Paraphrasing Essay

Paraphrasing and summarizing are very similar. Both involve taking ideas, words or phrases from a source and crafting them into new sentences within your writing. In addition, summarizing includes condensing the source material into just a few lines. Whether paraphrasing or summarizing, credit is always given to the author. Below is a passage taken from Raymond S. Nickerson’s â€Å"How We Know-and Sometimes Misjudge-What Others Know: Imputing One’s Own Knowledge to Others.† Psychological Bulletin 125.6 (1999): p737. In order to communicate effectively with other people, one must have a reasonably accurate idea of what they do and do not know that is pertinent to the communication. Treating people as though they have knowledge that they do not have can result in miscommunication and perhaps embarrassment. On the other hand, a fundamental rule of conversation, at least according to a Gricean view, is that one generally does not convey to others information that one can assume they already have. Here is an example of what would be considered plagiarism of this passage: For effective communication, it is necessary to have a fairly accurate idea of what our listerners know or do not know that is pertinent to the communication. If we assume that people know something they do not, then miscommunication and perhaps embarrassment may result (Nickerson, 1999). The writer in this example has used too many of Nickerson’s original words and phrases such as â€Å"effective communication,† â€Å"accurate idea,† â€Å"know or do not know,† â€Å"pertinent,† â€Å"miscommunication,† and â€Å"embarrassment.† Also note that the passage doesn’t have an opening tag to indicate where use of the Nickerson’s material begins. A citation at the end of a paragraph is not sufficent to indicate what is being credited to Nickerson. Here is an example, in APA style, that is considered acceptable paraphrasing of this passage: Nickerson (1999) suggests that effective communication depends on a generally accurate knowledge of what the audience knows. If a speaker assumes too much knowledge about the subject, the audience will either misunderstand or be bewildered; however, assuming too little knowledge among those in the audience may cause them to feel patronized (p.737). Here the writer re-words Nickerson’s idea about what determines effective communication. The writer re-phrases â€Å"generally accurate knowledge† into â€Å"reasonably accurate idea.† In the second sentence,  the writer re-words Nickerson’s ideas about miscommunication and embarrassment using instead the words â€Å"misunderstand,† â€Å"bewildered,† and â€Å"patronized.† Nickerson is given credit from the beginning as the originator of the ideas. This is an example of a successful paraphrase because the writer understands the ideas espoused by Nickerson, and is able t o put them into her own words while being careful to give him credit. Here is an example, in APA style, that would be considered acceptable summarizing of this passage: Nickerson (1999) argues that clear communication hinges upon what an audience does and does not know. It is crucial to assume the audience has neither too much nor too little knowledge of the subject, or the communication may be inhibited by either confusion or offense (p. 737). Notice that the writer both paraphrases Nickerson’s ideas about effective communication and compresses them into two sentences. Like paraphrasing, summarizing passages is a tricky endeavor and takes lots of practice. If you’re ever in doubt about whether your summary or paraphrase might be accidental plagiarism, ask your teacher. Example of Editing Original: The novel Fight Club works to accomplish multiple things in terms of theme, for one thing it tries to show the destructive tendencies of humanity, how in many ways people are geared towards the destruction of themselves, but the movie also tried to reject this idea, to show that we can never embrace this aspect of ourselves, because if we do we’ll end up just like that, in destruction, and as the main character find out in the end, what’s more important is making connections with people and understanding others rather than living only for yourself and breaking any rules which disagree. Edited: The novel Fight Club work to accomplish numerous things thematically, for one it attempts to express the tendencies of mankind to devolve to embrace self destruction, and on the other it attempts to show how this can be nothing but futile. If we simply embrace self destruction then we fail to see the importance and value of the people around us, and we simply live to bre ak rules, which is no way to live at all. Effective Paraphrasing A successful paraphrase is your own explanation or interpretation of another person’s ideas. Paraphrasing in academic writing is an effective way to restate, condense, or clarify another author’s ideas while also providing credibility to your own argument or analysis. While successful paraphrasing is essential for strong academic writing, unsuccessful paraphrasing can result in unintentional plagiarism. Look through the paraphrasing strategies below to better understand what counts as an effective paraphrase. Ineffective Paraphrasing Strategies When paraphrasing, there are a few common mistakes you should learn to avoid: 1. Avoid switching out or changing around of a few words in an author’s sentence(s) for use in your paper. 2. Avoid failing to acknowledge (through an in-text citation or direct quotes) the outside source from which you obtained your information or ideas. Exception: When paraphrasing, you do not have to directly cite common knowledge. Common knowledge is information that is widely known and can be found in multiple places. For example, writing that Ronald Reagan was a U.S. Republican president would be considered common knowledge, so it would not need to be cited. However, when in doubt, it is always better to cite than run the risk of plagiarism. 3. Acknowledging the author in an in-text citation but failing to include quotation marks around any terms or phrasing that you have borrowed from the author. Note that any of the unsuccessful elements of paraphrasing are considered plagiarism in your essay , even if these paraphrasing missteps are unintentional. Effective Paraphrasing Strategies If you’re having trouble paraphrasing a text effectively, try following these steps: 1. Reread the original passage you wish to paraphrase, looking up any words you do not recognize, until you think you understand the full meaning of and intention behind the author’s words. 2. Next, cover or hide the passage. Once the passage is hidden from view, write out the author’s idea, in your own words, as if you were explaining it to your instructor or classmates. 3. After you have finished writing, check your account of the author’s idea against the original. While comparing the two, ask yourself the following questions: Have I accurately addressed the author’s ideas in a new way that is unique to my writing style and scholarly voice? Have I tried to replicate the author’s idea or have I simply changed words around in his/her original sentence(s)? 4. Next, look for any borrowed terms or particular phrases you have taken from the original passage. Enclose these terms and phrases in quotation marks to indicate to your readers that these words were taken directly from the original text. 5. Last, include a citation, which should contain the author’s name, the year, and the page or paragraph number (if available), directly following your paraphrase. Examples of Paraphrasing Here is the original source an author might use in a paper: Differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability. Differentiated instruction provides the student with options for processing and internalizing the content, and for constructing new learning in order to progress academically. Here is an example of bad paraphrasing of the source. Even though the student is citing correctly, underlined words are simply synonyms of words used in the original source. You can also see how the sentence structure is the same for both the original source and this paraphrase. Differentiation is a way to encourage equality between the approach and talent of the student (Thompson, 2009). This type of instruction gives students different ways to deal with and grasp information, and for establishing new learning to move on in education (Thompson, 2009). Here is an example of a better way to paraphrase the source. In this example, the author has taken the essential ideas and information from the original source, but has worded it in her own way, using unique word choice and sentence structure. The author has condensed Thompson’s (2009) information, including what is relevant to her paper, but leaving out extra details that she does not needed. Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each student’s skill (Thompson, 2009). – See more at: http://writingcenter.waldenu.edu/295.htm#sthash.EKKl31Ro.dpuf Paraphrasing and summarising In contrast to quoting directly, by summarising or paraphrasing an author’s ideas you are able to present your interpretation of an author’s ideas and to integrate them more fully into the structure of your writing. Paraphrasing is generally used when you wish to refer to sentences or phrases in the source text. It is particularly useful when you are dealing with facts and definitions. Paraphrasing involves rewriting a short section from the source text in different words whilst keeping the same meaning. Summarising is generally used when you wish to refer to ideas contained in a long text. Summarising enables you to reduce the author’s ideas to key points in an outline of the discussion or argument by omitting unnecessary details and examples. Whether you summarise or paraphrase, you will still need to include a reference citing the source of the ideas you have referred to. A process for paraphrasing and summarising Many students find the following process useful for summarising and paraphrasing information. Read the text carefully – you may need to read the text several times, and check the meaning of terms you do not understand in a dictionary. Identify and underline the key words and main ideas in the text, and write these ideas down. Consider these points as a whole and your purpose for using this information in relation to the structure of your assignment. You may be able to group the ideas under your own headings, and arrange them in a different sequence to the original text. Think about the attitude of the author, i.e. critical, supportive, certain, uncertain. Think about appropriate reporting verbs you could use to describe this attitude. Think of words or phrases which mean roughly the same as those in the original text. Remember, if the key words are specialised vocabulary for the subject, they do not need to be changed. (see Using synonyms below.) Using your notes from the abov e steps, draft your summary or paraphrase. When you have finished your draft reread the original text and compare it to your paraphrase or summary. You can then check that you have retained the meaning and attitude of the original text. Using synonyms To paraphrase a text, you can use a variety of techniques, such as synonymous words, synonymous word forms, or synonymous phrases. For example, the student text below has used synonymous word forms(scanners – scanner, use – using) (in bold), synonymous words (convert – recreates) (in bold italics), and synonymous phrases (their â€Å"eyes† – the scanner eye) (in italics). Original source scanners convert analog data into digital information†¦ scanners use small electronic components (called CCDs, PMTs, or CISs) as their â€Å"eyes†Ã¢â‚¬ ¦ Student text A scanner recreates an image such as a graphic using small electronic components referred to as the scanner’s eyes†¦ Changing word forms A common approach to changing the word forms in a sentence is to change the main verb into a noun, or less commonly to change the main noun into a verb. For example, compare the two sentences below: Original source Scanners convert analog data into digital information. Paraphrased sentence The conversion of an image such as a graphic by a scanner occurs†¦ Re-ordering main ideas Another way of paraphrasing is to change the order of the main ideas in a sentence. One way of doing this is to change the active voice to passive voice or the passive voice to active voice. The active voice focuses on who or what is affected by a process or event, whilst the passive voice focuses on the event or process. For example compare the use of ‘ scanners convert’ and ‘ the conversion of’ in the examples above. For further information on the use of active and passive voice see the grammar tutorial. Paraphrasing is the process of presenting another author’s content in your own words, while maintaining the meaning of the passage. It is useful when the author uses difficult-to-understand language and structure, when you want to focus on a different element of the passage or when your audiences are different (for example, the author wrote an academic paper, and you are a newspaper reporter). However, paraphrasing can also lead to plagiarism (using another author’s work or ideas as your own) if your sources are not appropriately and explicitly cited. Other People Are Reading How to Paraphrase Without Plagiarizing Types Of Paraphrases Instructions 1 Change the voice of the sentences from active to passive voice and vice versa. For example, â€Å"Educators prefer teaching lower grades† can become â€Å"Teaching lower grades is preferred by educators.† This is helpful when you want to focus more on the object rather than the subject of the sentence. 2 Change the wording of a passage using synonyms. A thesaurus can prove quite useful for this task. â€Å"Children develop their language by interacting with those around them† can become â€Å"Kids acquire language skills by communicating with people close to them.† Sponsored Links SoftLayer ® Official Site More Custom Hosting From A Trusted Source. 24Ãâ€"7 Support. Chat Now. SoftLayer.com/Asia-Pacific 3 Change the verb of the mood to subjunctive if you want to paraphrase a wish, a request or an unrealistic situation. You can also change subjunctive mood to indicative. For example, â€Å"The minister requested that his assistant bring the documents,† can become â€Å"The minister asked his assistant to bring the documents.† 4 Change the order of the sentence’s elements — without altering the mood of the verb of the voice — to stress the most important part for your work. For instance, â€Å"John Day (an imaginary person) was a successful writer, politician and businessman,† can be â€Å"John Day is famous for his success as a businessman, politician and writer.† 5 Use nicknames or colloquial terms to change a passage’s wording. You can change â€Å"New York City† to â€Å"the Big Apple,† for instance, or refer to â€Å"night shift† as the â€Å"graveyard shift.† However, this technique is not acceptable when writing a formal paper. Read more: http://www.ehow.com/how_8759404_easily-paraphrase.html#ixzz2jBcfjEac Paraphrasing correctly can prevent plagiarizing. When you paraphrase, you simply express someone else’s ideas in your own words. Unlike a brief summary, a paraphrase contains more detail, according to the Purdue Online Writing Lab (OWL). Although you have reworded the original, you must use in-text citations, parentheses containing the source of the information, in the required format. Paraphrasing may involve changes in vocabulary, length, parts of speech and sentence structure. How to Write a Paraphrase How to Teach Students How to Paraphrase 1. Synonym Replacement At its simplest level, paraphrasing involves replacing original wording with synonyms. Consider this original sentence from Claudia Kalb’s â€Å"Newsweek† article, â€Å"Painkiller Crackdown,† â€Å"While the DEA says OxyContin is a ‘valuable’ drug, it is ‘concerned’ that many doctors who are prescribing the medications don’t ‘know’ enough about it and are not ‘conveying’ the dangers to patients. . . . † If a student made only these replacements — â€Å"useful† for â€Å"valuable,† â€Å"worried† for â€Å"concerned,† â€Å"know† for â€Å"understand† and â€Å"explaining† for â€Å"conveying† — some paraphrasing would result, but much of the original would remain, resulting in partial plagiarism. Reduction of Clauses Another method of paraphrasing involves changing clauses to phrases. For example, the clause, â€Å"while the DEA says OxyContin is a valuable drug† could become a more succinct phrase, â€Å"claiming Oxycontin’s value.† If a student combines this approach with synonym replacement, more effective paraphrasing occurs. Sponsored Links Download Free PC Software Download Free PC Manager Software. Easy File Transfer. Download Now ! mobogenie.com/download-pc-software Parts of Speech Changing parts of speech may assist in paraphrasing. Consider another original sentence from Kalb’s â€Å"Newsweek† article: â€Å"Last week the ‘spotlight’  on OxyContin ‘intensified’ as the Drug Enforcement Administration ‘announced’ a national strategy to ‘combat’ the painkiller’s ‘illegitimate’ use. . . .† If a student restructured the sentence, changing parts of speech, some paraphrasing would occur: â€Å"The Drug Enforcement Administration last week ‘spotlighted’ OxyContin more ‘intensely’ and made an ‘announcement’ of a national strategy, which combats using the painkiller ‘illegitimately.'† However, this paraphrasing lacks originality and again results in partial plagiarism. Change of Structure Changing the sentence structure adds to the value of the paraphrase, reflecting the writer’s interpretation of the author’s thoughts. Consider this original wording from the â€Å"Newsweek† article: â€Å"OxyContin was developed to do good: relieve debilitating pain. But since the powerful drug debuted in 1996, it has become increasingly known for a dangerous side effect — the potential for serious addiction.† By beginning with a phrase and changing the structure, a writer could create the following: â€Å"First appearing in 1996, Oxycontin claimed to relieve unnecessary suffering. Today, however, experts know it can pose an ‘addictive’ threat (Kalb 38).† These restructured sentences also include synonym replacement (â€Å"appeared† for â€Å"debuted†) and changes in parts of speech (â€Å"addictive† for â€Å"addiction†). With the Modern Language Association (MLA) in-text citation, this paraphrasing a voids any trace of plagiarism by combining multiple forms of paraphrasing. Read more: http://www.ehow.com/info_8410412_types-paraphrases.html#ixzz2jBcsVmxv How to Teach Students How to Paraphrase By Hilary Riepenhoff, eHow Contributor Share Print this article Teaching students to paraphrase takes time and practice. Paraphrasing is an essential skill for students to obtain. Without paraphrasing, students are at risk for plagiarism. It is important to lay the ground work for successful instruction of paraphrasing through explanation of key concepts, modeling and practice of the skill. Only through practice and constant feedback will a student’s paraphrasing ability grow. Activities for Paraphrasing Information Difference Between Summarizing & Paraphrasing Instructions 1. 1 Teach the key differences between retelling, summarizing and paraphrasing. Author of â€Å"Summarizing, Paraphrasing, and Retelling,† Emily Kissner suggests, the three concepts are similar, but are different in development, formation, and final product. Summaries contain main ideas, some supporting details and are in chronological order, yet shorter in length. Retelling is orally sharing information, while recalling important information from the text. According to Purdue’s Online Writing Lab, successful paraphrasing puts the information from the passage in your own words, while attributing the original source. It is shorter in length because you abbreviate the information. 2 Remind students that although paraphrased material is not in quotes, one must credit the original source. Explain that making small changes in wording, rearranging the original quote or failing to cite the source is plagiarism. Sponsored Links Download Free PC Software Download Free PC Manager Software. Easy File Transfer. Download Now ! mobogenie.com/download-pc-software 3 Indiana University of Bloomington’s Writing Tutorial Service suggests teaching several key strategies, including to rewrite using your own words while covering the quote you are paraphrasing to avoid the urge to copy; also check your paraphrased work to ensure you have not accidentally written anything word for word from the original and that the information included is correct. 4 Begin small by introducing paraphrasing with sentences instead of lengthy paragraphs. Ensure students understand information stated in each sentence. Consider a student’s ability levels in reading. 5 Model the concept of paraphrasing to students. Show students what good paraphrasing looks like. Give examples based on appropriate change in words and structure. Prepare examples and have students explain their reasoning on whether the paraphrasing is correct or not. 6 Provide students the opportunity to orally paraphrase sentences in their own words. Work as a group to recognize what works with a student’s paraphrased responses and what does not. Instant feedback guides students toward correct paraphrasing. Independent practice then evaluates student progress and growth. Read more: http://www.ehow.com/how_8783769_teach-students-paraphrase.html#ixzz2jBd4uoZv Paraphrasing and Summarizing Exercise This resource was written by Tony Cimasko. Last edited by Allen Brizee on August 7, 2009 . Summary: This resource contains the practice exercise on paraphrasing and summarizing to help you learn how to apply the guidelines in this section to your own writing. Take a look at the text below (excerpted from â€Å"Expert: Wikipedia  Won’t Go Away, So Learn How to Use It† by Maggie Morris) and the following attempts at paraphrasing and summarizing. The first four are not adequate, but the last one is. Look at each of the four inappropriate attempts, and decide what exactly makes each inappropriate. The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research rather than as the final word, says a Purdue University communications expert. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. â€Å"But Wikipedia is here to stay and, des pite penalties, people are likely to continue using it.† Version 1: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. Version 2: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication (Morris). Version 3: Wikipedia is popular, which makes it vital that users learn to use the online collaborative encyclopedia as a beginning point for their research. â€Å"Students are addicted to Wikipedia,† says Sorin A. Matei, an assistant professor in the Department of Communication, â€Å"and teachers fight it with stern grading policies and restrictions on its use† (Morris). Version 4: â€Å"Wikipedia is popular, which makes it necessary to learn using the online collaborative encyclopedia as a beginning point for their research. ‘Students are addicted to Wikipedia,’ says Sorin A. Matei, an assistant professor in the Department of Communication, ‘and teachers fight it with stern grading policies and restrictions on its use’† (Morris). Version 5: Sorin A. Matei of Purdue University says that because students are â€Å"addicted to Wikipedia† and will continue to rely on it, it is important for teachers to help them to use Wikipedia as a place to begin research, rather than as a final source. Matei also says that penalties are unlikely to be effective (Morris). Version 5 is correct. Here the student combined her own paraphrasing with a quotation of striking language of the original text. She made certain her words and those taken directly from the source fit together; she quoted accurately and cited her source. Some of the information is consolidated, and the specific kinds of penalties given by teachers—a minor detail—are left out. Answers for Paraphrasing and Summarizing Exercises This resource was written by Tony Cimasko. Last edited by Allen Brizee on November 5, 2008 . Summary: This resource contains the answers for the ESL exercises on paraphrasing and summarizing. Paraphrasing and Summarizing The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research rather than as the final word, says a Purdue University communications expert. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. â€Å"But Wikipedia is here to stay and, despite penalties, people are likely to continue using it.† Version 1: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication. This version would be considered blatant plagiarism. The text is excerpted almost word for word without using quotation marks appropriately, without giving credit to the original author. Some words have been cut out, but the original author’s language is still quite obvious. Version 2: The popularity of Wikipedia makes it important that users learn to use the online collaborative encyclopedia as a starting point for their research. â€Å"Students are addicted to Wikipedia, and teachers fight it with stern grading policies and restrictions on its use,† says Sorin A. Matei, an assistant professor in the Department of Communication (Morris). Credit is given to the original author (Morris), but quotation marks are still not used, and the language still closely resembles the original writing. Version 3: Wikipedia is popular, which makes it vital that users learn to use the online collaborative encyclopedia as a beginning point for their research. â€Å"Students are addicted to Wikipedia,† says Sorin A. Matei, an assistant professor in the Department of Communication, â€Å"and teachers fight it with stern grading policies and restrictions on its use† (Morris). The original author is given credit, and technically the passage is correct, but the writer suggests that Morris’ main point is teachers’ reactions. In fact, Morris is emphasizing the importance of Wikipedia, and talks about teachers’ reactions as a secondary point. Version 4: â€Å"Wikipedia is popular, which makes it necessary to learn using the online collaborative encyclopedia as a beginning point for their research. ‘Students are addicted to Wikipedia,’ says Sorin A. Matei, an assistant professor in the Department of Communication, ‘and teachers fight it with stern grading policies and restrictions on its use’† (Morris). The quotation is essentially accurate, quotation marks are used, and Morris is given credit. The bigger problem is that the writer made no attempt to use his or her own language, to integrate the quotation into their own  words. The smaller problem is the lack of ellipses (. . .) to indicate where the writer took out part of the quotation. Version 5: Sorin A. Matei of Purdue University says that because students are â€Å"addicted to Wikipedia† and will continue to rely on it, it is important for teachers to help them to use Wikipedia as a place to begin research, rather than as a final source. Matei also says that penalties are unlikely to be effective (Morris). Version 5 is correct. Here the student combined her own paraphrasing with a quotation of striking language of the original text. She made certain her words and those taken directly from the source fit together; she quoted accurately and cited her source. Some of the information is consolidated, and the specific kinds of penalties given by teachers—a minor detail—are left out. Paraphrasing & Summarizing Exercise This is the last part of Wallace’s Copyright & Plagiarism tutorial.Please read the following passages to garner an understanding in the art of paraphrasing. More practice is available via Web links on the Student Guide to Copyright . Original passage: Nobody called him Abe–at least not to his face–because he loathed the nickname. It did not befit a respected professional who’d struggled hard to overcome the limitations of his frontier background. Frankly Lincoln enjoyed his status as a lawyer and politician, and he liked money, too, and used it to measure his worth. By the 1850’s, thanks to a combination of talent and sheer hard work, Lincoln was a man of substantial wealth. He had an annual income of around $5,000–the equivalent of many times that today–and large financial and real-estate investments. Oates, Stephen B. Our Fiery Trial: Abraham Lincoln, John Brown, and the Civil War Era. Amherst, MA: University of Massachusetts Press, 1979. p. 65 Incorrect paraphrase: No one used Lincoln’s nickname, Abe, because he detested it. It didn’t go  with a lawyer and politician who had worked to get away from the restrictions of his country heritage. Lincoln liked his new position, and his wealth, and used it to gauge his status. By mid-century, his skill and labor had made him a fairly wealthy man. He had a yearly income of approximately $5,000 – equal to several times that now – and hefty business and land commitments. ** This is incorrect because it uses the same basic structure as the original with some word changes and does not credit the author. Correct paraphrase: By the middle of the century, Lincoln enjoyed life as a well-respected lawyer and politician, having acquired a position of status and wealth that was well removed from his early â€Å"frontier background†. He now was bringing in $5,000 a year (this translates to $87,500 in 1997 dollars [Derks, 2]), and had substantial â€Å"financial and real estate investments†. As a consequence, he disliked being called Abe because of its association with his rural heritage. (Oates, 65) ** This is correct because it portrays the ideas of Oates’ passage and gives Oates credit for his ideas. The writer has used his own words to present those ideas and has used quotation marks for those phrases that are from Oates. The writer has also included additional research on the value of the income and has sited the source for that as well. Correct summarization: When we think of Abraham Lincoln, the image of a wealthy lawyer is not the first that comes to mind. A man, who worked hard, struggled and came from a less than ideal background is often the picture we invoke. However, it is an incomplete portrait. Mr. Lincoln was successful both professionally and financially even by today’s standards. (Oates, 65) ** This is also correct. It summarizes Oates’ ideas completely in the writer’s own words, but gives Oates credit for the ideas. Chapter Objectives To understand and applying critical reading strategies. To develop the understanding of summary in various rhetorical modes such as narrative fiction, personal essay, and technical writing (figures and tables). To define and instruct students on the three skills of  incorporating research into their writing: summary, paraphrase, and quotation. To review models and apply concepts of summary, paraphrase, and quotation through practical applications and exercises. To understand the concept of plagiarism and learn techniques to avoid it through various examples and exercises. Although the papers you write will be your own—your own voice, your own purpose, your own thesis statement, introduction, conclusion, and topic/transition sentences—there will be times when you will want to integrate source material to help you support your assertions. Integrating sources such as information from books, newspapers, magazines, interviews or websites, is done in one of three ways: summary, paraphrase, and quotation. The purpose of this chap ter is to teach you these three basic concepts of writing, so you can incorporate research into your writing without plagiarizing. These skills are addressed first because you will need them in all college writing you produce no matter what the course subject. In fact, this process will begin with synthesis and analysis essays which appear later in this book. What is a Summary? A summary is a brief restatement, in your own words, of the content of a passage. You should focus on the central idea of the passage, and, in a condensed form, relay the passage’s main points reflecting the order in which they occur. In most situations a summary is approximately one quarter the length of the original passage. A summary will not include minor details, repeated points, or any of your own opinions and conclusions. You will use summary when you want to present the main points of a lengthy passage in order to develop or support the discussion of your essay. How to Write Summaries Read the passage carefully. In order to summarize information, you must first be able to understand it. This requires careful critical reading. Read the passage completely the first time to gain an overall understanding of the piece, as you re-read the piece, begin making margin notes that identify important points, shifts in thoughts, and questions you may have. You will also want to consider at this point what the significance of the whole piece is, what the parts of the essay that fit into the whole are, and how the points are organized to  support the whole. Finally, you will want to divide the passage into stages of thought, which you will later develop into the body paragraphs of your rough draft. A section or stage of thought in a passage is usually several paragraphs in length. You can identify these more easily by looking for transitional sentences at the beginning or end of paragraphs thatsummarize what has come before or set the stage for what is to follow. Write one-sentence summaries of each stag e of thought. Once you have identified the stages of thought in the passage, create a one-sentence summary for each stage of thought. This sentence must be in your own words, and it must illustrate your understanding of the passage. This is often the most difficult part of summary writing because you may be tempted to use the writer’s words or structure, which would be plagiarism. It is always a good idea to put the original passage aside at this point and summarize what you have read in the section using your own understanding and thinking skills. Write a thesis: a one- or two-sentence summary of the entire passage. Now look over all the sentences you have created for your stages of thought. Once again, you will work to condense information as you summarize the essence of the passage in one or two sentences, thereby creating your thesis statement for your rough draft. Another hint is to remember that the thesis will be the first sentence of the summary draft, and it includes the passageâ⠂¬â„¢s subject and the claim that the author is making about that subject. Write the first draft of your summary. At this point you are ready to draft your summary essay. Depending on whether you have been assigned to write a short summary or a longer summary, you can structure your summary in one of two ways: combine the thesis with your list of one-sentence summaries (short summary) or combine the thesis with your list of one-sentence summariesplus significant details from the passage (longer summary). Check your summary against the original passage. After completing your draft, you will want to make sure the content of your information has completely and accurately summarized the passage without plagiarizing or adding any of your own personal opinion. Now, return to the original text and compare your draft against it. Revise your summary. In revising your summary, combine sentences and insert transitions where necessary to make your summary clear and coherent. Edit for grammatical correctness. Compare the length of the summary to the original. Summaries, as general rule, should be no longer than one-fourth of the original passage, although they could be much shorter, depending on your purpose in summarizing the original. What is a Narrative? A narrative is a story, a retelling of a person’s experiences. It can be imaginary, in which the narrator is a created character (fiction), or it can be biographical (non-fiction), in which the narrator is actually the author. Note: non-fiction narratives are referred to as essays, or personal essays. Summarizing a narrative will be slightly different from summarizing an expository essay because it will most likely not have a direct thesis statement, and its stages of thought will be developed through descriptive events or time periods rather than through factual evidence or logical explanations of the subject. In summarizing a narrative, you will give a synopsis or overview of the story’s events and relate how these events affect the central character. However, the steps of reading/rereading, dividing stages of thought, writing one-sentence summaries, writing a thesis, drafting, and revising will be primarily the same. Summarizing Figures and Tables Figures and tables are in essence summaries themselves; they present a pictorial overview of material and are often used because they communicate information more clearly and quickly. Below are different types of graphic devices: Pie Charts show relative proportions or percentages. Graphs relate one variable to another. They are effective in showing trends or cause-and-effect relationships. Tables present numerical data in rows and columns for quick reference and are most effective when the writer wants to emphasize numbers, particularly when a great deal of data is being displayed. What is a Paraphrase? A paraphrase is very similar to a summary in that you use your own words to communicate to your reader what the original passage has stated; however, an important difference between the two is that the paraphrase is approximately the same length as the original rather that one quarter of its length, as a summary is. In a paraphrase, instead of only restating the writer’s main points, you will follow the progression of the writer’s ideas sentence by sentence. In other words, each sentence in the paraphrase corresponds to a sentence in the original, the main difference being, of course, you have replaced the language of the original with your own language. Paraphrasing is used most effectively when you want to present material written in language that is abstract, archaic, or highly technical, and you feel your audience will better understand the material in your words. What is a Quotation? A quotation records the exact language in a source. You should use quotations sparingly, because every quotation contains the voice of the writer who composed the text. Using too many quotes obliterates your voice and is a clear indication that you have not successfully synthesized your source material with your own writing. It is often a red flag to your audience that either you may not have completely understood the source or you have not taken the time paraphrase the information for them. Used wisely, however, quotes can add credibility and interest to your paper. When to quote Use quotations when another writer’s language is particularly memorable and will add liveliness to your paper. Use quotations when another writer’s language is so clear and economical that to make the same point in your own words would, by comparison, be ineffective. Use quotation when you want the solid reputation of a source to lend authority and credibility to your own writing. Incorporating quotations into your sentences Quotations should never stand by themselves without an attribution. Work the material into your sentence as naturally as possible, using appositives to identify the speakers or authors of the quote. Always credit your sources with an attribution in the text or in a formal citation, depending on the level of formality of your assignment. Use ellipses (three spaced periods)  to indicate that material has been omitted from the quote. If you are deleting the end of a quoted sentence, or if you are deleting entire sentences of paragraphs before continuing a quotation, add a period before the ellipsis. Use brackets whenever you need to add or substitute words in order to clarify meaning for your audience. What is Plagiarism? Plagiarism is generally defined as the attempt to pass off the work of another as one’s own. At any time in your writing if you are using the thoughts or words of another source, you must document where you read or found the information by giving credit to its author; this is done by using parenthetical citation and a works cited page which will be discussed in further detail in chapter seven. With the ease of the Internet for research and the ability to cut and paste information from websites, plagiarism can become quite tempting, especially if procrastination haunts your life and you find that your unwritten paper is due the next morning. However, most plagiarism is unintentional. Poor note taking skills and synthesizing of source material can lead you to overlook placing parenthetical citations where they are necessary. Unfortunately, most professors treat unintentional plagiarism the same as intentional plagiarism because the student is ultimately responsible for his/her o wn work. Avoiding Plagiarism You can avoid plagiarism by being aware of the follow rules of thumb and by practicing using sources appropriately. Remember summaries, paraphrases, and quotes all receive documentation because all are the thoughts or words of another person. Remember when writing summaries and paraphrases you must communicate the source information into your own words (your own language and sentence structure). Always check your summary or paraphrase against the original after writing it. If you find four words in a rowidentical between the two, then you know you have not properly summarized/paraphrased the information, and you would be guilty of plagiarism.

Religion Pakistan

Religion is a set of beliefs concerning the cause, nature, and purpose of life and the universe, especially when considered as the creation of a supernatural agency, or human beings’ relation to that which they regard as holy, sacred, spiritual, or divine. Many religions have narratives, symbols, traditions and sacred histories that are intended to give meaning to life. They tend to derive morality, ethics, religious laws or a preferred lifestyle from their ideas about the cosmos and human nature.The word religion is sometimes used interchangeably with faith or belief system, but religion differs from private belief in that it has a public aspect. Most religions have organized behaviors, including congregations for prayer, priestly hierarchies, holy places, and/or scriptures. The development of religion has taken different forms in different cultures. Some religions place greater emphasis on belief, while others emphasize practice. Some religions focus on the subjective experi ence of the religious individual, while others consider the activities of the community to be most important.Some religions claim to be universal, believing their laws and cosmology to be binding for everyone, while others are intended to be practiced only by one, localized group. Religion often makes use of meditation, music and art. In many places it has been associated with public institutions such as education, the family, government, and political power. Types of Religions Religion defines who you are, what you are, and your views about the world around you. You must understand, a religion is much more than deity worshiping. Religion is the philosophy of life and a belief system.There are as many as four thousand and two religions in this world. Surprisingly, people know only a handful of religion. The four largest religious groups by population, estimated to account for between 5 and 6 billion people, are Christianity, Islam, Buddhism and Hinduism. Four largest religions| Adhe rents[citation needed]|   % of world population| Article| World population| 6. 8 billion| Figures taken from individual articles:| Christianity| 1. 9 billion – 2. 1 billion| 29% – 32%| Christianity by country| Islam| 1. 3 billion – 1. 57 billion| 19% – 21%| Islam by country| Buddhism| 500 million – 1. billion| 7% – 21%| Buddhism by country| Hinduism| 950 million – 1 billion| 14% – 20%| Hinduism by country| Total| 4. 65 billion – 6. 17 billion| 68. 38% – 90. 73%| | Christianity is one of the oldest religions of the world and has a large number of followers. It is estimated that Christianity has over two billion followers around the globe. Christianity practices a few beliefs and traditions of other religions. Like the Judaism and Islam, Christianity as a religion believes in the concept of one God. Hence, Islam, Judaism and Christianity are known as â€Å"ethical monotheism†.Judaism is older than Christian ity and this religion is the oldest of Abrahamic religions. Judaism is based on laws and principles of the Hebrew bible known as Tanakh. The Old Testament of Bible describes the struggles of the Hebrews or the Jews. After Moses frees them from the Egyptian captivity, they wander for almost forty years before they reached Jerusalem, the â€Å"Promised Land†. Today there are 14 million Jews in the world. Islam has 1. 3 billion religious followers. It is one of the fastest growing religions in the world. Followers of Islam religion worship Allah and consider Muhammad as their prophet.Like the Christians and the Jews, Muslims believe in one God. Hence, it is one of the three â€Å"monotheistic† religions of the world. Quran is their holy book and this religion follows strict religious discipline and customs. The life of a Muslim is guided by the Five Pillars or the five principles such as Shahadah (faith), Sala (ritual prayer), Zakah (alms tax), Sawm (Ramadan fasting) and Hajj (pilgrimage to Mecca). Islam is an Arabic term and means surrendering to the will of God. You could say Islam is a system of belief that gives importance to family life, way of dressing, cleanliness and ethics.It also stresses on the importance of religious rituals and observances. There are many religions that follow their own system of beliefs, rituals and traditions. These religions are classified as prophetic religion, revealed religion, sacramental and mystical religion. Hinduism is considered to be one of the most tolerant religions in the world. The ultimate aim of any Hindu is to attain moksha from the cycle of rebirth. Historians believe over the centuries Hinduism had adopted many spiritual traditions and practices, which are seen even today in the homes of many Hindus.It is not easy to generalize the beliefs of Hinduism because the practices vary widely among the believers of this religion. Religion in Pakistan The Badshahi Masjid in Lahore, Pakistan, was built durin g the Mughal Empire Islam is the state religion in Pakistan, which is practised by about 95-97% of the 174,578,558 people of the nation. The remaining 3-5% practice Christianity, Hinduism and other religions. Muslims are divided into two major sects, the majority of them practice Sunni Islam while the Shias are a minority who estimate 5-20% depending on the source.Nearly all Pakistani Sunni Muslims belong to the Hanafi Islamic law school. The majority of Pakistani Shia Muslims belong to the Twelver (Ithna Asharia) branch with significant minority groups who practice Ismailism, which is composed of Nizari (Aga Khanis), Mustaali, Dawoodi Bohra, Sulaymani, and others. The religion of Islam was first introduced in the territory that is now called Pakistan Umayyad dynasty in the early-8th century led by Muhammad bin Qasim against Raja Dahir, the Hindu ruler of Sindh. The Umayyad Muslims conquered the northwestern part of the Indus Valley, from Kashmir to the Arabian Sea.The arrival of th e Arab Muslims to the provinces of Sindh and Punjab, along with subsequent Muslim dynasties, set the stage for the religious boundaries of South Asia that would lead to the development of the modern state of Pakistan in 1947 as well as forming the foundation for Islamic rule which quickly spread across much of South Asia. Following the rule of various Islamic empires, including the Ghaznavids, the Ghurids, and the Delhi Sultanate, the Mughals controlled the region of Pakistan from 1526 until 1739.Muslim technocrats, bureaucrats, soldiers, traders, scientists, architects, teachers, theologians and Sufis flocked from the rest of the Muslim world to the Indian subcontinent during the Mughal era. The Mughal Empire declined in the early 18th century after the Afsharids and the Afghan Durrani Empire from the west came to take over what is now Pakistan. Constitution of Pakistan on religion The constitution of Pakistan establishes Islam as the state religion, and provides all its citizens t he right to profess, practice and propagate their religion subject to law, public order, and morality.The constitution limits the political rights of Pakistan's non-Muslims, and only Muslims are allowed to become the President or the Prime Minister. Moreover, only Muslims are allowed to serve as judges in the Federal Shariat Court, which has the power to strike down any law deemed un-Islamic. List of religions in Pakistan Based on information collected from the Library of Congress, Pew Research Center, CIA World Factbook, Oxford University, University of Pennsylvania, U. S. State Department and others, the following is a list of all the religions that are practised in Pakistan.The percentages are estimations depending on the source. * Islam * Sunni Muslims: 80-95% * Shia Muslims: 5-20% * Ahmadi Muslims: approximately 2. 3% or 4 million * Other religions * Christians: approx. 1. 6% or 2,800,000 people * Hindus: approx. 1. 6%or 2,443,614 people * Baha'is: 79,000 * Sikhs: 20,000 * Zoro astrian/Parsis: 20,000 * Buddhist: Unknown * Jews: Unknown * | Islam The Faisal Mosque in Islamabad, which is the largest mosque of Pakistan and is also one of the largest in the world, was built by King Faisal of Saudi Arabia.Islam is the state religion of Pakistan, and about 95-97% of Pakistanis are Muslims. The Muslims are divided into 2 sects, Sunni Islam and Shia Islam. The Shia Islam in Pakistan is practised by 5-20% of the Muslims and the remaining larger number of Muslims practice Sunni Islam. There are a number of Islamic law schools called Madhab (schools of jurisprudence), which are called fiqh or ‘Maktab-e-Fikr' in Urdu. Nearly all Pakistani Sunni Muslims belong to the Hanafi Islamic school of thought while small number belong to the Hanbali school.The majority of Pakistani Shia Muslims belong to the Twelver (Ithna Asharia) branch, with significant minority who adhere to Ismailism branch that is composed of Nizari (Aga Khanis), Mustaali, Dawoodi Bohra, Sulaymani, a nd others. Islam to some extent syncretized with pre-Islamic influences, resulting in a religion with some traditions distinct from those of the Arab world. Two Sufis whose shrines receive much national attention are Ali Hajweri in Lahore (ca. 11th century) and Shahbaz Qalander in Sehwan, Sindh (ca. 12th century).Although members of Ahmadiyya (also derogatorily known as Qadiani) are considered to be Muslims, the government of Pakistan does not consider this group followers of Islam. The Pakistani parliament has declared Ahmadis to be non-Muslims. In 1974, the government of Pakistan amended its constitution to define a Muslim â€Å"as a person who believes in finality of Prophet Muhammad†. Ahmadis believe in Muhammad as the best and the last law bearing prophet and Mirza Ghulam Ahmad as the Christ of Muslims who was prophesized to come in the latter days and unite the Muslims.Consequently they were declared non-Muslims by a tribunal, the records of which have not been released to date. In 1984, Ordinance XX was enacted, which made it a crime for Ahmadis to call themselves Muslims or adherents of Islam, to â€Å"pose as Muslims†, to call their places of worship Masjid, or to proselytize, punishable by a prison term. According to the last Pakistan census, Ahmadis made up 0. 25% of the population, which is highly disputed due to the already existing state treatment of Ahmadis in Pakistan.The website adherents. comcited a report according to which the Ahmadiyya Muslim community was represented by 2,000,000 (1. 42%) adherents in 1995. Several other news report however claim adherents amounting to about 4 million, which is difficult to verify. [edit] Christianity Main article: Christianity in Pakistan Saint Patrick's Cathedral, Karachi. Christians make up 1. 6% of Pakistan's population, about 2. 8 million people out of a total population. [1] They are the second largest religious minority community in Pakistan.Majority of the Pakistani Christian communi ties belong to converts from the low caste Hindus from Punjab region, from the British colonial era. The community is geographically spread throughout the Punjab province, whilst its presence in the rest of the provinces is mostly confined to the urban centers. There is a Roman Catholic community in Karachi which was established by Goan and Tamilian migrants when Karachi's infrastructure was being developed by the British during colonial administration between World War I and World War II. [edit] Judaism Main article: Jews and Judaism in PakistanJews (Urdu: pronounced â€Å"Yehudi†) are a very small religious group in Pakistan. Various estimates suggest that there were about 2,500 Jews living in Karachi at the beginning of the 20th century, and a smaller community of a few hundred lived in Peshawar. There were synagogues in both cities; while the Karachi synagogue was burnt down. [citation needed] The one in Peshawar still exists but has fallen into disuse. Nearly all Pakist ani Jews have emigrated. [citation needed] [edit] Hinduism Main article: Hinduism in Pakistan Shri Swaminarayan Mandir, KarachiHinduism has an ancient history in Pakistan, the Rig Veda was believed to have been composed in the Punjab region. [citation needed] Hindus today are a much reduced community numbering around 3 million or about 1. 6%. [1] According to the last census 93% of Hindus live in Sindh, 5% in Punjab and nearly 2% in Balochistan. [citation needed] [edit] Sikhism Main article: Sikhism in Pakistan Nankana Sahib Gurdwara in Punjab, Pakistan The number of Sikhs remaining in Pakistan today is very small; estimates vary, but the number is thought to be on the order of 20,000. 7] The shrine of Guru Nanak Dev is located in Nankana Sahib near the city of Lahore where many Sikhs from abroad make pilgrimage to this and other shrines. [edit] Buddhism Main article: Buddhism in Pakistan Like Hinduism, Buddhism has an ancient history in Pakistan. There are no established Buddhist c ommunities and numbers are very few. [edit] Zoroastrianism Further information: Parsi people Before the independence of Pakistan in 1947, major urban centres in what is now Pakistan were home to a thriving Parsi business community.Karachi had the most prominent population of Parsis in Pakistan and were mostly Gujarati-speaking. After independence, majority of Pakistan's Parsi populace migrated to India, notably Bombay; however a number of Parsis still remain in Pakistan and have entered Pakistani public life as social workers, business folk, and diplomats. The most prominent Parsis of Pakistan today include Ardeshir Cowasjee, Byram Dinshawji Avari, Jamsheed Marker, as well as the late Minocher Bhandara. [edit] Baha'i Main article: Baha'i Faith in Pakistan The Baha'i Faith in Pakistan begins previous to its independence when it was part of India.The roots of the religion in the region go back to the first days of the Babi religion in 1844,[22] with Shaykh Sa'id Hindi who was from Mul tan. [23] During Baha'u'llah's lifetime, as founder of the religion, he encouraged some of his followers to move to the area that is current-day Pakistan. [24] In 1921 the Baha'is of Karachi elected their first Baha'i Local Spiritual Assembly. [23] By 1956 Baha'i local assemblies spread across many cities,[25] and in 1957, East and West Pakistan elected a separate National Baha'i Assembly from India and later East Pakistan became Bangladesh with its own national assembly. 26] Waves of refugees arrived in 1979 due to the Soviet Union invasion of Afghanistan and the Iranian Revolution in Iran. [27][28] The Baha'is in Pakistan have the right to hold public meetings, establish academic centers, teach their faith, and elect their administrative councils. [29] However, the government prohibits Baha'is from travelling to Israel for Baha'i pilgrimage. [30] Recent estimates are over 79,000[18] though Baha'is claimed less than half that number. [31] [edit] Kalash Religion This is the religion of the Kalash people living in a remote part of Chitral.Adherents of the Kalash religion number around 3,000 and inhabit three remote valleys in Chitral; Bumboret, Rumbur and Birir. Their religion is unique but shares some common ground with Vedic and Pre-Zoroastrian religions. [edit] Atheism Main article: Atheism There may also be some atheists and agnostics in Pakistan, particularly in the affluent areas of the larger cities. Some were born in secular families while others in religious ones. According to the 1998 census, people who did not state their religion accounted for 0. 5% of the population, but social pressures against claiming no religion was strong. 7] There is slight of atheism in the country. Pakistan's laws, which stipulate the death penalty for blaspheming, institutionalize such discrimination. Subsequently, most atheists and agnostics keep their views private and choose to portray themselves publicly as indifferent Muslims rather than non-Muslims. Islam in Pakistan From Wikipedia, the free encyclopedia Jump to: navigation, search Islam in Pakistan Category| History| Islamic conquest  Ã‚ · Arab settlement Islamic rule  Ã‚ · Mughal Empire Hindu conversion  Ã‚ · Sectarian dispute| Architecture| Mughal  Ã‚ · Indo-Islamic  Ã‚ · Indo-Saracenic|Major figures| Mohammad bin Qasim  Ã‚ · Baba Fareed Khwaja Sheikh Pak  Ã‚ · Bulleh Shah Sir Syed Ahmed Khan  Ã‚ · Allama Iqbal Bahadur Yar Jung| Schools of law| Hanafi  Ã‚ · Shia  Ã‚ · Shafi`i  Ã‚ · Maliki  Ã‚ · Hanbali| Schools of thought| Shia  Ã‚ · Barelvi  Ã‚ · Deobandi  Ã‚ · Ahle Hadith Sufism  Ã‚ · Ahmadiyya| Mosques in Pakistan| List of Mosques -List of mosques in Lahore Faisal Mosque  Ã‚ · Badshahi Mosque| Political organisations and movements| Pakistan Muslim League Jamiat Ulema-e-Islam  Ã‚ · Jamiat Ulema-e-Pakistan  Ã‚ · Jamaat-e-Islami  Ã‚ · Tehrik-e-Jafaria Pakistan  Ã‚ · Jamiat Ahle Hadith  Ã‚ · Tablighi Jamaat| Culture| MusicQawwali  Ã‚ · Hamd    · Nasheed  Ã‚ · Naat  Ã‚ · Ghazal Literature Urdu  Ã‚ · Punjabi  Ã‚ · Pashto  Ã‚ · Sindhi| Other topics| Shi'a Islam in Pakistan Ahle Sunnat Movement in South Asia Indian Muslim nationalism (Pakistani) Muslim chronicles for Indian historyThis box: view  Ã¢â‚¬ ¢Ã‚  talk  Ã¢â‚¬ ¢Ã‚  edit| Part of a series on Islam by country| Islam in Africa[show] Algeria  Ã‚ · Angola  Ã‚ · Benin  Ã‚ · Botswana  Ã‚ · Burkina  Faso  Ã‚ · Burundi  Ã‚ · Cameroon  Ã‚ · Cape  Verde  Ã‚ · Central  African  Republic  Ã‚ · Chad  Ã‚ · Comoros  Ã‚ · Democratic  Republic of the  Congo  Ã‚ · Republic of the Congo  Ã‚ · Cote  d'Ivoire (Ivory  Coast)  Ã‚ · Djibouti  Ã‚ · Egypt  Ã‚ · Equatorial  Guinea  Ã‚ ·Eritrea  Ã‚ · Ethiopia  Ã‚ · Gabon  Ã‚ · The Gambia  Ã‚ · Ghana  Ã‚ · Guinea  Ã‚ · Guinea-Bissau  Ã‚ · Kenya  Ã‚ · Lesotho  Ã‚ · Liberia  Ã‚ · Libya  Ã‚ · Madagascar  Ã‚ · Malawi  Ã‚ · Mali  Ã‚ · Mauritania  Ã‚ · Ma uritius  Ã‚ · Morocco  Ã‚ · Mozambique  Ã‚ · Namibia  Ã‚ · Niger  Ã‚ · Nigeria  Ã‚ · Rwanda  Ã‚ · Sao  Tome and  Principe  Ã‚ · Senegal  Ã‚ · Seychelles  Ã‚ · Sierra  Leone  Ã‚ · Somalia  Ã‚ · South  Africa  Ã‚ · Sudan  Ã‚ · Swaziland  Ã‚ · Tanzania  Ã‚ · Togo  Ã‚ · Tunisia  Ã‚ · Uganda  Ã‚ · Western  Sahara (Sahrawi Arab Democratic  Republic)  Ã‚ · Zambia  Ã‚ · Zimbabwe| Islam in Asia[show] Central Asia Kazakhstan  Ã‚ · Kyrgyzstan  Ã‚ · Russia  Ã‚ · Tajikistan  Ã‚ · Turkmenistan  Ã‚ · USSR  Ã‚ · Uzbekistan East AsiaChina (Hong  Kong  Ã‚ · Macau)  Ã‚ · Japan  Ã‚ · Korea  (North  Korea  Ã‚ · South  Korea)  Ã‚ · Mongolia  Ã‚ · Taiwan South Asia Afghanistan  Ã‚ · Bangladesh  Ã‚ · Bhutan  Ã‚ · India  Ã‚ · Maldives  Ã‚ · Nepal  Ã‚ · Pakistan  Ã‚ · Sri Lanka Southeast Asia Brunei  Ã‚ · Burma  Ã‚ · Cambodia  Ã‚ · East  Timor  Ã‚ · Indonesia  Ã‚ · Laos  Ã‚ · Malaysia  Ã‚ · Phi lippines  Ã‚ · Singapore  Ã‚ · Thailand  Ã‚ · Vietnam Western Asia Armenia  Ã‚ · Azerbaijan  Ã‚ · Bahrain  Ã‚ · Cyprus  Ã‚ · Georgia  Ã‚ · Iran  Ã‚ · Iraq  Ã‚ · Israel  Ã‚ · Jordan  Ã‚ · Kuwait  Ã‚ · Lebanon  Ã‚ · Oman  Ã‚ · Qatar  Ã‚ · Saudi Arabia  Ã‚ · Syria  Ã‚ · Turkey  Ã‚ · UAE  Ã‚ · Yemen| Islam in Europe[show] Western EuropeAndorra  Ã‚ · Belgium  Ã‚ · France  Ã‚ · Ireland  Ã‚ · Italy  Ã‚ · Luxembourg  Ã‚ · Malta  Ã‚ · Monaco  Ã‚ · Netherlands  Ã‚ · Portugal  Ã‚ · San  Marino  Ã‚ · Spain  Ã‚ · United Kingdom (England, Northern Ireland, Scotland, Wales) Scandinavia Denmark  Ã‚ · Iceland  Ã‚ · Finland  Ã‚ · Norway  Ã‚ · Sweden Central Europe Austria  Ã‚ · Croatia  Ã‚ · Czech  Republic  Ã‚ · Germany  Ã‚ · Hungary  Ã‚ · Liechtenstein  Ã‚ · Poland  Ã‚ · Slovakia  Ã‚ · Slovenia  Ã‚ · Switzerland Eastern Europe Armenia  Ã‚ · Azerbaijan  Ã‚ · Belarus  Ã‚ · Estonia  Ã‚ · Georgia  Ã‚ · Kazakhstan  Ã‚ · Latvia  Ã‚ · Lithuania  Ã‚ · Moldova  Ã‚ · Russia  Ã‚ · Ukraine  Ã‚ · USSR Southeastern EuropeAlbania  Ã‚ · Bosnia  Ã‚ · Bulgaria  Ã‚ · Cyprus  Ã‚ · Greece  Ã‚ · Macedonia  Ã‚ · Montenegro  Ã‚ · Romania  Ã‚ · Serbia  Ã‚ · Turkey  Ã‚ ·| Islam in Americas[show] Northern America Canada  Ã‚ · Mexico  Ã‚ · United States  Ã‚ · Central America Belize  Ã‚ · Costa Rica  Ã‚ · El Salvador  Ã‚ · Guatemala  Ã‚ · Honduras  Ã‚ · Nicaragua  Ã‚ · Panama  Ã‚ · Southern America Argentina  Ã‚ · Bolivia  Ã‚ · Brazil  Ã‚ · Chile  Ã‚ · Colombia  Ã‚ · Dominica  Ã‚ · Ecuador  Ã‚ · Guyana  Ã‚ · Paraguay  Ã‚ · Peru  Ã‚ · Suriname  Ã‚ · Uruguay  Ã‚ · Venezuela CaribbeanAntigua and Barbuda  Ã‚ · Bahamas  Ã‚ · Barbados  Ã‚ · Cuba  Ã‚ · Dominican Republic  Ã‚ · Grenada  Ã‚ · Haiti  Ã‚ · Jamaica  Ã‚ · Saint Kitts and Nevis  Ã‚ · Saint Lucia  Ã‚ · Saint Vincent and the Grenadines  Ã‚ · Trinidad and Tobago  Ã‚ ·| Islam in Oceania[show] Australia Australia  Ã‚ · Norfolk  Island  Ã‚ · Christmas  Island  Ã‚ · Cocos  (Keeling)  Islands Melanesia East  Timor  Ã‚ · Fiji  Ã‚ · New  Caledonia  Ã‚ · Papua New Guinea  Ã‚ · Solomon  Islands  Ã‚ · Vanuatu Micronesia Guam  Ã‚ · Kiribati  Ã‚ · Marshall  Islands  Ã‚ · Northern  Mariana  Islands  Ã‚ · Federated  States of  Micronesia  Ã‚ · Nauru  Ã‚ · Palau PolynesiaAmerican  Samoa  Ã‚ · Cook  Islands  Ã‚ · French  Polynesia  Ã‚ · New  Zealand  Ã‚ · Niue  Ã‚ · Pitcairn  Ã‚ · Samoa  Ã‚ · Tokelau  Ã‚ · Tonga  Ã‚ · Tuvalu  Ã‚ · Wallis and Futuna| This box: view  Ã¢â‚¬ ¢Ã‚  talk  Ã¢â‚¬ ¢Ã‚  edit| Islam is the official religion of the Islamic Republic of Pakistan, which has a population of about 174,578,558. [1] The overwhelming majority (95-97%) of the Pakistani people are Muslims while the remaining 3-5% are Christian, Hindu, and others. [2][3] Pakistan has the second largest Muslim population in the world after Indonesia. Sunnis are the majority while the Shias make up between 10-20%[4][3][5][2] of the total Muslim population of the country.Pakistan has the second largest number of Shias after Iran, which numbers between 17 million to as high as 30 million according to Vali Nasr. [6] Contents[hide] * 1 Umayyad invasion of Sindh and the arrival of Islam * 2 Islam and the Pakistan Movement * 3 Politicized Islam * 4 Muslim sects in Pakistan * 5 Laws and customs * 6 Media and pilgrimages * 7 Islamic education * 8 See also * 9 Further reading * 10 References * 11 External links| [edit] Umayyad invasion of Sindh and the arrival of Islam Main article: Muslim conquest in the Indian subcontinentThe Badshahi Masjid, literally the ‘Royal Mosque', was built in 1674 by Aurangzeb. It is one of Lahore's best known landmarks, and epitomizes the beauty and grandeur of the Mughal era. Islam arrived in the area now known as Pakistan in 711 CE, when th e Umayyad dynasty sent a Muslim Arab army led by Muhammad bin Qasim against the ruler of Sindh, Raja Dahir, this was due to the fact that Raja Dahir had given refuge to numerous Zoroastrian Princes who had fled the Islamic conquest of Iran. Mohummad Bin Qasim's army was defeated in his first thee attempts.The Muslim army conquered the northwestern part of Indus Valley from Kashmir to the Arabian Sea. The arrival of the Arab Muslims to the provinces of Sindh and Punjab, along with subsequent Muslim dynasties, set the stage for the religious boundaries of South Asia that would lead to the development of the modern state of Pakistan as well as forming the foundation for Islamic rule which quickly spread across much of South Asia. Following the rule of various Islamic empires, including the Ghaznavid Empire, the Ghorid kingdom, and the Delhi Sultanate, the Mughals controlled the region from 1526 until 1739.Muslim technocrats, bureaucrats, soldiers, traders, scientists, architects, teach ers, theologians and Sufis flocked from the rest of the Muslim world to Islamic Sultanate and Mughal Empire in South Asia and in the land that became Pakistan. [edit] Islam and the Pakistan Movement The Muslim poet-philosopher Sir Allama Muhammad Iqbal first proposed the idea of a Muslim state in northwestern South Asia in his address to the Muslim League at Allahabad in 1930. His proposal referred to the four provinces of Punjab, Sindh, Balochistan, and the NorthWest Frontier — essentially what would became Pakistan.Iqbal's idea gave concrete form to two distinct nations in the South Asia based on religion (Islam and Hinduism) and with different historical backgrounds, social customs, cultures, and social mores. Islam was thus the basis for the creation and the unification of a separate state. Allama Muhammad Iqbal in 1937, in a letter to Jinnah wrote, After a long and careful study of Islamic Law I have come to the conclusion that if this system of Law is properly understoo d and applied, at last the right to subsistence is secured to every body.But the enforcement and development of the Shariat of Islam is impossible in this country without a free Muslim state or states. This has been my honest conviction for many years and I still believe this to be the only way to solve the problem of bread for Muslims as well as to secure a peaceful India. [7] But just three days before the creation of Pakistan, Mohammad Ali Jinnah made a different commitment. A commitment to secularism in Pakistan.In his inaugural address he said, You will find that in the course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State. This statement of Jinnah is an object of great controversy since then and this vision of a Pakistan in which Islamic law would not be applied, contrary to Iqbal's perception, was questioned sho rtly after independence. [edit] Politicized IslamFaisal Mosque in Islamabad, which is the largest mosque of Pakistan and is also one of the largest in the world, was built by King Faisal of Saudi Arabia. From the outset, politics and religion have been intertwined both conceptually and practically in Islam. Because Prophet Muhammad established a government in Medina, precedents of governance and taxation exist. Through the history of Islam, from the Ummayyad (661-750) and Abbasid empires (750-1258) to the Mughals (1526- 1858), Safavis (1501–1722) and the Ottomans (1300-1923), religion and statehood have been treated as one.Indeed, one of the beliefs of Islam is that the purpose of the state is to provide an environment where Muslims can properly practice their religion. If a leader fails in this, the people have a right to depose him. In March 1949, the first constituent assembly passed Objectives Resolution, which declared that the state of Pakistan will be submitted to the sovereignty of God. In 1950, thirty one Ulema passed a demand draft, called Twenty Two Points of Ulema. This drafted demanded preparation of constitution according to Objectives Resolution. It also demanded changes in the law according to Shariah.In 1977, the government of Zulfiqar Ali Bhutto outlawed alcohol and drugs and changed the weekend from Sunday to Friday, but no substantive Islamic reform program was implemented prior to General Zia-ul-Haq's Islamization program. Starting in February 1979, new penal measures based on Islamic principles of justice went into effect. These carried considerably greater implications for women than for men. A welfare and taxation system based on Zakat and a profit-and-loss banking system were also established in accordance with Islamic prohibitions against usury but were inadequate. edit] Muslim sects in Pakistan Further information: Sectarian violence in Pakistan  and  Shi'a Islam in Pakistan Data Durbar in Lahore, Pakistan is the tomb of A li Hajweri, eleventh century Sufi. People come each year to pay their respects, to say prayers and worship. The large complex also includes Jamia Hajweri, or Hajweri Mosque. According to the CIA World Factbook and Oxford Centre for Islamic Studies, 95-97% of the total population of Pakistan is Muslim. [3] The majority of the Pakistani Muslims are Sunnis, while Shias are estimated 10-20%. 8] [4] [3] [5] [2] The Muslims belong to different schools which are called Madhahib (singular: Madhhab) i. e. , schools of jurisprudence (also ‘Maktab-e-Fikr' (School of Thought) in Urdu). The Hanafi school of Sunnis includes the Barelvi and Deobandi schools. Although the vast majority of Pakistani Shi'a Muslims belong to Ithna ‘ashariyah school, there are significant minorities: Nizari Ismailis (Agha Khanis) and the smaller Mustaali Dawoodi Bohra and Sulaimani Bohra branches. The Salafi sect is represented by the Ahle Hadith movement in Pakistan.Many people on the Makran coast of Baloc histan follow the Zikri sect of Islam. The two subsects of Sunni Hanafi school, Barelvis and Deobandis, have their own Masjids. The Shi'a Ithna ‘ashariyah school has its own Masjids commonly termed as Hussainias (Imambargahs). Mustaali Dawoodi Bohra and Sulaimani Bohra also have their own Masjids, while the Nizari Ismailis pray in Jama'at Khanas. The Ahmadiyya community, a minority group is also present. Ahmadis have been declared non-Muslims by the Government of Pakistan.In 1974, the government of Pakistan amended Constitution of Pakistan to define a Muslim â€Å"as a person who believes in finality of Prophet Muhammad†. [9] For this reason, Ahmadis are persecuted on behalf of their beliefs. Ahmadis believe in Muhammad as the best and the last law bearing prophet and Mirza Ghulam Ahmad as the Christ of Muslims who was prophesied to come in the latter days and unite the Muslims. Consequently they were declared non-Muslims by a tribunal, the records of which have not bee n released to date.According to the last Pakistan census, Ahmadis made up 0. 25% of the population. However the website adherents. com[10] proposes that the Ahmadiyya Muslim community made up 1. 42% of the population; which is likely to be a less biased source. The Economist puts the figure of Ahmadiyya adherents to 4 million. The Ahmadis claim their community is even larger. Sufism has a strong tradition in Pakistan. The Muslim Sufi missionaries played a pivotal role in converting the millions of native people to Islam.As in other areas where Sufis introduced it, Islam to some extent syncretized with pre-Islamic influences, resulting in a religion with some traditions distinct from those of the Arab world. The Naqshbandiya, Qadiriya, Chishtiya and Suhrawardiyya silsas have a a large following in Pakistan. Sufis whose shrines receive much national attention are Data Ganj Baksh (Ali Hajweri) in Lahore (ca. 11th century), Baha-ud-din Zakariya in Multan and Shahbaz Qalander in Sehwan ( ca. 12th century) and Shah Abdul Latif Bhitai in Bhit, Sindh and Rehman Baba in Khyber Pakhtunkhwa Province. edit] Laws and customs There is no law in Pakistan enforcing hijab and wearing of Hijab by Pakistani women is fairly uncommon. However, the practice of wearing Hijab among younger women in urban centers is slowly growing due to media influence from the Middle East and Persian Gulf countries. The episodes of sectarian violence have significantly decreased in frequency over the years due to the conflictual engagement of the Islamic militant organizations with the state's armed forces and intelligence agencies. [edit] Media and pilgrimagesMedia and pilgrimages has influenced Pakistani Muslims to learn more about Islam as a result the local heterodox beliefs and practices are being replaced with orthodox beliefs from Quran and Sunnah. The inexpensive travel, simpler visa rules and direct air travel to Saudi Arabia has resulted in large number Pakistani Muslims going to Medina and Mecca for Haj and Umrah. This has helped to increase Pan-Islamic identity of Pakistani Muslims. The Muslim print media has always existed in Pakistan which included newspapers, books and magazines.The Muslim satellite channels are widely available and are watched by Pakistani population. [edit] Islamic education The Study of Islam as a subject is compulsory for all Muslim students up to Matriculation or O'levels in all schools in Pakistan. Islamic education to the masses is also propagated mainly by Islamic schools and literature. Islamic schools (or Madrassas) mostly cater to the youth from impoverished social backgrounds and those learning to be Islamic clerics. More casual and even research oriented material is available in the form of books.While the most prominent of these schools are being monitored, the latter are being ‘moderated' by both the government and some of the scholars, thereby also removing in the process the various material present in it that is used by An ti-Islam/Anti-Sunni writers. Oldest and universally accepted titles such as the Sahih Bukhari have been revised into ‘summarised' editions and some of the old, complete titles, translated to Urdu, the national language, are not available for purchase now. These changes are also a herald to new outbreaks of religious controversy in the region.

Reduce crime rate Essay Example | Topics and Well Written Essays - 1000 words

Reduce crime rate - Essay Example The crime rate has been increasing in the societies for many years, and it has come to pose considerable threat for people in the recent years. The governments have faced a numerous difficulties in controlling crimes and criminals who commit them. Because of this, the need to find a solution for these crimes has become more important than ever. Led by this need, the entire world has been considering methods and possible solutions in order to decrease crime rates, to restrain criminals and murderers, and implement preventive measures for potential violations of laws. Many efficient procedures were developed and implemented in reducing crime rates. Most of these procedures were ethical, and the other solutions foresaw physical punishment. Crime rate can be, first of all, reduced with help of gun control, mandatory sentencing, and increase in numbers of police workers, – these are all constituents of the efficient crime control policy. The first step on the way to minimization of crime rates in society – and a very effective one - is elaborate and well-developed gun control legislation. This is especially important as uncontrolled gun possession might lead to grave consequences: guns might be used to kill other individuals for various reasons and purposes. People could commit murders in the fit of anger or for their personal benefit. In addition, the guns are used by the individuals in order to make the personal benefits such as having money or stealing a car. Very often, people with bad social background use guns to threat other individuals and extort money from them. If a victim has no gun or other weapon in his or her possession, it will be impossible to protect him/herself and defend his/her rights. Authorities should implement compulsory and thorough inspections for people who want to buy weapon. According to Kelling and Corbett (2003), effective law enforcement

Performance enhancing drugs in sports (which ones athletes use and the Research Paper

Performance enhancing drugs in sports (which ones athletes use and the benefits and possible side effects of using them) - Research Paper Example Some of them accept athletes as roll models in their life. This is a competitive world and the competition is spread in almost all sectors. By all means, sport is an important part of the competence. For surviving and winning in the competence at the sports field athletes want to maintain and boost their performance more and more. For this reason they always seek the methods for enhancing their performance in competitions and consider drug as the suitable stimuli for achieving their aims. Athletes prefer different types of performance enhancing drugs like anabolic steroids. There are certain reasons behind the use of drugs by athletes. In the book, Drugs in sports, David R. Mottram reveals many important factors related to the use of drugs in sports. In this book he denominates four reasons for the use of drugs in sports. They are listed below. Performance maintenance: - As part of the treatments which occurs at the time of their practicing or some other situation they forced to take treatments. At this time the medicines they took for the sports injuries many include drugs. From the above mentioned four points it is clear that athletes use drugs for improving their performance. Some of the important factors regarding the performance enhancing drugs in sports are discussed below. Almost all kinds of drugs preferred by the athletes contain substances which help the improvement of their athletic performance. It is not a new phenomenon; in the historical period itself athletes prefer drugs for their performance enrichment. It is not limited to one or two types. The most commonly preferred drug types are steroids and amphetamines and health supplements. First two types come under controlled substances, that is its production and distribution are controlled by the legal authority. One of the major reasons for this strict controlling is its high possibility of abuse especially by the athletes and trainers. Health supplements are

OUT OF THE LOOP IN SILICON VALLEY Essay Example | Topics and Well Written Essays - 250 words

OUT OF THE LOOP IN SILICON VALLEY - Essay Example So many start-up tech companies are set up in the region annually, but nearly all of them are led by men. Those exceptional ones that are founded by women face difficulties in getting funding for projects. So, despite being progressive in many respects, there is yet no complete acceptance of women in top managerial roles. Another issue raised by the article is the stereotyping of women’s possible career paths right from high-school. It is partly true that many girls do not have a natural inclination toward subjects such as math and science. But even those who show interests in these subjects are either discouraged, denied opportunity or under-funded in fulfilling their aspirations. A third key issue raised by Ms. Claire Miller is the practical difficulties faced by women entrepreneurs, especially young women who wanted to raise families. Such issues discussed in Out of the Loop are highly relevant to contemporary American society and are analyzed in detail by Jessica Valenti i n her popular recent book Full Frontal Feminism. In an attempt to bring awareness about Feminism to the younger generation of women, Valenti uses easy language and accessible real-life examples to illustrate her points.

W4a2-modernism Assignment Example | Topics and Well Written Essays - 1000 words

W4a2-modernism - Assignment Example dings constructed during the modernism period were designed to accommodate modern architectural elements including little ornamentation, factory made parts, man-made materials such as metal and concrete. Mies believed that for one to be successfully fulfilled, he or she should co-exist with the culture if his or her time. Emphasis was also put on the purpose of the building being built. Mies designed a simple house that served as a weekend retreat and also intended to create a space whereby life would unfold freely and interdependently with the nature. Mies acted as both the architect and the general contractor (Mies van der Rohe Society). Philip Johnson designed the Glass house in 1949 as a residential house. He was the owner of the building that he built on a dairy farm land he bought in Connecticut. The Glass house is similar to Mies Farnsworth house with only a few differences. He was inspired byMies design of the Farnsworth. Johnson designed the building taking maximum economization and transparency into consideration. The design of the building also employed the modern architectural elements including little ornamentation, factory made parts, man-made materials such as metal and concrete just as Mies design of the Farnsworth. The building has with two parallel planes suspended between the earth and the sky by eight w-shaped steel columns. The design seems simple, but it incorporates a thorough attention to detail. Since, in the design, the floor and the roof of the building were suspended, strong steel structures and high grade concrete were necessary for its construction. Precast concrete slabs formed the roof and the floor and steel frame construction supported the uninterrupted floor and roof planes. The steel frames were accurately welded to minimize their visibility.In the interior, Mies incorporated a continuous curtain rack that allowed for the occupants defined privacy. Mies used an extensive clear glass than span from the floor to the ceiling to

The Foundation of Orthodoxy and the Canon Research Paper - 1

The Foundation of Orthodoxy and the Canon - Research Paper Example Bauer, one of the most remarkable scholars of early Christianity, refutes the view that Jewish tendency in the formation of Christian canon was limited to the activities of Ebionites. He turns attention to the Syrian Jewish communities and the writings like Kerigmata Petrou and Didascalia that interpret Jesus as a â€Å"true prophet† and rely on the Peter’s Gospel while dismissing Paul’s views2. Jewish writings in general tended to favor Matthew and disregard Paul, as Paul was one of the most active proponents on the independence of Christian doctrine from the Old Testament code of conduct (the diet, circumcision, and a holiday once a week prescribed by it)3. Matthew’s Gospel openly demands the acceptance of Jewish Law; that is why it was largely supported by different early Jewish Christian movements4. The most influential of the latter were Ebionites (one of the possible etymological explanations of this name is its connection with the ideal of humble, p oor living), the supporters of the â€Å"adoptionist† doctrine: to them, Jesus was a human being â€Å"adopted† by God, an ideal sacrifice after which other sacrificial rituals were not needed any more5. From this followed that Ebionites excluded the first chapters of Gospels that told the story of Christ’s birth to Virgin and that they did not consume meat6. Their doctrine in oral form was based on Matthew’s Gospel in Aramaic; later, the Gospel of Ebionites in Greek appeared for the generation unfamiliar with Aramaic7. The first attempt of the canonization of writing about Christ was actually made by a heretic who opposed the Jewish doctrine, the one named Marcion. His rationale was to challenge the view of God in the Old Testament and to comment the New Testament as the rejection of the older doctrine, â€Å"a Gospel of Love to the exclusion of Law†8. Like many Orthodox theologians of the time, he accepted the Gospel according to Luke and the epi stles by Paul with slight changes and modifications by Marcion himself; some of his changes remained in the later Pauline and Lukan texts9. The first time Marcion declared his ideas was 144 CE, on the Christian Congregation in Rome10. Marcion rejected the entire Old Testament and the epistles of all apostles but Paul; he saw Jesus Christ as the son of Supreme God of love and grace, not punishment and justice, and claimed that this son only looked like a human being, so that the first chapters of Luke were viewed as misleading about His coming to the human world (not embodiment)11. He also deleted some parts of the text of the Gospel and epistles (like Gal.iii. i6 – iv.6 and 2 Thess. i. 6-8) on the ground that they supported the older Jewish tradition of Law12. Marcion produced his own polemic text and, as some of the Christian historians have proved, the introductory paragraphs to some of the epistles in Vulgata13. Marcion’s vision was very attractive because of the em phasis on mercy; it was very popular among Gentiles who were not native Jews14. Ehrman speculates about the possible prospects of Christianity influenced by either Marcionism

Unit 5 Min Coursework Example | Topics and Well Written Essays - 250 words

Unit 5 Min - Coursework Example Besides, this may raise the initial budget of entertainment from $50 to $100. For instance, if the project manager intended to hire an excellent decorator with a tight schedule, he or she may settle for alternative personnel who may not produce the much needed outfit decoration as earlier planned. However, in a situation when the program schedule is crashed, one may miss out on the essential items during the planning because time would not allow extensive coverage of everyone’s needs for entertainment. Lengthy planning gives the manager in charge of the project enough time to bargain and find cheap yet quality equipments for the party. This has a direct impact on the amount spent to see the event to fruition without incurring unnecessary costs. Attendance for the party is very important. When the birthday party is rushed through a crashed program, it has a general impact on the number of people invited who may finally attend. People have busy schedule, they require enough time to plan other activities to create time to attend the party. Crashed schedule may mean reduced attendance to the birthday party. Besides, one would have no alternative than to purchase readily available equipments like tents for the party, which may cost more than $100. This makes the party expensive and unrealistic. The rushing of the project will have a severe impact on the cost, selection of appropriate equipments for the party, and the number of invited guests who may attend the party. When the attendance is not guaranteed on the material day, losses will be incurred because food items and other drinks incurred will go into waste. Besides, a larger tent may have been procured yet fewer number of the invited guests may attend the event. This makes the party expensive to the

International law Research Paper Example | Topics and Well Written Essays - 2000 words

International law - Research Paper Example However, the term genocide was not formed until 1944. Literature has evidenced that genocide is any act committed with the intention to destroy completely or in partiality, a racial, an ethnic, a religious, or a national group. The recorded genocides include 1904 in Namibia, 1915 in Armenia, 1932 in Ukraine, the 1944 Holocaust, 1975 in Cambodia, 1982 in Guatemala, 1994 Rwandese genocide, and the 1995 Bosnian genocide. This resulted in the signing of an international treaty to form the International Criminal Court that has the mandate to prosecute crimes of genocide. Under the international law, genocide is considered as a crime. In this perspective, the paper will discuss the genocide with reference to international law. The effort to define genocide dates back to 18th century. According to Scott, various conventions tried to give formal statement of war crimes as well as laws of war. The Geneva Conventions were a series of international treaties concluded in Geneva between 1864 and 1949 with an aim of restructuring the impact of war on civilians, prisoners, and soldiers. In 1864, the international negotiations resulted in the Convention for the Amelioration of the Wounded in time of War. It stipulated that: immunity from capture as well as destruction of all establishments from the treatment of wounded soldiers, unbiased treatment and reception of all combatants, and protection of civilians giving aid to the wounded, in addition to recognizing the Red Cross symbol as a means establishing people and equipment covered by the agreement. In 1864 the convention was ratified by all major European powers. It was amended and extended by the second Geneva Convention in 1906. The provisions were applied to t he maritime conflict via the Hague conventions of 1899 to 1907. They are the first multilateral treaties to address warfare conducts based on the Lieber Code. The codified law stipulated regulations, for example, in protection of civilians and

Libby-Broadway Drive-In, Inc. v. McDonalds System, Inc Case Study

Libby-Broadway Drive-In, Inc. v. McDonalds System, Inc - Case Study Example Libby sued McDonald's, alleging a breach of the franchise agreement. In this case, the agreement is unenforceable because it was not made in the form required by the Statute of Fraud which is applicable law in this case. Said law provides that "agreement which cannot be performed within a period of one year should be in writing and signed by the party to be charged of the its performance" in order to be enforceable. The substance of the case, as quoted from this case is that "if the plaintiffs would give up their options and would sell the other restaurant, McDonald's would provide them with two franchises of comparable size, location, and profit". The performance of the act required to be done by the plaintiff cannot be performed in one year, thus, the performance of the obligation of McDonald's cannot also be performed within one year because the performance of the latter's obligation depends on the performance of the act required from the plaintiff. Therefore, the said agreement should have been reduced into writing as required by the Statute of L aw. Secondly, a contract of lease is also required in the agreement on the property where the franchise is to be established.

Nuclear Energy Essay Example for Free

Nuclear Energy Essay There are many advantages and disadvantages of using nuclear power. Nuclear power is said to prevent power outages that happen in areas without nuclear power. For an example, if we were using hydroelectricity and the dam suddenly malfunctions, then we won’t have electricity until someone fixes the dam, and that would be difficult if it happened in the middle of the night. However, on the other hand, nuclear power is also considered toxic and it pollutes the Earth with harmful and deadly waste. Here are a few reasons why we should and should not use nuclear power. One of the reasons why we should use nuclear power is that it doesn’t pollute like coal and other fossil fuels. Scientists have said that using nuclear power is used to power electricity in most homes. They have also been saying that nuclear power tend to work better than using fossil fuels, gas power, and hydroelectric power. Since scientists are saying it works better, than we can use more nuclear power than using fossil fuels, gas power, and hydroelectric power. Another reason why we should use nuclear power is that scientists have said that it is possible to generate a high amount of electrical energy in one single nuclear power plant unlike coal, gas, hydroelectric power plants since they need a few to power electricity. This is important because it costs more to build a nuclear power plant than to build a coal, gas, or hydroelectric power plant. That way, we can save money by building one nuclear power plant instead of a few coal, gas, or hydro electric power plants. One more reason why we should use nuclear power is that scientists have been saying that the affect of global warming because of nuclear has been relatively little compared to coal, gas, and hydroelectric power. If we keep using nuclear power for electricity and other good uses, then there would be less global warming, but if we start to use more and more fossil fuels, then global warming will keep increasing in the future, so to prevent this, we can use nuclear energy. One of the reasons why we should not use nuclear power is that nuclear power is that nuclear energy releases radiation such as alpha, beta, and gamma radiation. Alpha particles can cause skin injuries similar to severe burns, beta particles can travel into the body and damage cells, and finally, gamma rays can deliver intense energy to the cells and cause severe damage. Radiation  from nuclear energy can wipe out the human generation, since mutation usually occurs when a person is affected by radiation. In order to prevent this from happening, we shouldn’t take chances and use nuclear energy. Another reason why we shouldn’t use nuclear power is because it takes many years for it to decay. Unlike coal, gas, and hydroelectric power, once you use it, it is not done. After a point where it has no more nuclear power, there are still radioactive waves in it that will still damage your cells. After the half-life of the radioactive element occurs, which could take a long time , only half of it has decayed. Nuclear energy can help, but later on we would have to dispose the nuclear waste to decay in a remote location. If we need remote locations to dispose nuclear waste, then one day we would run out of those areas, and possibly half of the world will be not be accessible to humans due to nuclear waste occupying the areas. One more reason why we shouldn’t use nuclear power is that one of the types of nuclear energy, nuclear fission produces high amounts of nuclear waste. Scientists have been saying that if we use nuclear energy, then we should be disposed off at a safe place since they are extremely hazardous and can leak radiation if not stored properly. If the wastes somehow get into the freshwater and saltwater systems, then all the sea animals will get affected, and we won’t be able to drink the water from the freshwater. Another type of nuclear energy, nuclear fusion doesn’t produce any nuclear waste unlike nuclear fission, but it is really hard to make, so since it is hard to make, it won’t be helpful for everyday electricity. In conclusion, there are many advantages and disadvantages against nuclear energy, but I think that as long as we keep the nuclear power plant is in a remote location where no one can go and get affected, we can use nuclear energy. When the nucle ar waste is produced, then we can dispose it off at a safe place since it’s extremely hazardous and can leak radiation if not stored properly. If we are going to use nuclear energy, then we should handle it carefully even if it is for electricity because if it is misused, then people who are affected by the radiation from the energy will have mutations or possibly even die.

Importance of Communication in Nursing

Importance of Communication in Nursing INTRODUCTION Communication is a process and has many aspects to it. Communication is a dynamic process by which information is shared between individuals (Sheldon 2005). This process requires three components (Linear model), the sender, the receiver and the message (Alder 2003). Communication would not be possible if any of these components are absent. While peate (2006) has suggested that communication is done every day through a linear process, Spouse (2008) argues that it is not so simple and does not follow such a linear process. He explains that due to messages being sent at the same time through verbal and non- verbal avenues, it is expected the receiver is able to understand the way this is communicated. Effective communication needs knowledge of good verbal and non-verbal communication techniques and the possible barriers that may affect good communication. The Nursing and Midwifery council (2008) states that a nurse has effective communication skills before they can register as it are seen as an essential part of a nurses delivery of care. (WAG 2003) Reflecting on communication in practice will also enforce the theory behind communication and allow a nurse to look at bad and good communication in different situations. This will then enforce the use of good communication techniques in a variety of situations allowing for a more interpersonal and therapeutic nurse patient relationship. This assignment discusses health care communication and why it is important in nursing by: Exploring verbal and non-verbal communication and possible barriers By exploring the fundamentals of care set out by the Welsh assembly and the nurse and midwifery councils code of conduct a better understanding of the importance of communication is gained. Reflecting in practice using a scenario from my community posting. VERBAL COMMUNICATION Verbal communication comes in the form of spoken language; it can be formal or informal in its delivery. Verbal Language is one of the primary ways in which we communicate and is a good way to gather information through a question (an integral part of communication) and answer process (Berry 2007; Hawkins and Power 1999). Therefore verbal communication in nursing should be seen as a primary process and a powerful tool in the assessment of a patient. There are two main types of questioning, open-ended questions or closed questions. Open-ended questions tend to warrant more than a one word response and generally start with what, who, where, when, why and how. It invites the patient to talk more around their condition and how they may be feeling and provoke a more detailed assessment to be obtained (Stevenson 2004). The use open-ended questions make the patient feel they have the attention of the nurse and they are being listened too (Grover 2005). It allows for a psychological focus to be given, this feeling of interest in all aspects of the patients care allows for a therapeutic relationship to develop (Dougherty 2008). Closed questions looks for very specific information about the patient (Dougherty 2008). They are very good at ascertaining factual information in a short space of time (Baillie 2005). There are two types of closed questions: the focused and the multiple choice questions. Focused questions tend to acquire information about a particular clinical situation (e.g. asking a patient who is been prescribed Ibuprofen, are you asthmatic?) whereas multiple choice questions tend to be more based on the nurses understanding of the condition being assessed. It can be used as a tool to help the patient describe for example the pain they feel e.g. is the pain dull, sharp, throbbing etc (Stevenson 2004). For verbal communication to be effective, good listening skills is essential. Difficulty in sharing information, concerns or feelings could arise if the person you are communicating with thinks you are not being attentive and interested in what they are saying (Andrews 2001). Good active listening can lead to a better understanding of the patients most recent health issues (Sheldon 2005). Poor listening could be as a result of message overload, physical noise, poor effort and psychological noise. Therefore being prepared to listen and putting the effort and time are essential in a nurses role (Grover 2005). NON-VERBAL COMMUNICATION This type of communication does not involve spoken language and can sometimes be more effective than words that are spoken. About 60 65 per cent of communication between people is through non verbal behaviours and that these behaviours can give clues to feelings and emotions the patient may be experiencing (Foley 2010, p. 38). Non-verbal communication functions as a replacement for speech; to re affirm verbal communication; to control the flow of communication; to convey emotions; to help define relationships and also a way of giving feedback. The integration between verbal language and paralanguage (vocal), can affect communication received (Spouse 2008) Berry (2007) highlights the depth of verbal language due to the use of paralinguistic language. The way we ask a question, the tone, and pitch, volume and speed all have an integral part to play in non verbal communication. In his opinion, personality is shown in the way that paralanguage is used as well as adding depth of meaning in the presentation of the message been communicated. Foley (2010) identifies studies where language has no real prevalence in getting across emotional feelings, in the majority of cases the person understands the emotion even if they dont understand what is being said. Paralanguage therefore is an important tool in identifying the emotional state of a patient. Non-verbal actions (kinesis) can communicate messages, such as body language, touch, gestures, facial expressions and eye contact. By using the universal facial expressions of emotion, our face can show many emotions without verbally saying how we feel (Foley 2010) refer to Appendix 2. For example, we raise our eye brows when surprised, or open our eyes wider when shocked. First impressions are vital for effective interaction; by remembering to smile with your eyes as well as your mouth can communicate an approachable person who is open. This can help to reassure a patient who is showing signs of anxiety (Mason 2010). BARRIERS TO COMMUNICATION The understanding of the barriers to communication is also very important for effective communication and taken into consideration could result in a failure in communication. The Welsh Assemblys fundamentals of care (2003) showed that many of the problems associated with health and social care was due to failures in communication. These barriers may be the messenger portraying a judgmental or power attitude. Dickson (1999) suggested that social class can be a barrier to communication by distorting the message being given and received as would be the case if the patients feel they occupy an inferior status thus making communication difficult and awkward. Environmental barriers such as a busy ward and a stressed nurse could influence effective communication. This can greatly reduce the level of empathy and communication given as suggested by Endacott (2009). People with learning disabilities come up against barriers in communicating their needs, due to their inability to communicate verbally, or unable to understand complex new information. This leads to a breakdown in communication and their health care needs being met (Turnbull 2010). Timby (2005) stresses that when effectively communicating with patients the law as well as the NMC (2008) guidelines for consent and confidentiality must be adhered to. This also takes into account handing over to other professionals. He suggests that a patients rights to autonomy should be upheld and respected without any influence or intimidation, regardless of age, religion, gender or race. The use of communication in practice is essential and reflecting on past experience helps for a better understanding of communication, good and bad. REFLECTION Reflecting on my experience while on placement in a G.P with a practice nurse in south Wales Valleys, has helped me understand and gain practical knowledge in communicating effectively in nursing practice. The duration was for one week and includes appointments in several clinics to do with C.O.P.D and diabetes. I will be reflecting upon one of such appointments using the Gibbss reflective cycle (1988). Description Due to confidentiality (NMC, 2008) the patient will be referred to as Mrs A.E. The Nurse called Mrs A.E to come to the appointment room. I could see she was anxious through her body language (palm trembling and sweaty, fidgety, calm and rapid speech). The nurse asked her to sit down. The nurse gained consent for me to sit in on her review (NMC, 2008). The review started with a basic questionnaire the nurse had pre generated on the computer. It was a fairly closed questionnaire around her breathing including how it was, when it was laboured. Questions were also asked around her medication and how she was taking her pumps. Reflecting on these questions, I feel that the way the questions did not leave much opportunity for Mrs A.E to say anything else apart from the answer to that question and the nurse controlled the communication flow. The Nurse did not have much eye contact with the patient and was facing the computer rather than her patient. I wondered if the nurse had notice the anxious non-verbal communication signs. The patient seemed almost on the verge of tears, I wasnt sure if this was anxiety or distress from being unwell, barrier of social class or if the lady was unhappy about something else. I felt quite sorry for her as all her body language communicated to me that she was not happy. She had her arms crossed across her body (an indication of timidity) and she did not smile, she also looked very tense and uncomfortable. The Nurse went on with the general assessment and did the lung test and I took the blood pressure and pulse, gaining consent first as required by the NMC. Once all the questions had been answered on the computer the Nurse turned to face Mrs A.E and I noticed she had eye contact with her and had her body slightly tilted toward the patient (non verbal communication). The Nurse gave her information on why her asthma may be a bit worse at the moment and gave her clear and appropriate information on how she can make herself more comfortable. The Nurse gave her lots of guidance on the use of her three different pumps, and got her to repeat back to her the instructions she had given to make sure she understood. I could feel the patient getting more at easy as the communication progressed and also on the confirmation that she understood the instruction. The Nurse knew this patient well and then set the rest of the time talking to the patient about any other concerns she had and how she was f eeling in herself, using a more open question technique. The nurse used her active listening skills and allowed the patient to talk about her problems and gave her empathy at her situation as well and some solutions to think about. She gave the patient information of a support group that helped build up confidence in people with chronic conditions and helped them deal with the emotional side of their condition. Feelings After the patient had gone, my mentor explained that the patient was a known regular patient to the clinic, that she had many anxiety issues which werent helped by her chronic asthma. Through-out the beginning of the review I felt very awkward. I thought because I was sitting in on the review may have been the reason the lady had not said why she seemed so anxious and upset. I also felt the nurse was not reacting to the sign of anxiety from Mrs A.E and this made me feel uncomfortable. I felt like I wanted to ask her if she was ok, but felt that I couldnt interrupt the review. However by the end of the review I felt a lot better about how it had gone. I did feel that by building up a relationship with the patients allowed the nurse to understand the communication needs of the patient and also allowed her to use the time she had effectively. She used empathy in her approach to the lady and actively listened to her. I understand that the start of the review was about getting the facts of the condition using a lot of closed questions, whereas the later part of the review was a more open questions and non verbal communication approach, allowing the patient to speak abo ut any concerns and feelings about those questions asked earlier. Evaluation Effectively using closed questions allow for a lot of information to be gathered in a short space of time, and can be specific to the patients review needs. These pre-generated questionnaires are good at acquiring the information needed by the G.P. and also for good record keeping which are essential in the continuity of care delivered to the patient. It can also protect the nurse from any litigation issues. The use of open and closed questions also allowed for the review to explore the thoughts and feelings of the patient, thus allowing for empathy from the nurse and is considered a vital part of the counselling relationship (Chowdhry, 2010 pg. 22). However the use of the computer screen facing away from the patient, did not allow for good non-verbal communication skills to be used. The lack of eye contact from the nurse may have exacerbated the anxiety felt by the patient. Hayward (1975, p. 50) in a summary of research into anxiety noted uncertainty about illness or future problems was linked to anxiety and therefore linked to pain. Nazarko (2009) points out, it is imperative that a person has the full attention of the nurse when they are communicating. He states that being aware of ones own non-verbal behaviours, such as posture and eye contact can have an effect on how communication is received by the patient. As evident in the reflection, the patient at the beginning of the review was anxious, upset and worried. By the end of the review her body language had significantly changed. The patient looked and felt a lot better in herself and had a better understanding of how her condition was affecting her and understood how to manage it. Whereas, bad communication would have caused more stress and aggression (Nursing standard 34 (30) 2010). This also links back to the need to understand medical conditions so that communication is channelled to the patients needs at the time. The fundamentals of care set out by the Welsh Assembly Government (2003), states that communication is of upmost importance in the effectiveness of care given by nurses. By looking at all the fundamentals of communication and the effect on patient care we can understand and recognise that the communication in this reflection was a good communication in practice. Analysis The closed questions were used at the beginning of the review, had their advantages. They allowed the nurse to focus the on the specific clinical facts needed to be recorded. The start of the review used mainly closed questions to get all the clinical facts needed to be recorded, such as Personal information, Spirometry results, blood pressure, drug management of COPD (Robinson, 2010). The structured approach allows the nurse to evaluate using measurable outcomes and thus interventions adjusted accordingly (Dougherty, 2008). The closed question approach allows the consultation to be shortened if time is an issue. However the disadvantage of this as identified by Berry (2007) is that important information may be missed. The use of closed questions on a computer screen hindered the use of non-verbal communication. Not allowing for eye contact, which is an important aspect of effective communication. The use of open questions in the review allowed the patient to express how they were feeling about their condition or any other worries. The nurse used active listening skills, communicated in her non-verbal behaviour. It gave the opportunity to the patient to ask for advice on any worries they might have. The use of open questions can provoke a long and sometimes not totally relevant response (Baillie, 2005), using up valuable time. The use of Egan (1990, p. 46) acronym SOLER allowed the nurse to focus on the skill of actively listening. Eye contact is another important part of communication in the reflective scenario. The eye contact at the start of the review was limited. The nurse made slight eye contact when asking the closed questions, but made none when given the answer. This may have contributed to the patients anxious state. However, the eye contact given during the open questions section. At this stage, there were several eye contacts between the nurse and patient and information was given and understood. The value of eye contact in communication is invaluable and has great effect at reducing symptoms of anxiety (Dougherty 2008). Reflection conclusion The use of communication in this COPD review was very structured. The use of closed questions helped to structure the consultation and acquire lots of information from the patient. The open questions allowed for the patient to express any feeling or concerns. The nurse used verbal and non-verbal communication methods, to obtain information about the patient; assess any needs and communicate back to the patient, within the time period. However in my opinion, if the computer screen was moved closer to the patient during the closed question section, better interaction could have been established from the beginning. It would also allow the nurse to look at the patient when asking the questions leading to a more therapeutic relationship, whilst still obtaining and recording a large amount of information. Therefore, the use of effective communication skills as seen in this review along with a person centred approach can significantly increase better treatment and care given to the patient (Spouse, 2008) and thus signifies good communication in practice. Action Plan The goal of the plan is to increasing patient participation in the use of the computer as an interactive tool. By allowing the patient to see what is on the screen and being written, allows the patient to feel more involved in the assessment and takes away any feeling of inferiority from social class difference. In attempt to achieving these goals, the following steps would be taken: Set up a team to investigate the issue which could involve nursing staffs or other hospital staffs. Drawing up a feedback questionnaire, to investigate how patients feel about the closed questions on the computer, including a section on how they would feel if they were allowed to look at the screen. Collation, analysis and review of the results of the feedback Identify barriers to the implementation of the plan (e.g. willingness of nurses to this change). Inform the NMC on the issues and the findings from the feedback questionnaire. Implementation of the plan. Set up a monitoring and evaluation team to see if the plan is being implemented appropriately. CONCLUSION This assignment has looked at communication and its importance in nursing practice. Communication is thus an iterative process involving the interaction between one or more persons using verbal and non-verbal methods. Understanding the barriers to communication contributes significantly to how effective a nurse communicates in practice. The use of questioning in nursing has been a valuable tool in assessing a patient and obtaining information. However the way this is done can have an effect on the development of empathy, trust, genuineness and respect, between the nurse and the patient. It is imperative for nurses to however reflect on their communication in practice to further improve the therapeutic relationship between them and the patient as has been identified as essential in the delivery of care (WAG 2003). REFERENCES Alder, RB. Rodman, G. 2003. Understanding human communication (8th edition). USA: Oxford university press Andrews C, Smith J (2001) Medical Nursing (11th edition) London: Harcourt Publishers limited Berry, D. 2007. Basic forms of communication. Cited in. Payne, S. Horn, S. ed. Health communication theory and practice. England: Open university press. Chowdhry, S. 2010. Exploring the concept of empathy in nursing: can lead to abuse of patient trust. Nursing times 160 (42) pg 22-25 Dickson, D. 1999. Barriers to communication. Cited In: Long, A. ed. Interaction for practice in community nursing. England: Macmillian press LTD, pp. 84-132 Dougherty, L. Lister,S. ed. 2008. The royal marsden hospital manual of clinical nursing procedures. Student edition. 7th edition. Italy: Wiley-Blackwell Egan, G. 1990. The skilled helper: A systematic approach to effective helping. (4th edition). California: Brooks /Cole Ekman, p. Friesen, WV. 1975. Unmasking the face. Englewood cliffs, NJ: prentice-hall INC Endacott R, Jevon P, Cooper S (2009) Clinical Nursing Skills Core and Advanced. Oxford : Oxford University Press. Foley, GN. 2010. Non-verbal communication in psychotherapy. Psychiatry (Edgemont) 7 (6) pg. 38-44 Gibbs, G. 1988. Learning by doing: a guide to teaching and learning methods. Oxford: Oxford futher education unit. Grover, SM. 2005. Shaping effective communication skills and therapeutic relationship at work. Aaohn journal 53 (4) pg. 177-182 Hawkins, K. Power, C. 1999. Gender differences in questions asked during small decision-making group discussions, small group research.(30) pg.235-256 Hayward, J. 1975. Information A prescription against pain. London: Royal college of nursing. Pg. 50 Marie- Claire Mason (2010) Effective interaction: Nursing Standard 24 (31) pp 25. Nazarko, L. 2009. Advanced communication skills. British journal of healthcare assistants. 3 (09) pg 449-452 Nursing and Midwifery Council (NMC) (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London. NMC Peate, I. 2006. Becoming a nursein the 21st century. England: Wiley and Son Robinson, T. 2010. Empowering people to self-manage COPD with management plans and hand held records. Nursing times. 106 (38) pg. 12-14 Sale, J. Neal, NM. 2005. The nurses approach: self-awareness and communication. Cited in Ballie, L. ed. Developing practical nursing skills (2nd edition). London: Oxford university press. Pg. 33-57 Sheldon, L. 2005. Communication for nurses: Talking with patients. London: Jones and Bartlett publishers. Spouse, J. Cook, M. Cox, C. 2008. Common foundation studies in nursing (4th edition). London: Churchill livingstone. Stevenson C, Grieves M, Stein Parbury J 2004 Patient and Person: Empowering Interpersonal relationships in Nursing London. Elsevier Limited. Timby BK (2005) Fundemental Nursing Skills and Concepts Philadelphia. Lippincott Williams and Wilkins Turnbull J, Chapman S (2010) Supporting Choice in Health Care for People with Learning Disabilities. Nursing Standard 24 (22) pg 50 55 Welsh Assembly Government (2003) Fundamentals of Care Guidance for Health and Social Care Staff Cardiff: WAG Importance of Communication in Nursing Importance of Communication in Nursing Communication in nursing Introduction Communication in nursing is vital to quality and safe nursing care (Judd, 2013). There is evidence that continues to show that breakdowns in communication can be responsible for many medication errors, unnecessary health care costs and inadequate care to the patient (Judd, 2013). Several reports exist from the Institute of Medicine that stress the importance of good communication and its link to providing safe and reliable care (Judd, 2013). (Smith Pressman, 2010). However, even nurses with the best communication skills can be challenged by difficult situations such as life threatening threatening illness or injury, complicated family relationships, and mental health issues, to symptoms such as unrelieved pain and nausea. How a nurse may respond during these situations depends on many factors. Each nurse brings their own history, culture, experience, and personality to a situation. Communication in the workplace can either be horizontal among workers at the same hierarchical level, vertical among workers in different hierarchical levels or diagonal amongst different workers in different hierarchical levels. All these kinds of communication are crucial in the work environment because work needs to be done and goals need to be met. A communication channel is made up of three components made up of the sender of the message (encoder), the channel of sending the message and the receiver of the message (decoder) (Anderson, 2013). For effective communication to be achieved, the encoder and the decoder must be able to understand one another. This paper will discuss some strategies which could be implemented to improve both written and verbal communication between nurses, health professionals and between patients and the health care team. Communication, a fundamental aspect of nursing, is a complex, continual transactional process that occurs between persons by which information, feelings, and meaning are conveyed through verbal and non verbal messages (Peereboom, 2012). It is crucial for nurses to identify communication strategies that should be put into consideration every time they are involved in conversations involving their line of practice. This is because clear and accurate communication strategies enable them to identify effective patterns in their interactions and in teaching themselves to improve their patient education techniques. Handover communication between practitioners may at times seclude crucial information and is even prone to misinterpretation. Such communication breakups and challenges can lead to intense mishaps in the continuity of health care, incorrect treatment, and potential harm to the patient in general (Memoire, 2007). Simple strategies can easily impart critical information just by eye sight. For instance, nurses are able to communicate critical patient status issues like allergies and fall risk with color-coded patient identification wrist bands or stickers on their medical records, a seat belt or flag attached to a wheel chair, or any other objects which are easily identifiable by all medical practitioners (Joint contribution resources, 2005). The use of local jargon can also be avoided when making professional conversations because some words may portray a meaning that was not intended or is not readily understood by a large number of people. Assimilation of the ISBAR tool is a strategy that has been really helpful in enhancing communication in the healthcare sector when used. Identifying yourself (I), availability of the situation (S), background (B), assessment (A), and recommendations (R) facilitates communication allowing each health practitioner to receive and give important information in a format that satisfies numerous communication styles and needs (Dixon et al., 2006). This tool should be adopted by everyone to improve communication is because this technique utilizes the use of one common language for passing on critical information without leaving out anything. Another strategy that can be used to improve communication in healthcare centers is the Crew Resource Management technique which is both a communication and team building technique (ECRI, 2009). This strategy trains members of the healthcare sector to assert themselves respectively and be attentive when they are being spoken to and also encourages them to make use of briefings. Briefings are direct communications between physicians, nurses or other caregivers acting on patient status which includes sharing of important information at critical times, such as before the start of a procedure, at the change of shift and during normal patient rounds (ECRI, 2009). COMMUNICATION BETWEEN PATIENTS AND THE HEALTH CARE TEAM One stratergy that can be used to improve communication between patients and the health care team is the use of ‘The World Health Organization Surgical Safety Checklist’. This checklist is to be used in operating suites to ensure everyone involved with the patient including the patient understands what procedure they are having ad gives prompts to tick off so important information is not missed during handovers leading to reduced inpatient complications and death (Department of Health, 2010). In addition to the patient, their family members or next of kin can also be included in the rounds further increasing the opportunity for direct dialogue which reduces the development of complications which arise as a result of miscommunication in the form of home care. It is important to note that if personal care by the family of the patient is not provided as requested by the medical practitioner, cohesive care is not accomplished and the opportunity to achieve patient care goals will not be met (O’Leary et al., 2010). Joint commission reports also indicate that health practitioners should also encourage patients to actively participate in their own care as a strategy to enhance communicational barriers (Stein, 2006). Successful interactions are always co-constructed, involving a constant interplay among the two parties. When the patient and the healthcare provider are comfortable with one another communicating becomes easy and more effective in the sense that the healthcar e provider will be able to solve the needs of the patient. COMMUNICATION BETWEEN HEALTH CARE DISCIPLINES Communication between medical practitioners can greatly influence the general patients care outcomes. Medical practitioners are in the frontline to investigate and identify communication challenges and try to implement solutions that fit their line of duty. Some further research is also being carried out to evaluate potential solutions and more successful options (Rosenstein, 2005). Creating a collaborative relationship between nurses and other medical practitioners is also another strategy that can help reduce communicational barriers and thus improve the general treatment of patients (Arora, 2005). With regard to Schmalenberg and Kramer (2005), â€Å"MD/ RN collaboration is reflected in reduced patient mortality, fewer transfers back to the ICU, reduced costs, decreased length of stay in hospitals, higher nurse autonym, retention, nurse-perceived high quality care, and nurse job satisfaction†. Larabee (2006) also found out that positive relationships between medical practitioners were a major contributing factor to improved nursing job satisfaction and retention. Positive collegial relationships therefore result from good communication, mutual acceptance and understanding, use of persuasion rather than coercion, and a balance of reason and emotion when working with others (College of Nurses of Ontario, 2009, pg. 7). COMMUNICATION BETWEEN NURSES A number of strategies have been set up to address communication issues among nurses. For instance, the implementation of unit based care teams places nurses and people like physicians close to one another thus increasing the chances of communicating effectively (Gordon et al, 2011). The introduction of compulsory bed rounds is also another strategy that has enabled nurses to reduce communication barriers and promote effective communication thus creating patient health satisfaction and general health care providers satisfaction in their duties. The continuous flow of interruptions and multiple patient handoffs affect the ability of nurses and physicians to connect effectively, and establish a trusting and collegial relationship (Tschannen et al., 2011). The fact that the working environment of nurses and other medical practitioners is rather different also induces a number of communication barriers with regard to the intensity of activities on a normal working day (Burns, 2011).this could be improv4d by†¦ Communication challenges are recognized when set goals or achievements are not met or when there is great employee turnover. Technological advances have opened up communication across boundaries of different countries meaning that people with different languages, behaviors and culture interact with one another (Krizan, 2010).In the health care sector in particular, the most pertinent communication barrier is the inability for colleagues to interact physically as they are separated in different departments (Vignam, 2013). This lack of interaction minimizes the ability for team members to collaborate wholly in the sense that the ability to analyze body language and create a sense of energy among team members is null. This can be improved by†¦ Barriers Barriers to communication that exist are the use of machinery and equipment that might malfunction and deliver the message later than expected thus reducing the urgency of information. In addition to this, these machines are not able to express aspects of speech such as tone thus making them a true barrier to effective communication. Language is also a major communication barrier in the case where colleagues do not speak the same language or where they have difficulty in articulating clearly in one common language. The use of local idioms, jargon and acronyms further complicates language and kills communication among team members who find certain words ambiguous (Lingard, 2005). A patient in a hospital setting usually sees more than one health care practitioner and specialist during their stay (Memoire, 2007). Handover communication between practitioners may at times seclude crucial information and is even prone to misinterpretation. By improving communication among healthcare professionals the delivery of patient care improves and is saferStrong and effective nursing care is enriched and strengthened by good communication (2) In Victoria, the direct cost of medical errors in public hospitals is estimated at half a billion dollars annually [1]. Today, healthcare is evermore complex and diverse, and improving communication among healthcare professionals is likely to support the safe delivery of patient care. References Anderson, P., 2013. Technical communication, cengage learning, Canada Arora V, Johnson J, Lovinger D. (2005) Communication failures in patient sign-out and suggestions for improvement: a critical incident analysis. Qual Saf Health Care Burns, K. (2011). Nurse-physician rounds: A collaborative approach to improving communication, efficiencies, and perception of care. MEDSURG Nursing Dixon, J., Larison, K., Zabari, M. (2006). Skilled communication: Making it real. AACN Advanced Critical Care College of nurses of Ontario. (2009), conflict prevention and management, Toronto, ON ECRI. (2009), Healthcare risk control, 5200 butler pike, Plymouth meeting, PA 19462-1298, USA Fernandez, R., Tran, D., Johnson, M., Jones, S. (2010).Interdisciplinary communication in general medical and surgical wards using two different models of nursing care delivery. Journal Of Nursing Management Gordon, M., Melvin, P., Graham, D., Fifer, E., Chiang, V., Sectish, T., Landrigan, C. (2011). Unit-based care teams and the frequency and quality of physician-nurse communications. Archives of Pediatric Adolescent Medicine Joint commission resources. (2005), issues and strategies for nurse leaders: meeting hospital challenges today, joint commission resources, Inc, USA Krizan, A., Merrier, P., Logan, J., Williams, K., 2010. Business communication: Business communication series, Mason: USA: Cengage learning Larabee, L., Janney, M., Ostrow, C. Withrow, M. Hobbs, G. Burant, C. (2007), predicting registered nurse job satisfaction and intent to leave, journal of nursing Lingard L, Espin S, Rubin B. (2005) Getting teams to talk: development and pilot implementation of a checklist to promote interprofessional communication in the OR. Qual Saf Health Care Memoire, A. (2007), communicating during patient hand over, patient safety solutions, vol 1 O’Leary, K., Thompson, J., Landler, M., Kulkarni, N., Hawiley, C., Jeon, J.Williams, M. (2010). Patterns of nurse-physician communication and agreement on the plan of care. Quality and Safety in Healthcare Peereboom, K. (2012), facilitating goals of care discussions for patients with life limiting disease- communication strategies for nurses, journal of hospice and palliative care Rosenstein AH, ODaniel M. (2005). Disruptive behavior clinical outcomes: Perceptions of nurses and physicians.American Journal of Nursing Stein JS. (2006) Improving patient safety communication. Presented at: Philadelphia Area Society for Healthcare Risk Management; Mar 16; ECRI Institute, Plymouth Meeting (PA). Schmalenberg, C. Kramer, M., King, C. (2005), excellence through evidence: securing collegial nurse physician relationships, journal of nursing administration Schmalenberg, C., Kramer, M. (2009). Nurse-physician relationships in hospitals: 20,000 nurses tell their story. Critical Care Nurse Vigman, S., 2013. Global challenges: communication and culture: people issues in a global environment, workforce solutions review Department of Health 2010 Promoting effective communication among healthcare professionals to improve patient safety 1-1-7 Retrieved from http://www.health.vic.gov.au/qualitycouncil/downloads/communication_paper_120710.pdf http://www.health.vic.gov.au/qualitycoun http://www.health.vic.gov.au/qualitycouncil/downloads/communication_paPromoting effective co Importance of Communication in Nursing Importance of Communication in Nursing Communication is a huge topic and can be considered on many different levels from a professional viewpoint. We can consider issues such as the relevance of various forms of communication between the healthcare professionals and the patient which, ultimately determines many of the parameters of treatment (and compliance).(Stewart M 1995) We can also consider the importance of communication between healthcare professionals themselves which can cause inordinate problems for the patient if they are less than optimal. (Hogard E et al. 2006) Firstly, communication requires a definition. There are many attempts at trying to define the essence of communication. They all differ in detail but, in essence, they all describe a complex process of both sending and receiving messages which can be either verbal or non-verbal or, more commonly, a mixture of both. This interchange allows for an exchange of information, feelings, needs, and preferences. Typically the two protagonists in a communication exchange will encode and decode messages in a cyclic pattern. Each making an analysis and response to the preceding gambit. (Wilkinson SA et al. 1999) In the context of professional nursing, its purpose is generally manifold but will include the means of establishing a nurse-patient relationship, to be a tool for expressing concerns or interest in the patient’s circumstances, to elicit information relevant to the patient’s condition and to provide healthcare information. (Bugge E et al. 2006) Implicit in the process of communication is the achievement of a shared understanding of meaning. This is validated by the process of feedback interpretation which indicates if the actual meaning of the message was interpreted as it was originally intended. Communication can be categorised into both type and level. In a nursing-specific context, the level of communication can be defined as â€Å"Social† which is considered to be safe and non-contentious, â€Å"Structuredâ€Å", which is typically utilised for situations of teaching and patient interviews and â€Å"Therapeutic† which has the characteristic of being specifically patient focussed, purposeful and generally time limited. If this is successful it develops further characteristics such as the nurse comes to regard the patient as a unique individual and begins to understand their motivations, and the patient develops a trust in the nurse. It is within this communication context that the nurse is generally able to try to provide care and, more importantly in some instances, help patient identify, resolve, or adapt to health problems. (DAngelica M et al. 1998) The types of communication are capable of endless subdivisions, but in broad terms, they are classified as verbal and non-verbal. The verbal communication requires, by definition, the conscious use of the spoken or written word. The nature, grammar and syntax of the words can reflect the patient’s mental age, their education, their culture and in some cases their mental state and feelings of the moment. Certain inferences can be made from the way the words are delivered such as their choice, their tone or pace of delivery. The characteristics most favourable for efficient and effective communication are that the words should be â€Å"simple, brief, clear, well timed, relevant, adaptable, credible†. (Philipp R et al. 2005) Non-verbal communication relies on the interpretation of facial expressions, hand gestures, and body language. This is an extremely subtle means of communication and can give credence (or otherwise) to the spoken word. In the nursing context, non-verbal communication can be manipulated to the nurse’s advantage to help to elicit information that may otherwise not have been forthcoming. It has been estimated that non-verbal communication accounts for up to 85% of information transfer between communicating adults. In the professional nursing context it requires both systematic observation and careful assessment and interpretation to derive the full meaning of what the patient wishes to convey. Most importantly, the nurse should be aware of incongruity between the verbal message and the non-verbal cues. The patient who smiles while describing a terrible pain is one such example. (Musselman C et al. 1999) Implicit in the understanding and correct interpretation of the non-verbal cues, (and to a lesser extent the verbal ones), is an appreciation of the various environmental and circumstantial factors which can affect the process of communication. There are a number of factors that are of relevance to the clinical situation, including the culture, developmental level, physical psychological barriers that pertain to the patient, their personal space (proxemics) and territoriality that they perceive, the roles and relationships of the people that they are speaking to, the local environment, and their personal attitudes and values and level of self esteem. (Derjung M et al. 2006) On a personal level, I find communication skills most important in the context of the nursing report. One can experience situations where a report is given and very little real information is passed between professionals. Other situations can occur where perhaps the same length of time is taken but enormous amounts of information can be derived from a good report. I recall one particular handover report which, despite being fairly long, left me with no clear information as to what was going on with the patients on the ward. I couldn’t recognise them as people and they were presented more as cattle. The report itself was completely task orientated and comprised little more than a list of jobs that the nurse herself had not been able to accomplish that day. If we consider the literature on the subject we can note that the nursing report predates the Nightingale era. (Carrick P 2000). The nursing profession has evolved as have the requirements, demands and procedures employed. The nursing report is no exception to this evolution. As with any process that involves humans, there is an intrinsic variability. It is seldom perfect and its standard can vary all the way from excellent to dreadful (RCN.2003) In consideration of comments made earlier in this essay we note that the issue of report giving is capable of considerable improvement with learning. This was demonstrated by two independent researchers who produced two seminal papers on the subject coincidentally at virtually the same time. (Ljukkonen A 1992) (Kihlgren et al 1992). In essence, their studies were a period of observation and analysis, a training period and then another period of reanalysis. There is no merit in considering the entire paper in detail here, but the significant findings (in terms of communication) were that before the training the reports were generally: Highly task oriented and (it was noted that) the staff often discussed the patients reaction in vague and general terms without imparting any specific or useful information. The authors were also able to comment that the nursing process was seldom adhered to during the structuring of the report. During the post training assessment the authors noted that the most significant areas of change were: More messages were given per report after the intervention compared to the control ward and the messages with psychosocial content had doubled. The relevance to communication issues is clear. These two studies show that communication is not necessarily innate, but is a skill that can be both learned and enhanced. Good communication equates with both efficiency and, in the case of these two studies, â€Å"less dissatisfaction and a greater team empathy between nursing colleagues which led to more collaboration between the various teams working on the ward.† There are a number of ways in which we can approach the discussion of such topics and we shall consider a few specific different types of communication as an illustrative vehicle for discussion. Much original and groundbreaking work in the area of communication in the healthcare setting was done by Orlando about two decades ago (Orlando I. J. 1987) who suggested that one of the core roles of the healthcare professionals (he was writing specifically about nurses at the time) was to: â€Å"ascertain and prioritise the patient’s needs and instigate and plan appropriate help.† Few would disagree with this comment, but it is clear that effective and precise communication between patient and nurse is essential if the patient’s needs are to be ascertained accurately in the first instance. Communication between healthcare professionals, the patient and other legitimately interested parties such as carers, is then vital if such a plan is then to be optimally implemented The importance of communication as a skill is clearly demonstrated by the fact that it is currently included as one of the six core skills required of the modern nurse manager. (ICN 1998). Another indicator of the importance of good communication is the fact that the majority of complaints currently made to UK Hospital Trusts can ultimately be traced back to poor communication (Richards T 1999). Communication is an attribute and skill that is rarely intuitive. (Davies et al. 2002). There are a great many papers which demonstrate the fact that communication skills can be improved at all levels of competence with both practice and learning. (Hulsman R L et al. 1999) A particularly comprehensive review has been recently published by Heinmann-Koch (2005) which gives an excellent analysis of the strengths and deficiencies in the communication skills of a number of healthcare professionals and the authors make a number of recommendations to address the shortcomings that they identified. The authors quantify the essential skills of communication as â€Å"Personal insight, sensitivity, and knowledge of communication strategies†. The latter being considered vital to maximise the efficiency and effectiveness of one’s communication abilities. If we consider the professional standing on issues of communication, we can note that the Royal College of Nursing has earmarked communication skill as a specific â€Å"competence goal† and the Royal College of Physicians have now included a specific element of assessment in communication skills in their Part II membership exam with elements of information gathering and information giving being specifically assessed. (RCP 2002) Dacre summarises the important elements of the healthcare professional / patient interaction thus: The importance of reflection before a consultation in order to form a clear agenda of the overall aims of the consultation and prepare questions. Checking the patient’s name as an appropriate opening gambit. Starting with an open question. Use a mixture of open and closed questions, structuring the questions carefully, and exploring each area in full before moving on. Make sure each question is effective. Take care not to interrogate patients. Avoid the use of overtly medical language and check at each stage that patients have understood what is being said. Ensure that the healthcare professional does not push his or her own agenda. Allow patients time to finish speaking, using verbal and non-verbal cues to makes it clear that the healthcare professional is listening. Respond to the information that the patient has given to show that this has been heard and understood. Use careful interjections to redirect the interview if necessary. Avoid premature closure (finishing very quickly). There should be a summary—for example, recapping decisions which have been made, and agreement of an immediate plan for the next step. (after Dacre J et al. 2004) In order to explore the area of communication more fully, we will consider a number of specific instances as illustrative examples. We shall begin with the study by Coiera (E et al. 1998). The study starts with the comment: The healthcare system seems to suffer enormous inefficiencies because of poor communication infrastructure and practices. It then cites the Smith paper (Smith A F et al. 2005) which points out the fact that communication problems were the most common cause of preventable disability or death, and were nearly twice as common as those due to inadequate medical skill This study took a cohort of 10 healthcare professionals working in a hospital setting and analysed all of their professionally based communications. For efficiency and content. The paper itself was both long and involved and some of the findings are only of peripheral relevance to our considerations here, so we shall confine our discussions to the parts that are relevant The first major finding was that there was a tremendous range of topics dealt with, ranging from the clinical to the administrative. The authors comment that efficiency of communication is inversely proportional to the diversity of topics. In other words, communication in a designated clinic setting, where all of the problems are likely to have a similar thrust, is more likely to be efficient than conversations encountered in a general ward on general topics. The second general finding was that efficiency of communication was significantly impaired by the frequency of interruptions. It follows that protected time in a consultation, free from interruptions, is more likely to be an efficient communication than one that is frequently interrupted. Interruptions were seen to be associated with a number of well recognised psychological responses including diversion of attention, forgetfulness, and errors. (Blum N J et al. 1992) Paradoxically, the authors found that the most junior staff, (I.e. the least likely to be experienced in communication skills), were the most likely to be interrupted, while the senior staff were the least likely to have their consultations interrupted. We have already considered a number of the factors that can influence communication and various communication strategies can be usefully employed to assist in eliciting appropriate information. Active listening is perhaps the most useful basic tool that the nurse can use. When interacting with the patient, the nurse should endeavour to utilise strategies that will facilitate both conversation and elaboration. Mechanisms such as use of broad opening statements, reflecting, open ended statements and directive questions can be strategically employed to elicit appropriate information. (Huizinga G A et al. 2005) Many patients will not be used to expressing themselves clearly and concisely, and can be helped by techniques such as acknowledging feelings, using silence as a prompt, reflection, and stating personal observations. All of these factors can be enhanced if used alongside strategies that communicate mutual understanding. (Yedidia M J et al. 2003) We have presented evidence that communication is the medium of mutual understanding. We should therefore not leave this area without making comment on some strategies that the professional nurse can employ to maximise the empathetic understanding of those that she is communicating with. These strategies are important not only in the nurse / patient interaction but also in the teaching environment. Ensuring that the message is thoroughly communicated and understood requires techniques such as clarifying, validating, verbalizing implied thoughts and feelings, focusing, using closed questions and summary statements. The converse of this argument is that the nurse should also be aware of issues that are potential barriers to communication. The absence of positive and attentive listening is a powerful disincentive to most forms of communication. The patient who perceives that they are not being listened to is not likely to produce any useful information. Other barrier behaviours include the use of reassuring clichà ©s, giving advice, expressing approval/disapproval, requesting an explanation (asking why?), defending, belittling feelings, stereotyped comments, changing the subject. (Arora V et al. 2005) We have devoted the majority of this examination to the spoken modes of communication, but we should not overlook that the written word is an equally important means of communicating ones thoughts to others, particularly on an interprofessional basis. In order to maximise the efficiency of communication a written report should ideally be brief, concise, comprehensive, factual, descriptive, objective, both relevant and appropriate and legally prudent. (Young B et al. 2003) In this assessment one should draw attention to the distinction between being both brief and concise. Brief equates with shortness as undue length will allow the reader’s attention to wander, whereas being concise implies an absence of irrelevant detail thereby allowing an emphasis on what is important. Conclusions. The preparation and literature review has allowed ample time for reflection on the issues raised. (Taylor, E. 2000). This has proved to be a valuable experience as some issues which I believed that I understood, became clearer and this gave me a much deeper insight into both the mechanisms and the possibilities of accurate and concise communication. Not only have the mechanisms of positive enhancement of communications become apparent but also the active removal of the barriers or impediments to communication clearly play an important role in the ability of the nurse to communication efficiently with both the patient and her healthcare colleagues. References Arora V, J Johnson, D Lovinger, H J Humphrey, and D O Meltzer 2005 Communication failures in patient sign-out and suggestions for improvement: a critical incident analysis Qual. Saf. Health Care, Dec 2005 ; 14 : 401 407. Blum N J, Lieu T A. 1992  Interrupted care: the effects of paging on paediatric resident activities. Am J Dis Child 1992 ; 146 : 806-808 Bugge E and I. J Higginson 2006 Palliative care and the need for education Do we know what makes a difference? A limited systematic review Health Education Journal, June 1, 2006 ; 65 (2) : 101 125. Carrick P 2000  Medical Ethics in the Ancient World  Georgetown University press 2000 ISBN : 0878408495 Coiera E and Vanessa Tombs 1998 Communication behaviours in a hospital setting: an observational study BMJ, Feb 1998 ; 316 : 673 676. Dacre J, J Richardson, L Noble, K Stephens, and N Parker 2004 Communication skills training in postgraduate medicine: the development of a new course Postgrad. Med. J., Dec 2004 ; 80 : 711 715. DAngelica M, Kathy Hirsch, Howard Ross, Steven Passik, and Murray F. Brennan 1998 Surgeon-Patient Communication in the Treatment of Pancreatic Cancer Arch Surg, Sep 1998 ; 133 : 962 966. Davies Fox-Young 2002  Validating a scope of nursing practice decision making framework  International Journal of Nursing studies 39 , 1 , 85 93 Derjung M. Tarn, John Heritage, Debora A. Paterniti, Ron D. Hays, Richard L. Kravitz, and Neil S. Wenger 2006 Physician Communication When Prescribing New Medications Archives of Internal Medicine, Sep 2006 ; 166 : 1855 1862. Heinmann-Knoch, Korte, Heusinger, Klunder Knoch 2005  Training of communication skills in stationary long care homesthe evaluation of a model project to develop communication skills and transfer it into practice Z Gerontol Geriatr. 2005 Feb ; 38 (1) : 40-6. Hogard E and Roger Ellis 2006 Evaluation and Communication: Using a Communication Audit to Evaluate Organizational Communication Eval Rev, Apr 2006 ; 30 : 171 187. Hulsman R L, Ros W J G, Winnubst J A M, et al. 1999  Teaching clinically experienced clinicians communication skills: a review of evaluation studies.  Med Educ 1999 ; 33 : 655 – 68 Huizinga G A, A. Visser, W. T. A. van der Graaf, H. J. Hoekstra, and J. E. H. M. Hoekstra-Weebers 2005 The quality of communication between parents and adolescent children in the case of parental cancer Ann. Onc., December 2005 ; 16 : 1956 1961. ICN 1998  International Convention on Nursing  Scope of nursing practice  Geneva : ICN 1998 Kihlgren, Lindsten, Norberg Karlsson 1992, The content of the oral daily reports at a long-term ward before and after staff training in integrity promoting care. Scand J Caring Sci. 1992 ; 6 (2) :105 12.  Ljukkonen A 1992 Contents of daily reports and nursing practice in 2 homes for the aged Hoitotiede. 1992 ; 4 (5) : 194 200. Musselman C and C Tane Akamatsu 1999 Interpersonal communication skills of deaf adolescents and their relationship to communication history J. Deaf Stud. Deaf Educ., Winter 1999 ; 4 : 305 320. Orlando, I. J. 1987.  Nursing in the 21st century: Alternate paths.  Journal of Advanced Nursing, 12, 405 412. 1987 Philipp R and P. Dodwell 2005 Improved communication between doctors and with managers would benefit professional integrity and reduce the occupational medicine workload Occup. Med., Jan 2005 ; 55 : 40 47. RCN Leadership Project 2003  Defining Nursing  RCN Publication 001 983 : Apr 2003 RCP 2002  Royal College of Physicians.   MRCP(UK) clinical guidelines.  London : RCP, 2002 Richards T . 1999  Chasms in communication.  BMJ 1999 ; 301 : 1407 – 8 Smith A F , Catherine Pope, Dawn Goodwin, and Maggie Mort 2005 Communication between anesthesiologists, patients and the anesthesia team: a descriptive study of induction and emergence: [Communication entre anesthà ©siologistes, patients et à ©quipe d’anesthà ©sie : une à ©tude descriptive de l’induction et du retour à   la conscience] Can J Anesth, Nov 2005 ; 52 : 915 920. Stewart M . 1995  Effective physician-patient communication and health outcomes: a review.  CMAJ 1995 ; 152 : 1423 – 33. Taylor, E. (2000).  Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory.  Adult Education Quarterly, 48 (1), 34 59. Wilkinson S, Bailey, J. Aldridge, and A. Roberts 1999  longitudinal evaluation of a communication skills programme Palliative Medicine, June 1, 1999 ; 13 (4) : 341 348. Yedidia M J , Colleen C. Gillespie, Elizabeth Kachur, Mark D. Schwartz, Judith Ockene, Amy E. Chepaitis, Clint W. Snyder, Aaron Lazare, and Mack Lipkin, Jr 2003 Effect of Communications Training on Medical Student Performance JAMA, Sep 2003 ; 290 : 1157 1165. Young B, Mary Dixon-Woods, Kate C Windridge, and David Heney 2003 Managing communication with young people who have a potentially life threatening chronic illness: qualitative study of patients and parents BMJ, Feb 2003 ; 326 : 305. ################################################################ 28.11.06 Word count 3,551 PDG.