Identify the various forms of plagiarism Research Paper

Identify the various forms of plagiarism - Research Paper Example n a student takes another student’s work and presents them as his/her own, and when a student downloads from the internet work that had been done and presenting it as his/her own. It also involves having someone do an assignment for you and presenting their findings or work as if you are the one who did the assignment (Gaines, 2007). Other students and authors will however not present works taken from the other sources in its original written form – they will rephrase other people’s ideas, research, opinion and information to come up with new works. Though the work seems on the face value to be original, only the wordings have changed from the original author’s work but the ideas are borrowed. This is commonly referred to as manipulated plagiarism (Neville, 2007). Students and authors wanting to make their work juicy or more presentable may take parts of other people’s work and incorporate them with theirs to enrich their ideas. The additional pieces of work may be quotes, phrases from a paragraph or entire paragraphs. The use of these parts without acknowledging the source constitutes to partial or juice plagiarism (Gaines, 2007). People also have a tendency of presenting their works either as a whole or in parts in more than one occasion or for different assignments. When this is done without letting the people using the work for the subsequent times know when the original work was done, one is considered to be involved in self plagiarism. This is most common when one is required to handle an assignment with similar requirements as the one he/she had previously handled (Neville, 2007). It is important for people to avoid plagiarism as much as possible. The most important thing is for writers to know what constitutes plagiarism and the implications that one is likely to face if found guilty of plagiarism. Writers ought to know how to acknowledge sources of their work. They should know how to do referencing and citations properly using the different

Boston Chicken Case Essay Example for Free

Boston Chicken Case Essay Boston Chicken implemented a franchising strategy that differed from most other franchising companies at the time. Boston Chicken focused its expansion through franchising the company through large regional developers rather than selling store franchises to a large number of small franchisees. In that, an established network of 22 regional franchises that targeted their operations in the 60 largest U.S. metropolitan markets and in order to do so, the franchisee would have been an independent experienced businessman with vast financial resources and would be responsible for opening 50 – 100 stored in the region. Boston Chicken focused on widespread continuous expansion of its operations to become to developed across the board food chain. Scouting for real estate assured the highest standards for developing properties and was critical to the company’s future success. To assist in future growth of the franchises, Boston Chicken implemented a communications infrastructure, which provided a supporting link for communication between its networks of stores. In addition in efforts to improve operating efficiency, the company locked in low rates from its suppliers and developed flagship stores, which did most of the initial food preparation which inadvertently reduced employee training costs. Many of these regional developers were given a revolving credit line to help support expansion. This type of financing came with credit risk while the franchises average revenue from operations were not sufficient enough to cover the expenses which raises doubt for the repayment of such loans. 2. The accounting policy of reporting the franchise fees from Boston Chicken’s area developers as revenue seemed most controversial. These franchise fees, which accounted for more than 50% of total revenue, did not represent revenues from operations. Also, the source of most of the ranchise fees came from the financing provided by Boston Chicken, the franchiser, where the money coming in was the same money that was going out. This overstated earnings of the company. Since the debentures can be converted into shares of common stock, most of the revenue from franchise fees should have been deferred. Reporting revenues that included these franchise fees his the fact the most of the franchised stores were operating at a loss, which provided a false impression to investors. While Boston Chicken, the franchiser reported a net income from operations of $24,611 in 1994, if they excluded the income provided by franchise fees, they company-operated stores would have been operating at a loss, which would have been a more accurate picture for the company’s operations and its question of having a profitable future. 3. Boston Chicken, the franchiser, reports revenue based on franchise fees (includes royalties, initial franchise development costs, interest income from area developer financing, lease income, software fees, and other related franchise fees), and company operated stores. The revenue reported on the income statement does not reflect the operating income or losses generated by the area developers, with most of these area developers operating at a loss. Since the franchiser provides financing to the area developers, it seems that consolidation of the financial statements would provide vital information to the users of the financial statements especially since the repayment of loans relies heavily on the profitability of the franchisees. Basically, Boston Chicken was not reporting the results of operations from its area developers because Boston Chicken did not have an equity position in these firms; rather their stake in these franchises was reported as debt financing. In doing so, Boston Chicken did not have to report the losses that were incurred in these operations. By manipulating the financial statements, the company gave a false impression on its future prospects of the company, allowing them to more freely raise capital through the issuance of common stock, and inadvertently inflating tock prices.

American Graffiti Essay -- essays research papers

American Graffiti (1973) This classic move focuses on a single night in the early Sixties, the hopeful future of the main characters is followed by the events which occur. Steve (Ron Howard), and Curt (Richard Dreyfuss) will be leaving for college the very next day, the build up of years of hard work. Finally they'll be able to leave their small hometown and "spread their wings", experiencing life in ways they never have. Curt is unattached to anyone, but Steve will be leaving behind his longtime girlfriend Laurie (Cindy Williams), who happens to be Curt's sister. Also remaining at home are Terry (Charles Martin Smith), a fumbling nerd, and John (Paul Le Mat), an older kid with "the fastest car in the valley". The two main things that kid's focused on in 1962, it was cars and music. Everyone who's anyone cruises the strip in their shiny automobiles and while they're doing that they're listening to Wolfman Jack on the radio. Music is an integral part of this group, defining its moods, fears, desires and feeding from the same emotions. Curt, a scholarship winner, is filled with doubt regarding his future. Everything that he's ever done has been aimed at college, yet now the moment is upon him Curt wonders if instead he should take time off. Symbolic of this uncertainty is a blonde in a white T-bird; elusive and enchanting she always slips away from Curt when he nears. In contrast, Steve is (if a...

Thomas Edison Essay -- biographies bio biography

Term Paper   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thomas Alva Edison is one of the most influential people of his time. This native born Ohioan is credited with many invention that we use today and that many of us take for granted. Countless hours of hard work went into everything he accomplished. That drive is what made him the man he was and defined him as an individual. Thomas Edison was born February 11, 1847 in Milan, Ohio. He was the seventh and last child of Samuel Edison, Jr. and Nancy Elliot Edison. His parents had no special mechanical background. His mother was a former schoolteacher; his father was a jack-of-all-trades - from running a grocery store to real estate. When Thomas was seven years old, his family moved to Port Huron, Michigan. He was a very curious child who asked a lot of questions.   Ã‚  Ã‚  Ã‚  Ã‚  Edison began school in Port Huron, Michigan when he was seven. His teacher, the Reverend G. B. Engle considered Thomas to be a dull student. Thomas especially did not like math. And he asked too many questions. The story goes that the teacher whipped students who asked questions. After three months of school, the teacher called Thomas, "addled," which means confused or mixed up. Thomas stormed home. The next day, Nancy Edison brought Thomas back to school to talk with Reverend Engle. The teacher told his mother that Thomas couldn't learn. Nancy also became angry at the teacher's strict ways. She took Thomas out of school and decided to home-school him. It appears he briefly attended two more schools. However, his school attendance was not very good. So nearly all his childhood learning took place at home.   Ã‚  Ã‚  Ã‚  Ã‚   Some of his inventions he deliberately tried to invent, like the light bulb and the movie projector. But some inventions he stumbled upon, like the phonograph. Of all his inventions, Edison was most proud of the phonograph. Edison invented and improved upon things that transformed our world. Some things he invented by himself. Some things he invented with other people. Just about all his inventions are things we still use in some form today. Throughout his life, Edison tried to invent things that everyone could use.   Ã‚  Ã‚  Ã‚  Ã‚  Edison created the world's first "invention factory". He and his partners invented, built and shipped the product - all in the same complex. This was a new way to do business. Today many businesses have copied Edison'... ...ing off ideas and doing experiments as fast as they came to mind. Once the invention had been started, he left the details to others.   Ã‚  Ã‚  Ã‚  Ã‚  Edison was known to be stubborn. When he was a senior citizen, he became protective of his inventions. One historian found an irate letter from Edison to his manufacturing department. Edison had learned that teenagers were turning up the speed of his cylinder phonograph to make the music faster. Edison complained, "I don't want it and won't have it. " To make sure this would not happen again, he ordered his workers to make a control for the record speed.   Ã‚  Ã‚  Ã‚  Ã‚  Thomas Alva Edison died when he was 84 years old, on Sunday, October 18, 1931. He was still experimenting up until the time he died. Three days later, on October 21, 1931, electric lights were dimmed for one minute throughout the United States. Edison and his wife, Mina, are buried on their home estate grounds.   Ã‚  Ã‚  Ã‚  Ã‚   Bibliography Smith, John – â€Å"Don’t Follow This† American Publishing Company, Washington D.C., 1969 Dilion, Bob – â€Å"This is wrong† Forever Young Inc. Omaha, NB, 1988 Durst, Fred – â€Å"If you can read this you are too close† Nookie for Life  Ã‚  Ã‚  Ã‚  Ã‚  Orlando, FL, 1999

Acute Care: Care Implementation and Evaluation.

Acute Care: Care Implementation and Evaluation. This assignment will be based around the care that is implemented and evaluated, within a National Health Service (NHS) Foundation Trust (FT). The focus of the assignment will be to discuss two health problems that a selected patient has and has been admitted to the FT with. The selected patient had been admitted into FT with breathing difficulties and also suffering from dehydration. The assignment will focus upon the goals that are set for the patient whilst in FT and the reasons why the goals are set. The patho-physiology of the two problems will also be discussed and also the care that had been implemented to achieve the goals. Throughout the assignment, the patient will be known as Terry with the permission from the patients parents, according to the Nursing and Midwifery Council (NMC, 2008) confidentiality guidelines. The assignment will also aim to discuss the role of the Health Care Professional (HCP) in planning appropriate care for the patient, in particular, using the assessment technique of goal setting by using Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique (Roper et al, 1996). The reasons for planning care can involve the HCP assisting in preventing potential health problems, for example, breathing difficulties for the patient becoming worse and to also assist in solving problems where possible. Care planning can also assist in alleviating possible health problems that cannot be solved by HCP’ s and so will need the assistance of Multi Disciplinary Team (MDT) , for example, consultant, physiotherapists to further improve an develop the care plan. Terry is a 42 year old single man, who lives with his parents, and has suffered from a number of illnesses throughout his life, for example, optical glyoma, Deep Vein Thrombosis (DVT), epilepsy, and also learning difficulties. Terry has difficulty with breathing, and this appears to have been caused by respiratory rhythmicity centre in the medulla and the pons (areas of the brain which can control breathing) and these appeared to not be working in the correct way (MacKenzie, 1996; Waugh et al 2006). Terry’s reduced neurological status was due to trauma that had been suffered in the motor pathways, and the peripheral nerves, in the brain (Iggulden, 2006). Terry was admitted to the Intensive Care Unit (ICU), within the NHS FT, suffering from numerous problems that were mainly neurological. Terry's admission to ICU was due to the increased breathing difficulties that he was experiencing. Due to the breathing difficulties, the nursing team, and Terry's consultant, agreed that it would be best for Terry to have a percutaneous tracheostomy inserted. Due to Terry suffering from a probable cerebellar lesion, severe learning difficulties and poor communication skills; it did appear that Terry could not understand what the nursing team were informing him of, the medication that he needed and the care that was being delivered (NMC, 2008). Due to the fact that Terry appeared not to be able to understand or communicate with the nursing team, and that his parents and family members were with him, the nursing team, and myself, ensured that the parents, and family members, were informed of what was happening regarding the care that had given to Terry. The fact that Terry could not understand the instructions given to him, due to learning difficulties, consent to insert a percutaneous tracheostomy had to be given from Terry’s parents, to the Consultant (NMC, 2008). The tracheostomy that had been inserted into Terry helped the nursing team in the ICU and on the ward, to oxygenate Terry to the optimum level of 98%. The tracheostomy, also ensured that Terry was able to maintain a breathing rate of between 35 and 50 breathes per minute (Bailey, 2008). Although Terry was able to maintain a respiration rate, the normal respiration rate for an adult is normally between 14 and 18 breathes per minute (Bailey, 2008). The nursing care that had been implemented included ensuring that oxygen was flowing through the tracheostomy and this ensured that Terry had enough oxygen in his body for his heart and lungs to function, and that the heart pumped the oxygenated blood around the body (Machin et al 1996; Roper et al, 1996; Bailey et al 2008). Due to Terry’s respiration centre not working properly, and suffering from breathing problems, this meant that gaseous exchange was impaired, and led to a risk of respiratory acidosis. Gaseous exchange is where the oxygen goes into the alveoli capillaries, and the carbon dioxide is moved out of these capillaries (Bailey, 2008). The respiration centre is made up of a group of nerve cells, which are in the reticular endothelial system of the medulla oblongata. These cells send impulses to the motor neurones, via the spinal cord, and are then sent to the intercostal muscles (Bailey, 2008). The trauma that Terry had suffered with, was a possible cerebella lesion when he was a child. When Terry was admitted, his oxygen level was 82% (Bailey, 2008). The goal for this problem was to keep Terry's respiration and oxygenation at a level that was suitable. A suitable level of respiration for an adult is between 14 and 18 breaths per minute, and an oxygen level of around 97 to 98% (Bailey, 2008). The patho-physiology of breathing difficulties includes a lack of oxygen to the tissues of the body, including the brain, and even death (MacKenzie, 1996; Waugh et al 2006). Due to Terry haiving an oxygen saturation level of 82%, we set the goal that we would aim for and set this goal with his parents. The goal that the nurses had set with Terry's parents, due to the fact that Terry had learning difficulties and could not set the goal with the nurses. The goal was set as the nurses aimed to have his oxygen saturation level between 95% and 98% within two hours. The goal had to fit in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique (Roper et al, 1996; Faulkner, 2000). Terry's sitting and lying position had to be carefully planned around him, this ensured that we as a nursing team where able to ensure that his lungs would expand to their optimum and to maintain a satisfactory oxygen saturation levels within his body (Roper et al 1996; Machin et al 1996; Hackman, 2008). The normal oxygen saturation level is between 95% and 98% (Woodrow, 1999). The fact that Terry had an oxygen saturation level of just 82%, the Consultant had to prescribe oxygen for Terry. The oxygen that had been prescribed for Terry, had been increased from 24% to 40% (NMC, 2002). The consultant advised us to ensure that the oxygen was to be humidified. Due to Terry having the tracheostomy, we were able to deliver the oxygen with the use of a tracheostomy mask and what is called a T-piece circuit (Machin et al 1996; Dolan, 2008; Soady, 2008). The consultant also advised the nursing team to ensure that neurological observation's were undertaken, especially the oxygen saturation levels, every 15 minutes until Terry's oxygen saturation levels had risen to 96% (Machin et al 1996; Dolan, 2008; Soady, 2008) The neurological observations with regards to the goal, meant that the nurses were able to deliver oxygen, which would enable the oxygen saturation level to be maintained (Machin et al 1996; Dolan, 2008; Soady, 2008). Once the nursing team had ensured that the oxygen had been delivered to Terry at 40% and was humidified, they then ensured that 15 minute observations were maintained. The Consultant had to ensure that the 40% oxygen that he had verbally prescribed, was documented and written clearly in Terry's medical notes and on his prescription sheet (NMC, 2002; NMC, 2004). The fact that Terry had been prescribed the higher rate of oxygen, this needed to be clearly documented within Terry’s nursing notes (NMC, 2004). The documentation was needed, so that the other nurses were aware of the change. Although the observations had been maintained every 15 minutes, with regards to Terry's oxygen saturation levels, this ensured that the nursing team maintained Terry's neurological observation's (Machin et al 1996; Dolan, 2008; Soady, 2008). The goal that had been set by the nursing team and Terry's parent's, for his oxygenation levels did fit into the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique. The goal was specific, measurable and realistic for Terry and the nursing team caring for him, as well as being achievable in the time frame that had been set by Terry's Consultant (Faulkner, 2000). Due to the fact that the nursing team had achieved this goal for Terry, proved that the nursing care and interventions made by the nursing team, were effective. The nursing care and interventions were effective enough, for this goal to have been met (Roper et al 1996). The goal that had been set for Terry with regards to his oxygen saturation level, had to be documented. The goal had to be documented within the nursing notes, which the nursing team had to document clearly. The nursing team were able to hand over the information about Terry, to the nursing staff that would have been caring for him on the next shift. (NMC, 2004) The second of Terry's problem's is that he was at risk of dehydration, this was due to the fact that Terry could not swallow as he had a reduced neurological status. The fact that Terry could not swallow was due to the motor area of cerebral cortex of his brain, did not work in the way that it should (Waugh et al 2006). The motor area of the cerebral cortex of Terry's brain, was damaged due to the increase in epileptic seizures. Dehydration can cause the cells to deplete, due to not having enough fluids for them to replenish. The cells replenish in the sense that the fluids help the cells to regenerate, regulate the body temperature, to dilute the waste products within the body, and to maintain the level of fluids within the tissue fluid and blood (Waugh et al 2006). The patho-physiology of dehydration includes thirst, the mouth being dry, the tongue would look leathery, and fluid from within the tissues and skin would be withdrawn (Roper et al 1996; Brown, 1997; Day, 1997). Due to Terry not being able to drink fluids, he was not able to regulate his own body temperature, nor was his body able to dilute the poisonous substances in his body (Waugh et al 2006). Due to fluid being withdrawn from the body, this would mean that the body would not be able to maintain its own volume in blood (Roper et al 1996). The patho-physiology of not having enough fluids also includes the kidneys would excrete less than they normally would; a person would be lethargic; the skin would lose its elasticity and would appear to be more wrinkled (Roper et al 1996; Brown, 1997; Day, 1997). If Terry had been suffering from dehydration, his would have looked sunken and his urine output would be reduced as well as being more concentrated. If Terry had been suffering from a severe case of dehydration, his blood volume would be reduced. If the blood volume was to cause a circulation deficiency, this would cause his kidneys to fail to excrete the waste products that they normally excrete (Roper et al 1996; Brown, 1997; Day, 1997). Due to Terry not drinking the recommended two litres of fluids per day, we had to set a goal. The goal that had to be set, had to be set with Terry's parents (Roper et al 1996). The goal for the second problem, was to prevent dehydration during Terry's stay in hospital, through ensuring that Intravenous Saline was delivered through venous access (Dougherty et al 2008). The Intravenous Saline had to be delivered through venous access, due to the fact that this was the most effective way in which to infuse fluids. The fluids had to be infused over a period of 24 hours, due to the volume of the fluids. The Consultant prescribed two litres of Intravenous Saline, and the nursing team ensured that it was delivered (NMC, 2002; NMC, 2004; Dougherty et al 2008). Due to the fact that the fluids needed to be infused, the nursing team ensured that the fluids were delivered through the venous access, by using an infusion pump. The pump that was used by the nursing team, was the volumetric pump. The volumetric pumps allow health care professionals to administer large amounts of infusions, and this is why were used this type of pump to deliver the fluids that Terry needed over a 24 hour period (Sarpal, 2008). Due to the fact that the nursing team were delivering Intravenous Saline to Terry, it was important that this was documented by the nursing team within his nursing notes. The fact that this was documented in Terry's notes, ensured that the information was handed over to the nursing team on the next shift (NMC, 2004). It was important hat a fluid balance chart was also documented, as this would help the nursing team to ensure that the amount of input from fluids, was similar to Terry's urine output. The fact that the nursing team were able to monitor Terry's fluid input and output, ensured that his body was not retaining any of those fluids within a 24 hour period (Hunt et al 2008). The goal for dehydrat ion by providing two litres of Intravenous Saline over a 24 hour period, did fit into the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique. This was due to the fact that the goal was specific, measurable and time set. The goal was achievable and realistic, but only while Terry's venous access was as good as it was. When Terry's venous access for the Intravenous Saline to be delivered was poor, this meant that the nursing team had to find another route to deliver these fluids. The nursing team had to re-set the goal for delivering the Intravenous Saline. (Faulkner, 2000) Due to the fact that the nursing team could not deliver the Intravenous Saline through the venous route, had to be documented. The nursing team had to document the fact that Terry had poor venous access, and that they had asked his Consultant to review Terry (NMC, 2004). When Terry's Consultant had been to review him, the Consultant advised the nursing team to deliver the Saline through Terry's PEG tube. Terry's Consultant had to document the fact, that he had advised the nursing team to deliver the Saline through Terry's PEG tube. The Consultant also had to document that his advice was due to Terry's poor venous access in Terry's medical notes, and he had to document this on the prescription chart (NMC, 2004). Due to Terry having a Percutaneous Endoscopic Gastrostomy (PEG), the nursing team and Terry's parents re-set the goal to deliver the fluids that Terry needed (Faulkner, 2000). The new goal that had been set, was to deliver one litre of Intravenous Saline through Terry's PEG tube. The litre of Saline was delivered to Terry through his PEG tube, over an 8 hour period rather than a 24 hour period. Even though the nursing team had to deliver the fluids through the PEG tube, they had to ensure that the goal did fit into the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique. This goal was specific, measurable, achievable, realistic and time set for Terry and the nursing team (Faulkner, 2000). Before the nursing team could deliver the Saline through Terry's Percutaneous Endoscopic Gastrostomy, the Saline had to be prescribed by his Consultant. The Consultant had to document the Saline on Terry's prescription chart, and also had to document the route that the nursing team were to deliver the Saline (NMC, 2004). The Saline that had been prescribed by Terry's Consultant, also had to document in Terry's medical notes, that he had prescribed this and also document the route that he had advised to the nursing team (NMC, 2002; NMC, 2004). When the nursing staff had commenced the delivery of the Saline through the Percutaneous Endoscopic Gastrostomy (PEG) tube, they themselves had to document this. The nursing team had to document the Saline running through the PEG tube, to enable the nursing notes for Terry to be up-to-date. The nursing team to document the amount of Saline that was to run through Terry's PEG tube, and what time the Saline infusion began. The nursing team also had to document how much of the Saline was to be infused in any one hour, when the Saline was due to finish, as well as document the lot number and expiry date that were on the bag of Saline. NMC, 2002; NMC, 2004) The documentation of the infusion of the Saline running through Terry's Percutaneous Endoscopic Gastrostomy (PEG) tube, ensured that the nursing team could hand over the information to the nursing team that were due to care for Terry on the next shift (NMC, 2004). The goal that had been re-set by the nursing team, and Terry's parents, fitted in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique (Faulkner, 2000). The fact that the goal had to be re-set, ensured that the nursing team had been able to deliver the Saline through the Percutaneous Endoscopic Grastrostomy (PEG) tube. The goal to deliver the Saline through the PEG tube, had been specific, measurable, realistic and time set for Terry and the nursing team. This goal had been achieved, due to the fact that the care that the nursing team had been able to deliver the Saline in the time that they had set with Terry's parents (Faulkner, 2000). Due to the goal being achieved in the time frame that had been set by the nursing team, and Terry's parents, meant that the nursing team had been able to deliver the care that had been needed to achieve this goal (Faulkner, 2000). I am now at the point in this assignment when I can reflect. For my reflection, I will be using the Gibb's Reflective Cycle to reflect upon this assignment, which is documented within his book that was published in 1988 and entitled Learning by Doing: A Guide To Teaching and Learning Methods (Gibb's, 1998). Due to the fact that Terry ad a number of health problems, I had a hard task of choosing which two that I would use. I did have to think long and hard about which two health problems that I would use, but I was given permission from his parents to enable me to write this assignment (NMC, 2008). The two health problems that I had chosen, were breathing difficulties and dehydration. Due to the breathing difficulties that Terry suffered with, meant that his oxygen saturation levels were low. Due to Terry's breathing difficulties, this is why the nursing team, and his Consultant, had to gain consent from Terry's parents, to insert a percutaneous tracheostomy. The fact that the tracheostomy was inserted soon after Terry's admission, enabled the nursing staff within the ITU and the ward of the NHS FT, to ensure that Terry's oxygen saturation levels were maintained. Therefore, this is the reason why a goal was set. Due to a goal being set for Terry's oxygen saturation levels to be maintained, provides evidence to show that the nursing interventions were effective. The effectiveness of these nursing interventions, proves that goals that are set for an individual patient can also be met. The second goal that had been set for Terry by the nursing team, and his parents, had fitted in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique. Due to the fact that this goal was only partially met, did not necessarily mean that the care that had been delivered to Terry, had been ineffective. The care that had been delivered to Terry had been effective, but the goal could no longer be achieved through the venous route, due to the fact that Terry's venous access was poor. Due to Terry's poor venous access, this is why the nursing team had to re-set the goal with his parents. The goal that had to be re-set, fitted in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique. The goal had been re-set, and had also been achieved in the time frame that had been set with Terry's parents. The goal that had been re-set, had been achieved in the time frame that had been set. The goal had been achieved due to the fact that, the nursing team were able to deliver the Intravenous Saline through the Percutaneous Endoscopic Gastrostomy (PEG) that Terry had in place. The fact that the nursing team could not achieve this goal when it had first been set, was not an issue that could have been anticipated. Even though nursing teams can not anticipate why the goals are not met, they can re-set the goal and in time, meet the new goal. Therefore, the nursing care and interventions that are delivered, do make nursing care effective. Documentation of all care from the nursing team was important, due to the fact that the nursing team on one shift, were able to inform the nursing team of the next shift. Documentation also ensures that if the nursing team were unsure of any test results, that they were able to look over the nursing notes to ensure they knew where we were up to with the patient. The Consultants documentation in the patients medical notes, ensured that other doctors or Consultants were also aware of the patients condition and any tests that may have been ordered. Bibliography. Bailey, M. , Crossen, S. , Holland, J. , & Hollis, V. (2008) Observation's in Dougherty, L & Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 25, Pages 496-544. Oxford: Wiley-Blackwell Publishing. Brown, A. (1997) Caring for the Patient Undergoing Surgery in Walsh, M. (ed) (1997) Watson's Clinical Nursing and Related Sciences. 5th ed. Chapter 10, Pages 232-259. Edinburgh, Bailliere Tindall. Day, S. (1997) Caring for the Patient with a Nutritional Disorder in Walsh, M. (ed) (1997) Watson's Clinical Nursing and Related Sciences. 5th ed. Chapter 16, Pages 552-570. Edinburgh, Bailliere Tindall. Dolan, S. (2008) Respiratory Therapy in Dougherty, L & Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 38, Pages 749-765. Oxford: Wiley-Blackwell Publishing. Dougherty, L. , Farley, A. , Hopwood, L. & Sarpal, N. (2008) Drug Administration: General Principles in Dougherty, L & Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 11, Pages 202-251. Oxford: Wiley-Blackwell Publishing. Faulkner, A. (2000) Nursing: The Reflective Approach to Adult Nursing Practice. 2nd ed. Gloucestershire: Stanley Thornes Publishers Limited. Gibb's, G (1988) Learning by Doing: A Guide To Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic. Hackman, D. 2008) Positioning in Dougherty, L & Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 34, Pages 668-689. Oxford: Wiley-Blackwell Publishing. Hunt, P. , Kelynack, J. & Stevens, A. M. (2008) The Unconscious Patient in Dougherty, L & Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 44, Pages 849-853. Oxford: Wiley-Blackwell Publishing. Iggulden, H. (2006) Care Of The Neurological Patient. Oxford: Blackwell Publishing Limited. Local NHS Trust (2004) NHS Trust – Recommended Protocol for Care of the Patient with a PEG. Liverpool: Local NHS Trust. Machin, J. , Rhys-Evans, F. (1996) Tracheostomy Care and Laryngectomy Voice Rehabilitation in Mallet, J. , Bailey, C. (eds) (1996) The Royal Marsden NHS Trust – Manual of Clinical Nursing Procedures. Chapter 41, Pages 550-565. London: Blackwell Science Limited. MacKenzie, E. (1996) Respiratory Therapy in Mallet, J. , Bailey, C. (eds) (1996) The Royal Marsden NHS Trust – Manual of Clinical Nursing Procedures. Chapter 35, Pages 474-480. London: Blackwell Science Limited. Nursing and Midwifery Council (2002) Guidelines for the Administration of Medicines. London: NMC. Nursing and Midwifery Council (2004) Guidelines for Records and Record Keeping. London: NMC. Nursing and Midwifery Council (2008) The Code – Standards of Conduct, Performance and Ethics for Nurses and Midwives. London: Nursing and Midwifery Council. Roper, N. , Logan, W. W. , Tierney, A. J. (1996) The Elements of Nursing. 4th ed. America: Churchill Livingstone. Sarpal, N. (2008) Drug Administration: Delivery (Infusion Devices) in Dougherty, L & Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 13, Pages 290-309. Oxford: Wiley-Blackwell Publishing. Soady, C. (2008) Tracheostomy Care and Laryngectomy Care in Dougherty, L & Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 42, Pages 809-829. Oxford: Wiley-Blackwell Publishing. Waugh, A. , Grant, A. (2006) Ross and Wilson Anatomy and Physiology in Health and Illness. 10th ed. Philadelphia: Churchill Livingstone. Woodrow, P. (1999) Pulse Oximetry. Nursing Standard. Volume 13, Number 42. Pages 42-46. Woodrow, P. (2006) Intensive Care Nursing – A Framework for Practice. 2nd ed. Oxon: Rouledge.

Major General George McClellan in the Civil War

Major General George McClellan in the Civil War George Brinton McClellan was born December 23, 1826 in Philadelphia, PA. The third child of Dr. George McClellan and Elizabeth Brinton, McClellan briefly attended the University of Pennsylvania in 1840 before leaving to pursue legal studies. Bored with the law, McClellan elected to seek a military career two years later. With the aid of President John Tyler, McClellan received an appointment to West Point in 1842 despite being a year younger than the typical entry age of sixteen. In school, many of McClellans close friends, including A.P. Hill and Cadmus Wilcox, were from the South and would later become his adversaries during the Civil War. His classmates included future notable generals in Jesse L. Reno, Darius N. Couch, Thomas Stonewall Jackson, George Stoneman, and George Pickett. An ambitious student while at the academy, he developed a great interest in the military theories of Antoine-Henri Jomini and Dennis Hart Mahan. Graduating second in his class in 1846, he was assigned to the Corps of Engineers and ordered to remain at West Point. Mexican-American War This duty was brief as he was soon dispatched to the Rio Grande for service in the Mexican-American War. Arriving off the Rio Grande too late to take part in Major General Zachary Taylors campaign against Monterrey, he fell ill for a month with dysentery and malaria. Recovering, he shifted south to join General Winfield Scott for the advance on Mexico City. Preforming reconnaissance missions for Scott, McClellan gained invaluable experience and earned a brevet promotion to first lieutenant for his performance at Contreras and Churubusco. This was followed by a brevet to captain for his actions at the Battle of Chapultepec. As the war was brought to a successful conclusion, McClellan also learned the value of balancing political and military affairs as well as maintaining relations with civilian populations. Interwar Years McClellan returned to a training role at West Point after the war and oversaw a company of engineers. Settling into a series of peacetime assignments, he wrote several training manuals, aided in the construction of Fort Delaware, and took part in an expedition up the Red River led by his future father-in-law Captain Randolph B. Marcy. A skilled engineer, McClellan was later assigned to survey routes for the transcontinental railroad by Secretary of War Jefferson Davis. Becoming a favorite of Davis, he conducted an intelligence mission to Santo Domingo in 1854, before being promoted to captain the following year and posted to the 1st Cavalry Regiment. Due to his language skills and political connections, this assignment was brief and later that year he was dispatched as an observer to the Crimean War. Returning in 1856, he wrote of his experiences and developed training manuals based on European practices. Also during this time, he designed the McClellan Saddle for use by the US Army. Electing to capitalize on his railroad knowledge, he resigned his commission on January 16, 1857 and became the chief engineer and vice president of the Illinois Central Railroad. In 1860, he also became the president of the Ohio and Mississippi Railroad. Tensions Rise Though a gifted railroad man, McClellans primary interest remained the military and he considered returning the US Army and becoming a mercenary in support of Benito Jurez. Marrying Mary Ellen Marcy on May 22, 1860 in New York City, McClellan was an avid supporter of Democrat Stephen Douglas in the 1860 presidential election. With the election of Abraham Lincoln and the resulting Secession Crisis, McClellan was eagerly sought by several states, including Pennsylvania, New York, and Ohio, to lead their militia. An opponent of federal interference with slavery, he was also quietly approached by the South but refused citing his rejection of the concept of secession. Building an Army Accepting Ohios offer, McClellan was commissioned a major general of volunteers on April 23, 1861. In place four days, he wrote a detailed letter to Scott, now general-in-chief, outlining two plans for winning the war. Both were dismissed by Scott as unfeasible which led to tensions between the two men. McClellan re-entered federal service on May 3 and was named commander of the Department of the Ohio. On May 14, he received a commission as a major general in the regular army making him second in seniority to Scott. Moving to occupy western Virginia to protect the Baltimore Ohio Railroad, he courted controversy by announcing that he would not interfere with slavery in the area. Pushing through Grafton, McClellan won a series of small battles, including Philippi, but began to display the cautious nature and unwillingness to fully commit his command to battle that would dog him later in the war. The only Union successes to date, McClellan was ordered to Washington by President Lincoln after Brigadier General Irvin McDowells defeat at First Bull Run. Reaching the city on July 26, he was made commander of the Military District of the Potomac and immediately began assembling an army out of the units in the area. An adept organizer, he worked tirelessly to create the Army of the Potomac and cared deeply for the welfare of his men. In addition, McClellan ordered an extensive series of fortifications constructed to protect the city from Confederate attack. Frequently butting heads with Scott regarding strategy, McClellans favored fighting a grand battle rather than implementing Scotts Anaconda Plan. Also, he insistence on not interfering with slavery drew ire from Congress and the White House. As the army grew, he became increasingly convinced that the Confederate forces opposing him in northern Virginia badly outnumbered him. By mid-August, he believed that enemy strength numbered around 150,000 when in fact it seldom exceeded 60,000. Additionally, McClellan became highly secretive and refused to share strategy or basic army information with Scott and Lincolns cabinet. To the Peninsula In late October, the conflict between Scott and McClellan came to a head and the elderly general retired. As a result, McClellan was made general-in-chief, despite some misgivings from Lincoln. Increasingly more secretive regarding his plans, McClellan openly disdained the president, referring to him as a well-mannered baboon, and weakened his position through frequent insubordination. Facing growing anger over his inaction, McClellan was called to the White House on January 12, 1862 to explain his campaign plans. At the meeting, he outlined a plan calling for the army to move down the Chesapeake to Urbanna on the Rappahannock River before marching to Richmond. After several additional clashes with Lincoln over strategy, McClellan was forced to revise his plans when Confederate forces withdrew to a new line along the Rappahannock. His new plan called for landing at Fortress Monroe and advancing up the Peninsula to Richmond. Following the Confederate withdraw, he came under heavy criticism for allowing their escape and was removed as general-in-chief on March 11, 1862. Embarking six days later, the army began a slow movement to the Peninsula. Failure on the Peninsula Advancing west, McClellan moved slowly and again was convinced that he faced a larger opponent. Stalled at Yorktown by Confederate earthworks, he paused to bring up siege guns. These proved unnecessary as the enemy fell back. Crawling forward, he reached a point four miles from Richmond when he was attacked by General Joseph Johnston at Seven Pines on May 31. Though his line held, the high casualties shook his confidence. Pausing for three weeks to await reinforcements, McClellan was again attacked on June 25 by forces under General Robert E. Lee. Quickly losing his nerve, McClellan began falling back during a series of engagements known as the Seven Days Battles. This saw inconclusive fighting at Oak Grove on June 25 and a tactical Union victory at Beaver Dam Creek the next day. On June 27, Lee resumed his attacks and won a victory at Gaines Mill. Subsequent fighting saw Union forces driven back at Savages Station and Glendale before finally making at stand at Malvern Hill on July 1. Concentrating his army at Harrisons Landing on the James River, McClellan remained in place protected by the guns of the US Navy. The Maryland Campaign While McClellan remained on the Peninsula calling for reinforcements and blaming Lincoln for his failure, the president appointed Major General Henry Halleck as general-in-chief and ordered Major General John Pope to form the Army of Virginia. Lincoln also offered command of the Army of the Potomac to Major General Ambrose Burnside, but he declined. Convinced that the timid McClellan would not make another attempt on Richmond, Lee moved north and crushed Pope at the Second Battle of Manassas on August 28-30. With Popes force shattered, Lincoln, against the wishes of many Cabinet members, returned McClellan to overall command around Washington on September 2. Joining Popes men to the Army of the Potomac, McClellan moved west with his reorganized army in pursuit of Lee who had invaded Maryland. Reaching Frederick, MD, McClellan was presented with a copy of Lees movement orders which had been found by a Union soldier. Despite a boastful telegram to Lincoln, McClellan continued to move slowly allowing Lee to occupy the passes over South Mountain. Attacking on September 14, McClellans cleared the Confederates away at the Battle of South Mountain. While Lee fell back to Sharpsburg, McClellan advanced to Antietam Creek east of the town. An intended attack on the 16th was called off allowing Lee to dig in. Beginning the Battle of Antietam early on the 17th, McClellan established his headquarters far to the rear and was unable to exert personal control over his men. As a result, the Union attacks were not coordinated, allowing the outnumbered Lee to shift men to meet each in turn. Again believing that it was he who was badly outnumbered, McClellan refused to commit two of his corps and held them in reserve when their presence on the field would have been decisive. Though Lee retreated after the battle, McClellan had missed a key opportunity to crush a smaller, weaker army and perhaps end the war in the East. Relief 1864 Campaign In the wake of the battle, McClellan failed to pursue Lees wounded army. Remaining around Sharpsburg, he was visited by Lincoln. Again angered by McClellans lack of activity, Lincoln relieved McClellan on November 5, replacing him with Burnside. Though a poor field commander, his departure was mourned by the men who felt that Little Mac had always worked to care for them and their morale. Ordered to report to Trenton, NJ to await orders by Secretary of War Edwin Stanton, McClellan was effectively sidelined. Though public calls for his return were issued after the defeats at Fredericksburg and Chancellorsville, McClellan was left to write an account of his campaigns. Nominated as the Democratic candidate for the presidency in 1864, McClellan was hamstrung by his personal view that the war should be continued and the Union restored and the partys platform which called for an end to the fighting and a negotiated peace. Facing Lincoln, McClellan was undone by the deep divide in the party and numerous Union battlefield successes which bolstered the National Union (Republican) ticket. On election day, he was defeated by Lincoln who won with 212 electoral votes and 55% of the popular vote. McClellan only garnered 21 electoral votes. Later Life In the decade after the war, McClellan enjoyed two long trips to Europe and returned to the world of engineering and railroads. In 1877, he was nominated as the Democratic candidate for governor of New Jersey. He won the election and served a single term, leaving office in 1881. An avid supporter of Grover Cleveland, he had hoped to be named secretary of war, but political rivals blocked his appointment. McClellan suddenly died on October 29, 1885, after suffering from chest pains for several weeks. He was buried at Riverview Cemetery in Trenton, NJ.

Nixon essays

Nixon essays It is natural to want to trace a persons actions during his adult years to his early life. Richard M. Nixon is no different. Throughout his political career, he exhibited a fire within-a fierce will to settle scores and triumph over others. A difficult upbringing scorned Nixon for life. Since he was raised in a lower-class, struggling family, Richard always felt a hatred of those who had it easy in life. He felt that since he had to work to achieve success, all others should have to do the same. Of course, life does not work like this, and Nixon could never get over this harsh reality. These resentments and insecurities of the rich translated into professional resentment of those who opposed him Democrats, liberals, and the Eastern establishment. Nixon felt that it was these people who were always after him. For Nixon, he was never let alone, there were always those who wanted his head. It is for this reason that he clung so fiercely to any position of power. He loved being the President of the United States more than anything, and it broke his heart to have to resign. Also, most of Nixons early life was spent as an outsider. He was from a lower class background, and for that reason alone many of his colleagues did not fully respect him. Out of college, he was shunned by the great Eastern law firms. In his early politics, he was neglected by his own party because of his background. Even as vice president, he was not allowed in Eisenhowers inner circle. These experiences left him bitter and determined to be president. Not only for the prestige of the position, but because as president he would be the one who was on the inside. Everybody would be below him in rank, and he could use this advantage to be the focal point of America. Also, he would gain some revenge on those rich, debonair folks who had before eschewed him. For all of his hard work and tenacity, Nixon can not be regarded ...