Translate WATSON’S THEORY OF HUMAN CARING AND SUBJECTIVE LIVING EXPERIENCES Essay Example for Free

Translate WATSON’S THEORY OF HUMAN CARING AND SUBJECTIVE LIVING EXPERIENCES Essay A TEORIA DO CUIDADO HUMANO DE WATSON E AS EXPERIÊNCIAS SUBJETIVAS DE VIDA: FATORES CARITATIVOS/CARITAS PROCESSES COMO UM GUIA DISCIPLINAR PARA A PRà TICA PROFISSIONAL DE ENFERMAGEM LA TEORà A DEL CUIDADO HUMANO DE WATSON Y LAS EXPERIENCIAS SUBJETIVAS DE VIDA: FACTORES CARITATIVOS/CARITAS PROCESSES COMO UNA GUà A DISCIPLINAR PARA LA PRà CTICA PROFESIONAL DE ENFERMERà A Jean Watson2 This manuscript draws upon a previous publication with modifications: Watson J. Carative factors, Caritas processes guide to professional nursing. Danish Clinical Nursing Journal. 2006; 20 (3): 21-7. 2 PhD, RN, AHN-BC, FAAN. Distinguished Professor of Nursing Murchinson-Scoville Endowed Chair in Caring Science, in the University of Colorado Denver and Health Sciences Center, USA. Web: www.uchsc.edu/nursing/caring 1 KEYWORDS: Teoria de enfermagem. Prà ¡tica profissional. Cuidados de enfermagem. Enfermagem. ABSTRACT: This article provides an overview of Watson’s theory of Human Caring, the notion of Caritas and human phenomena. Special emphasis is placed upon the theoretical structure of human caring theory referred to as 10 Carative Factors/Caritas Processes and subjective living processes and experiences. These core conceptual aspects of the theory and human living processes are grounded within the philosophical and ethical foundation of  the body of my caring theory work. Together they serve as a guide for professional practice, as well as a disciplinary blueprint for the Science of Care. PALAVRAS-CHAVE: Nur- RESUMO: Este artigo fornece uma visà £o geral da teoria de Cuidado Humano de Watson, a noà §Ãƒ £o de Caritas e sing theory. Professional practi- o fenà ´meno humano. Uma à ªnfase especial à © dada sobre os 10 Fatores Caritativos/Caritas Processes, os processos de viver humano e as experià ªncias subjetivas de vida que fazem parte da estrutura da teoria. Estes aspectos ce. Nursing care. Nursing. centrais dos conceitos da teoria e processos de viver sà £o desenvolvidos na fundamentaà §Ãƒ £o filosà ³fica e à ©tica do corpo da Teoria de Cuidado. Juntos, eles servem como um guia para a prà ¡tica profissional, bem como, um esquema disciplinar para a Cià ªncia do Cuidado. PALABRAS CLAVE: Teoria de enfermerà ­a. Prà ¡ctica profesional. Atencià ³n de enfermerà ­a. Enfermerà ­a. RESUMEN: El presente artà ­culo ofrece una visià ³n general sobre la teorà ­a del Cuidado Humano de Watson, la nocià ³n de Caritas y el fenà ³meno humano. En este estudio se da un à ©nfasis especial a los diez factores Caritativos/Caritas Processes, a los procesos del vivir humano y a las experiencias subjetivas de vida, los cuales forman parte de la estructura de la teorà ­a. Los aspectos centrales de los conceptos de la teorà ­a y los procesos del vivir son desarrollados en el fundamento filosà ³fico y à ©tico del cuerpo de la teorà ­a de Cuidado; todos esos aspectos juntos sirven como una guà ­a para la prà ¡ctica profesional, asà ­ como tambià ©n un esquema disciplinar para la Ciencia del Cuidado. Endereà §o: Jean Watson University of Colorado Denver and Health Sciences Center 80262 Denver, Colorado, USA. Email: [emailprotected] Texto Contexto Enferm, Florianà ³polis, 2007 Jan-Mar; 16(1): 129-35. Artigo original: Reflexà £o teà ³rica Recebido em: 15 de agosto de 2006. Aprovaà §Ãƒ £o final: 23 de fevereiro de 2007. 130 INTRODUCTION The origin of the original theory of human  caring was my first book − Nursing: the philosophy  and science of caring.1 This first work was published  before there was formal attention to nursing theory as  the disciplinary foundation for nursing science, education, and practice. The origin of the theory of human caring was  first work â€Å"emerged from my quest to bring new meaning and dignity to the world of nursing and patient care† and to the inner subjective life experiences of  self and other.2:49 It also served to provide an ethicalphilosophical foundation for the deeply human dimensions of nursing. The theoretical concepts were derived and  emerged from, my personal/professional experiences;  they were clinically inducted, empirically grounded and combined with my philosophical, intellectual, and experiential background. Thus, the early work emerged from my own values, beliefs, perceptions and experiences about rhetorical and ineffable questions, e.g. what does it mean to be human? What does it mean to care? What does it mean to heal? What does it mean to develop knowledge and practices about life phenomena and subjective human experiences? What is a living philosophical context for exploring nursing and life meaning in health and illness? Questions and views of personhood, life, death, change, health, healing, caring, wholeness, pain, suffering, and so on, were guiding my quest to identify a framework for nursing as a distinct entity, profession, discipline and science in its own right, separate from, but complementary to medicine. 1 My views were heightened by my commitment to the professional role and mission of nursing; its ethical covenant with society as sustaining human caring; in honoring the lived experience of self and other; in seeking to preserve humanity, even when threatened; attending to and helping to sustain human dignity, unity of oneness of being, to hold the other in their wholeness, even when they could not feel whole themselves. These are all activities which transcend illness, diagnosis, condition, setting,  and so on, and are enduring and timeless across time and space and changes in society and science.  Since then, the original work has expanded and evolved through a generation of other theory-based  books on caring that followed: â€Å"Nursing: human science and human care, a theoryofnursing†.Connecticut(USA):Appleton/Century/ Crofts. Reprinted/republished, New York (NY/USA): Watson J National League for Nursing; 1988. Reprinted/republished, Massachusetts (USA): Jones Bartlett; 1999.3 â€Å"Postmodern sursing and seyond†. Edinburgh (Scotland): Churchill-Livingstone. Reprinted/republished, Harcourt-Brace/Elsevier; 1999.4 â€Å"Caring science as sacred science†. Philadelphia (USA): FA Davis; 2005.5 The first book â€Å"Nursing: the philosophy andscience of caring†1 provided the original core and structure for the Theory of Human Caring: 10 Carative Factors. These factors were identified as the essential aspects of caring in nursing, without which perhaps nurses were not practicing professional nursing, but were functioning as technicians or skilled workers within the dominant framework of medical technocure science. The second book â€Å"Nursing: human science and human care, a theory of nursing†3 expanded upon the philosophical, transpersonal aspects of a caring moment as the core framework; this focus placed the ideas more explicitly within a broader context of ethics, art and even metaphysics-spiritual, as deeper living phenomena within which nursing dwells, but often does not name, nor articulate, nor act on. As it has been pointed out in postmodern discourse today; â€Å"if a profession does not have its own language it does not exist†, thus it is important to name, claim, articulate and act upon the phenomena of nursing and caring and the subjectively real living experiences of self and other; this focus for nursing and caring science is essential if nursing is to fulfill its mandate and raison d’à ªtre for existing in science and society. This work makes more explicit that if nursing is to survive into this millennium then it has to sustain and make explicit its covenant with the public which includes knowledge, values, ethics and skilled practices of caring, healing, health, and living phenomena of human experiences. Thethirdbookâ€Å"Postmodernnursingandbeyond†4 brought a focus to the professional paradigm which is grounded in ontology of relations and an ethical-ontological foundation before the conventional epistemology of science and technology. The need to clarify the ontological foundation of Being-in-Relation within a Caring paradigm; the unity of mindbodyspirit/field was the focus of this work, going beyond the outdated separatist ontology of modern, Era I medical industrial thinking. It is here in this book that the spiritual and evolved energetic aspects of caring consciousness and intentionality and human presence and personal evolution of the practitioner became more developed. This evolution was placed within the emerging post –modern Texto Contexto Enferm, Florianà ³polis, 2007 Jan-Mar; 16(1): 129-35. Watson’s theory of human caring and subjective living experiences 131 cosmology of healing, wholeness, oneness which is an honoring of the unity of all, and the living experiences and life phenomena in which nursing dwells. My most recent theoretical book â€Å"Caring science as sacred science†5 was selected as an AJN Book of the Year Award (2006) in the category of research; it expands further upon the original work on caring, now placing Caring Science within an ethical-moralphilosophical − evolved scientific context, guided by the works of Emmanual Levinas (French)6 and Knud Logstrup (Danish). 7 This latest work seeks a science model that reintegrates metaphysics with the physical domain, and re-invites Ethics-of –Belonging, (to infinite field of Universal Cosmic Love) as before and underneath Being-by-Itself alone; this view is different, and separate from, the broader universal field of infinity, to which we all belong and return to from earth plane. This latest work brings a decidedly sacred dimension to the work of caring, making more explicit that living human experiences are a phenomena with spiritual and philosophical-ethical-moral dimensions; reminding us that we dwell in mystery. We dwell in mystery because we are working with the living processes, the life force, life energy, the soul if you will of another person. This focus makes more explicit that relational, existential-spiritual human caring dimensions and the deeply life processes, the deeper meaning of life are part of the inner healing journey we make with self and others on this earth plane passage; this happens when we are practicing within a caring-healing model. When we are conscious of an expanded cosmology and expanded deeper moral-ethical foundation as the nature of caring and human living processes, we have to arrive at a new understanding and humility. We are asked to acknowledge a need for wisdom, even to surrender, to that which is greater than Self, and the outer world controls, that often we think we have. With that background of my major books on Caring theory, Philosophy, and Caring Science the rest of this paper will explicate several of the conceptual aspects of the work; the core of the original work in context of its evolution; outlining the 10 Carative Factors (CF). DEVELOPMENT The Caritas Processes (CP) are juxtaposed against the original Carative Factors. The Caritas Processes are an extension of the other which have evolved; CP are intended to offer a more fluid language for understanding a deeper level of CF which capture the deeper dimensions of living processes of human experiences. The original terms and concepts of the Carative Factors needed to evolve as they seemed too set in the language of the earlier era, although still relevant. Nevertheless, in this article, I am using the two forms almost interchangeable. However, Caritas makes more explicit the connection between Caring and Love and human living processes. These aspects are more prominent in my last book on caring science.5 Some exemplars of how the work in used as a guide to transforming practices within the context of living processes are included in Box 1. Box 1 – 10 Carative factors and caritas processes. Original 10 Carative Factors, juxtaposed against the emerging Caritas Processes/ Carative Factors Caritas Processes 1. Humanistic –Altruistic Values. 1. Practicing Loving-kindness Equanimity for self and other. 2. Instilling/enabling Faith Hope. 2. Being authentically present to/enabling/sustaining/honoring deep belief system and subjective world of self/other. 3. Cultivation of Sensitivity to one’s self and other. 3. Cultivating of one’s own spiritual practices; deepening selfawareness, going beyond â€Å"ego self†. 4. Development of helping-trusting, human caring relationship. 4. Developing and sustaining a helping-trusting, authentic caring relationship. 5. Promotion and acceptance of expression of positive and negative feelings. 5. Being present to, and supportive of, the expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared-for. 6. Systematic use of scientific (creative) problemsolving caring process. 6. Creatively using presence of self and all ways of knowing/ multiple ways of Being/doing as part of the caring process; engaging in artistry of caring-healing practices. Texto Contexto Enferm, Florianà ³polis, 2007 Jan-Mar; 16(1): 129-35. 132 7. Promotion of transpersonal teaching-learning. 8. Provision for a supportive, protective, and/or corrective mental, social, spiritual environment. 9. Assistance with gratification of human needs. 10. Allowance for existential-phenomenological spiritual dimensions. Watson J 7. Engaging in genuine teaching-learning experiences that attend to whole person, their meaning; attempting to stay within other’s frame of reference. 8. Creating healing environment at all levels (physical, nonphysical, subtle environment of energy and consciousness whereby wholeness, beauty, comfort, dignity and peace are potentiated. 9. Assisting with basic needs, with an intentional, caring consciousness of touching and working with embodied spirit of individual, honoring unity of Being; allowing for spiritual emergence. 10. Opening and attending to spiritual-mysterious, unknown existential dimensions of life-death; attending to soul care for self and one- being- cared- for. These 10 original Carative Factors remain as the timeless structural core of the Theory, while allowing for their evolving and emergence into more fluid aspects of the model captured by the 10 Caritas Processes. In introducing the original concepts of Carative Factors as core for a nursing philosophy and science, I was offering a theoretical counterpoint to notion of Curative so dominant in medical science. Thus, the Carative Factors helped to define a framework to hold the discipline and profession  of nursing; they were informed by a deeper vision and ethical commitment to the human dimensions /living processes of caring in nursing; the art and human science context. I was seeking to  address those aspects of professional nursing that transcended medical diagnosis, disease, setting,  limited and changing knowledge and technology of specialized foci. What remains as core? 10 Carative Factors (embellished by philosophical-ethic and value of Caritas consciousness). In moving from the concept of Carative, to Caritas I was making an overt evocation of love and caring to merge for an expanded paradigm to connect with the existential-spiritual dimensions and living processes of human experiences. Such a perspective ironically places nursing in its most mature paradigm, while reconnecting with heritage and foundation of Nightingale which is the spiritual living processes of our humanity. With Caritas incorporated more explicitly into my work, it locates the theory within an ethical and ontological contact as starting point for considering not only its science, but its societal human caring mission. This direction makes a more formal connection between caring and healing and the evolved human consciousness of living subjective experiences and life phenomena. The background for this work is published on my website. See www. uchsc.edu/nursing/caring for more information.8 CONTEXT FOR CARATIVE/CARITAS PROCESSES The Carative Factors/Caritas Processes are not complete without acknowledging the worldview and philosophical context which holds the concepts. For example: a cosmology of oneness of  Being; phenomenal field which honors the subjective-intersubjective inner life world, transpersonal caring relationship, caring occasion and caring moment. These wider dimensions serve to remind that any nurse – patient encounter can be considered a caring occasion wherein a â€Å"caring moment† can be created and experienced, depending upon  the consciousness, intentionality, and philosophical (theoretical) orientation which is guiding the nurse.2 A caring moment transcends time and space and continues as part of larger complex pattern of  life of both nurse and patient. Narrative related to Ten Carative Factors1 Humanistic: altruistic system of values Caring is grounded on a set of universal humanistic altruistic values. Humanistic values include kindness, empathy, concern, and love for self and others. They derive from childhood experiences and are enhanced by beliefs, cultures and art. Altruistic values arise from commitments to and satisfaction from receiving through giving. They bring meaning to one’s life through one’s belief and relationships with other people. Humanistic-altruistic feelings and acts provide the basis of human Texto Contexto Enferm, Florianà ³polis, 2007 Jan-Mar; 16(1): 129-35. Watson’s theory of human caring and subjective living experiences 133 caring and promote the best professional care, and as such, constitute the first and most basic factor for science and ethic of caring. Developing helping: trusting, caring relationship The human caring relationship is transpersonal. in that it connotes a special kind of relationship: a connection with the other person, a high regard for the whole person and their Being-in-the-world. In the transpersonal human caring relationship, the nurse enters into the experience of another person, and another can enter into the nurse’s experiences. It is an ideal of  intersubjectivity in which both persons are involved.  It is an art in which the nurse forms a union with the  other, connecting with the spirit-filled person, behind  the patient, that transcends the physical. This connection honors the upmost concern for human dignity and preservation of humanity. Enabling and sustaining faith and hope The history of medicine is replete with documentation of the importance of a person’s belief in faith and hope. For example, Hippocrates thought that an ill person’s mind and soul should be inspired before one’s illness was treated. IN many other examples, medicine itself was secondary to magic, incantations, spells, and prayers. In this Carative Factor, patient’s beliefs are encouraged, honored and respected as significant influences in promoting and maintaining health. Regardless of what scientific regimen is required for medical care of a person, the nurse should nurture faith and hope and the deep belief system of the one-being- cared for. Even when there is nothing left to do medically, the nurse nurtures a patient’s faith and hope in something or someone beyond his or her self. Sensitivity to self and other To be human is to feel. All too often people allow themselves to think their thoughts, but not feel their feelings. The only way to develop sensitivity to one’s self and to others is to recognize and feel one’s feelings. The development of self and the nurturing of judgment, taste, values, and sensitivity in human relationships evolve from emotional states. The development of feeling is encouraged by the humanities and compassionate life experiences. Sensitivity to self is the recognition and acknowledgement of feelings – painful as well as happy ones. It is cultivated by looking into oneself and a willingness to explore one’s own feelings. People who are not sensitive to and repress their own feelings may be unable to allow others to express and explore their feelings. Sensitivity to self not only leads to self-acceptance and psychological growth, but to sensitivity and acceptance of others. Nurses who are sensitive to others are better able to learn about another’s view of the world which, subsequently, increases concern for others’ comfort, recovery, and wellness. Nurses who recognize and use their sensitivity promote selfdevelopment and self-actualization, and are able to encourage the same growth in others. Without this factor nursing care would fall. Texto Contexto Enferm, Florianà ³polis, 2007 Jan-Mar; 16(1): 129-35. Promoting and accepting the expression of positive and negative feelings and emotions Because feelings after thoughts, behavior, and experiences, they need to need to be acknowledged and considered in the human caring process. A focus on feelings and the â€Å"non-rational† emotional aspects of an event is necessary for nurses engaged in the human caring process. The caring relationship can move to a deeper, more honest and authentic level if he nurse allows for this CF. Further, in listening to and honoring another person’s feelings we honor their story which holds meaning and importance for them and their healing. By listening to another person’s story, it may be the greatest healing act we can offer. It may be the nurse who is the only one who listens to and  honors another’s story and all the magnitude of  feelings that accompany it.  Engaging in creative, individualized, problemsolving caring process Professional nursing employs the nursing  process, which is a creative, problem-solving  method to assist with decision –making in all nursing situations. A creative approach acknowledges that nurses use all ways of know/being/doing in  engaging in clinical caring. Nursing problems solving in not a linear one to one process, but often the nurse walks into a patient’s room and grasps  the â€Å"gestalt’ – reading the field, in the instant. This process involves full use of self and all of one’s faculties, knowledge, instincts, intuition, aesthetics, technology, skills, empirics, ethics, personal and even spiritual knowing. In a caring science model for practice, all knowledge is valu- 134 able and accessed for clinical caring. The process invites creative imagination as well as systematic scientific logic and technology. Transpersonal Teaching-Learning Nurses have a long history about the educational-teaching role; however there has been more emphasis on conveying information rather than a conscious intentionality to engage in authentic processes and relationships of mutuality and reciprocity, in that the nurse seeks to work from the patient’s frame of reference, grasping the meaning and significance of the information for the person, as well as the readiness and timeliness for the person to receive the information. This CF makes explicit that learning is more than just receiving information and data. It involves a caring relationship as context for any teaching learning. This CF evolves toward more of a coaching role in which the person becomes their own best teacher, in contrast to a conventional imparting- of- information role. Provision of supportive, protective, and/or corrective mental, physical, societal, and spiritual environment The purpose of providing such an environment is quality care and also healing/wholeness. The areas that involve this factor are: comfort; privacy; safety; clean; aesthetic surroundings. Nurses often have a great deal of control of  the environment, but without a consciousness of their obligations to take systematical responsibility for the environment to protect, support and/or correct the patient. More recently this factor has taken on entirely new meaning. In addition to acknowledging the environment as a functional, physical place to attend to in conventional way, one now is invited to consider  the nurse as influencing the patterns – for example,  using theory as guide to environment one can think  of the nurse as repatterning the environment to  promote healing, harmony, and use of caring-healing modalities to assist in patterning a more healing environment; e.g. imagery, visualization, relaxation,  music-sound, intentional touch, art and so forth.9,5 An even more expanded view of environment developed by Quinn9 and expanded by Watson5 suggests and invites us to consider the nurse as the environment. In this evolved framework we are invited to Watson J consider the practitioner and his/her evolved caring consciousness, presence, intentionality, and so forth, as the critical ingredient in the environment.5 In this view, then we have to turn toward the practitioner and the Nurse Self as an energetic, vibrational field, integral with the patient and outer environment. This is a unitary, caring science view of environment and raises new questions inspired by Quinn,9 for Caring Science Environment.5:94 If I am the environment, how can I Be a more caring-healing environment? How can I Become a safe space, a sacred vessel for this patient and his/her inner healing journey? In what ways can I look at, into this person (how am I to face this other) to draw out healing/ wholeness? How can I use my consciousness, my Being, my presence, my voice, my touch, my face, my hands, my heart for healing? Environment now takes on entirely different meaning with this evolved view, moving beyond physical environment, and having to pay attention to the nurse and his/her caring consciousness affecting the entire field. Assisting with gratification of Basic Human Needs, while preserving human dignity and wholeness Assistance with another’s basic needs gives nurses access to the physical body in a very intimate way. As such it is a privilege and great gift to society to take care of others when in need of care. In a Caring Science model it is acknowledged that the nurse however is not just touching one’ physical body or  meeting physical needs, but noting that when touching another we are not touching just the body, but embodied spirit. It is also made explicit in this  work that all needs are unified and interdependent; all needs are equally important and must be valued  and responded to for caring-healing. Allowing for, being open to, existential-phenomenological and spiritual dimensions of caring and healing This last CF brings up the phenomenon of  the unknowns, which cannot be explained scientifically, through the Western mind of modern medicine. This CF allows for mystery and philosophical, Texto Contexto Enferm, Florianà ³polis, 2007 Jan-Mar; 16(1): 129-35. Watson’s theory of human caring and subjective living experiences metaphysical aspects of human experiences and phenomena which do not conform to conventional views of science and rational thinking. Nevertheless these unknowns are real to those affected. This CF allows for spiritual filled meanings and unknowns to emerge open to infinite possibilities for miracles. This CF honors spirit- filled meanings, cultural beliefs, myths, and metaphors and inner subjective life world of nurse and patients and families, allowing cures and miraculous cures and healings. CONCLUSION Finally this framework for Caring Science and practices proposes that nursing, individually and collectively, contributes to the preservation of humanity and seeks to sustain caring in instances where it is threatened. The Carative Factors/ Caritas Processes serve as structure and order for a theoretical − philosophical foundation for the discipline and profession of nursing. The moral ideals and caring factors and processes proposed foster the evolution and deepening of humankind and serve to sustain humanity. Texto Contexto Enferm, Florianà ³polis, 2007 Jan-Mar; 16(1): 129-35. 135 REFERENCES 1 Watson J. Nursing: the philosophy and science of caring. Boston (USA): Little Brown; 1979. Boulder (Colorado/USA): Colorado Associated University Press; reprinted 1985. 2 Watson J, The theory of human caring: retrospective and prospective. Nursing Science Quarterly. 1997 Mar; 10 (1): 49-52. 3 Watson J. Nursing human science and human care: a theory of nursing. Connecticut (USA): AppletonCentury Crofts; 1985. New York (USA): National League for Nursing; reprinted 1988. Massachusetts (USA): Jones and Bartlett; reprinted 1999. 4 Watson J. Postmodern nursing and beyond. Edinburgh (Scotland):Churchill-Livingstone.NewYork(NY/USA): Harcourt-Brace/Elsevier; reprinted 1999. 5 Watson J. Caring science as sacred science. Philadelphia (USA): FA Davis; 2005. 6 Levinas E. Totality infinity. Pittsburgh (PA): Duquesne University; 1969. 7 Logstrup K. The ethical demand. Notre Dame (Indiana/ USA): University of Notre Dame; 1997. 8 Watson J. Theory of human caring [acesso em 2006 Nov 11].Disponà ­velem:http://www.uchsc.edu/nursing/caring 9 Quinn J. Holding sacred space: the nurse as healing environment.HolisticNursingPractice1992Apr;6(4):26-35.

World War I :: World War I History

World War I Introduction: Then I heard an excited exclamation from a group of sisters behind me, "Look!Look! Here are the Americans!" This was said by an overwhelmed British nurse. This is when America entered WWI. They helped the Allies out a great deal. During WWI a lot of new weapons evolved(machine guns and airplanes), countries got spilt apart, Women became more evolved in men's regular work. In the end of WWI an entire generation of Europeans were killed, dynasties fell in Germany, Austria-Hungary and Russia. The League of Nations was made up to promote peace. Because of WWI, WWII occurred. This is why I believe WWI was more important then the Gulf War. The new weapons that evolved during WWI were machine guns, and airplanes. The machine guns fired its ammunition automatically. With the use of a machine gun, you could literally wipe out dozens of people at a time. Now for the airplanes. This was an amazing ordeal for a plane to be used in war, or any type of combat for that matter. The planes were a big advantage. They played numerous roles. We also became smarter about the use of airplanes today. When Russia had a second revolution the communist leader Vladimir Ilyich Lenin gained power. Lenin deiced to end his country's involvement in the war. Well the first thing he did was make a truce with Germany. From this the Russian government had to give over Finland, Poland, Ukraine, Estonia, Latvia, and Lithuania to Germany. Even after the war when the treaty became invalid, those countries gained their independence. If this had not happened those countries would not be independent today. Maybe this is a good thing because if Russia still had those countries they would be more powerful and one day might deiced to challenge the U.S. During WWI when the men were at war the woman took on the mans everyday job. This included factories, shops, offices and so on. Woman all of a sudden were constructing, farming, even running hospitals. Something back then men thought was impossible for them to do. As well as working their everyday jobs, they would help the war men with food, clothing and supplies. It was like the woman became the dominate role. They went to work and then would come home and tend to the children and housework. After the war when the men returned, peoples views changed.

Research Paper on Drug Use Essay

Drug use in today’s society is something that has become too common. We have a large percentage of our population using drugs for numerous reasons. The stresses of our fast paced lives can be the reason we need drugs to keep up. We sometime take these drugs with out thinking of the future consequences and risk that might be attached to them. We have to teach society of the dangers of drugs and the treatment available to quit using. We have too many people using drugs in our society today. â€Å"In 1996, 50. % of high school seniors had used some illegal drug at some time during their life, 40. 2% during the previous year, and 24. 6% during the previous month. † This shows that at least half of the senior class in high schools use or have use drugs. These numbers are from 1996 from then to now the number has grown drastically. If these people are using drugs as seniors it most evident that they will use drugs after high school. â€Å"A 2006 National Survey on Drug Use and Health showed that among all youths aged 12 to 17, 6% had tried prescription drugs for recreational use in the last month. Kids as young as 12 years old are using prescription drugs to get high this tell me that their parent are to busy to supervising them or just don’t care enough to prevent them from doing so. If teenagers can use the drugs they have at home to get high how are we supposed to prevent them from using them? People don’t use drugs simply for the fact to get high, but also to cope with problems in their lives. When someone uses drugs to deal with the stresses of the everyday life it is easier to develop an addiction to the drug. A study based on a sample of 20,291 individuals drawn from the community at large found that more than half of those who met the medical criteria for diagnosis as drug abusers also suffered from one or more mental disorders at some point during their lifetime. This included 28% with anxiety disorders, 26% with mood disorders (depression), 18% with antisocial personality disorder, and 7% with schizophrenia. Some had multiple disorders. The prevalence of mental disorders varied with the drug being abused, ranging from 50% of marijuana abusers to 76% of those who abused cocaine. Almost half of the drug abusers also suffered from alcohol abuse at some point during their lifetime. † People don’t only use drugs get high or deal with the stresses of life, but also to deal with the problems with in them. People use drugs to cope with their anxieties, depression and schizophrenia. With the drugs the people feel that the disorder they have does not exist. They believe that they are everyone else and there is nothing wrong with them. â€Å"Initial low-level involvement with drugs may result from peer pressure, drug availability or other risk factors in an individual’s social or family environment. Many individuals use drugs to fit in with friends or to be excepted by a crowd of higher popularity than them. This happens a lot in high school with younger students being pressured by upper classmen. People sometime do things without thinking about the repercussions of their actions. â€Å"Some people think that prescription drugs are safer and less addictive than street drugs†¦. But prescription drugs are only safe for the individuals who actually have prescriptions for them. That’s because a doctor has examined these people and prescribed the right dose of medication for a specific medical condition. The doctor has also told them exactly how they should take the medicine, including things to avoid while taking the drug — such as drinking alcohol, smoking, or taking other medications. They also are aware of potentially dangerous side effects and can monitor patients closely for these. † Someone might take someone else’s prescription drug with alcohol not knowing that there could serious risk in doing so. For a childish mistake like mix the wrong prescriptions together a person can dead. â€Å"Whether they’re using street drugs or medications, drug abusers often have trouble at school, at home, with friends, or with the law. The likelihood that someone will commit a crime, be a victim of a crime, or have an accident is higher when that person is abusing drugs — no matter whether those drugs are medications or street drugs. † There more consequences to using drugs then just the health risk. You can be arrested for using another persons prescriptions just you can for using street drugs. Some prescription drugs such as opioids can make you hallucinate. This becomes dangerous because the person under the influence of the drug can be driving a vehicle and cause an accident putting their life and others around them in danger. 17,000 people die from all illicit drug use, Direct and Indirect a year. 7,600 people die from Non- Steroidal Anti-Inflammatory Drugs Such As Aspirin a year. † People don’t realize how many people actually die from drug abuse until they see the numbers. People need to think before taking drugs an realize that every action has its consequences. If your using drugs do it for the right reason not to get high to forget your problem. You might get rid of your troubles for a short amount of time but they be back when your sober. Drugs can either help you or hurt you, but you have to decide.

Child Poverty - 877 Words

CHILD POVERTY For the purpose of this assignment I shall be discussing what child poverty is, the factors of child poverty in the United Kingdom and how child poverty will be tackled. In the UK families have a prime responsibility to nurture and care for their children through various development stages (UNICEF 2012 ). Child poverty can happen from the break up of families, being in debt, poor education or unfortunately an orphan or born in to the situation (BBC, 2012). All children have the right to embark on the best possible start to life, within a secure and happy environment with support into adulthood and the opportunity for potential. One third of the UK has the worst child poverty rate in the European Union, however child†¦show more content†¦Furthermore genetics is another factor, as inheritance plays a big part in determine the lifespan of individuals. Parental behaviour and coping skills such as balanced eating, being active not smoking or drinking play a major part in influencing children (Nursing standard n.d). Consequently poverty does lead to ill health, also lack of nutrition, housing and environment also contribute in causing ill-health. Therefore Individuals that are unemployed and relying on the government for benefits is one of the major causes of child poverty. The impact of child poverty on a child s life when the family income is so low can plunge the family in to debt just for paying for the basic necessities such as heating, food and clothing. However, education is another area of serious concern which shows that children in poverty are denied educational and social activities within schools (End-poverty ). Furthermore housing has become the biggest threat to the well-being of children whilst being affected by poverty. Going without essentials, living in houses that are in a poor state of repair, and having no area to play and socialise can effectively cause long term health problems such as disabilities alongside emotional and behavioural problems (Natcen 2010). According to the (Child Poverty Act 2011) it is the responsibility of the government to ensure theShow MoreRelatedChild Poverty10142 Words   |  41 PagesPrinceton University Child Poverty Can Be Reduced Author(s): Robert D. Plotnick Source: The Future of Children, Vol. 7, No. 2, Children and Poverty (Summer - Autumn, 1997), pp. 72-87 Published by: Princeton University Stable URL: http://www.jstor.org/stable/1602388 . Accessed: 16/05/2013 10:19 Your use of the JSTOR archive indicates your acceptance of the Terms Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service thatRead MorePoverty : Poverty And The Measures Associated With Child Poverty2017 Words   |  9 PagesPoverty is a multifaceted concept; moreover, the measure of poverty is rather intricate, it is not as simple as looking at who is without, the rudiments of poverty depend heavily on social and political values (Sabates, 2008). Furthermore, economic efficiency will affect the measure of poverty, which in turn, can have a detrimental effect on families with children. Child poverty has been the forefront of Social Policy in the UK ever since Prime Minister, Tony Blair’s momentous promise to eradicateRead Morechild poverty999 Words   |  4 Pagesï » ¿Child poverty in the U.K Introduction Child poverty is becoming more of a big issue now more than ever in the U.K, with so many people unemployed and living on benefits. Children across the country are being deprived of basic living standards. The price of living is going up and it’s no wonder people are struggling to make ends meet. In my essay, I will talk about all aspects of how child poverty impacts greatly on children’s lives. I will talk about the effects poverty has on a child’s healthRead MoreA Poor Child Of Poverty924 Words   |  4 PagesA poor child sentenced to a lifetime of poverty is caused by the foundations of his or her education. When a child is raised on the losing side of the social spectrum goes to school, it isn’t the school that could potentially bring them out from the depths of poverty, but one that keeps them drowning in the same things their parents did. Unlike the poor, the middle class has a lead way to both sides. They are far enough up the spectrum to work hard to reach the top or give up and hit the bottom andRead MoreA Study On Child Poverty Essay2778 Words   |  12 PagesBN508000 Sociology for Nurses Course Coordinator: Jude Roddick Essay topic: Child poverty in New Zealand â€Å"High rates of child poverty are a cause for concern, as low family income has been associated with a range of negative health, education, justice, labour market and social outcomes. Negative health outcomes include low birth weight, infant mortality, poorer mental health and cognitive development, and hospital admissions from a variety of causes† (Craig, Reddington, Wicken, Oben Simpson,Read MoreThe Consequences Of Child Poverty1188 Words   |  5 PagesChild poverty is not only referring to the phenomenon of children living in poverty, but also experiencing deprivation of the material, spiritual and emotional resources needed to survive, develop and thrive, leaving them unable to enjoy their rights, achieve their full potential or participate as full and equal members of society (United Nations, 2007). It seems to be the situation happening in the developing countries. However, children from developed countries as New Zealand are also sufferingRead MoreThe Determinan ts Of Child Poverty Essay1526 Words   |  7 PagesGaelle Einsweiler and Jaclyn Perlman Mrs.Taylor/Period 1 Sociology Accelerated October 6, 2016 Determinants of Child Poverty in the US For our first sociology project, we decided to broaden our knowledge and intellectual curiosity on child poverty in the United States today. We chose this study and topic because we believe that this topic is of national importance and must be addressed and studied at the county level, as well. This is an issue that we can see and directly relate to in our own stateRead MoreChild Poverty And Academic Achievement1448 Words   |  6 Pages Child Poverty and Academic Achievement Francesca Diona University of San Francisco According to the National Center for Children in Poverty, over 16 million children (22%) in the United States live below the federal poverty level, which is $23,550 per year for a family of four. Research has shown that a family requires an income of about twice that amount just to cover basic needs and expenses. Using these statistics, 45% of children in the US live in low-incomeRead MoreChild Poverty And Its Effects On Children1123 Words   |  5 PagesChild Poverty in Canada Grace Abbott once said, â€Å"Child labor and poverty are inevitably bound together and if you continue to use the labor of children as the treatment for the social disease of poverty, you will have both poverty and child labor to the end of time.† Child poverty is one of the biggest issues facing Canadian children today. Child poverty can significantly shorten a child’s life. One of the major reasons child poverty in Canada is so high is because of low wages. These children haveRead MoreChild Poverty Is A Harsh Condition1261 Words   |  6 PagesChildren in Poverty in Las Vegas Poverty is a harsh condition which is relentless at any given age. The difference among poverty in children and poverty in adults is that poverty in children could leave effects impacting the children for the rest of his life. Southern Nevada, specifically the Las Vegas Valley has one of the highest rates in children poverty of the nation. According to Talkpoberty.org in the state of Nevada itself, one in every four kids live in poverty. The issue of child poverty is one