Safe Administration of Intravenous Medication and Management of Central Line

Intravenous therapy is a crucial element of acute care management; this provides easy access for medication, maintaining fluid and electrolyte balance, and administration of blood products (Wiechula & Hodgkinson, 2002). This is an invasive procedure that entails a number of risks for the patient. This literature review will provide important information regarding the safe administration of intravenous medication and the management of the central line. Safe Administration of Intravenous Medication. The article â€Å"Safe Practice in intravenous medicine administration† from the Nursing Standard journal provided a detailed account of safe administration of intravenous medication. The IV route has many advantages over other routes, mainly because of its absorption rate, but it must â€Å"only be used when its benefits outweigh its risks† (Lavery, 2008). The first step in safe administration of intravenous medication is assessment of the patient’s condition and satisfying the 5 Rights of drug administration; Right Patient, Right Dose, Right Medication, Right Route, and Right time. The patient’s chart must also be checked for all the other drugs that the patient is currently taking. The expiration date of the medicine ordered must be checked as well. Drug interactions and interval of the medication must be considered as well. This must be taken seriously as 22% of medication errors committed on general medical practice were due to lack of knowledge of this little detail (Joanna Briggs Institute, 2005). As a confirmatory measure the drug order must be consulted with another nurse. There was evidence that suggested the efficiency of having two nurses check medication orders prior to administration (Joanna Briggs Institute, 2005). Following hospital protocol, the procedure must be explained to the patient and acquire consent on the doing the procedure. Secondly, the materials needed for the procedure must be prepared. The materials needed will be dependent on the route specified which could be; bolus injection, intermittent infusion, and continuous infusion. IV bolus injection requires the use of a syringe; conclusive evidence suggested that labels on syringes or enhancements on syringe may prevent medication errors (ISMP Medication Safety Alert, 2004). Application of aseptic technique is essential in the process of drug administration through the intravenous route. Thus, swabbing the injection port with alcohol is an important practice. The injection port is exposed to bacteria and injecting these to the patient’s system must be avoided (Institute for Safe Medication Practices, 2007). No conclusive evidence was presented on this claim. Upon swabbing the IV port with alcohol and letting it dry, the next step is to administer the medication at the IV port. The rate of the IV push must be observed carefully, since there are conclusive evidence of death occurring on an IV push that was done too quickly (Cohen, 2003). This is known as â€Å"Speed Shock† and will be discussed in detail later. If the method of administration is through continuous infusion, the rate of infusion must be confirmed with another nurse (Joanna Briggs Institute, 2005). An infusion pump may be used to ensure accurate infusion rates. The careful use of the infusion pump must be observed by the nurse.. After drug administration, the patient must now be watched closely for adverse reaction to the drug. After assessment of the patient after administration, the central line must be flushed with a 5-10 ml 0. 9% sodium chloride solution. This is a precautionary measure to relieve the cannula of any residual medicine (Lavery, 2008). Afterwards, the sharps and other equipments used should be discarded in a proper container. CDC recommended that sharps should be disposed in a proper container; â€Å"closable, puncture resistant, leakproof on the sides and bottom, and appropriately labeled or color coded† (CDC, 1998). Proper documentation and monitoring of therapeutic effect concludes the procedure (Wiechula & Hodgkinson, 2002). Management of the Central Line The article; â€Å"Promoting Best Practice in the Management of Peripheral Vascular Devices† from the Joanna Briggs Institute, used an evidence based approach on the management of peripheral vascular devices. It stressed a number of key recommendations in achieving best practices in the management of a central line (Wiechula & Hodgkinson, 2002). This literature will be central to this discussion. It is common medical knowledge that hand washing and observance of the aseptic technique is crucial for the prevention of infection. This was also pointed out in the article and was given utmost importance. The next guideline is the dressing of the central line; the article suggested the use of gauze or transparent dressing. It also suggested that it should be changed when it is damp, loosened or soiled. Conclusive research from CDC noted that both the transparent and gauze dressings virtually have the same effect (CDC, 2002). Secondly, the routine replacement of IV catheters, IV therapy is an invasive procedure and these devices can harbor bacteria that can cause complications. In addition, it also stressed rotation of the site of catheter insertion every 48-72 hours to prevent phlebitis; this suggestion was well within the extent of rotation specified by the CDC which was every 72-96 hours (CDC, 2002). Moreover, it also stressed that IV catheter should be replaced at the first sign of phlebitis. Another consideration for the removal of the catheter is evidence of local infection (Gosbell, 2005). The third guideline was the replacement of the IV administration sets at 72 hour intervals. These equipments include; blood products, piggy back, and lipid emulsions. When a medical order required the use of these materials, the healthcare provider must make sure that these materials should be replaced or disposed of when it goes past its usefulness. This must be meticulously observed especially with blood products and lipid emulsions, which produces a higher incidence of bacterial colonization; this case requires the IV administration set to be replaced within 24 hours of initiating the infusion. Fourth, is the use of flush solutions to prevent thrombosis or infection, heparin is the most common flush solution in use today. A study with much legitimacy in it, has confirmed that flushing a catheter with a vancomycin/heparin lock will yield to a significant decrease in infection rate (Woensel, 2008). Much debate surrounds the issue of whether it should be done continuously or intermittently. A recent study by the Cochrane Collaboration attempted to address this issue. Considering the inconclusive results of the study, it still claimed that intermittent flushing, â€Å"were less likely to infiltrate, leak, or cause phlebitis† (Flint, Macintosh, & Davies, 2008). The fifth management approach to a central line is the use of in-line filters. Wietchula & Hudgkinson noted that this device is thought to reduce the incidence of infection, but no evidence confirms this claim. A similar claim supported this notion that in-line filters have no significant relation to decreased incidence of infection in a study conducted by the Cochrane Collaboration (Foster, 2008). This study, too, was shrouded with impartiality due to the lack of sufficient data. Lastly, proper management of a central line requires documentation of insertion date and time of the intravenous device. This would also serve as a guide for the overall care of the patient (Wiechula & Hodgkinson, 2002). Complications of Intravenous Therapy Intravenous therapy is widely used in acute care management. Due to the invasive nature of the procedure, healthcare providers must abide with known safe practices just like the ones outlined in this study. Failure to comply with safe practices can lead to infection and even death. The most disastrous complication can arise from failing to observe safe practice in intravenous medication. Meanwhile the patient can suffer from infections and much discomfort from failing to observe clinically effective practices on the management of the central line. These two topics will be explored in this section of the study. Aside from describing â€Å"Safe Practice in intravenous medicine administration†, this article also included some complications that arise in practices that are not clinically effective. Failure to asses the patient and confirming the medication can lead to disastrous results. A staggering 30% of medication errors arise from administering an inappropriate drug (Joanna Briggs Institute, 2005). An article entitled â€Å"Medication Errors†, mentioned that improper disinfection of multi dose vials can leave the patient at risk for infection with staphylococcus aureus (Cohen, 2003). The article even mentioned that refrigerating the MDV prolongs the life of the S. aureus compared with storing it in room temperature. In addition, it also mentioned the deadly effects of administering a drug too quickly (Cohen, 2003). This is otherwise known as â€Å"Speed Shock† (Lavery, 2008). This is the body’s violent reaction to a foreign body that was abruptly introduced in the system. The patient may experience hypotension, shock, flushed face, tachycardia, shock,and cardiovascular collapse. Miscalculations in the required dosage can be deadly to the patient as well. Failure of the healthcare provider to confirm the order with a doctor or colleague contributes to the occurrences of medication error. Studies have shown that one of the factors contributing to medication error is â€Å"poor communication healthcare professionals†, which comprises of 19% of recorded incidents (Joanna Briggs Institute, 2005). The healthcare provider administering medications must be familiar with standard dosage computation and manipulation of infusion devices like the infusion pump. There are concrete evidences published in the medical safety alert of ISMP regarding misuse of the infusion pump. It stated: â€Å"a misprogrammed infusion pump can leave a patient only a button press away from disaster† (Institute for Safe Medication Practice, 2002). Another complication is extravasations or infiltration. This condition is characterized by local edema and pain on the site of catheter insertion. This is caused by accidental administration of the drug to a surrounding tissue by a cannula poised in a wrong angle or problems in its patency. As mentioned earlier, failure to observe safe practices in managing the central line can also lead to serious complications. The article â€Å"Diagnosis and Management of Catheter Related Bloodstream infections due to staphylococcus aureus† outlined the complications arising from bad practices in management of peripheral vascular devices. Among the complications it discussed were; Catheter Colonization, Phlebitis, Infusate related bloodstream infection, and Cather related bloodstream infection. Colonization of bacteria on the catheter tip is the most common complication associated with wrongful management of the catheter tip. The Maki hypothesis stated that bacteria from the skin surrounding the catheter site can migrate to the catheter and eventually to the bloodstream (Gosbell, 2005). Catheter related bloodstream infection may lead to bacteremia and sepsis. The bacterium that is most commonly associated with this kind of infection is S. aureus which account to 5-50% of cases and coagulase-negative staphylococci in 20% to 96% (Gosbell, 2005). Failure to observe aseptic technique upon insertion of the IV catheter can contaminate the central line itself and directly introduce bacteria in the patient’s bloodstream. Another issue arising in practices that are not clinically effective is infusate-bloodstream infection. This is an infection through contamination of the fluids that are being administered. The use of the IV port either for injecting medicine or extracting blood from the patient can introduce microorganisms on the system. This commonly happens to blood products and lipid emulsions were bacterial growth is common. Lastly, phlebitis, this condition is characterized by redness, pain, and swelling around the insertion site. Phlebitis may be caused by infection and other patient factors like the patient’s inherent risk in developing such problems. Healthcare providers must be very careful in caring for patients undergoing intravenous therapy. Previous researches have shown that nosocomial infections due to bad practices in intravenous therapy account to 200,000 cases each year (Wiechula & Hodgkinson, 2002). Patients arrive in the hospital to seek medical attention, it is only imperative that healthcare providers must deliver the quality of care that patients deserve and avoid aggravating their illness by complications that could be avoided by safe practices.

Paulo Freire and Revolutionary Education Essay

In reading Paulo Freire’s inspiring and idealistic book Pedagogy of the Oppressed, first published in 1970, the question arises is whether such a radically transformed educational system is even possible. According the person I interviewed, a professor with many years of teaching experience in many countries, the answer is not particularly optimistic. Paolo Freire’s radical and humanistic view of education is light year’s removed from what actually takes place in most classrooms around the world. At the lower levels, education often amounts to little more than rote memorization to prepare for standardized tests, with administrators mainly concerned that their ‘numbers’ look good. Higher education has devolved into career training for big business interests, and frankly has become a business itself. Virtually none of the creativity, humanization or liberation that Freire writes about so eloquently really exists in most educational systems around the world, which simply turn out more cogs for the machinery. There may be a few truly creative and humanistic teachers, although they usually end up frustrated, burned out and cynical because of the nature of the system itself. For Freire, the worst form of teaching is the banking concept of education, in which students are passive and alienated note takers of any information the teacher provides. This has been the normal type of education system in most of the world throughout history, mirroring the authoritarian and paternalistic socio-economic relationships in the world outside the classroom. In fact, the schools and universities are preparing students to take their place in the system without questioning it. Freire claims that teachers can either work â€Å"for the liberation of the people—their humanization—or for their domestication, their domination. † They can either create an education system in which all persons in the classroom are â€Å"simultaneously teachers and learners†, realizing that â€Å"knowledge emerges only through invention and reinvention, through the restless, impertinent, continuing, hopeful inquiry human beings pursue in the world†, or simply uphold the status quo (Freire 72). He also insists that â€Å"the teacher cannot think for her students, nor can she impose her thoughts on them† (Freire 77). Ruling elites merely want to use the education system as part of the apparatus of â€Å"domination and repression†, to maintain order, but real education should be revolutionary and deliberately set out to â€Å"transform† the world (Freire 79-80). Are there teachers who actually believe in this radical mission for education? Is it even possible within the present system? How long does it take for teachers who were once young and idealistic to become disillusioned? The following are excerpts from an interview with ‘Dr. W. ’–a university professor who has taught in various countries around the world for twenty-two years: Question: Have you ever read Paulo Freire’s book Pedagogy of the Oppressed? Dr. W: Yes, parts of it. Over the years, I’d say I’ve become fairly familiar with his general theories. Question: Do you regard the educational systems you have seen as oppressive? Dr. W: I have experienced many educational systems around the world, including a number that I would regard as extremely oppressive. For example, I’ve taught in Asian and Middle Eastern countries where primary and secondary school teachers regularly slap, punch and beat students†¦hit them with sticks and so on. For the most part, those systems are based on rote memorization as Freire described, and the students are not even allowed to question the teacher: they are strictly passive. Mainly, the students are just being prepared for standardized tests, not to develop creativity or imagination, and this becomes very clear when they reach the university level. At that point, they have become used to treating teachers like little tin gods, although I suppose it prepares them for the kind of bureaucratic and managerial salaried positions most of them will be expected to fill in society. Question: Isn’t that also the case with the American education system? Isn’t it mostly geared toward jobs in the capitalist economy? Dr. W. : Absolutely. The American education system is also a class system, and this is already the case in primary and secondary schools. My first job was as a student teacher in a high school in New York. The kids from working class backgrounds were generally tracked into ‘general† classes† that were not preparing them for higher education, while those from the middle class were. I’ll never forget the first class I ever taught, with a group of sullen, nonresponsive working class kids, stuck in a basement classroom that did not even have windows, taught by people who didn’t much care whether they learned anything or not. These kids knew it, too. They were not dumb, although the system certainly treated them that way. They knew they were being prepared for jobs as mechanics and cashiers. And this was not an inner city school, though, where the American class and caste system reveals itself at its most brutal. Question: Caste system? Dr. W. : Yes, in the United States, we have a long history of education segregated by color, with the worst schools always being reserved for minority groups. Compare any inner city public school system today with those in the white suburbs, or with expensive private schools for the upper classes, and you will see the difference in about two seconds. For the poor and minority groups in the inner cities, the teachers and facilities are much worse than in the suburbs, as is the housing, health care, nutrition and so on. Conditions in these ghettoized schools and neighborhoods are not all that much better from those in developing countries†¦the types of places Freire was talking about in his books. In those countries, the oppression is very real indeed, and the students are being prepared for lives as peasants, workers or simply part of the marginalized economy and society, like kids in America’s inner city schools. Those institutions are programmed for failure. Question: But you never taught in inner city schools like those? I mean the types of schools that are like jails, with cops on duty, metal detectors and things like that? Dr. W. : No, my career has been mostly at the university level, and the students I’ve had were relatively privileged by the standards of this world—middle class or upper class. In the Middle East, I taught students from royalty and the aristocracy who had huge allowances every month, and in Asia I once taught students who arrived in limos with their own drivers. I wouldn’t say that they were exactly the oppressed masses Freire was describing. On the other hand, I taught at a university in the former Soviet Union were about 60% of the students were on scholarships and came from fairly modest backgrounds. A lot of people had also been hit hard by the collapse of the economy when the Soviet Union ended. We even had a former brain surgeon who ended up working as a janitor at the university, earning about $150 a month. The whole medical and public education system was so far gone that she could make more money that way. Question: So you basically see the education system as being unequal, designed to keep people in their place generation after generation? Dr. W. : Yes, that’s been mostly my experience. I think it’s designed to insure that the children of the owners and the ruling class will stay at the same level as their parents, while the children of the middle class will continue to manage and administer the system for them, and the children of workers will continue to be mostly worker bees, although a few might be allowed up into the middle class. Question: So in all your years of experience, you never experienced education as being liberating in the way Freire describes? Dr. W. : Absolutely never. The system is set up to do the opposite and it will usually weed out teachers who do not conform to its requirements, unless they are protected by tenure. Most teachers just go along and get along, never rocking the boat because they are relatively powerless themselves and just need the paycheck. Moreover, parents of middle class and upper class students do not want anyone to be liberated, but expect their children to conform to the system—to insure that the family maintains its class position. Question: So given this reality, is there any way you can imagine that a truly liberating education system might be established? Dr. W. (laughs): I think to do what Freire was talking about would require a revolution. Clearly, then, Dr. W. was a case of someone who had become cynical about the education system after long years of experience. He admitted that he had once been young and idealistic and might even have believed some of Freire’s ideas, but over the years he had found that there was really no meaningful way to put them into practice under the current system. In addition, he thought that most students simply went along with this system because that was what their parents expected, especially when they were paying private schools and universities to provide certain services. They were most definitely not interested in making students more humanistic, rebellious or questioning of authority, but only to prepare them for careers and to ‘get ahead’ in life. Only in rare cases in American history, such as the 1960s during the era of the Vietnam War, counterculture and civil rights movements did students actually come to question the dominant values of society on a mass scale. That has most certainly not been the case in recent decades, at least not in the United States, nor in most other countries that Dr. W. had experienced. He had come to regard education as a business, run by bureaucrats and entrepreneurs for a profit rather than to encourage critical thinking or humanistic values among the students. Only occasionally would rebels and nonconformists challenge this system, except in very unusual historical circumstances. WORKS CITED Freire, Paulo. Pedagogy on the Oppressed. NY: Continuum, 2000. Interview with ‘Dr. W. ’ by author, February 4, 2010.

A Detailed Report on Multiple Sclerosis

Multiple sclerosis is an ailment that affects the brain, optic nerves and spinal cord causing disablement. MS is an autoimmune disorder where immune system targets oligodendrocytes causing the protective myelin sheath of neurons to disappear, which in turn causes communication problem between brain and the rest of the body. Myelin sheath eventually disappear leaving scar tissue or sclerosis hence giving the name multiple sclerosis of scar of multiple areas (Scolding & Wilkins, 2012). The funding regarding detailed study of MS is discussed below as history, etiology, types, symptoms and treatment. The history of understanding and recognizing MS dates back to the end years of the nineteenth century when the foremost doctors around the world came to comprehend that MS was a specific disorder. Dr. Walter Moxon identified MS in England in the year 1873, and in the United States, Dr. Edward Seguin also established the same in 1878 (Menon et al., 2013). It became common knowledge among physicians that the disease is seen more frequently in women than in men and cause many different neurological symptoms and is not directly inherited. Etiology of MS includes the causes of the disease. Although, the specific cause of the disease is still unknown researchers believe that several different factors can act together or separately in causing the disease. The activation and differentiation of CD4+ auto-reactive T cells into Th1 cells are important factors in the long-term evolution of the disease. Antibodies, CD8+ T cells, complement and innate immune cells, mediate damage of the target tissue. Regulatory CD4+ T cells, Th2 cells, NK cells and others may be partly accountable for the chronic progressive or relapsing-remitting nature of the disease (Iezzoni, 2010).   Exposure to sunlight and production of vitamin D, viral infections such as Epstein-Barr (mononucleosis), Varicella zoster and increased amount of salt in triggering immune response may play an important role in causing MS (Iezzoni, 2010). Although MS is not inherited genetically, a number of  genetic variations  have been identified to increase the risk. These include differences in the  human leukocyte antigen  (HLA) system. Alleles  of the MHC namely  DR15  and  DQ6 found to be associated with MS. Other loci such as C554  and  HLA-DRB1 are also involved (Iezzoni, 2010). RRMS is the most common appearance of multiple sclerosis that occurs in 85 percent of people suffering from MS. When new symptoms materialize, people suffering from RRMS have relapses of flare-ups or exacerbations (Malik, Donnelly & Barnett, 2014). In SPMS, Symptoms tend to worsen as the disease progress, either including or excluding the episodes of relapses or remissions. Majority of the people diagnosed with RRMS tend to progress to SPMS (Malik, Donnelly & Barnett, 2014). This is an uncommon variant of MS, stirring in about 10% of the cases. Symptoms tend to degenerate slowly form beginning to end in this type of MS. Relapses or remissions are however, absent (Malik, Donnelly & Barnett, 2014). PRMS is an infrequent type of MS seen only in 5% of the cases is characterized by steady deterioration of diseased condition from the start along with acute relapses and without remissions (Malik, Donnelly & Barnett, 2014). Symptoms of MS vary in a wide range. Typical symptoms include bladder and bowel obstructions, impairment of cognitive function, emotional changes and depression; and fatigue in 90% of the cases. Dizziness and vertigo is a common associated symptom of MS along with Tremors and muscle spasms. Sexual dysfunction is a common problem among both men and women (Scolding & Wilkins, 2012).   Ã‚   There is no cure existing for multiple sclerosis but for the relapsing forms of MS, Several disease-modifying drugs are proposed. The generalized idea about MS and the types, causes, symptoms and common treatment options have been already discussed above. This part of the study includes consequences of MS along with rehabilitation options and alternative therapies proposed for treating MS. MS varies considerably from person to person hence; no one can predict the future implications perfectly. However, MS is not a fatal disease for the vast majority and disability is not to be anticipated in all cases. Several studies showed 95% of normal life expectancy in people with MS (Davidson et al., 2013). Rehabilitation is intended to assist the MS patient to improve or maintain their capacity to function in personal and professional life. Rehabilitation programs usually include Physical therapy, Occupational, Speech and swallowing and Vocational rehabilitation. Cognitive rehabilitation is also done  for assisting people in managing specific problems in thinking and perception (Davidson et al., 2013). Cannabis exact is already in the phase III clinical trials for experimental and alternative therapies of MS. It is considered as experimental drug option for treating relapsing forms of MS. Apart from that Plasmapheresis which involves withdrawing whole blood from the patient and replacing with new plasma is also an option for alternative therapies and have proved to be effective (Davidson et al., 2013). MS is complex disease and present itself with a variety of symptoms and in many forms. People affected suffering from MS not only suffer from physical impairment but also suffer from depression and isolation. From the above discussions, it can be concluded that even though MS cannot be cured there are definitely many options for improving the quality of life of people suffering from it. Multiple sclerosis patients frequently undergo depression hence family of these patients needs to be supportive and patient. Multiple treatment options can be recommended to try for MS treatment. Multi-drug approach along with physical therapy is a good way of approaching Ms associated symptoms. Conservative treatment although proved to be effective but people need to opt for alternative therapies for research advancements for finding cure of this disease.   Davidson, Fallon, Slomski, & Cataldo, Tish, Fleming, Genevieve, Laura L. T. Jean. (2013). Multiple Sclerosis. 2228-2235. Retrieved from https://acu-edu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gvrl_refCX2760400705&context=PC&vid=61ACU&search_scope=61ACU_All&tab=61acu_all&lang=en_US Iezzoni, L. (2010). Multiple Sclerosis. : ABC-CLIO. Retrieved from https://www.ebrary.com.ezproxy1.acu.edu.au Malik, O., Donnelly, A., & Barnett, M. (2014). Fast Facts: Multiple Sclerosis : Multiple Sclerosis (3). Oxford, GB: Health Press. Retrieved from https://www.ebrary.com.ezproxy2.acu.edu.au Menon, S., Shirani, A., Zhao, Y., Oger, J., Traboulsee, A., Freedman, M., & Tremlett, H. (2013). Characterising aggressive multiple sclerosis. Journal of Neurology, Neurosurgery & Psychiatry, 84(11), 1192. Scolding, Neil, & Wilkins, Alastair. (2012). Multiple sclerosis (Oxford neurology library Multiple sclerosis). Retrieved from https://acu-edu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=61ACU_ALMA5194537680002352&context=L&vid=61ACU&search_scope=61ACU_All&tab=61acu_all&lang=en_US

Flatland Essay Example | Topics and Well Written Essays - 1500 words

Flatland - Essay Example The mindset which is accepted, even though it creates a sense of status in society, is still flat and unable to develop into new ideas. The point which Abbott makes shows how this mentality holds back information about potential ways of living, innovations and the overall progression of the society, specifically because of social status and rejection of new ideas. Background of the Work The background of â€Å"Flatland† is based on the specific social and religious conditions that were associated with the Victorian society during the time of Abbott. Abbott wrote and premiered his novel in the 1880s in England, specifically with the focus of approaching the trends in literature that were based on questioning the social status and divisions that were currently in society. The book arose not only from the observations in society, but also associated with the personal interactions which Abbott had before this time. In the 1840s, Abbott was known to defend Christianity against idea ls such as superstition and irrational expectations that were a part of the religion. Abbott believed instead, that all information was based on logic and personal experience. This was followed with the experiences that Abbott associated with not only in religion, but also in defense of women, social rights and divisions between the rich and poor which were a strong component of Victorian society (Zeller, 95). Defining the Mentality of Society The aspects that Abbott included with his defenses against religion, logic and the imperialism of society are reflected in â€Å"Flatland,† not only with the direct connotations to problems in society. Abbott directly refers to the generalized problems to the acceptance of ideas that were limited to a dimension and which led to ignorance within society. Abbott shows this through two main ideals. The first is with the interaction of line land, specifically as he moves into a one-dimensional world. The second is the recognition of the oth er dimensions that are associated beyond flatland, specifically which the narrator sees but is rejected by society. These two main narrative ideas show how the social standpoint is limited by ignorance and what is seen physically and known. Even though there may be other outside ideals, Abbott shows through his narrative that the mentality of society is limited to only what they see. There are several examples that Abbott uses to show the ignorance of society and how this limits possibilities. This is done with the social status of those in society, speaking with religious leaders and with presenting the ideas to royalty. For instance, when trying to describe Flatland to Lineland, there is an immediate rejection of what is real. The king rejects this because of the known laws, accepted religion and the practices in society that are accepted. This is followed by the limitations because there hasn’t been an experience with this dimension. Even though the narrator sees the life in Lineland as dull, there isn’t the capability of understanding what it would be like to live outside of this from those who exist in that reality. The lines then become a metaphor for the reality, religion, rules and belief systems that limit the ideals. â€Å"King: Exhibit to me, if you please, this motion from left to right. I: Nay, that I cannot do, unless you step out of your Line altogether. King: Out of my line? Do you mean out of the world? Out of Space? I: Well, yes. Out of YOUR

Poetics Essay Example | Topics and Well Written Essays - 750 words

Poetics - Essay Example While he stresses the importance of action in tragedy, he claims that it is the plot which is the most important thing in the genre. One of the implications of Aristotle's Poetics is that for a tragedy to achieve its full impact, it must employ powerful rhetorical composition. In effect it requires an embellishment of language in order to deliver the intensity of emotion it has beforehand planned on exhibiting to achieve its purpose. Aristotle differentiates between the four kinds of Tragedy according to motive - Complex, Pathetic, Ethical and Simple - categorizing Prometheus Bound as Simple. Attributed to Aeschylus, Prometheus Bound is worthy of imitation by society because of the relevance of its content to Western history and civilization. Literature and history reveal that both Aeschylus and Aristotle highlight the importance of justice in political thinking. This emphasis on justice is undoubtedly evident in Prometheus Bound. Aeschylus' play is a prolonged metaphor epitomizing the complexities in a society, describing the struggle of a common citizen against a restrictive environment. Written circa 430 B.C.E., the Greek tragedy is based on the myth of a titan who was punished by Zeus for conferring to mortals the gift of fire. Bound to a rock by his friend Hephaestus, Prometheus calls on nature to witness his suffering. The Chorus of Oceanid comes down on winged chariots to hear his story and expresses sympathy. Oceanus alights to ask Prometheus to stop provoking the ire of Zeus but Prometheus continues to openly criticize Zeus despite her warning. Such audacity is admirable. In one instance, Hermes threatens Prometheus of a storm that will send him away if he does not reveal the identity of Zeus' son's mother who he predicts to topple Zeus. Despite everyone's advice for him to yield, Prometheus remains firm about keeping the information to himself. An allegory of humanity's conflict with the way of nature, the story emphasizes rebellion against an authority possessing an all-encompassing power and injustice. More than being a depiction of nature and society, it is also tackles agreement and diplomacy. Here, Prometheus is said to possess foresight through which he predicts the overthrow of Zeus by the latter's own son. He makes known to everyone his sacrifice in order to tell the truth about Zeus. He speaks of an offspring who will take away Zeus' throne and will be many times mightier than Zeus himself. His perception of self is that of a hero who is punished for speaking the unspeakable but speaks, nonetheless, what he believes is the truth. Aeschylus presents his character Prometheus as someone who is obsessed with humanity and helping people and society develop. In the play, he teaches mortals agriculture, language, mathematics, raising animals, medicine and even divination. Prometheus is aware of his role and influence in human civilization and thus demonstrates pride, triggering objection from humanity. Aeschylus' creation of Prometheus as a rebel does not happen suddenly but instead, in gradual progression. At first, Prometheus is open to reconciliation with Zeus. This is manifested by his utterance of prophecies that Zeus will set him free and befriend him because of his ability to predict occurrences. However, when Io comes into the picture and Prometheus sees the injustice done to her by Zeus, he becomes more enraged. The sight of Io turns Prometheus into a fearless rebel. Toward the end, Prometheus rema

In Freud's view what is the difference between the ego, id and Essay

In Freud's view what is the difference between the ego, id and superego, and how do they interact - Essay Example The Id Freud conceptualizes the id in terms of uncoordinated instincts, and as the unorganized part of the personality structure, the id only contains basic instinctual drives, and is present from the time individuals are born (McLeod). The id is the origin of human needs, wants, desires, and impulses, especially the sexual and aggressiveness-related drives, and it is governed by the pleasure principle, which is the psychic force that arouses the tendency to seek the immediate gratification of impulses as soon as they emerge. The id encompasses the libido, the primary source of the instinctual force, and it seeks to avoid pain or un-pleasure aroused by the rise in instinctual forces; in this respect, the id demands immediate satisfaction. When individuals satisfy their needs or drives, they experience pleasure; however, since the id does not care about reality or the needs of other people but its own satisfaction, it is not a stable personality. The fact that the id is present right from birth implies that it encompasses all the inherited traits, and the minds of babies being purely id-oriented, it implies that the id is important in babies since it contains the life instincts that are very important for pleasurable survival. For instance, when babies are hungry, they cry to be fed, and when they are wet, they also cry for their diapers to be changed; in this respect, the id enables the babies to seek immediate gratification. This explains why babies have no sense of wrong or right as the id knows no judgment of value, of what is wrong or right; in that respect, so long as there is a need it must be satisfied immediately. The Ego The ego, unlike the id, is the organized, realistic component of the psyche, which only acts according to the reality principle, and seeks to grant the id satisfaction in realistic ways that are beneficial in the long term rather than only in the short term. In this regard, Freud perceives the ego to be an individual’s conscienc e that makes them understand that their own desires may vary considerably from those of other people around them. In that sense, the ego will try to meet an individual’s needs but at the same time, it will consider the reality in the surrounding world since it understands that actions have consequences or effects, which may be positive or negative. The ego, therefore, plays a very fundamental function in individuals since it tries to balance thinking before carrying out decisions or before taking actions, to ensure that they bring benefits in the end rather than pain. The reality principle governing the ego is the regulating mechanism, which enables individuals to delay satisfying their immediate needs and drives until the appropriate time. For instance, the ego will enable individuals to wait patiently at a restaurant for their food, rather than grab food off other people’s plates; without the ego, individuals would be grabbing things from people as soon as they have felt a need that needs to be satisfied immediately. The Super Ego Unlike the id and the ego, the super ego plays a very fundamental moralizing role in the psyche since it aims for nothing short of perfection by incorporating ego’s ideals and punishing misbehavior with guilt feelings (Eugenes). According to Freud, the super-ego incorporates the learnt values and morals of society, which are gained from interactions within family and

The Smith's Snackfood Company in Australia Essay - 1

The Smith's Snackfood Company in Australia - Essay Example The company also boasts as having a very strong distribution network in the country since it is able to distribute its snack products to over 60,000 outlets spread all over the country every ten days. The company’s main products include Smith Crisps, Ruffles, and Lays while its snack brands include Lays, Doritos, Twitties, Cheetos, Parker’s, Burger Rings, and Red Rock Deli. Salty snack food industry is said to contribute greatly to the Australian economy. Salty snack food industry in Australia is worth $26 million according to a report. The industry grew by about 12% in the year 2011, and the growth is expected to continue due to the increased demand for salty snacks in the country. As earlier stated, Smiths Snackfood Company is the leading supplier of salty snacks in Australia with its snack brands reported to have grown by 25% in 2011. However, the company’s market is divided into three segments namely potato (68%), Corn (14%) and Extruded/ Cereal (18%). The co mpany’s dominance is the industry emanates from its strong presence in every product segments, where its main brands such as Doritos, Smith Crisps, and Twisties have remained leaders (Friend, 2012). The snack food industry in Australia is marred by stiff competition among leading plays, which competes for the sensitive segments in the country. For instance, Smiths Snackfood Company faces stiff competition from other key players such as Arnotts Snack Foods, and Proctor and Gamble, Smiths Snackfood Company. As a result, Smiths Snackfood Company has always engaged in a strong advertising campaign aimed at attracting certain market segment in the country so as to maintain its dominance and improve its performance. In fact, the company was ranked 21st overall in Australia in terms of the advertising campaign according to 2001survey.

Merger of Mittal Steel & Arcelor Steel Case Study

Merger of Mittal Steel & Arcelor Steel - Case Study Example The major highlights of the transaction were, joint administration team for successful combination and deliverance of synergies, a merger of the two biggest steel companies in the world without any global rivalry, around '1.3bn (US$1.6bn) of annual synergies, the definite industry leader with extraordinary scale and diversification to manage recur ability, steady earnings and increase shareholder returns, appealing terms for all shareholders and a choice of clear investment with major re-rating prospective. The financial policy undertaken for maintaining shareholder value creation was to maintain a competent principal structure and to return the excess cash to shareholders, to sustain high returns on the capital, dedicated to investment grade credit ranking, a payout ratio of 30% dividend and unmatched financial flexibility to follow internal and external growth prospects. The vision of ArcelorMittal is to encourage consolidation in a split industry, ability to provide worldwide customers with extensive and deep product contribution, leading in all technolo

Business Plan for an Offshore Engineering Services Coursework

Business Plan for an Offshore Engineering Services - Coursework Example This location inhabits companies offering identical and similar services and a couple of technical universities from where the personnel intake is relatively easy. Huge investment is warranted in machines, equipments and human resources. However, the company wishes to start with few leased equipments and machines that need huge investment. The land for office premises is planned to be taken on a rental basis, which has to be paid for one year at the time of commencement of business. Thalatech (name of the firm) is a start-up firm, which has exciting business opportunities in the UK market where it is intended to concentrate its business in the first few years. The firm plans to provide technical services for offshore telecommunication projects - cable installation and surveys- throughout the country and expand its business to foreign countries in the near future. The service includes power cable installation for connecting oil platforms and its surveys for companies engaged in oil production and distribution. The major activities of the company involve the installation and maintenance of submarine fiber optic cables and other marine engineering services. ... This is the reason why it is planned to be located near to sources (i.e., similar firms and technical universities) of abundant workers-skilled and unskilled. The company envisages to providing professional service and advice to keep itself far ahead of its competitors, domestic and global. It firmly believes that it could capitalize the abundant business opportunities where its competitors are lagging behind. Falcon is likely to achieve 150 % of what its competitors are doing because of favourable location (near to airport) and other completive advantages such as personalized and professional service. A pilot market study to explore the key aspects of business finds that the firm would be able to achieve a substantial growth in sales over the next two years from the date of commencement of business. 1.2 Finance Required As the nature of the service of the proposed company is of highly technical and demands high professionalism, huge amount of funds is needed to finance the investment in various equipments machines and workforce. The company, therefore, plans to start with leased equipments that need huge investment. Moreover, in the beginning, the firm plans to hire only highly qualified and experienced staff, who have proved their mastery over the field. In addition to that, a very few unskilled laborers are to be deployed and trained by technicians and experienced staff. This also incurs costs. The office premises (land and office building) and other initial legal charges are also to be met by the start-up capital apart from those mentioned above. All these need huge capital and the company plans to raise funds for these needs through that contributed by shareholders. 1.3 Financial

Psychological Testing and Assessment Selection Paper Research

Psychological Testing and Assessment Selection - Research Paper Example An expectancy table provides an indication or prediction of the possibility that the scores of a person taking test will lie within interval on the measuring criterion that qualify categorization as failing, passing or acceptable. For instance, an expectancy table applied in experimental test on personnel in an employment setting may show that the higher the score of a worker on a new test is a prelude that the worker may be gain approval as successful. Commonly used expectancy tables include Naylor-Shine tables and Taylor-Russell tables (Cohen, Swerdlik & Sturman, 2013). Decision theory and test utility are another combination or resources that can help a counselor select a psychological test or assessment. Decision theory provides guidelines for setting cutoff point for particular scores recorded from tests. Another tool that counselors can use in selecting a psychological test or assessment is the Brogden-Cronbach-Glaser formula (Ployhart & MacKenzie, 2011). This is mostly useful in calculating the amount of dollar of utility retrievable from the use of particular instrument selected under a given condition. A counselor selecting a psychological test for a client needs to consider the four issues that include difficult-index of an item, reliability and validity indices of items and discrimination index. To determine an item’s difficulty index, one has to calculate the proportion of the number of test takers that answered an item in correct way. Usually, a lower case â€Å"p† helps in denoting item difficulty with subscript to show an item’s number. Cohen, Swerdlik and Sturman (2013) educate that the value of item index can range from zero incase everyone failed the item and one incase everyone passed the item. The larger the item difficulty index, the easier is the item, and the smaller the item difficulty index, the tougher the item. Easier items scored by all people and difficult items failed by all test takers are inappropriate

History of Special Education Essay Example for Free

History of Special Education Essay The history of Special Education just as any history; is a long battle that has been fought by many who cared in order to bring us to where we are today. Its Journey has and will be never ending; since society is forever evolving. We will be fighting for equal rights in education and in life for many years to come since the definition of Special Education is not a precise one. In this paper you will learn the basics of what injustices we have risen above, to the current state we are in, and even what possibilities the future may hold for the Special Education Teacher and the system you will come to either love or despise. Written documentation of the treatment and education of people with Special needs dates back to the beginning of time; although most were killed before the 17th century and looked at as an abomination. It was not until the 17th Century that these children and adults were alive in institutions where people like Phillipe Pinel, â€Å"one of the founding fathers of modern psychiatry and distinguished teacher of internal medicine, began treatment of persons with mental illness using kindness, respect, and the expectation of appropriate behavior† (Curtis, 1993 as cited in GCU, (n.d. ), para. 10). Pinel set the stage for more courageous individuals to rise above the norm of society and treat people with Special needs as human beings; deserving of kindness and respects as others have been treated for years. Many more doctors, psychologists, and later teachers stood up to take the role as advocate for a person or group of people who were considered Special needs. It was not until the 1800’s when we as a society took notice to this lifetime of injustice that these people with Special needs had endured. In the 1820’s a teacher and later doctor; Samuel Gridley Howe taught a woman named Laura Bridgman, who was both deaf and blind, the alphabet in a Massachusetts school (Encyclopedia Britannica, 2012). It was not until these remarkable acts that people started to believe that those with special needs were not worthless and were capable of being taught the life skills society requires of us. Society took notice but by no means were individuals with Special needs considered equal and deserving of the same education as those of the Caucasian race in the United States at this time. Those with Special needs were still segregated in institutions and schools for people with the same needs; just as people were segregated by the color of their skin. It was not until 1954, and the help of the Supreme Court case Brown v. the Board of Education, Topeka, KS. That it became the responsibility of the United States Government and their Public Education System to teach every child even those with Special needs. This case made it so that NO CHILD could be discriminated against in the education system because of differences. In 1965, the Elementary and Secondary Education Act (ESEA) was enacted to mandate the educational system and provide guidelines for the type of education students should receive; but loop holes were found and people were left out. It was in 1972, that ALL children in the United States were mandated to have a free, appropriate education; and yes it was because of more court cases! This new law’s services were still legally provided in separate classrooms, but at least those classrooms were now mandated to follow the same educational goals as the General Education classrooms were providing their students; just at the level deemed appropriate by the teacher (Encyclopedia Britannica, 2012). After that in 1973, the government passed the Rehabilitation Act, which was the first Civil Rights Educational reform which declared Segregation as an injustice in any case of race, creed, or difference besides age; and therefore illegal. Section 504 of this act requires the documentation and a description of any and all services needed for each student to receive an appropriate education (GCU, 2008). In 1975, Congress enacted the first piece of Legislation that fully described and labeled what was the United States Special Education System and what it consisted of. It was called the Education for All Handicapped Children Act (GCU, 2008). The Final piece of Legislation was the Americans with Disabilities Act of 1990. This act is the second piece of Civil Rights legislation in the history of the United States; it mandates that any physically or mentally handicapped person receive equal opportunity in public accommodations, employment, transportation, state and local government services, and telecommunications (Encyclopedia Britannica, 2012). The Education for All Handicapped Children Act legislation, although it has undergone many amendments’ is still used today. The newest amendment of the act is the Individuals with Disabilities Education Act (IDEA); the name was changed in 1990 and has under gone two re-authorizations since. This Law is there to balance other educational laws such as NCLB 2001 (the amendment to the ESEA for all students in the United States) and the two Civil Right Acts in order to ensure that any student with a disability receives a free and appropriate education. Since NCLB and IDEA provide federal funding to the state and public schools they are extremely detailed and regulated to insure that they are followed. These details’ include, but are not limited to; all disabled students must receive a free and appropriate education as any non disabled student in the in the least restive environment (LRE), nondiscriminatory identification (disability labeling), individualized education program (IEP), zero reject, due process safeguards, and parent and student rights rules and regulations (GCU, (n. d. ), para. 14). There are MANY things I would like to purpose as changes for the upcoming re-authorization of IDEA, but these are the most important ones! The first Thing I would do is have a specific set of criteria that would determine and define Special Education because there is not one definition of what our government considers Special Education. It needs to not be a blanket that can be interpreted in so many ways; this is why we have so many legal cases. Second if the government would like â€Å"Highly Qualified Teachers† then why is it that General Education teachers only have to take 2 classes about the Special Education System yet every classroom in the U. S. is guaranteed to have at least one student with an IEP! Heward cited that more than 6 million children and youth with disabilities, ages 3-21, received Special Education Services during the 2005-2006 school year and that number has only continued to increase in grades 1st -7th due to early detection (U. S. Department of Education, as cited in Heward, 2009, p. 10-11). Last, we consider Children with Behavior problems to be Special Education students, but they have to go through a huge system before we can get them help. Referral, FBA, BIP, BSP, IEP, and then they may be considered a Special Education Student. The law has it mandated that only a Behavior Specialist can do the evaluations; but by law they only require 1 Behavioral Specialist PER DISTRICT (Wheeler, J. , Richey, D. , 2010). It is up to the district to afford or higher more at their discursion. The problem is that running these evaluations and filling out this paper work are not the only responsibilities in their job descriptions. So half (if not more in some districts) of the cases referred are not being diagnosed each year because there are not enough people on the job and hours in a school day (Wheeler, J. , Richey, D. , 2010). The only way any teacher can truly help all of the students they teach; is by knowing the histories and laws of the Education System and the Special Education Services that are available to help them. These services and instructional methods are useful to any student who does not understand a topic at hand; not just the ones labeled Special Education. We need to not wait for a diagnosis to help our students; but start interventions immediately at the first sign of struggle. If the intervention does not help then refer the student for a Special Education Evaluation; but never wait for a child to completely fail in order to seek help. In this paper you learned the basics of what injustices we have raised above throughout history, the current state which we are in, and what possibilities the future may hold for the Special Education Teacher and the system you have come to either love or despise. The future is in your hands; so go out and change the world one student at a time. References Curtis, R. H. (1993). Great lives: medicine. New York: Maxwell Macmillan International. Encyclopedia Britannica. (2012). Online Encyclopedia. Retrieved on April 2, 2012, from www. britannica. com Grand Canyon University. (2008). Resource 2: Special Education Supplment. Retrieved on March 30, 2012, from Angel’s Canyon Connect, Additional Readings at www. my. gcu. edu Grand Canyon University. (n. d. ). SPE 526 Module 1 Readings. Retrieved on March 30, 2012, from Angel’s Canyon Connect, Module 1 Readings at www. my. gcu. edu Heward, William L. (2009). Exceptional Children: An Introduction to Special Education (9th ed. ). Columbus, OH: Published by Merrill. Wheeler, J. , Richey, D. (2010). Behavior Management: Principles and Practices of Positive Behavior Supports (2nd ed. ). Columbus, OH: Merrill.

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.

Treasure Found in Land Law Problem Question

Treasure Found in Land Law Problem Question Craig In regards to the items found by Craig, assuming they are not classified as treasure using the Treasure Act 1996, it can be suggested that Craig does not have the right of ownership of the items and must return them to Sarah and Tony. This is because he has found them during the course of his employment. Craig has worked at the Manor Farm for many years which is owned by Sarah and Tony. This suggests that he is an employee of Sarah and Tony. The rule is that if items are found during the course of employment, they belong to the employer, as seen in South Staffordshire Water Company v Sharman, where because the employees found the rings during the course of their employment, (they were employed to clean the pool and the rings were found whilst they did so) they belonged to the landowner[1]. Donaldson LJ reinforces this rule in Parker v British Airways Board where he states that an employee who finds an item during the course of his employment finds that item on behalf of his employer[ 2]. What this shows is that unless there is a term in the contract of employment which allows the employee to keep items found during the course of their employment, or the employee finds the items outside the course of their employment, the items belong to the employer. Applying this rule to Craig, he found the items whilst ploughing one of the larger fields of Manor Farm. Although Craigs job description is not stated, one can assume that he found the items during the course of his employment. If ploughing is not stated in his job description, then Craig can keep the items as he would be working outside the course of his employment, Also, if it is stipulated in the terms of Craigs contract that he can keep items found during employment, then he can keep the items. If this is not the case, the items will belong to Sarah and Tony as employers and landowners. The reason why the items cannot be said to belong to the true owner is because the law assumes that items found in land belong to the owner of the land, whereas items found on land belong to the true owner. Here, the items were found in land as Craig discovered them whilst ploughing. This is seen in Waverley Borough Council v Fletcher, where Auld LJ stated that when it comes to items in the ground, the original owner is unlikely to be found, thus the law looks for a substitute owner, which is the owner of the land where the item is found[3]. Treasure: If the items found by Craig are considered treasure under the 1996 Treasure Act, Craig alongside Sarah and Tony may receive compensation. However, this is at the discretion of the Secretary of State[4]. To determine whether the items found by Craig can be considered as treasure, one must look to the criteria set out in the Treasure Act 1996. In regards to the coins, it can be argued that they can be considered as treasure. This is because Craig found numerous coins. This could mean that there are at least two coins or ten or more coins[5]. If the coins fall into the former, they will need to have precious metal on them[6] (gold or silver[7]). If they do not, they can still be classified as treasure if they fall under the latter. As they appear to be very old, they could be at least 300 years old[8]. If this is not the case, then the coins cannot be classified as treasure. If it is the case, then Craig could be able to be reimbursed at the Secretary of States discretion for finding th e coins. Although the cup found by Craig is decorated with intricate pattern, suggesting that it is very old and valuable, it is ambiguous as to what metal the cup is made of. If it is made of precious metal[9], then it can be classified as treasure. However, if not, then it is not treasure. Yet, because the cup was found in the same find as the coins[10], it can be classified as treasure.   The same can be said for the pottery vase which prima facie can be said to not fall under the definition of treasure as it does not have any precious metal on it[11]. Nevertheless, as it was found in the same find as the coins and cup, it can be considered as treasure. Assuming all these items are classified as treasure, the onus is on Craig to contact the Coroner within 14 days to notify him of the items found, otherwise he will be fined[12]. The reason why it is Craigs responsibility and not Sarah and Tony is because Craig decided to put the items in his bag and take it to his cottage. He did not inform Sarah and Tony about the items. Donald In regards to the diamond ring found by Donald, it is unclear whether he has the right to keep the ring or not. Although Donald is a guest at the farm, it is not clear whether the area where he found the diamond ring was a public or private area as guests are not usually allowed access to the working areas of the farm. Applying the principle in Bridges v Hawkesworth where it was stated that the parcel which contained notes were found in the public part of the shop and as such the notes were never in the custody of the shopkeeper[13], if Donald found the ring in a private area, he will not be entitled to keep the diamond ring, and must hand it over to Sarah and Tony as it can be said that they have custody of it. However, if the diamond ring was found in an area which Donald had access to, it can be argued that he has a right to the diamond ring due to the rule of finders keepers established in Armory v Delamirie where it was held that though the plaintiff did not have an absolute right of ownership by finding the jewel, he was entitled to keep the jewel unless the true owner claimed it[14]. Similarly, it can be argued that Donald has the right to keep the diamond ring unless the true owner can be found. Using Donaldson LJ rules on the rights and obligations of a finder in Parker v British Airways Board, Donald is under an obligation to take all necessary measures to find the true owner of the[15] diamond ring. As he has not done so (he decides to keep it and give it to his girlfriend), it can be said that he does not have rights to the diamond ring. Also, using Parker v British Airways Board, it can be stated that Sarah and Tony may have a right of ownership to the diamond ring. They would h ave to show that they manifested an intention to exercise control over the area the diamond ring was found[16]. Yet, this principle is quite ambiguous. How does one manifest an intention to exercise control of an area? A test to suggest an intention to exercise control was not formulated in Parker v British Airways Board. Perhaps one can use the factor Donaldson LJ used in this case, which is that British Airways should have had a policy on lost and found items which was available to the public[17]. Similarly, it can be stated that perhaps Sarah and Tony must showcase that they have a policy on lost and found objects which is available to the public to prove that they had manifested an intention to exercise control over the area the diamond ring was found. Nonetheless, as stated by Bray, Donaldson LJ concept of control is harsh as it leaves some doubt in the law as to what exactly a landowner must do to manifest an intention to control the land[18]. This would mean that if Sarah and Tony do not have a policy that is available to the public, Donald can keep the diamond ring provided he has tried to find the true owner. Assuming the diamond ring was found in an area which Donald can access, there is a problem posed as it is ambiguous as to if the diamond ring was found in or on land. This is because it was buried in some long grass. As stated by Stevens, the law is unclear in this area[19]. The distinction is important to make as it will determine who has the better right of ownership to the diamond ring. If the diamond ring can be said to be found on land, then Donald is entitled to the diamond ring if he has tried to find the true owner. If it was found in land, then Sarah and Tony will be entitled to the diamond ring as it is assumed that things found in land belong to the owner of the land. Another reason why Sarah and Tony may be entitled to the diamond ring if it was found in land is because Donalds status would have changed to that of a trespasser as he had to reach into the ground to pick up the diamond ring- he has gone beyond his authorisation as a guest. However, it can be argued using th e reasoning of Auld LJ in Waverley Borough Council v Fletcher that Donald is not a trespasser and that the diamond ring was found on land. This is because picking up the diamond ring might not have interfered with the land or damaged it[20]. Yet, it can be argued that because the diamond ring was buried in some long grass, damage might have been done as perhaps Donald would have had to pull the grass from the roots to retrieve it. If it is the latter, Donald is a trespasser and has exceeded his licence on the land. If it is the former, Donald can keep the ring, provided he has tried to find the true owner. Treasure: The diamond ring is not treasure as it does not fit the definitions given in the Treasure Act 1996. The age of the ring is not told, it is not made of precious metal (gold or silver), neither was it found alongside any item that can be defined as treasure[21]. Thus, the diamond ring cannot be classified as treasure. Eric In regards to the  £50 note found by Eric, it can be argued that Eric has a right of ownership to the money (provided he tries to find the true owner). As Eric was in the garden on the day that it was opened to the public, it can be said that he found the money in the public part of the farm. This can be seen in Bridges v Hawkesworth where it was stated that the notes were dropped in the public part of the shop and as such they were never in the custody of the shopkeeper[22]. Likewise, it can be said that Sarah and Tony were never in custody of the  £50 note as it was found in a public part. Also, one can argue that the  £50 note could go unnoticed until someone saw it. However, using Parker v British Airways Board, it can be said that Sarah and Tony may have a right of ownership to the  £50 note. They would have to show that they manifested an intention to exercise control over the area the  £50 was found. This could be done by them showcasing that they have a policy on lo st and found items which is available to the public. If they do not have such a policy, Eric can keep the  £50 note, provided he tries to find the true owner. Conclusion Craig does not have a right to ownership of the items which he found as they were found during the course of his employment. It can be said that these items are treasure so he would have to notify the coroner of his finds. Donald, depending on whether he has access to the area the diamond ring was found may have a right of ownership, but he must try to find the true owner of the diamond ring. Eric is entitled to keep the  £50 note, provided Sarah and Tony have not manifested an intention to exercise control of the area he found it on. [1] [1896] 2 QB 44 [2] [1982] QB 1004, 1017 [3] 1996] QB 334, 344 [4] Treasure Act 1996, s 10(3) [5] ibid s1(1)(a)(ii) and (iii) [6] ibid s1(1)(a)(ii) [7] ibid s3(3) [8] ibid (n 5) [9] Treasure (n 4) s1(1)(a)(i) [10] ibid s1(1)(d)(i) [11] Treasure (n 9) [12] ibid s8(1) and (3)(a)-(c) [13] (1851) 21 LJQB 75 [14] (1722) 1 Str 505 KB, [1] (Pratt CJ) [15] ibid (n 2) 10 [16] ibid [17] ibid (n 2) 1019 (Donaldson LJ) [18] Judith Bray, The law on treasure from a land lawyers perspective [2013] Conv 265, 267 [19] John Stevens, Finders weepers- landowners keepers'[1996] Conv 216, 219 [20] ibid (n 3) [21] Treasure (n 4) s1 [22] ibid(n 13)