Kudler Fine Foods Frequent Shopper Program Essay Example for Free

Kudler beauteous Foods Frequent Shopper Program EssayKudler ticket Foods is a local and upscale specialty food store with a measure of four stores in La Jolla, Del Mar, and Encinitas California with their main base store in San Diego, California. Each store maintains and sells high quality bakery, pastries, fresh produce, meat, seafood, specialty condiments, box foods, cheeses, and dairy products. Kathy Kudler owner and founder of Kudler Fine Foods is looking to expand her company and market her products to new prospective clients, along with improving her services to her current clientele. Since the source day of Kudler Fine Foods in June 1998 the business has become sustainable and profitable. Ten years later Kathy wants to implement a frequent shoppers program not nevertheless to reward her current loyal customer base but similarly to draw in new clientele.Installing a business trunk for this porta would allow Kudler the ability to track purchasing patterns of individ ual customers. This would give the company a better understanding of what products ar sellers and what products do not move or sell as fast. Alternatively this would give customers the opportunity to receive points from their past purchases geared toward rewards products. According to the Kudlers sales and marketing departments research this type of system leave behind increase revenue and cost reduction for Kudler. Kudler identifies that knowing exactly what the customers purchasing habits, supply needs, and preferences are would enable Kudler to purchase only what will be sold. Therefore, it will stop Kudler from stocking on items that do not sell and are not attractive to the customer. Kudler has different types of options on how they could advertise the new shoppers program. Because these types of programs are normal at heart any market, Kudler needs to develop a complete database system, with including current and former customers.This database is used specifically for adve rtising of the new program and data accruement of sales. Kudler would need to update or create a new website to add this new program and military service customers understand the benefits of registering for the program. Legally Kudler needs to stay within the boundaries set up for E-commerce. The rules for online business and e-mail advertisement are very far-reaching some of which include an opt-out link that allows any consumer to stop receiving e-mail advertisements. This must be easily viewable and verifiable to the recipient for online spam advertisement. Electronic contracts are legal and binding along with electronic signatures, these forms of agreements must have legal disclaimers panoptical for the customer to read. These are just a few of many other legal ramifications that Kudler would need to investigate and consider before moving forward.Ethical considerations are also vital to both the customers and Kudler Fine Foods when implementing the shoppers program. Any custom ers who register with Kudlers shoppers program understand that all personal information given to Kudler will not be given or sold to another company without the express approval of the customer. Kudler has to take into consideration that registration online has to be implemented with the highest security software on the market. Protection of sensitive data is vital to the success of any online purchases or programs. Pornographic material and anything refereeing to pornography is prohibited by law. Breaches of contractual agreements are also considered unethical. Therefore, Kudler must have strict policy and procedures in place to alleviate any of the above issues.This would keep Kudler ethically stable and help with any other issues that will come into light. The main understanding that Kudler Fine Foods would have to embrace is that the company is fully responsible for what is placed on their website and also what they are offering to their customers as an incentive. Kudler Fine F oods has to grade within the scope of this project the development of the frequent shoppers program specific security measures. The main go-ahead is to secure private data and deter any unauthorized access. The main and formidable issue here is that the Frequent Shoppers Program will enable Kudler Fine Foods to still make a profit. The return on the investment with this new program has to exceed its monetary cost factor to stay viable. The stores have to identify other cost saving measures for this program to stay solvent for years to come.Keeping up to day records in a management system will also help save time and money while understanding where money is spent and where it is saved. Investing in the Shoppers program will take bulky money to start with. The long-term gain if managed properly can make Kudler Foods more lucrative in the future. Managing the marketing and advertising expenses must be a number one priority along with investing in upgrades of the website and possible market research.Concluding this program will rely on reports regarding expenditures, which should be cool over a period several prior years. This will give Kudler a baseline for future gains or losses. This will also let Kudler Fine Foods see if the program is profitable from each succeeding year. Gains and losses, extreme scrutiny and constant tweaking of the program its website and security infrastructure will have to be do in order for this program to be a success.ReferenceApollo Group, I. (2007, 2010, 2011). Kudler Fine Foods. Retrieved November 26, 2012, from Sales and Marketing https//ecampus.phoenix.edu/secure/aapd/cist/vop/Business/Kudler2/intranet/marketing-overview.asp

Citizenship Education Essay Example for Free

Citizenship Education EssayAbout the Citizenship instauration The Citizenship al-Qaida is an independent knowledgeal kindliness that aims to empower individuals to engage in the wider familiarity through education about the law democracy and society. We focus, in particular, on developing young peoples Citizenship skills, knowledge and understanding.Our move includes Citizenship resources for a wide audience from teachers to young offenders, provinceal projects for native schools, active voice discipline initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 Purposes and Values At the Citizenship Foundation we intrust that the elementary phase presents an all important(p) opportunity for children to earn sense of the changing society and the shrinking world they live in.While primary school teachers have never found it exhausting to think about what kind of citizens they would like their children to capture, the opportunities for developing the childrens knowledge have, in recent years, been squeezed by the need to deliver the heart subjects and the pressure of SATs. at that place are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many Continental countries, there is no tradition of a social studies curriculum for this age group.B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils social well-being. For deterrent example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment.Not only should it be statutory, it should be a marrow element of the primarycurriculum, integrating taught and experiential schooling in a coherent path leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committees investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory exemplar to be accorded statutory status The elementary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007.1 B. 4. Every youngster Mattersiii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate amply in decision fashioning processes. Citizenship Education provides an opportunity for broadening cultural, social and political h orizons, oddly in respect to developing a sense of identity, and an taste sensation of the diversity of our society.These important functions of a broad social education should not be relegated to the margins or the optional, as they are within the non-statutory programme of study. With the get down of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the temperament of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more(prenominal) by way of hard-core social and moral education.For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the sequence of the introduction of the National syllabus. In 2003 the OECDiv placed the UK at the bottom of a league table of young peopl es risk behaviours, which included drinking, smoking, blusterous and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual macrocosm for choice, affording children the ability to make responsible for(p) decisions at later stages of their education.Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and crusades the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole.B. 5. B. 6. Theme 2 Learning and Teaching B. 7. We know that spoken language is a vital part of human learnedness in the first ten years of life, and that it is a strong determinant of childrens ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems.Citizenship issues are well-fixed in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to comfort the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007.2 It offers a context through which children house develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires disputeion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement.It is characterised by social thinking, and bathroomnot be isolated or atomistic, as typified by more of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallacesviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent question shows that childrens peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound kn owledge is acquired through the operable application of knowledge we learn best through doing.Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a oddment to the world slightly them. The most strong Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix purpose that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum.The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can foregather both these characteristics of learning, firstly by presenti ng a real life framework, or big picture, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment.Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve Excellence and delectation x across all subjects.Currently there is a tendency to focus on excellence in the core subjects while restricting enjoyment to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)x i. A more holistic, coherent and enriched approach is needed, with the childrens personal experiences, and their place and next in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing sense of social and environmental issues.They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement.B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. Citizenship-rich primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become general across all schools if Citizenship is made statutory.B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked.For example, whilst y oung people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17.With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on success criteriaxii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which result have been identified above, for example objectives associated with enquiry and communicat ion skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment musical scale to support the teaching of Citizenship across the primary and secondary phases.This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism.He suggests that teachers should be prepared to tackle disputed topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can discuss and debate their identities. Whilst his focus was the secondary curricu lum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion.Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as similarity and difference and rights and responsibilities helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong.Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 Beyond the School B. 21. Every staff and governing soundbox needs to r eflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated.Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly.At the Citizenship Foundation we believe there to be a need for a coherent Nation al Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society.B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective appro ach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction.Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile.We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for A designated co-ordinator in every school, supported by an LA adviser Citizenship to feature in a revise d primary SEF form NCSL primary programmes to include a primary dimension We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4.The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD confederacy Table of Young Peoples Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds How We Use row to Think Together. Routledge. Dunn, J.(1988).The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MAMIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Childrens Minds. Fontana Press Excell ence and Enjoyment DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom.(2003) Hodder Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors white daisy Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007.Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has produce and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educ ational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme.He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel 020 7566 4148 Email marguerite. emailprotected org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

Experiences of Breast Cancer Patients with Radiotherapy

Experiences of Breast Cancer Patients with RadiotherapyIntroduction and backgroundBreast crabmeat is the most earthy cancer among women and leading cause of cancer associate deaths of this gender (World Health Organization, 2014). Previously it was most common in developed countries but now it became commonest cancer ii in developed and developing regions (Ferlay et al., 2010). Moreover, in USA, breast cancer has the highest incidence rate among all types of cancers involving one in every ten women (Njeh, Saunders, Langton, 2012). However, in Pakistan the incidence is more alarming as 1 in every 9 women is at the risk of developing breast cancer (Siddiqui, n.d.).This data indicates that Pakistan has highest incidence pass judgment of breast cancer in Asian countries (Aziz, Sana, Akram, Saeed, 2004 Bhurgri, et al., 2000 Naeem, 2008). Furthermore, Hussain, Ahmad, Muhammad, Kakakhail and Matiullah (2008) identified the incidence of breast cancer 96.49 % among women registered in Institute of Radiotherapy and Nu clean-cut Medicine, Peshawar, which argon more stimulate figures.There are certain treatment modalities for breast cancer among them radiation therapy (RT) is an important treatment choice, performed before and after the performance which also have divers(a) brass effects. During the course of treatment, about two-thirds of patients endure radiation therapy, before and after surgery (Guo et al., 2013). In addition, more than 90% of the all breast cancer patients incur adjuvant radiotherapy to prevent the recurrence of the disease (Potthoff et al., 2013). Despite its wide use and significant role in cancer treatment, few studies addressed the experiences of its recipients. accord to Welle (1998) radiotherapy patients are perceived as self-caring and their needs are not taken occupy of. The international literary productions indicates that breast cancer patient receiving RT not only suffers from disease process but also from the gradient effe ct of this treatment. The nature of disease, its prognosis and treatment related problems have devastating effects on animal(prenominal), mental and socio-economic wellbeing of the patient (Farooqi Chaudhry, 2012 Kirchheiner et al, 2013). However, these studies have been conducted in western context on different population which has stark difference in our culture. In addition, at bottom the Pakistani context, Khyber Pakhtunkhawa is considered more conservative province. Therefore, it is important to research experiences and problems of the local population to remedy their problems. Furthermore, data from Pakistan revealed that breast cancer was free-base mostly in junior age sort out ranging from 30-50 years as compare to west where it tend to occur in women above 60 years of age (Aziz, Sana, Akram, Saeed, 2004 Mamoon, Sharif, Mushtaq, Khadim, Jamal, 2009 Naeem, et al., 2008 Tfayli, Temraz, Abou Mrad, Shamseddine, 2010). Importantly, this age group is more productive and may have different responsibilities pertinent to their age group towards their family and society which may vary from western population in marches of their concerns, needs and issues. However, in Pakistan, research in this area is not conducted to explore the experiences of breast cancer patient receiving radiotherapy therefore research is a needful to address the issues of this population. In addition, this is the first reflect of its nature in Pakistani context especially in Khyber Pakhtunkhwa in the field of nursing which will make up the awareness regarding radiotherapy related problems of patients among nurses and other health care providers.SignificanceThis study is significant to generate information for nurses to care for patient undergoing RT in Pakistani context. It will help nurses to understand the feelings and experiences of the patients undergoing RT to design nursing care plan by addressing their needs. Moreover, findings of this study can help to identify reco mmendation for health care staff working in the radiotherapy units to facilitate their patients undergoing radiotherapy in a expose way. It will also help health care professionals stay fresh a sense of the importance of the experience of the RT patient who are coming to them for treatment and want their care pertinent to their needs.PurposeThe aim of this study is to explore the experiences of the female breast cancer patients undergoing radiotherapy.Study QuestionsWhat are the experiences of the of breast cancer patients undergoing radiation therapy in Khyber Pakhtunkhwa, Pakistan?Data sourcesThe review of literature was conducted through data bases CINAHL PubMed, Mosbys treat Consult, Science Direct, and Google Scholar. Search for published research articles relevant to this paper was make. The combination of the following key terms was used to retrieve relevant literature physical/psychological problems, breast cancer, problems with radiation therapy, quality of biography, experiences of breast cancer patients. Search generated 283articles, 52 duplicate results excluded. Through a selection process title and crochet screened, among those 30 were found to be relevant to the topic.Literature reviewRadiotherapy is one of the essential components of the cancer treatment. It smirchs risk of recurrence, improve survival rate (Bese, et al., 2006). This is done by using high-energy x-rays or gamma rays targeted at the tumor to shrink the tumors or kill cancer cells (Radvansky, Pace, Siddiqui, 2013). During the course of treatment, about two-thirds of patients will undergo radiation therapy, before and after surgery (Guo et al., 2013). Beside this adjuvant radiotherapy is advised after breast conserving surgery as well as after mastectomy to minimize the chances of reoccurrence of the disease. As Darby et al. (2011) found in their meta-analysis study that RT reduced 15-years of risk of breast cancer related death rate after breast conserving surgery. Beside its effectiveness, it exerts multiple physical, psychological and socio- scotch problems on patients.Physical problems related to RTRadiation therapy affects cancer as well as normal body cells within the treated area, result in brand of the cells which lead to many side effects. The RT induced side effects include skin and mucous membrane toxicities, sleepless(prenominal)ness, pain, swelling, dyspnea, cough and nausea. (Adams, 2009 Currie Wheat 2006 Darby et al, 201 Gordils-Perez, Duell, 2003 Rose, 2011). In addition, skin problems are the most frequent side effect of RT which affects nearly 85% to 95% of patients and also cause skin damage (Bergstrom, 2011). Additionally, there are many longsighted term side effects of breast irradiation like cosmetic changes hyperpigmentation, fibrosis, lymphedema, and damage to underlying normal structures (Gordils-Perez, Duell, 2003). Moreover, fatigue, soreness and dryness of throat, headache, and desquamation were also common symptom re ported by patients receiving RT (Sherminie Cottrel, 2014). Among them fatigue is reported by 80% of the patients receiving RT which affects the role functioning of breast cancer female in their daily life (Poirier, 2011 Potthoff et al., 2013). The RT patent also endure sleep disturbance as Dhruva et al. (2012) reported that approximately 50% breast cancer patients have sleep disturbance at the initiation of radiation therapy. In this connection, a study conducted by Graydon (1994) highlighted that sleep disturbance and fatigues were the main areas of the life of women affected by RT. It influence the physical, cognitive and emotional aspects of the 80% of breast cancer patients underwent RT (Alcantara-Silva, Freitas-Junior, Freitas, Machado, 2013 Stone, Richards, Hern Hardy, 2001). As Currie and Wheat (2006) suggested that it is very important to address and remedy the evident side effect of RT because these are competent of close the patients ability to tolerate the planned tr eatment.Psychological problemsBreast cancer remarkably affects womens psychological well-being. One out of two patients with cancer experience psychological disorder (Reyes-Gibby, Anderson, Morrow, Shete Hassan, 2012 Spoletini, et al., 2008). Beside the disease process its treatment modalities also contribute in the psychological problems of the patient. As, Reyes-Gibby et al. (2012) proved that depression among women have prescribed associated with symptoms of disease and treatment of the breast cancer. In addition, RT is usually prescribed before and after surgery which tend to have its psychological effects on patient. A qualitative study conducted in Sri Lanka to explore the experiences of breast cancer patients undergoing radiation therapy, concluded that women feel fear of treatment, machines used in treatment and blackening of the skin. The study also reported patients feel uncomfortable and stressed in the presence of male staff members and waiting for long time in RT depar tment (Sherminie Cottrel, 2014). In addition, Halkett, Kristjanson, and Lobb (2008) highlighted in their qualitative study, that the patients with breast cancer receiving radiotherapy, experience many kinds of fears like getting burnt, damage to internal body parts, and anticipating tiredness. These kinds of fears may have negative rival on compliance with the treatment regimen. Rose (2011) highlighted that patient feel high level of stress at the start RT because of unfamiliar technology, fear of potential side effects and being in an environment with other cancer patients. A literature review carried out by Lim, Devi, and Ang (2011) concluded that anxiety is predominant psychological issue of the all treatment modalities of the breast cancer across the globe and continue beyond the acute stage of treatment. In relevance to RT it is experienced by10 to 20% of the patients (Stielgelis et al., 2004). Moreover, the fatigue and pain related to RT may affect the sexuality of the patie nt by decreasing the desire and arousal and skin changes result in ruin affecting body image and self-esteem (Mercadante, Vitrano Catania, 2010). Therefore, the diagnosis and treatment can have a profound influence on a womans overall psychological well-being thus compromising the quality of life of the patient.Socio-economical ProblemsBreast cancer patients face multiple socio-economical problems because the cancer treatment is very overpriced which may not be affordable for many of the patients particularly who belong to low income families. A well-established literature signifies that breast cancer patient treated with surgery also receives RT which may be additional financial burden for them especially in the limited resourced countries like Pakistan. Most of the developed countries of the world, large part of phthisis of the cancer treatment are paid by the government, but in Pakistan, the costs of the therapy are borne by the patient and their families (Zaidi, Ansari, Kha n, 2012). Many breast cancer patients in Pakistan experience finical difficulties and use their savings to pay for treatment (Banning, Hassan, Faisal, Hafeez, 2010). Moreover, statistics also highlights that the incidence of breast cancer is increasing in countries with inadequate resources thus limiting the access to radiotherapy (Bese, 2006). Due to finical barriers, Pakistani female breast cancer patients face different challenges throughout the course of the disease (Ahmed, Shaikh, Hasan, 1997). Apart from economical issue woman with breast cancer faces many social and cultural problems in Pakistan. A qualitative study by Banning, Hassan, Faisal, and Hafeez (2010) reported that in Pakistani culture breast is considered a hidden organ that should not be exposed, discussed or touched by others. They also highlighted that most of their participants reported stigma accustomed to a diagnosis and likelihood surgery therefore they hide their diagnosis from family and local community . Furthermore, in conservative culture of developing countries female are less empowered and given low priority and their health issues are least bothered by the society (Tfayli, Temraz, AbouMrad, Shamseddine, 2010). In this regard, female with breast cancer may experience unbearable problems which may not be experienced by women of different cultural and social class (Aziz, Sana, Akram, Saeed, 2004).Knowledge of TreatmentThe above mentioned literature suggests that patients receiving RT face significant challenges and require appropriate information regarding their treatments, side effects of treatment and coping strategies allows them to feel more control over disease and its related problems. Such as, Halkett et al. (2012) emphasized that undergoing RT is difficult experience for patients which needs appropriate and specific information to have the better outcomes of the therapy. Though, the RT is an important treatment but their patients are found to be poorly informed (Halket t, Kristjanson, Lobb, 2008 Sherminie Cottrell, 2014). This may contribute in their fear, anxiety, stress, and compliance with treatment. Thus the appropriate information and guidance help the patient to make better choices of treatment modalities (Barnett et al., 2004). In addition, findings of a quantitative study by Zeguers et al. (2012) showed that RT patients want comprehensive information about their disease, treatment, and procedures, side effects, and prognosis with the mean scores surrounded by 4.1 and 4.4 on a scale from 1 to 5. In contrast, Barnett et al. (2004) emphasized that information needs vary among different individual therefore, a patient-centered approach must entangle according to the tolerance and need of the patient. A randomized trial study conducted by Christman and Cain (2004) also concluded that patients receiving concrete objective information reported maintaining high levels of usual function than those not receiving. Furthermore, giving information about symptom experiences helped them to mentally tackle uncertainty about their symptom experiences.Gap analysisThe incidence of the breast cancer continues to rise worldwide. Multiple treatment modalities have positive impacts on prognosis of the cancer. Radiotherapy is one of the commonly used treatment modalities having its side effect as well. Moreover, available literature suggest that a series of problems faced by patients receiving RT. But, there is a profound need to develop clear understanding of the phenomenon that what patients experience when they undergo RT. Moreover, nursing literature needs to address the needs of these patients and recommend evidence based interventions to help them. Furthermore, in the context of Pakistani conservative culture women with breast cancer may be experiencing different problems than western women. Therefore, this study question needs a qualitative study to go in at the desired outcome of better understanding of the situation.

The Cambodia Vietnamese War History Essay

The Cambodia Vietnamese struggle History EssayThe Cambodia-Vietnamese War was a series of fights involving various nations such as Cambodia, Vietnam, Hanoi, China and the United States of America. It was a contravention that flourished from frame in dis locatees mingled with Cambodia and Vietnam. Minute aspects that contri moreovered to this contr all oversy stretched as far back as the 14th Century, when the Khmer Empire declined and when Khmers and Vietnamese dealt with an uneasy integration in an atmosphere of suppressed mistrust. The systemlessness of the conflicts has do it difficult to identify the time frame unerringly but has been gauged that it occurred between 1975 and 1989. However, the contends foremost conflict was the Cambodian Incursion by the Vietnamese in 1978. It is debatable to affirm if this controversy can be justified accordingly. By examining the manifold of causes and effects of the conflict with close study to the Just War Theory to substantiate my v iew, I will elaborate on why I think that a form of equilibrium has been established of the war in terms of being unjust or otherwise.Vietnam possessed no precise or pertinent reason to attack Cambodia. Emory Swank, the U.S. Ambassador to Cambodia came to a conclusion that The war is losing more and more of its point and has less and less meaning for any of the parties concerned. (Schanberg and Pran 11). This is relative to the border disputes because of the U.S. involvement in providing multitude assistance for General Marshal Lon Nol, who overthrew Sihanouk in 1970, in Cambodia during the war. However, the Just War theory criteria, Jus ad bellum, states that a party must possess the correctly intention to go to war, and in turn will be granted the right to go to war (Just War Theory,The Internet Encyclopedia of Philosophy). Cambodia and Vietnams feeble consanguinity fortified in 1965 when Prince Norodom Sihanouk of Cambodia, despite mistrusting the Vietnamese, allowed North Vi etnamese Communists to establish sanctuaries inside the borders of Cambodia (Schanberg and Pran 11). After North and South Vietnam signed an agreement in Paris on January 27th 1973, Cambodian communists were left to stand alone. This being the basis of the international relationship provoked many controversies, but never provided Vietnam with a commensurable principle to invade Cambodia.The usurpation into Cambodia by the Vietnamese was a disproportionate response to the 2-year long border dispute between the two countries. According to Jus ad bellum, the stopping point attained should be in proportion to the offence (Just War Theory,The Internet Encyclopedia of Philosophy). However, over two one thousand thousand lives were at the expense of settling disputes between two countries. It is impossible for Vietnams eventual goal to measure up and find equilibrium with the execution of over two million inhabitants. The invasion failed to ameliorate, furthermore foresee more cruel t han it caused. According to statistics, a larger amount of people were directly affected by the invasion and massacre rather than the series of border conflicts. Thus, the invasion failed to prevent more human suffering than it caused. According to the theory, the means used to fight must be in proportion to the wrong to be righted. (Just War Theory,The Internet Encyclopedia of Philosophy) However, the lives of a massive procedure of people were at the expense of the Vietnamese invasion, in that respectfore, with humanity at stake, the goal cannot be compared to the evil committed in this incursion.Thirdly, the Cambodian incursion was not a last resort for the Vietnamese. According to the Just War Theory criteria, Jus ad bellum, a war is justified when only after all viable alternatives have been exhausted (Just War Theory,The Internet Encyclopedia of Philosophy). In this case, the Vietnamese offered a diplomatic reply to the conflict, such as the establishment of a demilitarized zone along the border of the two countries, but was eventually rejected by Pol Pot, the leader of the Khmer paint in that period. A single attempt was made by the Vietnamese, indicating the possibility that more could have been done to prevent the provocation of the war. Therefore, because other possibilities and alternatives were never explored or exhausted, the invasion into Cambodia was not a last resort for the Vietnamese.The Vietnamese made no distinction between combatants and non-combatants of the war, thus resulting in an indiscriminate attack of Cambodia. It has been be that a massacre of about one million Cambodians took place in the Cambodian incursion. According to the Just War theory, Jus in bello, non-combatants and civilians should be spared so as to avoid terrorism of the people. Combatants would include members of military forces, guerilla forces or anyone who takes up arms but not for self-defense. Non-combatants would include civilians or neutral countries, chi ldren, the old and the vomit up (Just War Theory,The Internet Encyclopedia of Philosophy). The war sparked off when the Vietnam Peoples Army (VPA) launched a massive invasion into Cambodia in 1978. They began a massacre of over a million people, and failing to distinguish between combatants and non-combatants of the war. According to the Just War Theory, the failure to do so would indicate the lack of justification of a war payable to the unleveled playing field of the two parties, which would result in uneven an potholed consequences.The VPA possessed excessive military force when invading Cambodia, without the limitation of unnecessary demolition and destruction of Cambodia and its civilians. In this bloody guerilla war, the amount of Vietnamese troops was almost 8 times the amount of Cambodian troops. According to the Just War Theory, Jus in bello, the principle of minimum force in a war inescapably to be appropriately applied, as well as attacking needs to stem from the inte ntion of helping in military defeat (Just War Theory,The Internet Encyclopedia of Philosophy). The Vietnamese forces fell short of this as it resulted in the deaths of over a million civilians, the destruction of border villages and the abandonment of vast tracts of agricultural land. According to Jus post bello, goals of the war cannot be reached with excessive force, which the Vietnamese were in rivalry of. The stringent lack of limitation of military forces showcases the Vietnameses incorrect conduct within the war.After the invasion, both countries suffered political, social and economical deteriorations. Slaughters, assaults, bombings and mass violence demonstrations affected the Vietnamese and Cambodians in terms of living standards, conditions and circumstances. A vast amount of property was destroyed which resulted in the overflow of refugee camps and the inhabitation of refugees in Phnom Penh specifically. Due to the large number of people, diseases in the area were rife. Also, food was scarce and malnutrition was a common situation. Medical attention was unable to be provided as hospitals were overworked and under-equipped with few drugs available, thus resulting in the change of the medical system.Political relations within different countries were alike heavily impinged on. When the Khmer Rouge lost all political and military power, they suffered disintegrations through defections of the political and military system. The dimensions of Vietnamese colonization of Cambodia were also measured (Morris 224). For example, PRK was renamed State of Cambodia (SOC) in 1989 by the Vietnamese.However, the Vietnamese communists managed to achieve their goal of overthrowing the Khmer Rouge regime. Vietnam also suffered from Chinese military storm for over 10 years as well as receives international diplomatic isolation (Morris 222). Vietnams alienation of international support was a result of their actions of invasion precluding any prospects of imminent norm alization with the U.S., as well as turned most of the Western and Third World nations against any cooperation with them (Morris 222). This also meant war of Vietnam with China.The Vietnamese invasion on Cambodia meant much economic alterations for both countries. The Vietnamese suffered from economic alienation and isolation which retarded the economic growth of the country. Cambodias traditional economy was also all but vanished. As a result, inflation was extremely rampant in both countries.According to the aftermath of the Cambodian incursion, neither of the countries seemed to have gained incentives and inducements from the war itself. In turn, both countries suffered major political, social and economical damage, causing a massive downturn in the establishment of the two countries.However, probability for success for the Vietnamese was evident. There has been evidence of certain aspects of the incursion being justifiable. The Just War Theory criteria, Jus as bellum, states tha t a country has the right to go to war when there is a probability for success (Just War Theory,The Internet Encyclopedia of Philosophy). It considers the ethics of causing suffering, pain and death to inhabitants of a country with no chance of success. In this case, the Vietnamese saw that their probability for success from the incursion would be higher than that of the Cambodians. As long as chance for success existed for either party in this war, the Vietnamese can then be granted the right to go to war in the first place.Similarly, the Vietnamese had barely any supplementary alternatives to put an end to the various 2-year long disputes. After Pol Pot rejected Vietnams diplomatic solution for the border conflict, a mutual understanding between the countries failed to exist. This made it tough for the Vietnamese to decipher a modus operandi to put a quick stop to the disputes. However, the invasion was merely not a last resort but more of an immediate solution for the Vietnamese. With harsh limitations and an inability to resist more animosity, the Vietnamese succumbed to war. In this context and within these circumstances, it is still possible for the conflict to be a just one.Apart from accentuating the traditional animosities between Vietnam and Cambodia, furthermore, the was also managed to overthrow the Khmer Rouge from power as well as end the Khmer Rouge authorities Genocide. With close relation to the Just War Theory, Jus ad bellum, Jus in bello, and Jus post bellum, I managed to differentiate the aspects into which exploit is just and what is otherwise. Moreover, though many factors proved the Vietnamese invasion to be unjust, the possibility of the incursion being a just war still subsists.

What is Faith?

What is Faith?What is corporate trust? Many, both inside and outside Christianity, ponder this question every day. How tail we define religion, and how can we better understand what true credit looks like? More importantly, what variety show of faith does God expect of us?Every one of us exhibits faith in something every day we have faith that the bus driver knows how to drive the bus, we have faith that the pilot knows how to fly the plane, we have faith that the naturalise teachers know how to educate our children, and for Christians we have faith that God is real and that Jesus died on the cross so our sins can be forgiven.Faith isnt something that we should exhibit exactly when things are going well, when we feel our circumstances prove that God is real. Corrie ten Boom, most famous for her work patroning to hide Jews during WWII said When a train goes through a tunnel and it gets black, you dont throw away the ticket and jump off. You sit still and trust the engineer.1 This is true for faith when something happens and life gets a little dark, we dont assume God has lost control and were headed into a mountain, instead we should trust God all the to a greater extent, understanding that He has full control. But faith is far more than just this vague belief that God is in the drivers seat, or that whatever happens God will get us through that dark tunnel.In Hebrews 111 it is written Faith shows the reality of what we hope for it is the evidence of things we cannot see. Faith is truth and trust, 2 yet how many of us have the kind of faith that can completely trust in God regardless of our situation?Theres a story about the missionary Hudson Taylor during his first trip to China. on board a sailing ship, at one stage on that point was no wind, and they were close to islands inhabited by tribes of cannibals. With the islands, and cannibals, getting closer the captain asked Hudson if he would pray. Hudson agreed, that only if the captain set the sails , ready for the breeze. With no sign of wind the captain declined, but Hudson stood fast and refused to pray until the sails had been set, ready for the wind he had faith God would send. The captain, solutionually, agreed and the crew set the sails, while Hudson set about the task of asking God for the wind to fill them. Sometime later there was a knock at the door and the captain asked Hudson if he was still praying for God to send wind. Hudson indicated he was, to which the captain replied you better stop praying for we have more wind than we can manage3Hudson Taylor had no doubt God would send the wind he had faith in God. In Hebrews 11 we see examples of otherwise expressions of faith, expressions that may seem unbelievable unless you first believe that to God, nothing is impossible.In verse 3 we read that by faith we understand that the entire human race was formed at Gods command4 None of us were there to see this, to witness this great event, and yet by faith we believe an d accept this event occurred just how the Bible describes it. Similarly it was by faith that Noah built the Ark even when there was no sign of rain, or when Abraham left his homeland to take his family to a faraway land hed never seen, or when Abraham took the son he had been told would bless the world to offer him as a sacrifice.5These events describe how great faith direct to a great event a second chance for all creatures in the Ark, or a new nation that would someday bless the unit world, yet not every instance of great faith resulted in something most would see as positive. In Hebrews 1135-37 it is writtenBut others were tortured, refusing to subroutine from God in order to be set free. They placed their hope in a better life after the resurrection. Some were jeered at, and their backs were cut propagate with whips. Others were chained in prisons. Some died by stoning, some were sawed in half, and others were killed with the sword.6These verses describe people who, because o f their faith, refused to reject Jesus even in the face of torture and death. Their faith caused them to trust in salvation and an eternal life, placing God above their own lives.It is only when we come to understand faith as the kind of faith that makes you military force a ships captain to set sails while there is no sign of wind, to build a huge ship when there is no sign of rain, or to face torture and death rather than renounce your beliefs, that we approach the level of faith we see throughout the Old and New Testament.In Psalm 261 it is written Declare me innocent, O Lord, for I have acted with integrity I have trusted in the Lord without wavering.7 Faith is trusting, without wavering. Psalm 373-5 Trust in the Lord and do good Take delight in the Lord Commit everything you do to the Lord. Trust him, and he will help you.8 All of these describe faith in God, a faith that will see you trust Him through the dark tunnels, when you are stuck in a calm calm, when you are asked to fulfil a ridiculous task, or even when faced with death. True faith will trust God in every situation, no matter what we may face.1 William K. Volkmer, These Things A Reference Manual For Discipleship (San Antonio The Passionate Few, 2016), 249.2 Charles C. Ryrie, Basic Theology (Chicago Moody Publishers, 1999), 377.3 J. Don Jennings, Lifes Great Adventure Walking With God (Maitland, FL Xuton Press, 2011), 252-253.4 Hebrews 113 NLT (New Living Translation).5 Hebrews 117-10, 17-19 NLT (New Living Translation).6 Hebrews 1135-37 NLT (New Living Translation).7 Psalm 261 NLT (New Living Translation).8 Psalm 373-5 NLT (New Living Translation).

History of Puerto Rico and Spanish Rule :: Hispanic History Historical Essays

History of Puerto Rico and Spanish Rule The history of Puerto Rico low Spanish rule is one of European exploitation of non white peoples for the purpose of economic gain. The disc everyplacey make by Columbus in 1492 had a peachy impact on the highly competitive countries in Europe who saw, in lands like Puerto Rico, the possibility of prosperity and advancement. More than hoping to spread their influence or religion, Europeans cute to take advantage of the lands and resources which seemed un dropd. Actu whollyy the lands were being used quite successfully, but in unfamiliar ways which did not concern many Europeans. With little ascertain for the native people, Europe began conquering the eastern hemisphere in the name of colonization. Areas which had only known one race for centuries were flooded with people from all over the population seeking money and status. As the stakes grew, and select people and countries heavily prospered off their colonies, ethical and moral restra int declined. The result was a world filled with a diverse group of races, extreme distinctions in class differences, and mixing of culture. This was the case for Puerto Rico, which was just as much affected by colonialism as other areas, but has certain qualities which make the Puerto Rican identity unique. After conquering Puerto Rico in 1508 Juan Ponce de Leon looked for a labor supply which he could use to produce riches for Spain and himself. He attempted to force the native Tainos into hard labor and plantation life, but could keep them neither controlled or stationary. Many Tainos break loose enslavement or other forms of forced labor for two reasons (Figueroa, Sept. 24). First Tainos were historically a mobile culture, which roamed the land intentionally before the Spanish made it a necessity. Second, the hinterlands, the rough mountainous interior of Puerto Rico, was easily accessible and navig fitted to Tainos, but extremely difficult for the Spanish. Thus, Whites were unsuccessful in their attempts to bind natives to the land because the Tainos were able to strategically move away from their persecution. In their attempt to escape class persecution a subculture was formed in Puerto Rico. Many Puerto Ricans turned towards artistic means of expression, correspond by the jibaro, because this was one area the Spanish could not restrict (Figueroa, Sept. 17). The result was the total expression of the life of the spirit through language in all of its forms (Valle Antilles, 95).

Free College Essays - Symbolism in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Scarlet Letter Symbolism The Scarlet Letter is a book of a lot symbolism. One of the most complex and misunderstood symbols in the book is pull together, the daughter of Hester Prynne. Pearl, throughout the story, develops into a dynamic symbol - one that is constantly changing. In the following essay, I will explore some of the symbolism which Pearl came to represent throughout the novel. In The Scarlet Letter, Hester, for her sins, received a vermilion letter, A which she had to wear upon her chest. This was the Puritan way of treating her as a criminal, for the crime of adultery. The Puritan treatment continued, because as Hester would walk through the streets, she would be looked down upon as if she were some sort of demon from Hell, that move a terrible crime. This would give her much mental anguish and grief. On the other hand, perfections treatment of Hester for her sin was instead different than just a physical token he gave Hester the punishment of a very unique child which she named Pearl. This punishment handed down from God was a constant mental and physical reminder to Hester of what she had done wrong, and she could not escape it. In this aspect, Pearl symbolized Gods way of punishing Hester for adultery. The way Hesters life was ruined for so long was the ultimate price that Hester paid for Pearl. With Pearl, Hesters life was one almost never filled with joy, but instead a constant nagging. Pearl would harass her mother over the scarlet A which she wore. Pearl would also make her own A to wear, and sometimes she played games with her mothers, trying to hit it with rocks. When Hester would go into the town with Pearl, the other children would make fun of her, and Pearl would yell and throw dirt at them. So, in this case, Pearl symbolized the decimation of Hesters life and mental state. Although Hester had so much trouble with Pearl, she still felt that Pearl was her treasure. Pearl was really the only thing that Hester had in life, and if Pearl wasnt in Hesters life, Hester would almost surely have committed suicide. Once and a while, Pearl would bring joy to Hesters life, and that helped her to keep on living. Pearl really symbolized a rose to her mother, at some times she could be bright and vibrant, and really love her mother, but at other times, she could be wilting.