Competitive Strategy Essay Example | Topics and Well Written Essays - 500 words

Competitive Strategy - Essay Example It will also be necessary to strengthen our intellectual property rights protection in our targeted markets, as well as strengthen our products' safety. 2. Managing Global Trends: Global inflation rates are trending upwards, impacting on commodity pricing and reducing profit as increased costs for transport, material and labour as passed along the value chain. We are also seeing higher foreign exchange volatility, which could erode the value of our overseas investments and threatens our expansion plans. Of particular concern is the credit crunch originating in the USA, where the fall-out from the collapse of the sub-prime housing market has projected downward pressure on consumer spending. Recent reports indicate that the market for luxury goods and services will be hard hit as a consequence. 3. Moving Forwards: We foresee focusing on regions and countries which will weather the expected global economic depression well. Within such regions as Asia- particularly China and India where strong growth is expected - we will concentrate on high net-worth clients who are self-aware and focused on a healthy lifestyle. We anticipate that this will result in greater demand for our branded massage chair and exercise devices. Our distribution network will be remodelled to reflect this, with a review of the environmental and product safety laws of each country being a key part of each country's/region's feasibility study.

Impact ADHD and Autism on Education

Impact ADHD and Autism on Education How does ADHD and/or autism impact on the pupil, other pupils, teachers and the whole school? Introduction and Overview First, is to define ADHD and Autism: Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that tampers with major parts of the brain that is related the control of a persons attention, activity and emotions which make them appear hyper or weird. ADHD can also be considered as the poor functioning and poor communication between different areas of the brain. Autism mainly appears during the first 3 years of the childs development and growth. Its in relation to routines and repetition of behaviors which range from mild to severe. It doesnt mean that autism is a damage or disease. Jaffe-Gill et al (2008) postulate that the symptoms of ADHD will show if the section of the brain which controls hyperactivity, is not fully developed or not coordinating well with the rest of the brain and therefore it is not that the child is not able to control his behavior. Autism is not purely a genetic disorder which cannot be treated but certain reactions on the genes which are indeed affected by the external environment al factors. Autism is treatable as the important part that should be understood is, if the reactions can be flipped on, they can be as well be flipped off. Secondly, ADHD and Autism affect children and the signs and symptoms expose themselves in many different forms. The three major areas which most of the symptoms are categorized in are; in attention, hyperactivity and impulsivity. It becomes clinical when the impulsiveness and hyperactivity go beyond the social norms. The child may have difficulty in paying attention, may be fidgety, gets easily distracted, may not be able to sit still, may have difficulty in doing homework, chores around the house, or may be disorganized. Consequently, the hyperactive-impulsive type AHDH symptoms include; being always ‘on the go, struggles to wait in line, always fidgeting or squirming, running or climbing in excess, Struggles to remain seated, Blurts out answer before hearing question, talks too much, Struggles with interrupting or intruding and lastly they cannot play quietly. The last of the AHDH types is the combined type. This is the common of the three and it is a combination of the inattentive type and the hyperactive-impulsive type. Before a parent or teacher gets to establish an AHDH case, they may feel that the child is acting out or seeking attention. Without medication or/and behavioural therapy a child struggles to control his or her behaviour. Other signs of ADHD are shown when the child gets so disruptive or fidgety in class that interferes with the teacher as she tries to teach the other students, the student blurt out answers in class, the student find sit hard to wait for his turn in the line, the child also becomes so hyperactive that he cannot sit through a session for instance, the church service or watching a movie. With autism the three core areas that are involved or show the signs of the disorder include; social-not socially interacting with the environment and just being by themselves, communication which is manifested by the age of 3 when a delay in speech is eminent, and repetitive movements or limited interest. Fact file on ADHD There are various facts about Autism and ADHD: On ADHD, it affects between 5 to 10% of the school going children and affects more boys than girls about 3 to 4 times more, another fact is that 50 to 60 % of the children will continue to experience the symptoms throughout to adulthood, the ones which need pediatric prescriptions are about 78%. Many cases of ADHD are reported worldwide, especially those that affect children below the age of 3 years (Fuller, 2008). This is the year that is said to be when Autism and ADHD manifest and begin to show up prominently. On Autism; 1 in every 150 children are diagnosed with autism while 1 in every 94 boys has the disorder. It is further evident that each day, about 67 children are diagnosed with the Autism disorder and a new case is reported every 20 minutes. In comparison to AIDS, diabetes, cancer, it is further true according to statistics that more children will be diagnosed with autism this shows that it is the most rapidly growing acute developmental disability in the U.S. boys are expected to have autism four times more. There is neither cure nor medical detection for autism. Since ADHD and Autism affect the school going children, and they spend at least eight hours everyday in school, the teachers and students are more likely to observe the change in behaviors in the students and hence a big impact will be felt within the school and its environment. This document will look at the impacts of autism on pupil, on other pupils, on teachers and on the whole school. Impact of Autism on Pupil Children with severe speech difficulties finding it difficult to communicate may become very frustrated. They may be reluctant to communicate or may refuse to do so at all. If required to communicate, they may show signs of intense stress or anxiety. The child may have low self esteem and may feel rejected by peers (and may in fact be rejected by some). In such circumstances, it may become difficult to recognize that. Without support, the child may develop behavioral, emotional and social difficulties. This appears to be supported by evidence of communication problems among population such as children in care and pupils in school. Because of their dependence on structure, major problems can arise for children with autism outside lesson times. Although breaks from lessons are designed to provide normal children with the opportunities they need to relax and to interact with their peers, for a child with autism such period can be extremely stressful, children who are able to behave quite acceptably when involved in guided and structured activities frequently appear much more ‘odd or unusual at times of free play. Stereotyped and ritualistic behaviors may become more apparent and exposure to teasing or bullying is much more of a risk, especially because staff supervision at such times is greatly reduced. Break times are designed to reduce the pressure from the children not increase and therefore by allowing the children with autism to go for the break will just increase the amount of pressure in them thus it would be good if they are not allowed to go but instead relax in class by themselves without any disturbance. School meals can be another source of difficulty and it is clear from personal accounts that having to tolerate the noise and smells of meals in a crowded school canteen can be almost akin to torture for individuals with autism. Been forced into close proximity with other students, or made to eat food of particular textures or mixed together on the plate (many individuals cannot bear separate items of food touching each other) can be extremely stressful. Clare Sainsbury writes: (the potential of making mistakes (and the anxiety caused by fear of making mistakes) is enormous. One of my most vivid memories of secondary schools is been hauled out of the lunch queue by one of the dinner ladies shouting angrily, and made to stand to one side; she refused to tell me why. Only after I had burst into tears was I allowed back†¦.nobody ever explained what I had done wrong†¦.and to this day I still have no idea.) A quiet corner in which to eat, being allowed to eat slightly earlier or later than other pupils, or being permitted to bring sandwiches are among the simple solutions that can transform a nightmare into a practicable tolerant activity. If the principal problem is lack of knowledge of what to do when the basic rules can be explained simply and discreetly- beforehand. Games and extracurricular lessons are also frequent causes of stress for pupils with autism, who may lack the motor coordination, the ability to follow rapid instructions or unwritten rules and the social reciprocity required in order to contribute to these activities in any useful way. Competitive sports are a particular problem and are probably best avoided altogether, both for the sake of the person with autism and the rest of the class. However, physical fitness can be improved by encouraging activities that improve body awareness and coordination such as yoga, swimming, golf, walking or gymnastics if sensitively taught. Impact of Autism on Other Pupils The impact of Autism on other pupils can be as a result of the reaction of the children affected by Autism (Autistics). Due to the hyperactivity, in them, the other pupils will develop fear in them as they will seem as a threat to them. For instance, if a child is the kind who throws things around when annoyed, will make his classmates scream, run away, there may be accidents in that a child can be hit by the furniture or the object thrown around. Autistics are also known to be bright and understand things so fast, besides their self esteem was lowered by other students, they can also lower other pupils self esteem in academics especially. This is so because the weaker ones will be teased by them and feel threatened instead. In many cases, if the teacher does not realize this early enough, she may have ea tendency of rushing through the syllabus since of the assumption that if one or two pupils have understood what is been taught, the rest will learn from them. For some children this lack of understanding may result in a refreshing acceptance of the child with autism for the person they are. However, some children may be fearful and this may result in ostracizing, bullying, or mocking the children with autism (Kinsley, 2008). These attitudes create a matrix of difficulties for the child with the disorder which exacerbates their already significant impairments in forming peer relationships. Impact of Autism on Teachers According to Folin and Lian (2008), a teachers attitude towards pupils with Autism is directly related to the knowledge and understanding of the condition. Consequently, there is a need to develop systems and means by which knowledge and understanding about Autism are share with other colleagues. Understandably, we are in competition with multitude of other demands on professionals and, therefore, need to promote information, in an accessible and manageable form which is tailored to the context they are working in. the depth of knowledge required might lie on a continuum from awareness to expertise by the role they perform. Colleagues whose only contact with pupils with autism is during break times or assemblies will need a different level of understanding to those colleagues who may share the same teaching space. Similarly, these colleagues needs will differ again from the people primarily responsible for the teaching of youngsters with Autism. Responding to this continuum of profe ssional development need, the training portfolio may include: Informal approaches, inset days, outreach, accredited courses, and resources. Each of these depends upon practitioners within the field promoting the cause of pupils with the disorder in a positive and proactive manner. Impact of Autism on the Whole School A major impact in the whole school would be loosing children due to parents transferring their children to other schools because of various reasons such bullying. There has been case from various schools of major bullying taking place within the school; educators and society are concerned about the violent attacks in the schools (Schultz, n.d.). It is imperative that there should be a school-wide bullying prevention programs. This program will be specially tailored to address all issues that come along with the ADHD and Autism pupils. Bullying is pervasive, in the schools and adults ought to be at the forefront in bullying. This is basically because a lot of pupils will lose out especially if they are bullied until it affects their academics. It is further recommended that the right academic modification as well as academic adaptation is incorporated into the school program. The law generally requires that every child should be provided with proper and a safe learning environment. Every school should thus have the facilities for special education of the children with Autism. Compliance to these standards should be ensured on a constant basis. Conclusion ADHD and Autism are disorders that affect parts of the brain. They are not purely genetic and can be controlled. Measures should be taken to create a good environment for both the children that need special attention and the other children and also the school environment. ADHD and Autism therefore affects the childrens ability to learn. This in itself means that there are various learning activities that the students with Autism will have to miss out on, thus impacting negatively on their performance in class. Whenever the class performance deeps, the schools overall performance will also dip in a similar fashion. To sum it up, the pupil with ADHD and Autism will learn slowly thus impeding their ability to keep up to pace with the rest. Their performance will also be negative with minimal or negative advancement. Similarly, the other pupils will find it difficult to be taught at the same pace as the pupil with ADHD and Autism (Sprinkle, 2004). When their learning is affected, they will have to also exhibit withdraw signs as well as lose interest in the subject being taught. On the other hand, the teachers will find it very strenuous so that they will develop an attitude that will affect their teaching patterns. Eventually this translates into poor school performance and loss of reputation as a result. Therefore, the school will suffer from adverse publicity from the critics. Likewise, the school will be compelled to expend large sums of money in setting up a unit specially meant for the ADHD and Autism pupils. References Folin, C., Lian, M.J. (2008). Reform, inclusion, and teacher education: towards a new era of special education in the Asia-Pacific region. New York: Routledge. Retrieved October 06, 2009 from http://books.google.co.ke/books?id=X0rfLl87vkcCprintsec=frontcoversource=gbs_navlinks_s#v=onepageq=f=false Fuller, J. (2008). How to Use Behavior Modifications to Treat Childhood ADHD. eHow. Retrieved October 06, 2009 from http://www.ehow.com/how_4607436_behavior-modifications-treat-childhood-adhd.html Jaffe-Gill, E., Smith, M., Segal, R., Segal, J. (2008). Behavior Therapy for ADD/ADHD. Retrieved October 06, 2009 from http://www.vaxa.com/behavioral-treatment-adult.cfm Kinsley, R.S. (2008). What Is ADHD? KidsHealth.com. Retrieved October 06, 2009 from http://kidshealth.org/PageManager.jsp?dn=KidsHealthlic=1ps=107cat_id=146article_set=21612 Schultz, J.J. (n.d.). Behavior Modification Instead of Medication? Retrieved October 06, 2009 from http://school.familyeducation.com/add-and-adhd/medical-treatment/42677.html Sprinkle, N. (2004). ADHD Behavior Therapy: Promoting Discipline Focus in Kids. Additudemag.com. Retrieved October 06, 2009 from http://www.additudemag.com/adhd/article/860.html

Individualism and Paradox in the Works of D. H. Lawrence :: Biography Biographies Essays

Individualism and Paradox in the Works of D. H. Lawrence      Ã‚  Ã‚  Ã‚   When you read something by D. H. Lawrence, you often end up wondering the same thing: does he hate people? Lawrence has a profound interest in us human beings, but it's the fascination of a child picking at a scab that drives him, rather than a kind of scientific or spiritual quest for some mythical "social truth." Some of Lawrence's works--"Insouciance," for example--question mankind's tendencies outright: what good is served by a world of "white-haired ladies" wasting time "caring" and sounding intelligent and cultured and talking about pretentious, bourgeois issues?(2)    But this work is blatant in its negative descriptions of people and their behavior in society. At one point in "Insouciance," the narrator--Lawrence--comes right out and pontificates for several paragraphs on the defects of "modern" society. But for me, it is the more subtle pieces that hold greatest power. When Lawrence hints, insinuates, or implies his views, he is, in a way, letting us discover the kernel of truth, however upsetting or controversial. This process, utilized in "Mercury," is of far greater interest than the almost direct missive from Lawrence used in "Insouciance," that flatly states his view of what "living" really is. For not only must we discover the meaning; we must also decide whether our interpretation is really Lawrence's intent--perhaps we have confused some inadvertent seepage of Lawrence's personnel venom with his intended meaning. It is a risk we will have to take as we analyze works such as "Mercury". Instead of condemning society in "Mercury," Lawrence actually tries to leave it, ascending to "the top of the Merkur," where he has a new vantage point on the world. He develops some of the same ideas as in "Insouciance," but at the end of the work, Lawrence redeems society, or at least apologizes for it, adding new fire to our question. By the end we cannot, with certainty, tell whether Lawrence hates people or not--and this reflects a sort of internal struggle for Lawrence.    One could lessen the scope and dilute the importance of this topic by suggesting that the "Sunday people" Lawrence criticizes are not humanity as a whole but rather a specific group--perhaps the vacationing, upper-middle class Schlegels, perhaps the aspiring, pseudo-intellectual Leonard Basts of the lower middle class, who think culture lies in a misunderstood walk through the woods.

The Armana Period

The art of Ancient Egypt was highly symbolic and fascinating that intended to keep the history alive. Their religion and beliefs were shown in their art and great works depict god, goddesses and Pharaohs. Each period had a distinctive and astonishing style. In the middle of the New Kingdom, the Egyptians had a new Pharaoh that made some dramatic changes not only in political but also in art styles and this is called the Amarna Period. This research paper aims to discuss the historical, religious and especially the art of Ancient Egypt during the Amarna Period.This enabled us to know the events and revolutionary works of Akhenaton to replace monotheism from polytheism of Egyptians religion and to acknowledge the essence of Amarna art in our present times. II. Egyptian Kingship About 3000 B. C. , kingship in Ancient Egypt begun when prestige and growth of wealth were at its peak indicated by the discoveries of metal tools and personal ornaments. By that time, poor tribes started revolu tion and so military protection was needed. The â€Å"cities were fortified and kings became prominent† (Chodorow 13).Kings manipulated wars and often tried to bring cities under their control, they served as war leaders and practiced religious functions viewed as guarantor of the welfare of the city which thought they had special relationship with the gods and prepared inscriptions that immortalized their royal deeds to maintain their authority. Concept/Established Priesthood. Even from the earliest times, religious ceremonies were often held by the royal family. King was considered as â€Å"the highest priest, who had sovereign right to perform rituals at any and all temples† (http://www. philae.nu/akhet/Religion3. html). â€Å"Priests had limited and specialized role of activities† and they had â€Å"to ensure the cults of god and goddesses along with the various external manifestations in the temples to maintain the integrity of divine presence on earth in the sanctuaries of the temples† (Sauneron 34). Unlike priests nowadays, they were not concern or persuading the people or trying to convert others to their religion, â€Å"they were bureaucrat of a sort delegated by the king to perform in his place certain physical rituals necessary for the general welfare† (Sauneron 35).All of their hieratic appointments were done by the kings and economically supported by receiving offerings and vast landowners. Relationship with the Gods. Egyptian monarchs already had the authority which was to impress the ancient world and depicted that they inherited from prehistoric kings who had special sanctity because of their power to assure prosperity through successful agriculture, thus they performed rituals involving irrigation, soil fertility and land reclamation.The Pharaoh were believed to manipulate the annual emergence and downfall of life itself (Roberts 84). Under the Old Kingdom, it appears that the â€Å"king is the absolute lord of the land† (Roberts 84) and venerated as descendant of the gods. Based on the theory, when the king died, he passed over to the Kingdom Wesir (Osiris) and left the kingship in the hands of his son. He becomes the Living Heru and transformed into a divine status.Until the Middle Kingdom, only king had an after-life to look forward to Egypt and â€Å"always stressed the incarnation of the god in the king even that idea was increasingly exposed by the realities of life in the New Kingdom† (Roberts 85). Influence/Control of Art. The framework for Egyptian arts and architecture was religious and magical. (Najovits 215). The glorification of gods and pharaoh-gods was the main theme of Egyptian art, primarily aim to manipulate the gods and equip for the afterlife (Najovits 218).They illustrated afterlife and mythology in a coherent manner. Creation of the images of the gods, including the pharaoh gods, illustration of religious beliefs, serving of religious concepts through the building of temples for the appeasement and worship of the gods, practice of funerary cults and the use of amulets were intended for their arts and architecture. III. Amarna Period In the late part of the 18th Dynasty, the most famous periods of Ancient Egypt was ruled by King Amenhotep IV, son of King Amenhotep III and Queen Tiye.He founded the city Amarna where his revolutionary reforms take place in a very short period. King Amenhotep IV. Succeeded his father Amenhotep III and he attempted a religious revolution called monotheism, worship of one god named Aton (Divine Sundisk). These religious ideas probably originated from the fact that â€Å"the sun could be seen rising each day and traveling across the sky, before disappearing each night only to re-appear next morning† thus â€Å"seen both incredibly strong and powerful† (Thomas 22).King Amenhotep IV changed his name to Akhenaton/Akhenaten meaning â€Å"It is well with Aton† because he wished to erase the reminiscence of the past and abandoned the old god of his fathers, Amon, whose cult had been the wealthiest and most powerful of Egypt and perhaps tried to recover power taken by the priest of Amon. He devoted his reign in religious revolution and activities and neglected his monarchy duties. Changes to Establishment. Akhenaton â€Å"tried to give a new direction to Egyptian religious thought† (Perry 48) and â€Å"established cults have been diverted to the cult of the Aten† (Shaw 277).He closed all temples in Thebes and built a new city in Amarna and â€Å"devised a new theology to support his religion† (Chodorow 21). All building activities at Thebes were ceased, traditional gods were banned completely; traditional temples were closed down and the cults of their gods came to a standstill and religious festivals with their processions and public holidays were no longer celebrated. All the income from estates and farms of the Amen temples was diverted to fu nd the construction of the new city (Thomas 52). Aten/Akhetaton. Egyptians believed that king becomes god when they die, they used to describe them as god Aten.â€Å"Akhenaton said that the god Aten had chosen a site for the new capital for him† (Thomas 48) and he established the new city called Akhetaton/Akhetaten, (Horizon of the Aten). It was â€Å"the place where the Aten manifests himself and where he acts through his son, the king, who is the â€Å"perfect child of the living Aten† (Shaw 277). Temples to Aten were built at Akhetaten and unlike â€Å"traditional temples which contain dark and mysterious inner chambers and cult statues, the Aten temples were open to the sky allowing the sun-disk to display itself in person† (Ryan 161). B. ArtUsing art as emphasis. The Egyptian artists in Amarna art wanted to enduringly fix the absolute, the symbolic, the ideal, the real meaning of what things should be where gods and divine pharaohs being portrayed in the i deal situations of stiff solemnity, power and youth. Historians noted that â€Å"the idealizing representation of kings is based on the desire to lift the ‘good gods’ (the kings), sons and likenesses of the gods† (Najovits 218). Amarna art represented detail idealization of the world and people in a system that encompassed everything from the beginning – creation to the afterlife.Akhenaton put much emphasis on the fact that he was the â€Å"mother who gives birth to everything who had created his subjects with the ka (creator-god)† (Shaw 281). New style. Akhenaton changed the traditional artistry of Egypt where architecture, sculpture and paintings focused on canonical pharaonic portraits. â€Å"The artistic style made a sudden transition from the traditional Egyptian style of portraying people with ideal, perfect physiques to a new and rather jarring style† (Lorenz).The effeminate body with curving contours, long face with full lips, heavy e yelids, misshapen body with weak arms, narrow waist, protruding belly, wide hips and fatty thighs created arguments among historians. They think that he â€Å"suffered from some kind of illness or syndrome which caused his odd appearance† (Lorenz) and that his â€Å"portrait is a deliberate artistic reaction against the established style, paralleling the suppression of traditional religion† (Kleiner 78).Akhenaton showed â€Å"himself in a warm family scenes with his wife and children, portraying himself and the rest of the royal family in a much more human and naturalistic manner† (Lorenz). The scene of the royal family, Akhenaton, Nefertiti and their three children Merytaten (being kissed by his father), Meketaten (sitting on her mother's lap) and Aknkhesenpaaten (baby on Nefertiti's shoulder). Both Nefertiti (Akhenaton's wife) and Tiye (mother of Akhenaton) figured prominently in the art and life of Amarna age. Queen Tiye regularly appeared in art beside Amenh otep III during his reign as well as during the reign of Akhenaton.Queen Nefertiti frequently appears in the decoration of the Aton temple at Karnak who looked like clones of Akhenaton and sometimes wears pharaonic headgear. Pictures showing husband and wife embracing or offering each other flowers continued until the reign of Tutankhamen. Amarna period most probably associated with the images of Aten worship scenes. The Sundisk where the Pharoah and Queen offer flowers to Aten and their two eldest daughters bask shaking sistrums, is one of the most common distinction of Amarna period.Analysis. The reign of Pharaoh Akhenaton depicted a relaxed, affectionate pharaoh and purely human emotional themes and everyday, secular subjects became usual and that was a revolution in its own right. According to historians, â€Å"the Fifth Dynasty and Amarna period must be the two finest periods in Egyptian art, it was then that the artist best managed to combine theological obligation to depict idealized essence with natural inclination to depict reality† (Najovits 233).Despite the criticism obtained, the art had never been so dramatic and meaningful that showed formalistic conventions and attempted the truth of the system they represented. Another feature of Amarna style is the â€Å"extraordinary sense of movement and speed, a general looseness and freedom of expression that was to have a lasting influence on Egyptian art for centuries after the Amarna Period had come to an end† (Shaw 282). C. Compare/Contrast With previous establishment. Egyptians artists regularly ignored the endless variations in body types of real human beings.Painters and sculptors did not sketch their subjects from life but applied a strict canon or systems of proportions that lasted for thousand of years (Kleiner 69). Before the Amarna period, pharaohs concentrated on building temples and great pyramid tombs made of mud-brick, stones and woods. They have huge statues and reliefs paint ed in minute polychrome, paintings of sensual women, hunting scenes and peoples in their everyday tasks were widespread which were intended to provide company to the deceased in the other world. Evolution of Art during Amarna.Inscriptions revealed that it was Akhenaton who instructed his artist in his own new style. â€Å"Akhenaton's new movement had given rise to a new and very realistic style of art which emphasized even the king's physical deformities† (Boadt 159) unlike the normal image of showing the kings and important people as ideal persons in good health and great looks. In the early years, human figures were depicted with specific proportions contrary to normal figures and there was a time when images were the same like clones but soon outmoded.Later, it becomes less extreme with some artwork returning almost to normal. The depiction of the king becomes more graceful evolving into a softer, more naturalistic style. IV. Opinions/Observations Observations of Art of Am arna Period. King Akhenaton's reign was too short to bring his reform to success both in political and religious through expression in Egyptian arts. It centered on the sun-disc and its life-giving rays but it practiced focused on the cult of the pharaoh himself.Yet it failed soon after Akhenaton's death, it was to have everlasting effects, the attempt to destruct the old cult, and to eliminate gods from any monuments, shows the monotheistic direction of the new faith as well as transition of Egyptian art in a well distinguished manner. Personal Opinions. I believed that King Akhenaton's unique and amazing style in expressing himself through deformed and sexless images greatly influenced the evolution of modern art. He formulated his own style of abstract images that made him popular not during his times but in our contemporary times.I think if he had worshiped his god without persecuting the cult of his fathers, may be the new religion will still be practiced and supported by the E gyptians. The fact that he was the King who can manipulate things and can even deceive the minds of his people, he ignored the voice of his people of freedom in religion that led to the end of his legacy that can be learned when his successor Tutankhamen, returned to worshiping the old gods. V. Conclusion Amarna Period was the time of King Akhenaton revolution against political and religious tradition of Ancient Egypt.He remarkably changed the conventional style of Egyptian art from building of mysterious temples and tombs to an intimate and expressionistic statues and paintings of himself and his family that demonstrate sophistication and creative freedom which was indeed revolutionary at that time. Works Cited Boadt, Lawrence (1984). Reading the Old Testament : An Introduction. New Jersey : Paulist Press. Brewer, Douglas J. and Emily Teeter (2007). Egypt and the Egyptians. United Kingdom : Cambrigde University Press. Chodorow, Stanley, et. al.(1994). The Mainstream of civilization . 6th ed. Fort Worth, Texas : The Harcourt Press. Kleiner, Fred S. , Christin J. Mamiya and Helen Gardner (2005). Gardner's Art Through the Ages. 12th ed. Belmont, California : Wadsworth/Thomson Learning. Lorenz, Megaera. January 15, 2000. The Art of the Amarna Period. http://www. heptune. com/art. html Najovitz, Simson (2004). Egypt, trunk of tree : a modern survey of an ancient land. New York : Algora Publishing. Perry, Marvin (1989). A History of the World. Boston, Massachusetts : Houghton MifflinCompany. Roberts, J. M. (1987). The Penguin History of the World. New York : Penguin Books. Ryan, Donald P. (2002). The Complete Idiot’s Guide to Ancient Egypt. New York : Alpha Books. Sauneron, Serge (2000). The Priests in Ancient Egypt. New York : Cornell University Press. Shaw, Ian (Ed. ) (2003). The Oxford History of Ancient Egypt. United Kingdom : Oxford University Press. Thomas, Susanna (2003). Akhenaten and Tutankhamen : The Religious Revolution. New York : Rosen Publishing . (http://www. philae. nu/akhet/Religion3. html

Nursing Research Utilization Project: Section C Essay

Several articles have been reviewed as a research base for this project. Identification of appropriate research is critical to the successful implementation of nurse-led evidence-based practice protocols. Each article was carefully selected for what it could contribute to the quality of the project. Using the evidence in this research will help with the development of an implementation plan. Article #1 Adams, D., Bucior, H., & Day, G. (2012, January). HOUDINI: make that urinary catheter disappear-nurse-led protocol. Journal of Infection Prevention, 13, 44-48. This article discusses the use of 7 criteria that must exist in order to keep an indwelling urinary catheter in place. According to Adams (2012), the average daily risk of developing a bacteremia with an indwelling urinary catheter increases by 3%-7% for every additional day the catheter remains indwelling. The study uses the acronym HOUDINI to demonstrate the criteria. The acronym stands for Hematuria, Obstruction, Urologic surgery, Decubitus ulcer, Input and output measurement, Nursing end of life care, and Immobility. In the absence of these aforementioned indications, according to the study, the catheter should be removed to decrease the risk of catheter-associated bacteremia. Article #2 Bernard, M. S., Hunter, K. F., & Moore, K. N. (2012). A Review of Strategies to Decrease the Duration of Indwelling Urethral Catheters and Potentially Reduce the Incidence of Catheter- Associated Urinary Tract Infections. Urologic Nursing, 32(1), 29-37. This article discussed different strategies to decrease the incidence of indwelling urinary  catheter times. It was a retrospective study that analyzed data obtained from hospital databases. The study supports nurse-led or electronic chart reminders every 24 hours to assess the need for indwelling urinary catheters on a daily basis. The conclusion lists timely removal as one of the main factors affecting the incidence of CAUTI. Article #3 Clarke, K., Tong, D., Pan, Y., Easley, K., Norrick, B., Ko, C., & †¦ Stein, J. (2013). Reduction in catheter-associated urinary tract infections by bundling interventions. International Journal For Quality In Health Care: Journal Of The International Society For Quality In Health Care / Isqua,25(1), 43-49. doi:10.1093/intqhc/mzs077 This article reviews the affect on incidence of CAUTI by bundling interventions. Also a retrospective study, this research reviewed the effectiveness of bundling four interventions for patients with indwelling urinary catheters. The bundle consisted of 1) Using a silver alloy impregnated catheter 2) Using a securement device to limit the catheter movement 3) Repositioning of the catheter tubing if it was found to be kinked or on the floor 4) Prompt removal of the catheter on post operative day one or two. Implementing this bundle of care for patients resulted in a significant decrease in CAUTI for these study participants. Pre implementation of the bu ndle the CAUTI incidence rate was 5.2/1000. Seven months post implementation the CAUTI incidence rate was 1.5/1000. The authors have proven with statistical significance that the four-intervention bundle will be successful in reducing the incidence rate of CAUTI in indwelling urinary catheter patients. Article #4 Levers, H. (2014). Switching to an antimicrobial solution for skin cleansing before urinary catheterisation. British Journal Of Community Nursing, 19(2), 66-71. This study suggests that switching to an antimicrobial cleaning solution for the area prior to insertion of a urinary catheter will reduce the incidence of CAUTI. The research recommended using Octenilin solution for cleansing the meatus prior to catheterization. The case studies are ongoing and no results were mentioned in the study except for to say the change was cost neutral and the practice change is promising. This study failed to show a statistically significant decrease in CAUTI post  implementation. Article #5 Meddings, J. A., Reichert, H., Rogers, M. M., Saint, S., Stephansky, J., & McMahon Jr., L. F. (2012). Effect of Nonpayment for Hospital-Acquired, Catheter-Associated Urinary Tract Infection. Annals Of Internal Medicine, 157(5), 305-312. This study reviewed the Centers for Medicare Services (CMS) recent (2008) initiative to hold or eliminate reimbursement for costs associated with hospital acquired CAUTI. This study alluded to the misuse of coding in failing to identify CAUTI when it actually did exist, therefore claiming the financial impact on health care organizations is low for non-payment of hospital acquired CAUTI. Even when the researchers included all urinary tract infections catheter associated and otherwise, the loss of reimbursement to healthcare organizations would have been less than 1% due to improper coding. Conclusion In conclusion, the prevalence and incidence of CAUTI is affected by many factors. First health care workers need to be aware of the significance of CAUTI and be compliant with new practice guidelines to decrease risk. Second, adherence to inclusion criteria for indwelling urinary catheters and their placement using the HOUDINI protocol (Adams, Bucior, & Rimmell, 2012). Lastly, implementation of a bladder bundle to decrease the incidence of hospital acquired CAUTI. Each factor focuses on a unique evidence-based prevention, reduction, or eradication strategy to address the problem of CAUTI. Health care workers, who possess an awareness of the need to decrease this preventable infection, will add to the forward trajectory of solving this problem, and implementing this project. References Adams, D., Bucior, H., & Day, G. (2012, January). HOUDINI: make that urinary catheter disappear-nurse-led protocol. Journal of Infection Prevention, 13, 44-48. Bernard, M. S., Hunter, K. F., & Moore, K. N. (2012). A Review of Strategies to Decrease the Duration of Indwelling Urethral Catheters and Potentially Reduce the Incidence of Catheter- Associated Urinary Tract Infections. Urologic Nursing, 32(1), 29-37. Clarke, K., Tong, D., Pan, Y., Easley, K., Norrick, B., Ko, C., & †¦ Stein, J. (2013). Reduction in catheter-associated urinary tract infections by bundling interventions. International Journal For Quality In Health Care: Journal Of The International Society For Quality In Health Care / Isqua,25(1), 43-49. doi:10.1093/intqhc/mzs077 Levers, H. (2014). Switching to an antimicrobial solution for skin cleansing before urinary catheterisation. British Journal Of Community Nursing, 19(2), 66-71. Meddings, J. A., Reichert, H., Rogers, M. M., Saint, S., Stephansky, J., & McMahon Jr., L. F. (2012). Effect of Nonpayment for Hospital-Acquired, Catheter-Associated Urinary Tract Infection. Annals Of Internal Medicine, 157(5), 305-312.