patient is admitted to the assessment unit with complaints of chest pain. The medical team (or the technician as Beattie would refer) would see the individual as the focus for treatment and will carry out expert, scientific led investigations. The diagnosis would then be proclaimed in an authoritative manner. This model has been criticised for being too narrow and it can be argued that medicine is not as effective as it is often claimed (Naidoo Wills 2000). The twentieth century has seen a reduction in mortality and increased longevity in developed countries and it is often assumed that medical advances have been responsible for this. McKeown Lowe (1974) would argue that this is not necessarily the case. In their historical analysis they concluded that social advances in general living conditions had been responsi ble for most of the reduction in morbidity, whereas the contribution of medicine had played a much smaller role. However, within the professions and institutes of medicine, mechanistic approaches to analysis are still dominant (Beattie et al 1993). In practice, the biopathological model of health is usually adopted when dealing with the nominated patient group, but it must be acknowledged that sometimes, due to the nature of nursing (even in an acute area), I may utilise other models within Beatties framework, particularly the biographical model of health. Here, the focus is still individual, but the care is negotiated as opposed to prescribed. Interestingly, the NMC (2004) code of professional conduct also advocates that patients be treated individually, with respect and with their best interests in mind. An example can be given to the reader of when this overlap occurs. A patient is admitted to hospital, following an acute exacerbation of chronic airways disease. The individual is seen by the doctor and in an authoritative manner prescribed a course of treatment, which included smoking cessation. The patient did not respond well to this demand. He believed that because he had been smoking for most of his adult life, that this did not contribute to his current health breakdown. Utilising previous experience in this area, I talked through the issues of smoking cessation and gave a rationale for the proposed treatment. I listened to the patient, with their concerns and anxieties and found that previous attempts at stopping smoking had been unsuccessful. The patient highlighted that no help had been offered previously from the health care team and that he had no financial compensation for his treatment. After a discussion about the support and available services, the patient accepted my offer to a free and confidential stop smoking service and agreed to a referral being sent. According to Beattie (1987, 1993) the focus for learning concerns the type of knowledge a health care practitioner needs in order to practice within their setting. Within the biopathological model of health, the focus for learning is that of essential knowledge applied by the competent worker (the technician). This is consistent with my focus for learning and is utilised frequently in every day practice. It is the most dominant over other focuses suggested by Beattie (1987, 1993) within other models of health. An example of when I might use this form of knowledge could be when managing a deep vein thrombosis (DVT) clinic. I assess the patients risk of having a DVT, then, by following the trusts protocol decide the patients management plan. To ensure the effective running of the clinic at a competent level requires me to have essential knowledge about the diagnosis and treatment of DVT including a thorough understanding of the anatomy and physiology involved, the treatments, radiologi cal investigations, complications and side effects to treatment. Carper (1978), suggests that there are four fundamental patterns or types of knowing in nursing. These are known as his taxonomys of knowing and include, the empirics, aesthetics, personal knowledge and ethical domains. The empirics element of his taxonomy relates to the science of nursing and having the ability to describe, explain and predict. The aesthetics dimension relates to the art of nursing. Personal knowledge relates to the knowledge that an individual has from their past experiences in nursing and the ethical component of Carpers taxonomy relates directly to the decision making, the rights and wrongs, holding values and applicating. A method of enquiry, concerns the formal ways in which knowledge is generated and used by practitioners (Beattie 1987, 1993), often referred to as research and is vital in informing practice (Rolfe 1996). Research has two main paradigms for which there are different terms. Here, they shall be referred to as positivism and interpretivism. Positivist research is concerned with facts based on objective information, which is tested and systemised e.g. a randomised controlled trial. Interpretivist research deals with meanings based on subjective information e.g. a patient satisfaction survey (Parahoo 1997). Previously, I have identified that the predominant method of enquiry in the workplace is the positivistic approach, directly relating to the biopathological model of health. In nursing, the use of evidence-based practice is prevalent and Naidoo Wills (2000) agree is firmly established. This is consistent with the use of randomised controlled trials to establish what forms of treatment are most effective for most people. Sackett, Rosenburg, Muir Gray, Haynes Richardson (1996), describe evidence based practice to be a conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. This suggests that evidence based practice is crucial to the effective delivery of care and to the role and status of the nursing profession (Hardey Mulhall 1994, Roper, Logan Tierney 1996). An example of positivistic research, used within my practice, would be the use of diabetes mellitus, insulin glucose infusion in acute myocardial infarctio n (digami regime) (see appendix 1, for summary of research findings). Following these findings, the digami regime has been implemented throughout the NHS Trust in which I am employed, and is now standard procedure for staff to use on the appropriate patients. The data to support the use of the digami regime evolved from randomised controlled trials, which Hardey Mulhall (1994), maintains provide high reliability. Further more, the randomised controlled trials have been described within evidence-based practice as the gold standard (Naidoo Wills, 2000). On the negative side, Parahoo (1997) argues that positivistic research studies human beings as objects and does not provide knowledge of the patients views of the treatment. Conclusion It is undoubtedly clear that health is a complex and multi-faceted area for discussion. There are many meanings and definitions to health with no simple answers. It has become clear that lay and professional views should be regarded equally due to their equal stature. The practitioner has always regarded these as so, but the essay has highlighted this important area and has increased my awareness of this for future clinical practice. The practitioner will continue to view health positively and holistically and will endeavour to promote this practice amongst other members of the multi-disciplinary team. The practitioner has learned that using an analytical framework is a useful tool when mapping concepts of health in particularly Beatties framework. The framework was easy to follow and relates well to practice. The focus for learning was found to be predominantly around applying essential knowledge. The method of enquiry that informs practice was dominantly positivism which linked closely with Beatties biopathological model. Not surprisingly, this model prevails as the most dominant in my clinical practice. From this module, I feel that I have developed both personally and professionally. The knowledge gained through the undertaking of further study has helped me bridge the theory practice gap and has made me more aware of issues surrounding this complex area of health. Appendix 1 This study was initiated to test the hypothesis that rapid improvement of metabolic control in diabetes patients with acute myocardial infarction by means of insulin glucose infusion decreases the high initial mortality rate and that continued good metabolic control during the early post infarction period improved the subsequent prognosis of myocardial infarction (Malmberg et al 1995, Malmberg et al 1994, Malmberg 1997). Conclusions from this study, support the immediate use of insulin glucose infusion followed by multi-dose insulin in diabetic patients with acute myocardial infarction (Malmberg et al 1995, Malmberg et al 1994, Malmberg 1997) References Aggleton. P. (1993) Health Routledge. London. Atkins. S., Murphy. K. (1993) Reflection: a review of the literature. Journal of advanced nursing. 18(8) 1188-1192. Atkins. S., Murphy. K. (1994) Reflective practice. Nursing Standard, 8(39) 49-56. Beattie. A., Gott. M., Jones. L., Sidell. M. (eds) (1993) The changing boundaries of health. The Macmillan press Ltd. Hampshire. Beattie. A. (1987) Making the curriculum work inAllan. P, Jolley. M. (eds) The curriculum in nursing education. Chapman Hall. London. Blaxter. M. (1990) Health and lifestyles. Routledge. London. Borton. T. (1970) Reach, teach and touch. McCraw Hill. London. Boud. D., Keogh. R., Walker. D.(1985) Reflection: turning experience into learning. Routledge falmer. London. Bulman. C., Schutz. S. (2004). Reflective practice in nursing (3rd ed). Blackwells publishing. Oxford. Burns. S., Bulman. C. (2000) Reflective practice in nursing: The growth of the professional practitioner. Blackwell Science. Oxford. Calnan. M. (1987) Health and Illness. Tavistock. London. Carper. A. (1978) Fundamental patterns of knowing in nursing. In Nicholl L H (Ed) Perspectives on nursing theory. Lippincott Company. Philadelphia. Cooper C. L. (1975) Theories of group processes. John wiley Sons. London. Cribb. A. (1998) The philosophy of health in nursing practice and health care a foundation text. Arnold. London Dewey. J. (1933) How we think: a restatement of the relation of reflective thinking to the education process. DC Heath co, Massachusetts. Fitzgerald. M. (1994) Theories of reflection for learning. in Reflective practice in nursing, A. Palmer. S. Burns. (eds). Blackwell scientific. Oxford. Gibbs. G. (1998) Learning by doing: a guide to teaching and learning methods. FEU. London. Greenwood. J. (1993) Reflective practice: a critique of the work of Argyris Schon. Journal of Advanced Nursing. 19. 1183 1187. Hamill. C. (1999) Academic essay writing in 1st person: a guide for undergraduates. Nursing Standard. 13 44 38-40. Hardey. M. Mulhall. A. (1994) Nursing research Theory and practice Chapman Hall. London. Hawkes. N. (2008) New laws to govern alternative medicine. TimesOnline http://www.timesonline.co.uk/tol/life_and_style/health/article3134337.ece (accessed 6th January 2008). Jarvis. P. (1992) Reflective practice and nursing. Nurse education today. 12. 174 181. Johns. C. (1995) Framing learning through reflection with Carpers fundamental ways of knowing in nursing. Journal of Advanced Nursing. 22. 226-234. Johns. C. (1995) Achieving effective work as a professional activity. In Schober. J. E., Hinchcliff. S. M. (eds). Towards advanced practice: key concepts for healthcare. Arnold. London Jones. L. J. (1994) The social context of health and health work. Macmillan press. Basingstoke. Kolb. D. A. (1984) Experiential Learning: Experience as the source of learning and development. Prentice Hall. New Jersey. Malmberg. K. A., Efendic. S., Ryden. L. E. (1994) Feasibility of Insulin-Glucose Infusion in Diabetic patients with acute myocardial infarction Diabetes Care 17(9) 1007-1014 Malmberg. K. A., Efendic. S., Ryden. L. E., Herlitz. J., Nicol. P., Waldenstrom A., Wedel. H., Welin. L. (1995) Randomised Trial of Insulin-Glucose Infusion followed by Subcutaneous Insulin treatment in Diabetic patients with Acute Myocardial Infarction (DIGAMI Study) : Effects on Mortality at 1 year Journal of American College of Cardiology 26(1) 57-65 Malmberg. K. A. (1997) Prospective randomised study of intensive insulin treatment on long term survival after acute myocardial infarction in patients with diabetes mellitus British Medical Journal 314, 1512-5 McKeown. T., Lowe. C. R. (1974) An introduction to modern medicine Blackwell scientific publications. Oxford. Moon. J. (1999) Reflection in learning and development. Theory and practice. Routledge Falmer. Oxon. Naidoo. J., Wills. J. (2000) Health promotion foundations for practice (2nd ed). Balliere Tindall. London. New York. NMC. (2002) Requirements for pre-registration nursing programmes. NMC publications. London. NMC (2004) The code of professional conduct: standards for conduct, performance and ethics. NMC publications. London. Parahoo. K., (1997) Nursing research, Principals, Process and Issues Macmillan Press Ltd. London. Platzer. H., Blake. D., Ashford. D. (2000) Barriers to learning from reflection; a study in the use of group work with post registration nurses. Journal of Advanced Nursing. 31(5) 1001 1008. Powell. J. (1989) The reflective practitioner in nursing. Journal of advanced nursing. 14, 824 832 Reid. B. (1993) But were doing it already! Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse education today. 13, 305 309. Rolfe. G. (1996) Closing the theory practice gap. Butterworth Heineman. Oxford. Roper. N., Logan. W., Tierney. A. (1996) The elements of nursing a model of nursing based on a model of living (4th ed) Churchill Livingstone. London. Sackett. D., Rosenburg. W. C., Muir Gray. J. A., Haynes. R. B. Richardson. W. S. (1996) Evidence based medicine: What it is and what it isnt British medical journal 312:71-72 Schon. D. (1983) The Reflective Practitioner. Basic Books. London. Schutz. S. (2007) Reflection and reflective practice. Community practitioner. 80(9) 26-29. Seedhouse. D. (1986) Health: The foundations for achievement. John Wiley Sons. Chichester. Smyth. J. (1989) Developing and sustaining critical reflection in teacher education. Journal of teacher education. 40(2) 2-9 Taylor C (2003) Narrating practice:reflective accounts and the textual construction of reality. Journal of advanced nursing. 42, 3, 244-251. Webb. C. (1992) The use of the first person in academic writing: objectivity, language, and gatekeeping. Journal of Advanced Nursing. 17 6 747 752. Wilkinson. J., Wilkinson. C. (1996) Group discussions in nursing education: a learning process. Nursing Standard. 10(44) 46-47. Wilkinson. J. (1999) Implementing reflective practice. Nursing standard. 13(21) 36-40. Williams. R. G. A. (1983) Concepts of health: an analysis of lay logic Sociology 17, 183 205. World Health Organisation (1946) Preamble of the constitution of the world health organisation. WHO. Geneva. World Health Organisation (1986) Ottowa charter for health promotion. Journal of health promotion. 1, 1-4.

Ibn Battutas 1331 Journey to West Africa Essay -- Gender Roles, Mecca

Ibn Battuta’s 1331 journey to West Africa provides a contrast of two worlds: Battuta’s pre-modern Islamic culture conflicting with African societies’ interpretation of Muslim beliefs and tribal traditions. He is especially critical of the various roles of women he observes—thus, allowing us insight into his own judgments formed by his culture and society. A brief summary of his life is paramount in the understanding of Battuta’s impressions and reactions to West African society. Abu Abdallah ibn Battuta was born in Morocco in 1304. By 1325, Battuta embarked on his first hajj, or pilgrimage to the holiest Islamic city of Mecca at age twenty-one (Hamdun, King, p. 1). Although expected to complete this religious duty at least once in his or her lifetime, Battuta accomplished the hajj, â€Å"six or seven times, each time presumably accruing divine merit† (Dunn, p. xvii). Battuta was a part of the ulama, an elite class of Muslim religious and legal scholars who, â€Å"traveled to make the hajj or to further their education in the religious sciences (Dunn, p. xii). Battuta traveled extensively for nearly thirty years, visiting around fifty countries, often multiple times (Dunn, p. ix). He chronicled his lengthy expeditions in the Rihla (Book of Travels), allowing some of the first and only written accounts of Sub-Saharan Afri ca in the 14th century. Battuta’s beliefs regarding status of women in Islamic society is perhaps first alluded to in his account of the MassÃ… «fa of Ä ªwÄ lÄ tan. He chides, â€Å"The condition of these people is strange and their manners outlandish†¦None of them derives his genealogy from his father, but on the contrary, from his maternal uncle† (Battuta, p. 37). Battuta disagrees with the MassÃ… «fa’s tradition of matrilineal derive... ...and counted among his associates eminent scholars, royal officials, rich merchants, and Mongol Kings† (Dunn, p. ix). It is these experiences that also allow us to also extrapolate some of the realities and experiences of the pre-modern Muslim woman. It is these same experiences during this formative period of Islamic society that established and shaped the contemporary Islamic world. Today, just as Ibn Battuta was able to observe other cultures through caravans on camelback, Muslim men and women are now exposed to various cultures in our globalized world through technology without having to travel far. And also just as Battuta, these same men and women are also experiencing the both strengthening and testing of his or her cultural and religious identity. The social constructs of Battuta’s era are being challenged through revolutions and uprisings throughout Islam.

Lonely Miss Brill the Eavesdropper

Miss Brill by Katherine Mansfield is about a middle-aged English teacher who secretly listens to other people's conversation due to her loneliness. Every weekend Miss Brill goes out to the parade in a park and listens to other people's conversation because she has nobody to talk to but her fur coat. She treasures her fur coat as if it's her pet and has conversations with it. Towards the end of the story, she realizes that nobody likes her, therefore she goes home into her dark room and cries.Katherine Mansfield, uses imagery, characterization, and point-of-view uses these three literary elements to inform the meaning of the lonliness. The author uses imagery for the reader to better understand the story and to create the apperance of her loneliness. In the beginning of the story, the author states â€Å"She had taken it out of its box that afternoon, shaken out the moth powder†¦ rubbed the life back into the dim little eyes. † (Mansfield 1)Here, Miss Brill takes out her f ur coat and starts to talk to it and pets it as if it is her pet.From this, the reader can can visually interpret that Miss Brill had no friends or family to talk to when she was lonley. Furthermore, towards the end of the story, a girl at the park says, â€Å"It's exactly like a fried whiting. â€Å"(Mansfield 4) The reader can visualize the story the author intended on how the little girl at the park makes fun of Miss Brill of her fur coat saying that it looks like fried fish. After hearing this, Miss Brill goes home and cries in her dark room. In addition, the author uses point-of-view for the reader to step into the main characters' shoes.In the beginning of the story, when Miss Brill went to the park to watch the parade, the author states â€Å"Wasn't the conductor wearing a new coat, too? She sure it was new. † (Mansfield 1) From this quote, the reader can see that she went to the parade often, enough to know what the bandsmen wore each weekend to perform. Furthermore , the author states â€Å"But to-day she passed the baker's by, climbed the stairs, went into the little dark room- her room like a cupboard†¦ She sat there for a long time.† (Mansfield 4)After coming back from the parade, getting made fun of, she goes to her room in a depressed mood and cries by herself. Lastly, from the begininng of the story, the reader can tell that Miss Brill had a unique personality. From talking and petting her fur coat, to eavesdropping, her character is a bit different from others. Her lonliness could have lead her to eavesdrop on people and have a fur coat as her friend. The author states, â€Å"This was disappointing, for Miss Brill always looked foward to the conversation.† (Mansfield 1), to show her lonliness.In this quote, the reader can see that Miss Brill liked to talk to people and even if she wasn't in the conversation, she would like to listen to them. Furthermore, he author states â€Å"How she enjoyed it! How she loved sittin g there, watching it all! It was like a play. † (Mansfield 3) This quote is explaining how she enjoyed the parade as if it was a play. The reader can see that she entertained herself by going to the park every weekend to forget about her loneliness.The author successfully used these three literary elements for the readers to better understand the story, to create the appearance of her lonliness and visualize interpret what the author was intending to say. Authors using literary elements in their story is important because they can send what they're trying to say to the readers easily with the literary elements. Furthermore, it is important to the readers because the reader's can better understand the story and relate the story to the world. Reading this story, readers can understand people who too are lonely and step into their shoes to understand their feelings.

What factors contributed to the success of Apple Essay Example

What factors contributed to the success of Apple Essay Example What factors contributed to the success of Apple Essay What factors contributed to the success of Apple Essay The preceding analysis of the success factors of the phone leads to lessons that can be learned when developing and launching mobile products and data services. While some of these lessons may be considered specific to Apple, most of them can be replicated by other Smartened manufacturers and potentially even other technology providers: Demographics Target the right group of adopters: Apple targeted young, technology savvy individuals rather than business. While other Smartened and mobile data and Internet services targeted business (e. . , RIM), phone proved there is a strong market in personal use. Rather than assuming an initial target of business, and expecting consumers to follow, it is possible to reverse this, targeting personal usage first with business usage following. User Preferences unreason Ana meet preferences: Apple Touches on entertainment applications Ana services rather than business applications, clearly meeting the needs of their consumers. By fully understanding user preferences and designing content and applications that meet these preferences, there is a large untapped market potential n mobile data and Internet products and services. Culture Find and exploit cultural niches: While culture varies by country and within countries, it is important for the phone to find cultural niches that it could fill. These cultural niches have been filled for the most part through the applications and services provided, rather than the mobile devices, indicating that regardless of the hardware platform, cultural preferences can be met through software and content. Technology Hardware plays a best-supporting role: While phone understood that applications and content were cost important, an element of control over the hardware and technology was necessary for success. The phone achieved success through Apples core competency in product innovation, ensuring that phone was highly functional and capable of producing a rich mobile Internet browsing experience. Thus it is highly important to ensure that technology plays a strong supporting role to applications and content. Business Model Develop a business model based on core competencies: The device-centric business model of the phone [45] has been the strongest factor in the success. The phone launch went against traditional wireless equines models and showed that device manufacturers could successfully control the necessary portions of the value chain and allow all players to be profitable and successful. Marketing Focus on fulfilling consumer needs: For the phone, Apple markets the services provided, rather than the hardware, focusing on what the products and services can do for the consumer, rather than the specifications. Key to success is not focusing on products, but rather the fulfillment of consumer needs. Service Providers Maintain control through content access and distribution: Apple understood that applications and intent are best left for third parties to develop, but maintaining control over access and distribution (including security) were the key elements of the value chain where it had core competencies. It proved that you do not need to perform the tasks in every part of the value chain, but rather coordinate and control the value chain to allow success for all players. Regulatory Make regulations work for you: Rather than working against regulations, Apple has accepted the regulatory factors, and worked within them to launch products and services that comply yet achieve high levels of

Andrea Yates essays

Andrea Yates essays Andrea Yates and the Insanity Defense On June 20th, 2001, Andrea Yates, a 36-year-old mother of five, drowned all five of her children one at a time in the bathroom tub. She then calmly called 911 and then her husband telling him Its time. I finally did it. When she was interviewed by police later that day she told them that the reason she had killed her children was because she had done a bad job as a mother and wanted to punish herself. Andrea had a history of metal illness and was treated for postpartum depression and psychosis after her fourth and fifth children. She had attempted to kill herself two years earlier and was taking two antidepressant medications at the time of the murders. She had previously been on several other antidepressants and the antipsychotic medication Haldol. Andrea was charged with two counts of capitol murder. The defense did not dispute that Yates had killed her children but rather they claimed that she was legally insane at the time of the killings. According to Texas state law the defense is required to show that the defendant is not only mentally ill but did not know that what they were doing was illegal or wrong at the time. The prosecution agreed that Andrea was mentally ill but argued that she knew what she was doing was wrong. They cited the fact that she confessed to planning the killing in advance to police and a psychologist, and that she immediately called 911 after the killings suggest premeditation and that she knew killing her children was wrong. The defense argued that Andrea knew killing her children was legally wrong but that she was so delusional that she thought she was saving them from Satan. The jury convicted Andrea of the two counts of capitol murder. In sentencing Andrea the Jury had to decide between life in prison or the death penalty. To impose the death penalty under Texas law, the jury had to decide unanimously that Yates was a futur...

Historical Writing Essay Example | Topics and Well Written Essays - 1000 words

Historical Writing - Essay Example Yet not all interpretations of the past are deemed valid as some are simply beyond the burden of evidence and fair interpretation of the historical record is neglected. To communicate a sound interpretation of a historical phenomenon, "an eye witness account" should come within the period. Ash's extremely readable book is a detailed recount in essay form of the political transformation and revolution of Eastern Europe. He wrote about the events that politically transformed Poland, Hungary, Eastern Germany and Czechoslovakia which teaches us lessons against communism and glorifies the struggle for freedom. With his account of the revolt in Budapest and Hungary, the events that exactly took place with the fall of the Berlin wall continue to captivate and inform readers. The happenings in Prague were given out in vivid detail with personal accounts of the leading anti-communists figures. The long and elaborate observations however failed to explain the failures of the earlier movement to destabilize communism which could have completed the fifth part which summarizes his observations and a few drawn out conclusions of the first four chapters. The second section of the book traces the changes in Eastern Europe, however failing to discuss how the revolution became logical in an era that defies prediction. His theories drew out the summary in three words-"Gorbachev, Helsinki and Toqueville", who all set the stage for a revolution. His unique work, managed to create a storytelling atmosphere that combined facts and analysis into a highly readable and enjoyable piece of work that critically dubbed the Magic lantern as "sensational, scholarly and literary. Reviews have treated his work as a "history of the present" that invites dissenting opinion on the issues concerning a certain time frame that allows history to complete its course. Eventually issues would sooner or later add up to form part of the whole saga that critics were quick to point as Ash's error in writing a somewhat historical piece just after several months of the actual event. We begin to agree with the critics on the sound idea that to recount past history of a certain period, a particular time frame is designated to create a full picture of the results after the tangible and unforgotten era. However, we may be led to believe that Ash was never aiming for the perfect account of the unpredictable. History and journalism has never set a standard within which to form as a guide in the chronology and conclusion in writing historical events and. Ash's writing was more of an art akin to creative journalistic writing and may not be taught to follow the elements of a structure d history. His exact account leaves us facts and interesting fragments of his travels along the chronology of an important chapter of recent events. We are not approaching the modern age with our first few steps--we are in a journey towards scientific advancement and treating literary and journalistic pieces with a degree of control would relegate the writer's efforts into nothing but a sham. Ash was merely raising his ideas and account of the

Japanese Literature Essay Example | Topics and Well Written Essays - 750 words

Japanese Literature - Essay Example The four main principles of Keene help us in understanding the aesthetic appeal of Japanese literature more vividly. Aesthetics is a branch of philosophy that is related with the appreciation of things as they affect our physical senses and especially affecting in a pleasurable way. According to the first principle of Keene, which is suggestion, the Japanese artists and writers wanted to suggest things rather than expressing it completely. The writers never expressed a climax like in Western writing but gave an appealing beginning and end tot heir work without giving a proper reasoning. For example, the literary works about love does not describe much about the meeting of a man and women but explains about the yearning and longing in the minds of lover to meet each other. In the times of Kenko, the Japanese literature applied the principles of suggestion to great length .They tried to be imaginative and expressed the beauty of nature with single strokes of paining rather than filling up the canvas with colors. A second important characteristic of Japanese aesthetics is the element of irregularity .By this it means that, one cannot find uniformity in the artistic work of Japanese works. Japanese writers and artists believed that, uniformity spoiled the uniqueness of the work and also created disinterest in the person who is enjoying the writings or artistic work. The principle of irregularity implies that making a work irregular gives much space for the reader‘s to enhance their imaginative power .The incompleteness element of the literary works prompted the readers to long for completeness and for this they use their creative and imaginative power to a great extend. â€Å"The Japanese have been partial not only to incompleteness but to another variety of irregularity also called asymmetry. This is one respect in which they differ conspicuously from the Chinese and other peoples of Asia†(Keene,10). Simplicity is another principle of Keene which was highly reflected in the earlier works of Japanese literature. The poets and writers of ancient Japan believed in the simple beauty of nature which his subtle and serene. One of the poem which exemplifies the principle of Simplicity is the furu ike ya(the ancient Pond) kawazu tobikomu (A frog leaps in) mizu no oto (The sound of the water). Here the poet describe about the eternity of the pond as well as the sound which is created by frog as it jumps in water. This is such a simplified form of expressing the subtle beauty of nature which normal men forget to notice or perceive.Kenko is one writer who insisted on the element of simplicity and he claims that only wise men can be simple in his thoughts, expression and lifestyle. One another concept of simplicity in Japanese culture is the tea ceremony which is artistically carried out by Japanese since ages. Kenko believed that simplicity is sometimes more expensive than ornateness and is a luxury concealed in luxury. Last but not he lea st is the principle of perishability , where in the Japanese artists and writes saw the sadness evolved around the destructive aspect of nature. Persihability is that truth of life which