Outline the Ways in Which Rubbish Can Be Said to Have Value in a Consumer Society Essay Example for Free

Outline the Ways in Which Rubbish Can Be Said to Have Value in a Consumer Society Essay Shopping is an important part of the modern consumer lifestyle. It is enjoyed as a social activity and is about identity and expression as much as the usefulness of the purchase. People define themselves not only by their jobs, but also by their possessions and the things they own. Rubbish is only considered rubbish because people disvalue it. People want it to be invisible; once the rubbish goes out for collection, it can be forgotten. However, consumer society does value rubbish as value is personal and is never fixed. It can change over time and become re-valued again whether economically or aesthetically or both. This essay will look at the ways in which rubbish is valued in a consumer society by outlining consumption and the increase in rubbish, Bauman’s theory of the seduced and the repressed; Environmental Economic value and Thompson’s Rubbish Theory. Rubbish per household has increased over the years. Between 1957- 2006, household rubbish had risen by 28%. (Brown, 2009, p.107) This could be attributed to a rise in affluence and the availability of credit, which enables more people to participate in consumer society. Disposable income increases the likelihood of people spending on luxury goods rather than just the essentials. Other possible factors are the increase in mass consumption during that period; shops offer lower prices and more choice. People also eat more; use more services; and buy more clothes and white goods. 9% of total expenditure was spent on services in 1957, compared to 25% in 2006 (which includes personal goods; household and leisure services) (Brown, 2009, p.110) and data collected by the Office of National Statistics (ONS) (Hetherington, 2009, p.23) shows that the average household spends more on recreation and culture (luxuries) than non-alcohol and food (essentials). Although the data cannot take every circumstance into account, it does suggest that as people became more affluent over the years, the amount of money spent on luxuries increased and with affluence and choice people tend to dispose of items more readily then they would have 50 years ago. Consumers can feel pressured to keep up with the latest trends. The constant changes in fashion and technology encourage people to upgrade their goods before the lifespan of the existing item has expired. It gives them a sense of worth in society, as it helps them to fit into a certain lifestyle. The data supports Bauman’s theory (Hetherington, 2009, p.26) that being a part of consumer society helps people to establish identity and self expression. It also reflects a lifestyle that others might aspire to. He calls these people the seduced, as they have the means and the desire to consume effectively and are therefore valued in society. In contrast, the repressed, who may not be able to consume as effectively due to a lack of income, age or disability for example; can feel excluded from the consumer society. However, these categories are interchangeable and people can move between the two categories. The result of consumption is waste, and increased consumption equals an increase in rubbish. It could be argued that the seduced, being the more active consumers, are more likely to create the most rubbish, due to their greater consumer habits. Regardless of this, eventually all of the items, food and appliances that we consume end up as rubbish and it needs to be dealt with. Despite rubbish generally being viewed as negative, some people view it positively. There are people whose business is rubbish and therefore, it is of value to them economically, such as, restoration and re-sale or a large company profiting from its disposal. Rubbish collecting can also be a resourceful hobby. A discarded item from a skip or the dump can be salvaged or restored and made into an item of value again, whether it’s use value, aesthetic value or both. Environmentalists also value rubbish by pursuing a greener lifestyle. Recently, the Government has put more emphasis on environmental issues and it has made people more aware of the impact they are having on the planet. Although reducing consumption would be the obvious answer; in the meantime, reuse recycling schemes and fortnightly rubbish collections have encouraged people to consider the value of rubbish and the environment. The UK is still a poor performer when compared with other European countries and although there is still a long way to go, recycling has increased. Information provided by Defra, 2007 (Brown, 2009, p.117) shows that the percentage of total rubbish recycled has steadily increased. In 1983/4 the rate of rubbish recycled was 1% compared to 31% in 2006/7. Although the total amount of rubbish also increased during earlier years, as of 2003/4, the amount of rubbish began to decrease as the rate of recycling increased. Due to the increase in environmental awareness, rubbish has become valued by people who want to contribute to a greener, more environmentally friendly lifestyle. Being environmentally friendly has also become about identity and image, and it has become a positive social attribute. However, it is not just environmental issues that give rubbish value. The downturn in the economy has prompted people to re-use and re-sell their unwanted items instead of throwing them away. Mobile phones can be recycled for money and various unwanted items can be sold on with the aid of local newspapers and internet auction sites. While one person is disposing of their rubbish for profit, someone else is gaining something that they value. In Thompsons Rubbish Theory (Brown, 2009, p.122) he explains how some items considered as rubbish can evolve and gain value again. He suggests that some items can move from the transient category (items produced for use) via rubbish (items that become of little or zero value) into the durable category (where value increases over time) and be valued again. When an object moves from transient to durable its value first drops before it begins to rise again. Thompson’s example of this would be Stevengraphs (Brown, 2009, p.124). Thomas Stevens made a profitable business by selling his silkworks in the 1800’s, but by the mid twentieth century, they had become almost valueless. Over time the items became collector’s pieces and their value began to rise. This example shows that value is not fixed; an item can lose or gain value over time. Thompson suggests that one of the reasons for this rise and fall is because of supply and demand (Brown, 2009, p.126). From a collectors perspective, buying a Stevengraph when the supply was plentiful compared to the demand, meant that it could be purchased relatively cheaply. As the supply diminished over the years, the remaining pieces became rare and therefore more valuable to the collectors. When the demand outweighs the supply, it results in an increase in price and value. To conclude, it can be said that rubbish has value in a consumer society. Although generally viewed negatively, it does have value to a number of different people. Rubbish is valuable to people who work in the waste industry and gain profit or wages from it. Environmentalists’ value rubbish as it helps them to contribute to an environmentally friendly lifestyle by reusing and recycling. And people suffering in the economic downturn have found a new way to value rubbish, by selling it on and buying items second hand in order to save money, which consequently, saves on waste. Finally, Thompson suggests that rubbish can be re-valued as items move from the transient category via rubbish, into the durable category where its value rises again.

Hey I Would Like to Smoke Weed Essay Example for Free

Hey I Would Like to Smoke Weed Essay Opinion essays are discursive essays in which we present our personal opinion on a particular topic. They are normally written in a formal style. An opinion essay consists of: * an introduction in which we introduce the topic and state our opinion clearly. * a main body which consists of two or more paragraphs, each presenting a separate viewpoint supported by reasons/examples. We can include a paragraph giving the opposing viewpoint supported by reasons/examples. * a conclusion in which we restate our opinion using different words. We start each main-body paragraph with an appropriate topic sentence that states the main idea of the paragraph. Each topic sentence is followed by supporting sentences that further explain the main idea of the paragraph. We use present tenses in this type of essay. We also use appropriate linking words and phrases to join your ideas. To list viewpoints: To start with, Firstly, In the first place, In addition, Besides, Furthermore, Moreover, Also, etc. To introduce supporting sentences (examples): for example, for instance, in particular, such as/like, etc. To introduce opposing ideas: On the other hand, However, etc. To conclude: All in all, Lastly, Taking everything into account, To sum up, All things considered, etc. Formal style is characterized by: * formal expressions, advanced vocabulary, longer sentences, e.g.: First-time buyers need to consider their financial circumstances carefully before committing to a mortgage. * Formal linking words/phrases, e.g.: Moreover, steps should be taken to †¦ * No use of short forms, e.g.: There is always something†¦ (NOT: There’s always something†¦) * Impersonal tone i.e. use of the passive, e.g.: Tenants are required to contribute towards the upkeep of the garden.

Chromatography Lab Report

Chromatography Lab Report GC-1 (Gas Chromatography) Experiment 1, 2, 3 4 Experiment 1:- Determination of ethanol content of a mouthwash using an internal standard Experiment 2:- Determination of oxygenates in gasoline Experiment 3:- Qualitative and Quantitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) Experiment 4: Determination of volatile compounds by headspace analysis Anil Kumar Introduction Theory The experiments performed in this lab were based on Gas chromatography specifically gas-liquid chromatography. This technique involves a sample being vapourised and injected onto the head of the chromatographic column. The sample is transported through the column by the flow of inert, gaseous mobile phase. The column itself contains a liquid stationary phase which is adsorbed onto the surface of an inert solid. GC: Schematic diagram (http://teaching.shu.ac.uk/hwb/chemistry/tutorials/chrom/gcdiag.gif ) In Experiment 1: the ethanol content in a mouthwash was determined. This was done by using an internal standard of butanol. Then, solutions of internal standard with unknown solution and ethanol were made and injected into the GC. The areas obtained for each compound were then used to calculate the % alcohol in the sample. In Experiment 2: ethanol content in gasoline mixture was calculated using a standard curve of ethanol made with pure ethanol. The gasoline mixture was extracted with water to extract the ethanol in it for further analysis by GC. The GC method is used industrially to find ethanol content in gasolines, plus oxygenates like butyl ether that can contaminate drinking water.. In Experiment 3: qualitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) was performed by injecting pure solutions of these compounds in GC. The retention times obtained were recorded for each. In the second part, standard solutions of toluene and xylene were made and calibration curves were made for each. Next, the unknown sample of BTEX was injected to GC. The retention areas obtained were recorded and substituted in equations of standard curves to find the actual content of toluene and xylene in sample. In Experiment 4: the technique of headspace analysis was used to determine the volatile compounds in a contaminated soil sample. The soil sample was also deliberately contaminated with toluene and xylene and placed in a vial for 10 minutes. Then using a syringe, the headspace was sucked and injected to GC for performing a qualitative analysis (the retention times of BTEX from Experiment 3 were used). GC is continuing to be used in a number of fields as an analytical tool due to certain advantages like: Shorter run times Greater sample throughput Cheaper columns Higher signal to noise ratio Lower bleed (thinner films) High resolution power compared to others. Complex mixture can be resolved into its components by this GC method. The separation, determination and identification of many compounds withnegligibledifferences in boilingpoints is possible by this technique. Sensitivity in detection is very high with thermal conductivity detectors. One can detect upto 100 ppm, while flame detectors, electron capture and phosphorus detectors can detect ppm, parts per billion or picograms respectively. (http://www.sge.com/support/training/fast-gc-analysis/advantages-/-disadvantages-of-fast-gc) Some industrial applications of GC include: Identification and quantification of ubiquitous pollutants in the environment: analysis of various classes of persistent organic contaminants in air, water, soils, sediments and biota GC Analysis of Antioxidants Determination of ethanol in gasoline Analysis and quality assessment of alcoholic beverages – Quantitative and qualitative assessment of Alcohols in blood Aromatics (benzene, toluene, ethylbenzene, xylene) Flavors and Fragrances Permanent gases (H2, N2, O2, Ar, CO2, CO, CH4) Hydrocarbons Pesticides, Herbicides, PCBs, and Dioxins Solvents (http://www.med.cmu.ac.th/dept/vascular/alcho/research/res_out/Application%20of%20gas%20chromatography.pdf) As we can see, the varied applications of GC in industry and its advantages over other methods, performing of these GC experiments is industrially justified. Experiment 1:- Determination of ethanol content of a mouthwash using an internal standard Procedure The instrument was set to the following parameters: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Valve: Split 1 on Dilute the unknown ethanol sample and mouthwash provided with water in a 1:10 ratio. 10 ml of each was diluted to 100 ml in volumetric flask. Next, ethanol standard solution and butanol (internal standard) (each2 ml to 100 ml water) were made. Equal volumes of ethanol and internal standard were mixed. And equal volumes of sample solution and internal solution were made (each 5 ml). Now, three injections (0.3 uL each) were made of each of these solutions into the GC. From the chromatographs, the % of alcohol in sample were calculated. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Valve: Split 1 on Solution Retention time Peak area Butanol 1.400 5452.57 Ethanol 0.700 3607.3 Butanol (I.S.) + Ethanol 1.400-Butanol (I.S) 0.700-Ethanol 2226.7 1341.9 Solution Retention time Peak area Int. Stan +Unknown ethanol sample Int. Stan- 1.383 Unknown ethanol Sample- 0.683 (Ethanol) 2878.8 874.3 Int. Stan + Mouthwash Int. Stan- 1.383 Mouthwash – 0.683 (Ethanol) 3373.4 2079.5 Using the formula, Rspl RI.S. = Cspl Rstd Cstd RI.S. where, R=response (peak area); spl=sample, I.S.=internal standard C= Concentration For Unknown ethanol sample, we have, Rspl = 874.3, R I.S= 2878.8, Rstd = 1341.9, R I.S. = 2226.7 Cstd = 2 % (From observation table # 1 2) Putting these values in equation, 874.3 / 2878.8 / 1341.9 / 2226.7 X 2 = Cspl On solving we get, Cspl = 1.00 % For mouthwash, we have, Rspl = 2079.5 , R I.S= 3373.4, Rstd = 1341.9, R I.S. = 2226.7 Cstd = 2 % (From observation table # 1 2) Putting these values in equation, 2079.5 /3373.4 / 1341.9 / 2226.7 X 2 = Cspl On solving we get, Cspl = 0.98 % So, % alcohol in Mouthwash is = 0.98 % in Unknown ethanol sample = 1.00 % Experiment 2:- Determination of oxygenates in gasoline Procedure Develop a set of operating conditions that will satisfactorily separate ethanol from hexane. To do this equal volume of hexane and ethanol in a small vial were combined and injected. Inject this mixture into GC and ensure two resolved peaks. Inject pure hexane to establish its identity. The oven temperature was decreased from 80 degree C to 70 and then to 60 degrees C to separate the two peaks. Prepare ethanol standards: 0.2 ml, 0.5 ml, 1.0 ml and 2.0 ml in 25 ml DI water. Concentration, 0.2 ml = 0.2/25 = 0.008 %, 0.5 ml = 0.5/25 = 0.02 % 1.0 ml = 1.0/25 = 0.04 % 2.0 ml = 2.0/25 = 0.08 % These standards were injected into GC and a calibration curve was prepared using the peak area data obtained. The unknown gasoline sample (Unknown Sample D: Ethanol in hexane) was taken and 5.0 of it was transferred to a vial. 5.0 ml of water was added and mixed thoroughly in the vial. It was allowed to stand for 5 minutes. The water layer was taken using a Pasteur pipette and injected into GC. The % ethanol was determined using calibration curve data and peak area data from step 5. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 60 degree C (Earlier 80 degree C and 70 degree C) Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Valve: Split 1 on Solution Oven temperature (in degree C) Retention time Pure Hexane 60 0.500 Hexane + Ethanol 80 Hexane: 0.483 Ethanol: 0.683 (Less resolved peaks) Hexane + Ethanol 70 Hexane: 0.483 Ethanol: 0.750 (Better resolved peaks) Hexane + Ethanol 60 Hexane: 0.500 Ethanol: 0.916 (well resolved peaks) Solution Peak Area Standard 0.008 %, 2186.8 Standard 0.02 % 3509.9 Standard 0.04 % 5296.3 Standard 0.08 % 8746.5 Sample (1st Injection) Sample (2nd Injection) 1982.2 2138.1 Calculating % of ethanol in sample Equation of line from standard curve : y = 89994x + 1605.1 where, y = peak area, x = concentration of ethanol in % From Observation table # 3 we have, Area of sample = 1982.2 and 2138.1 Putting these values in equation in place of y we get, 1982.1 = 89994x + 1605.1 2138.1 = 89994x + 1605.1 On solving for x we get, x = 0.00418 % and x = 0.00592 % Averaging the two values, we get x = 0.00505 % So, the % of ethanol in the given Unknown Ethanol in Hexane Sample D is 0.00505 %. Experiment 3:- Qualitative and Quantitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) Procedure Part A: Qualitative Analysis Take 1 ml each of Benzene, Toluene, Ethylbenzene and Xylene in separate vials. Run the individual standards and record the retention times. Part B: Quantitative analysis Prepare a series of standard of toluene and para-xylene using hexane as a solvent. Make 2,4,6,8 and 10 % solutions of each of toluene and para-xylene in 50 ml volumetric flasks. For 2 %= 1 ml each of toluene or para-xylene (separate), for 4 % = 2ml For 6 % = 3 ml, for 8 % = 4 ml, and for 10 % = 5 ml to 50 ml with hexane. Prepare a calibration curve based on the peaks area data obtained. Analyse an unknown sample of BTEX provided and find the % of toluene and para-xylene in it using the standard curve data. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Solution Retention time Chlorobenzene 3.866 Ethylbenzene 2.016 p-xylene 1.400 o-xylene 4.133 Toluene 1.500 From individual injections of hexane, toluene and xylene, it was seen that that the retention times for each of these were 0.500, 0.933 and 1.550 respectively. Solution Peak Area Toluene 2 % 939.8 Toluene 4 % 1254.0 Toluene 6 % 1987.6 Toluene 8 % 2260.2 Toluene 10 % 3210.0 Para-xylene 2 % 455.8 Para-xylene 4 % 985.0 Para-xylene 6 % 1168.1 Para-xylene 8 % 1791.5 Para-xylene 10 % 2222.9 Sample Run 1 Sample Run 2 10500 (Rt = 0.733) 863 (Rt = 1.600) 2966 (Rt = 0.733) 181 (Rt = 1.600) From the sample analysis, we find that the two biggest peaks are seen at Rt = 0.733. This value neither corresponds to value of Rt for toluene (around 0.900) nor xylene (around 1.350). So we cannot identify or quantitate them. The other peak (although small) which is seen occurs at Rt = 1.600 is close to Rt for xylene (Rt for 10 % xylene is 1.600). So this peak would be for xylene. We can find its concentration by making a standard curve for xylene from the data in Observation table # 7. Calculating amount of xylene in sample. From the standard curve (Graph # 2), we have the equation of line y = 217.04x + 22.45 where, y = peak area, x = concentration of ethanol in % From Observation table # 7 we have, Area of sample = 863 and 181 Putting these values in equation in place of y we get, 863 = 217.04x + 22.45 181 = 217.04x + 22.45 On solving for x we get, x = 3.87 % and x = 0.73 % Averaging the two values, we get x = 2.30 % Therefore, the sample (Unknown B) contains 2.30 % of xylene and no toluene. Experiment 4: Determination of volatile compounds by headspace analysis Procedure Soil was taken in a sealed vial and 1-2 drops each of toluene and p-xylene were added to it. Let the sample rest in the vial for about 10 minutes so that the volatile components gather in the headspace of the vial. After 10 minutes, using a syringe, suck out 0.3uL of the headspace keeping in mind that the syringe doesn’t touch the soil sample itself and headspace sample is taken from just the midway of the vial. Inject this to the GC. Perform duplicate injections if both components can not be seen at one go. Observations, Calculations and Results Instrument: GC SST Instrument settings: Injector temperature: 200 degree C Detector temperature: 250 degree C Oven temperature: 80 degree C Attenuation: between 4 and 16 Carrier gas pressure: 8-10 psi FID range: 1 Sample Retention time Compound present Soil Sample 1 1.033 1.533 Toluene P-Xylene Soil Sample 2 1.050 1.483 Toluene P-Xylene From Observation Table # 7, last experiment, we know retention times of both toluene and p-xylene. They were 0.950 and 1.550. So on comparing these Rts with the Rts obtained in these chromatograms, we can identify the peaks as toluene or xylene as done in Observation Table # 8. So, using headspace analysis, Toluene and p-xylene could be identified in the soil sample. Discussion and Conclusion In this lab, using the technique of Gas Chromatography, four different experiments were performed. In Experiment 1: the ethanol content in a mouthwash was determined. This was done by using an internal standard of butanol. Then, solutions of internal standard with unknown solution and ethanol were made and injected into the GC. The areas obtained for each compound were then used to calculate the % alcohol in the sample. The amount of ethanol present in the unknown solution of ethanol was found to be 1.00 % and the ethanol content in mouthwash was found to be 0.98%. In Experiment 2: ethanol content in gasoline mixture was calculated using a standard curve of ethanol made with pure ethanol (An unknown ethanol in hexane sample was used). The gasoline mixture was extracted with water to extract the ethanol in it for further analysis by GC. The amount of ethanol that was found to be present in this sample was 0.00505%. Firstly, we injected pure hexane and ethanol to find out their retention times and then an equal mixture was injected to see if the two peaks can be resolved or not. After doing this, the experiment was performed. The calculations for determining the % of ethanol were based on equation that was derived from the standard curve from ethanol standards. The value of peak area obtained in the chromatogram for the unknown sample was substituted in the equation from standard curve to find the ethanol concentration. This GC method is even used industrially to find ethanol content in gasolines, plus oxygenates like butyl ether that can contaminate drinking water. In Experiment 3: qualitative analysis of BTEX (Benzene, Toluene, Ethylbenzene and Xylene) was performed by injecting pure solutions of these compounds in GC. The retention times obtained were recorded for each. In the second part, quantitative analysis of toluene and p-xylene was done. Standard solutions of toluene and xylene were made and calibration curves were made for each. Next, the unknown sample of BTEX was injected to GC. The retention areas obtained were recorded and substituted in equations of standard curves to find the actual content of toluene and xylene in sample. It was found that the unknown sample had not retention that matched with the retention times of toluene which was close to 0.9550. No peaks were seen at this retention times even on duplicate runs of the sample. So it is concluded that the sample had no toluene in it. Nevertheless, a peak for xylene was seen (determined by comparing the Rt with the Rt of toluene from Experiment 3). A standard curve was made from the data obtained by running xylene standards. Now with the equation of calibration curve and the peak area of sample for xylene, the concentration of xylene present in the sample was calculated. It was found to contain 2.30 % xylene. In Experiment 4: the technique of headspace analysis was used to determine the volatile compounds in a contaminated soil sample. The soil sample was deliberately contaminated with toluene and xylene and placed in a vial for 10 minutes. Then using a syringe, the headspace was sucked and injected to GC for performing a qualitative analysis (the retention times of BTEX from Experiment 3 were used). The peaks for both toluene and xylene could be detected by GC. This conclusion was based on the fact that the peaks had comparable retention times as toluene and xylene. To conclude, we can say that we used GC for quantitative analysis like analysis of BTEX in chemicals, food, etc. or BTEX in soil. And qualitative analysis like determination of ethanol content in gasoline, mouthwash, etc. References Page # 67-73 Chromatography Laboratory Manual, Durham College 2012 Advantages of GC http://www.sge.com/support/training/fast-gc-analysis/advantages-/-disadvantages-of-fast-gc) Industrial applications of GC (http://www.med.cmu.ac.th/dept/vascular/alcho/research/res_out/Application%20of%20gas%20chromatography.pdf)

EHR Implementation and Effects on Nursing Essay -- medical records, he

EHR Implementation Background The implementation of electronic health records (EHR) continues to make an impact on nursing and patient care throughout the country. As a part of the American Recovery and Reinvestment Act of 2009, all public and private healthcare providers were required to implement electronic health records in their facilities by January 1, 2014. By demonstrating â€Å"meaningful use† of the electronic medical record, facilities are able to maintain Medicaid and Medicare reimbursement levels. Providers who show that they are meeting the â€Å"meaningful use† criteria during EHR use will receive an incentive payment from Medicare and Medicaid. â€Å"Meaningful use† is â€Å"using certified technology in EHR implementation to improve quality, safety, efficiency, and reduce health disparities; engage patients and families; improve care coordination; and maintain privacy and security of patient health information† (Centers for Medicare & Medicaid Services, 2013). The federal government has encouraged EHR use in hopes that it will significantly improve patient care. There is the intent that electronic health records will allow any provider access to important patient health information no matter where the patient is, while â€Å"creating a comprehensive national electronic health information network that leads to a reduction in the duplication of tests, an improvement in the cost-effectiveness of interventions, and the ability to compile a comprehensive patient history† (McBride, Delaney, Tietze, 2012). While the implementation of EHR’s has good intent, an important question is, â€Å"How are the implementation of EHRs having an effect on emergency nursing and patient care?† Benefits of EHR Use in the Emergency Department Nurses are... ...ers to consider long-term benefits. (2012). ED Management, 24(3). Guterl, G. (2012, April 2). Motivating Meaningful Use on ADVANCE for Nurses. Retrieved February 18, 2013, from http://nursing.advanceweb.com/Features/Articles/Motivating-Meaningful-Use.aspx Kutney-Lee, A. (2011). The effect of hospital electronic health record on. NCBI, 41(11). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3236066/ McBride, S., Delaney, J., & Tietze, M. (2012). Health Information Technology and Nursing. American Journal of Nursing, 112(8). Retrieved from http://www.nursingcenter.com/lnc/pdf?AID=1402619&an=00152258-201301000-00010&Journal_ID=&Issue_ID= Meaningful Use - Centers for Medicare & Medicaid Services. (2013, December 6). Retrieved February 19, 2015, from http://www.cms.gov/Regulations-and-Guidance/Legislation/EHRIncentivePrograms/Meaningful_Use.html

Abortion - Is it Safe? Essay -- Argumentative Persuasive Topics

Abortion - Is it Safe?      Ã‚   If you have been told that abortion is a "safe and legal" procedure, please keep reading. Many problems can occur either during or after a legal abortion. Most people are unaware of the many dangers associated with abortion.    Ten percent of women undergoing elective abortion will suffer immediate complications, of which one-fifth are considered life-threatening. The most common complications that can occur at the time of an abortion are: ripping or perforation of the uterus, excessive bleeding, infection, embolism, convulsions, hemorrhage, cervical injury, endotoxic shock, fever, second degree burns, vomiting, and chronic abdominal pain. You can learn more by reading "Physical Health Risks of Abortion: Scientific Studies Reveal Significant Risk," from the Elliot Institute.    Over 750 papers have been published regarding the risks to abortive women. Women fall into one of two categories: normal risk or high risk. Several types of women are at significantly higher risk for post-abortion problems. They should be particularly aware of the greater potential for complications.    Women under 20 experience a 2 times greater risk of medical complications than for women aged 25-29 (CJPH 73 (1982): 396-400). One woman in 24 (4.1%) have experienced immediate medical complications. (These have included severe bleeding, infection, perforation of the uterus, and part of the baby being retained.)(CJPH 73 (1982):396-400). 150% greater risk of cervical injury than for women over 30 years of age(NEJM 309 (1983):621-4). Women who've had a previous abortion have a 200% increased risk of miscarriage after two or more abortions (JAMA 243 (1980): 2495-9). 160% increased risk o... ...6 American Journal of Obstetrics & Gynecology 166 (1992):100-103 American Journal of Public Health 72 (1982):253-6 Bernadell Technical Bulletin 1 (1989):1-2 British Journal of Cancer 43 (1981):72-6 British Medical Journal 290 (1985):907-9 Canadian Journal of Psychiatry 24 (1979):610-20 Canadian Journal of Publid Health 73 (1982): 396-400. Human Medicine 7 (1991):3:203-9. Journal of the American Medical Association 243 (1980):2495-9 McGovern, Celeste. "Hag-Ridden by Post-Abortion Guilt." British Columbia Report, 10/18/93; British Journal of Obstetrics & Gynecology 87 (1980):1115-22 New England Journal of Medicine 309 (1983):621-4 Somerville, Scott, Esq. "Before You Choose." AIM publications 10/1/93. Willke, J.C., M.D. The Deadly After-Effect of Abortion: Breast Cancer. Cincinnati, OH: Hayes Publishing, 1993.

Resisting Negative Peer Pressure Essay -- Peer Pressure Essays

â€Å"Conformity is the act of matching attitudes, beliefs, and behaviors to what individuals perceive as normal of their society or social group. This influence occurs in small groups and society as a whole, and may result from subtle unconscious influences, or direct and overt social pressure. Conformity can occur in the presence of others or when an individual is alone† (http://en.wikipedia.org/wiki/Conformity) Has there been a time when you suddenly found yourself watching a group of teens communicate and they all seemed to be doing something different from what you can see? How did this make you feel? Did you feel like you had to conform to their way of communicating to each other? If so you just failed victim to your desire to conform. Adolescence, go through different stages of development, these stages are meant to move adolescence between their childhood and their adulthood. These stages are the experiences a teen go through that brings about a variety of changes and emotional issues. Varies cultures play a part in the adolescence development, ranging from their preteens through 19 years of age. â€Å"According to the World Health Organization (WHO), adolescence covers the period of life between 10 and 20 years of age. Adolescence is often divided by psychologists into three distinct phases: early, mid, and late adolescence† (World Health Organization). When an individual take on the behaviors, attitudes, and styles of their peers because of the pressure of fitting in, this is peer conformity, also known as peer pressure. In most cultures the amount of time we spend with our peers tends to increase, as well as the effect they provide for support. Peer influence can start as soon as the third grade for some an... ... Last there is Internalization, publicly changing behavior to fit in with the group and also agreeing with them privately† (http://www.simplypsychology.org/conformity.html). By studying conformity, I hope I will be able to help others keep their identity and follow their own values and beliefs and not give in to peer pressure and conformity. I hope I can make teens more aware of the many influences that peers pressure can have on them and the many choices that make them who they are. Reference Harris, J. R. (1995). Where is the child's environment? A group socialization theory of development. Psychological Review. Conformity, retrieved from http://en.wikipedia.org/wiki/Conformity World Health Organization, (2013). Adolescent Health and Development Conformity in Psychology, retrieved from http://www.simplypsychology.org/conformity.html

Fast Food and Free Time Essay

MIt is common for university students to have a semester break in between each semester in a year. It usually lasts for about 3 to 4 months. Consequently, students will feel bored during the semester break because they have nothing to do. In my opinion, university students nowadays do spend their free time wisely because they will find some job to fulfil their semester break before starting their studies, doing a short semester and making small business to earn money for their expenses. Firstly, university students nowadays do spend their free time wisely because during semester break, they will find a job to fulfil their semester break before resuming their studies. Usually, their popular choice would be part time job in fast food outlets such as KFC, McDonald’s and Pizza Hut. By working, they learn the hardships of earning money and at the same time they are doing something beneficial. Besides, they can also use their salary to pay the fees for their next semester and thus they can reduce their parents’ burden. Secondly, university students nowadays do spend their free time wisely because some of students doing short semester for spend their free time in semester break especially for those repeaters, they can finish the repeat subject earlier and have no burden to take the subject again for the next semester. Beside that, repeater students will not taking a long time to finishing their studies and grading earlier. Lastly, university students nowadays do spend their free time wisely because most of them do a small business when semester break. For example they open a stall burger. They can help their family finance and also can pay for their expenses. Moreover they also can get more experience on how to make a business. At the same time, they also can spend some money for their personal saving. So, university students nowadays do spend their free time wisely.