The uses of propaganda posters in World War Essay Example for Free

The uses of propaganda posters in World War Essay On the poster you see a man and his two children. A girl is sitting on his lap with an open book, and a boy is sitting on the floor playing with soldiers. The daughter looks at him asking â€Å"Daddy, what did YOU do in the Great War? †. They designed the poster to induce a sense of patriotic guilt. They were trying to capture the British men unwilling to volunteer for the war and make them feel guilty if they didn’t join. The picture depicts a situation in the future, after the war, where the daughter asks her dad expectantly how he contributed to the war. The war on the poster is already over, the dad cant re-do it. This sends a message to the young boys, unwilling to go to war. Making them think what they would tell their children if they asked what he had done for the war. It also shows that he will come home to his family. The family in the poster are smartly dressed and look wealthy. The colours in the poster symbolise the war and army, the curtains have red roses on them and the chair has the sign of the royal coat of arms on it. This would also make the man think because these are marks of patriotism but this man has not done the patriotic thing. Everything in the poster is positive; nothing would put men off from joining the war even the boy’s toy soldiers are all standing up. â€Å"At the front† This poster would stand out to men because it is showing cavalry in battle, with horses reacting to an explosion in the foreground. This poster is trying to make boys interested in joining war to fight for their country. At the front† stands out to all readers, this would seem exciting to boys because they would be fighting at the front with their horses making them brave as the poster states. It also says â€Å"every fit briton should join† this implies that the men that fight in the war are healthy, strong and brave. It also sends out a challenge that is unspoken â€Å"ARE YOU†. This poster is very manly. The colours in this poster ties in to army colours, brown and green. This poster stands out because of the explosion. Most young boys would want be at the front with their horses working as part of a team, it is clear  these men work as comrades together to fulfill their task of bringing up the guns. Both of the posters’ primary purpose is to make men to join the army. During the World War 1, there were many of propaganda posters to persuade men in their country to enlist in the army. In addition, these two posters were one of propaganda poster to convince men to join the army with some of biased truth. Even though two of posters made same primary purpose, each of them has illustrated different intend and feeling. The poster, â€Å"Daddy, what did you do in the Great War† arouses guilt with sarcasm to those men who did not yet join the army so that it leads to men to join the army. Nonetheless, the poster, At the front! † imbue the courage and morale of the men that fight in the war. Personally I think the poster that poster â€Å"Daddy what did you do for the great war? † stands out because it is making you feel guilty with the children although the poster â€Å"At the front† would stand out more to men because it is very manly.

A Solar Cell (The Photovoltaic Cell) Essay

A Solar Cell (The Photovoltaic Cell) Essay A solar cell or the photovoltaic cell is an electrical device that converts light energy directly into electricity. This cell when exposed to light can generate and support an electric current without being attached to any external voltage source. The solar cell uses the photovoltaic effect to produce electricity.thw word Photovoltaic comes from the Greek word meaning light, and from the word Volt, which is the the unit of electro-motive force also the word volt comes from the last name of the inventor of the battery (electrochemical cell), the Italian physicist Alessandro Volta. Thus we get the term photo-voltaic. The photovoltaic effect, in brief, is a process in which electric current is produced in a material upon exposure to light. The photovoltaic effect being directly related to the photoelectric effect is actually a different phenomenon. In photovoltaic effect, the light is incident upon the material surface; the electrons present in the valance band of the atom absorb energy from the light and jump to the conduction band (band theory). Now these electrons are attracted by a positively charged electrode and thus the circuit is completed and the light energy is converted into electric energy. On the other hand, in photoelectric effect, the electrons are ejected from a materials surface upon exposure to radiation. Photovoltaic systems are extraordinary and very useful with a huge list of advantages. The reason they are so unique is they have no moving parts (in the classical mechanical sense) to wear out. There are no fluids or gases (except in hybrid systems) that can leak out. The best part about these is that they need no fuel to operate. Having a rapid response, they achieve full output instantly. These cells can operate at moderate temperatures producing no pollution while producing electricity, although waste products from their manufacture and toxic gases in the event of catastrophic failure and disposal may be a concern. Solar cells require little maintenance if properly manufactured and installed. Silicon, the second most abundant element in the earths crust can be used to make these cells. Thus, their production is possible on a large scale with an added advantage of them being modular, permitting a wide range of solar-electric applications such as: 1) Small scale for remote applications and residential use. 2) Intermediate scale for business and neighborhood supplementary power. 3) Large scale for centralized energy farms of square kilometers size. Solar cells have a relatively high conversion efficiency giving the highest overall conversion efficiency from sunlight to electricity yet measured. This gives them wide power-handling capabilities, from microwatts to megawatts. Clearly, photovoltaic cells have an appealing range of characteristics. [1] 1.1 HISTORY The physical phenomenon responsible for converting light to electricity-the photovoltaic effect-was first observed in 1839 by a French physicist, Edmund Becquerel. Becquerel noted that a voltage appeared when one of two identical electrodes in a weak conducting solution was illuminated. The Photovoltaic effect was first to be noticed and researched in solids, e.g. selenium, in the 1870s. However, it was in 1883 Charles Fritts built the first solid state photovoltaic cell; he coated the semiconductor selenium with an extremely thin layer of gold to form the junctions. The device was only around 1% efficient. In 1888 Russian physicist Aleksandr Stoletov built the first photoelectric cell based on the outer photoelectric effect discovered by Heinrich Hertz earlier in 1887. The first practical photovoltaic cell was developed in 1954 at Bell Laboratories by Daryl Chapin, Calvin Souther Fuller and Gerald Pearson. A diffused silicon p-n junction was used by them; this junction could reach 6% efficiency, as compared to the selenium cells in which it was difficult to reach 0.5%. At first, cells were developed for toys and other minimal uses, since the cost of the electricity they produced then was very high; i.e. a cell that produces 1 watt of electrical power in bright sunlight cost about $250, compared to $2 to $3 per watt for a coal plant. [2] In 1958, the U.S. Vanguard space satellite used a small (less than one-watt) array of cells to power its radio. These cells functioned so well that the space scientists soon realized the Photovoltaic could be a very effective power source for many space missions. Technological development of the solar cell has been a part of the space program ever since then. Besides the space programs, another source is the transistor industry has contributed greatly to solar-cell technology. Transistors and PV cells are made from similar materials, and their workings are determined by many of the same physical mechanisms. A great amount of research and development has been done in improving and developing the ever-useful transistor, and there has been a regular discovery of valuable information in relation to solar cells. This situation has reversed in recent times and much of the research happening in PV is affecting transistor technology. 1.2 EFFICIANCY OF SOLAR CELLS Today, photovoltaic systems are capable of transforming one kilowatt of solar energy falling on one square meter into about a hundred watts of electricity. One hundred watts can power most household appliances like television, stereo, or a lamp etc. . In fact, on a standard basis a roof covered with solar cells facing the sun in a typical home provides about 8500-kilowatthours of electricity annually, which also is almost equal to a average households annual consumption on electricity. On comparison, a present-day, 200-ton electric-arc steel furnace, demanding electricity worth 50,000 kilowatts, would for a PV power supply, require about a square kilometer of land. Certain factors make capturing solar energy difficult. Apart from the suns low illuminating power per square meter, sunlight is discontinuous and is affected by time of day, climate, pollution, and season. Power sources based on photovoltaic require either back-up from other sources or storage for times when the sun is obs cured. Moreover, the cost of a photovoltaic system is very high (electricity from PV systems in 1980 cost about 20 times * that from conventional systems powered by fossil fuels). Thus, solar energy for photovoltaic conversion into electricity is abundant, inexhaustible, and clean; yet, on the other hand it also requires special techniques to gather enough of it effectively. When sunlight is incident on the solar cell, most of the energy is lost even before it can be converted to electricity. Maximal sunlight-to-electricity conversion efficiencies for solar cells range up to 30% (and even higher for some highly complex cell designs), but typical efficiencies are 10%-15%. Most current work on cells is directed at enhancing efficiency while lowering cost. Certain physical processes limit cell efficiency-some are inherent and cannot be changed; many can be improved by proper design. Reflection is the first factor that reduces the efficiency of the cell. Normal, untreated silicon reflects 36% (or more) of the sunlight that strikes it. This would be a horrendous loss in terms of efficiency. Fortunately, there are several ways of treating cell surfaces to cut reflection drastically. By dint of these methods, reflection can be lowered to a quite manageable 5% or so. The second factor affecting the electricity production and then, in turn, the efficiency of the cell is the intensity of light falling on it. Now, this light can be of two types- -Light that is not energetic enough to separate electrons from their atomic bonds. -Light that has extra energy beyond that needed to separate electrons from bonds. Both of the above types of light contribute in reducing the efficiency of the cell. Light entering a solar cell can- a. Go right through it. b. Become absorbed, generating heat in the form of atomic vibrations. c. Separate an electron from its atomic bond, producing an electron-hole pair. d. Produce an electron-hole pair but have an excess of energy, which then becomes heat. Only (c) is a near-perfect means of transforming sunlight into electricity. Since the suns spectrum has a wide variety of energies and intensities, the key is to match a material and its characteristic band gap energy with the spectrum so that the maximum amount of energy in the suns spectrum falls just above the characteristic energy. The third factor that reduces the efficiency of the cell is electron-hole recombination. There are two ways in which recombination of electrons and holes occurs, which can be characterized as direct and indirect recombination. -Direct Recombination: Direct recombination is relatively rare. It happens when an electron and a hole randomly encounter each other, and the electron falls back into the hole. Thus the materials original bonds are reasserted, and the electrons and holes energies are lost as heat. -Indirect Recombination: Indirect recombination can occur in many ways. (Indirect means that the electron and hole do not just run into each other and combine-the interaction is influenced by further circumstances.) Contrary to what one might expect, indirect recombination is much more of a problem in solar cells than direct recombination. Resistance is a factor which reduced efficiency of almost all known electrical appliances and the solar cell is no different. Resistance losses in solar cells occur predominantly in three places: in the bulk of the base material, in the narrow top-surface layer typical of many cells and at the interface between the cell and the electric contacts leading to an external circuit. Resistance losses lower voltage and enhance the chances of recombination of charges, reducing current. Usually it is better to highly dope silicon to reduce resistance as highly doped silicon has numerous free carriers to conduct the current. After considering the various factors discussed, we can actually look forward to see and study the construction of the solar cells with maximum possible efficiency. [3-10] 1.3 types AND GENERATIONS of solar cells Solar cells can be of many types as we know them. Todays modern technology has allowed us to be able to study each in detail and help with improving energy output and increasing efficiency. There are three types of solar cell- Amorphous cells, Polycrystalline Monocrystalline. Amorphous, also known as the thin-film solar cells are more commonly seen in devices like toys, calculators etc. Monocrystalline solar cells are cut from one silicon ingot which is got from a single large silicon crystal. Polycrystalline cells are cut from an ingot derived from many smaller crystals. Mono cells are made by growing an ingot of the silicon crystal from a smaller crystal, hence the name mono-crystalline or single-crystal. This ingot is then trimmed and sliced into wafers. In case of polycrystalline cells, molten silicon is poured into a square mould allowing it to set. Now silicon cools and sets at different rates, that is, the inside cools slower than the outer part and there is no seed crystal to grow the new material. This uneven cooling itself creates multiple crystals within the block thus giving it the name of poly-crystalline or multi-crystalline. Due to its multifaceted surface, this type of solar cell is a better performer even in dim light conditions giving greater wattage even from a small surface area. Amorphous cells are made by depositing a thin sheet of silicon over a surface like steel. The panel we get is a single piece and individual cells are not visible. These cells do not have a high efficiency and thus give a lesser investment for our investment. Apart from this solar cells can be divided into three generations, being: 1st generation 2nd generation 3rd generation First-generation cells are based on expensive silicon wafers and makeup 85% of the current commercial market. Second-generation cells are based on thin films compounds such as amorphous silicon, or copper indium selenide. The materials are relatively cheap, but research is needed to raise the efficiency of these cells if the cost of delivered power is to be reduced. Third-generation cells have shown a dramatic increase in efficiency that maintains the cost advantage of 2nd generation materials. Their design may make use of carrier multiplication, hot electron extraction, multiple junctions, sunlight concentration, or new materials.[11] First generation solar cells: These are the dominant type of cells available in the commercial market. A crystalline silicon wafer is used for the production of these cells. They tend to have a large surface area and a single layer p-n junction diode. Being so widely used, these cells have their own advantages and disadvantages. On the pros side, these cells have a broad spectral absorption rate and also have high carrier mobility. But these cells require expensive manufacturing technologies and also growing ingots is a very intensive process. Another disadvantage we can usually observe in these cells is that it is relatively easy for an electron to encounter a hole and thus that leads to recombination instead of electricity production. Most of the energy from a high energy photon is usually lost as heat.[12] Second generation solar cells: Second generation solar cells are mounted on glass substrates. The production costs that were plaguing first generation solar cells find some relief with the second generation. There are many companies who desire to release second-generation thin-film solar cells to the public. The material used in second generation solar cells are normally; amorphous silicon, micro-crystalline silicon, cadmium telluride (CadTel) and copper indium selenide/sulfide[14]. We see a potential for cost advantages in this generation over crystalline silicon because of various reasons. There is a lower material use along with fewer and simpler manufacturing steps. These cells also have the perfect band gap for solar energy conversion.[13][14] Third generation solar cells: The third generation cells are very different from the previously discussed cells. They do not rely on a p-n junction to separate photo-generated charge carriers but are based on a silicon substrate with a coating of nanocrystals. The third generation is the future of solar cells and the cheapest of them all. They are exactly what the sun-powered industry needs for renewable and efficient power sources. As solar cell technology continues to grow, our solar conversion efficiency will continue to rise and production expenditure will continue to drop. The third generation solar cells focus on reducing manufacturing cost and enhancing the performance of 2nd generation solar cell technology. Nanotechnology is one area that is being researched upon by this new generation of cells. Nanotechnology is being used to improve the basic solar cell to have improved electrical performance which also makes it more cost efficient. [15,16] 1.4 POLYMER SOLAR CELL AND ITS DEVELOPMENT One of the unique 3rd generation solar cells we know today is the polymeric solar cell. usually consist of an electron- or hole-blocking layer on top of an indium tin oxide (ITO) conductive glass followed by electron donor and an electron acceptor (in the case of bulk heterojunction solar cells), a hole or electron blocking layer, and metal electrode on top. During the last 30 years the polymer solar cell has developed from an inefficient light-harvesting device with almost no lifetime to a device that may be introduced to the commercial market within a short span of years. Today scientists are working with a lot of di ¬Ã¢â€š ¬erent types of polymer solar cells and since it will be too comprehensive to deal with all of them, only one type will be treated in this report. The type of solar cell which will be treated is a polymer/fullerene bulk hetero-junction solar cell This type of polymer solar cell consist of 6 layers: Glass, ITO, PEDOT:PSS, active layer, calcium and aluminum. The glass serves as a supporting layer for the solar cell and the only demand glass has to ful ¬Ã‚ ll is that it does not absorb light in the visible area, since the solar cell uses this light to generate power. Other and more  ¬Ã¢â‚¬Å¡exible types of supporting layers, like transparent polymers, can also be used. The focus of this report will not lie on the supporting layer and therefore the use of other types of supporting layers will not be discussed any further.[18] ITO (indium tin oxide) and aluminum serves as the electrodes in the solar cell. Beyond that, the ITO and Aluminium are also used to generate a built-in electric held caused by the difference in the metals work functions. This electric field is used dissociate the excitons, which are generated when the active layer absorbs light, and afterwards to pull the charge carriers out from the active layer. Like glass the ITO layer is transparent in the visible area. PEDOT:PSS (poly[3,4-(ethylenedioxy)-thiophene]:poly(styrene sulfonate)) and calcium are two materials which are introduced into the solar cell in order to increase the built-in electric  ¬Ã‚ eld and thereby improve the performance of the solar cell. The active layer in this polymer solar cell consists of a blend between the conjugated polymer MEH-PPV ((poly[2-methoxy-5-(2-ethylhexyloxy)- 1,4-phenylenevinylene])) and the modi ¬Ã‚ ed fullerene PCBM (1-(3-Methoxycarbonylpropyl)-1-phenyl-[6.6]C61). MEH-PPV is the absorbing part of the active layer and PCBM is introduced into the layer to make the dissociation of the excitons more e ¬Ã¢â€š ¬ective. In bulk heterojunction polymer solar cells, light generates excitons with subsequent separation of charges in the interface between an electron donor and acceptor blend within the devices active layer. These charges then transport to the devices electrodes where these charges flow outside the cell, perform work and then re-enter the device on the opposite side. The cells efficiency is limited by several factors especially non-geminate recombination. Hole mobility leads to faster conduction across the active layer.[29][30] By simply blending polymers (electron donors) with fullerene (electron acceptor) in organic solvents, a self assembling interpenetrating network can be obtained using various coating technologies ranging from laboratory-scale spin coating or spray coating to large-scale fabrication technologies such as inkjet printing[20,21], doctor blading [17] , gravure[23] , slot-die coating[24] and  ¬Ã¢â‚¬Å¡exographic printing[25] . In the last few years, several effective methods have been developed to optimize the interpenetrating network formed by the electron donor and acceptor, including solvent annealing (or slow-growth)[ 25] , thermal annealing[ 26-28] and morphology control using mixed solvent mixtures[ 29] or additives [30] in the solutions of donor/acceptor blends. Poly (3-hexylthiophene)(P3HT) in particular has been subject to increasing interest in the polymer research community, but signi ¬Ã‚ cant progress has also been made in developing new active-layer polymer materials [19,30-37] . Since around 2008, the efficiency of PSCs has risen to 6% using new conjugated polymers as electron donors [34]. Although progress has been impressive, there is still much to do before the realization of practical applications of PSCs. Many factors need to be taken into account in efficiently converting sunlight into electricity. Figure 2: Shows the energy levels in a polymer solar cell. ITO(indium tin oxide) is used as the high work function electrode and Al is used as the low work function electrode. (a) displays the energy levels before the polymer solar cell is assembled. (b and c) shows the energy levels after assembling. In (b) the polymer is an isolator and therefore the electric field changes linearly through the cell. The polymer used in (c) is a hole conducting polymer and therefore a Schottky junction will be formed between the polymer and the low work function electrode. The absorption range, the photon-electron conversion rate and the carrier mobilities of the light-harvesting polymers are among the crucial parameters for achieving high-efficiency solar cells. Furthermore, fabricating large area devices without signi ¬Ã‚ cantly losing efficiency while maintaining long lifetime of the device remains challenging.[38] [39] Therefore, a major challenge lies in fabricating polymer solar cells, in which free-charge-carrier generation is a critical step. Fortunately, it has been found that efficient charge transfer can take place between materials, that is, donor and acceptor molecules, with suitable energy level offsets. The strong electric field at the molecular interface of two materials with different electrochemical potentials is capable of separating the excitons into weakly bounded Coulombic pairs, and thereafter separated charge carriers. In cases where the donor and acceptor molecules form an intimate contact in blend films, efficient charge transfer takes place with an efficiency approaching 100%. The short exciton diffusion length which is much smaller than the necessary film thickness for effective optical absorption, has limited the external quantum efficiency (EQE) and hampers the efficient utilization of the photogenerated excitons in organic photovoltaics. A major breakthrough was achieved with the bulk heterojunction (BHJ) concept, where the nanoscale phase separation creates donor/acceptor interfaces for exciton dissociation via efficient charge transfer from donor to acceptor throughout the film. The concepts of donor/acceptor and BHJs, thus, establish the cornerstones of polymer solar cells. Diagram of a polymer-fullerene bulk heterojunction. The bulk-heterojunction concept. After absorption of light by the photoactive material, charge transfer can easily occur due to the nano-scopic mixing of the donor and acceptor (solid and dashed area). Subsequently, the photo generated charges are transported and collected at the electrodes. Here highest occupied molecular orbital is abbreviated as HOMO and the lowest unoccupied molecular orbital as LUMO. Despite the high attainable EQE, overall power conversion efficiencies (PCE) reported are still low, due to the inferior charge-transport properties and limited spectral absorption range of the polymer active layer. On one hand, endeavors in synthesis and development of novel low-band-gap polymers are being carried out to harvest the major part of the solar spectrum. [40-46] On the other hand, film-growth dynamics of polymer blends via solution processes has become one of the central topics to derive maximal efficiency from bulk-heterojunction structures. Meanwhile, precise efficiency measurements provide solutions to the spectral mismatch between the solar spectrum and polymer absorption, offering accurate evaluation of novel photoactive materials. High internal quantum efficiencies can be expected, provided that efficient donor-to-acceptor charge transfer and transport in the bulk heterojunctions occurs. A suitable energy-level alignment between the donor and acceptor to provide the driving force morphology plays a decisive role linking the optoelectronic properties and device performance to the fabrication processes. In addition to experimental results, simulation techniques have also been applied to predict the optimal morphology, yielding results that are consistent with the experimental conclusion that a nanoscale phase separation with a bi-continuous pathway toward the electrode is desired. Fabrication parameters such as solvent selection and annealing treatment are the most critical factors in film morphology. However, additive incorporation also showed significant benefits toward improving device performance. The overall effects of morphology manipulation assist in forming an interpenetrating network of donor and acceptor molecules, facilitating both charge transfer and carrier transport. Lateral phase separation has been observed and well-understood in several systems. Beyond that, the ingredient distribution of the donor and acceptor molecules along the cross-section of blend films, that is, vertical phase separation has been observed recently in the nanoscale film morphology, which intuitively governs the charge transport and collection. Thus, an ideal morphology consists of phase separation laterally and vertically, which should both be optimized for satisfying device performance.[47,50-52] A variety of post-treatment methods can alter the optoelectronic properties of the polymer-blend films. Annealing processes in polymer solar cells can be divided into two categories: thermal annealing [53,57,58] and solvent annealing.[48,59-61] Both techniques concentrate on improving the nano scale lateral phase separation of both the crystalline P3HT aggregates and PCBM domains. Thermal annealing can be applied either on the final device (post-annealing) or on the polymer film only (pre-annealing). The annealing temperature and time are the two most critical parameters in this approach. However, the selection of solvent as well as metal electrodes could also affect the ultimate device performance. Solution processing has many advantages over other film fabrication technologies, which usually require complicated instruments as well as costly and time-consuming procedures. Therefore, solution processing has developed into the most favored methodology for fabricating organic optoelectronic devices. Solution processing also allows the freedom to control phase separation and molecular self-organization during solvent evaporation and/or film treatment. The solvent establishes the film evolution environment, and thus has foreseeable impact on the final film morphology. Selection and combination of solvents have been shown to be critical for the morphology in polymer-blend films, and are well-documented in the literature. [48,49]. Spin-coating from single-solvent solutions results in thin films, which possess optoelectronic properties determined by the solution parameters and the spin-coating process, for example concentration, blending ratio, spin speed and time, etc. Meanwhile, solv ent properties, such as boiling point, vapor pressure, solubility, and polarity, also have considerable impact on the final film morphology. [62-75] 1.5 Work function of solar cells 1.5.1 Work function of material The work function is the minimum energy needed to move an electron from the Fermi energy level, EF, to vacuum energy, Evac.   The work function varies by using different materials and also by doping. It is lower for n-type semiconductor than for p-type because Fermi levels within the band gap of a semiconductor depends upon doping. Where are work functions of the n-type and p-type materials respectively. Junctions having different work functions give way to an electrostatic field. 1.5.2 Metal-semiconductor junction Metal-semiconductor junction is the simplest type of charge separating junction. If we have an n-type semiconductor of work function metal of work function, such that, it is called a Schottky barrier. When metal and semiconductor are separate from each other, the Fermi levels will look like in fig. 5(a). But when they are in contact (electronic), these levels will line up. The exchange of charge carriers across the junction results in this, with the consequence that the layers approach the equilibrium (thermal). The energy at the conduction band edge at the interface between semiconductor and metal is higher than in the bulk of the semiconductor. The electrostatic potential energy is shown in fig. 5(b) by the change in Evac. The space charge region or depletion region is the region where there is a net charge. As Evac changes, so must the conduction and valence band energies, and that too by the same amount (proportionality). This happens because the electron affinity and band gap are invariant in the semiconductor, and is called band bending.[76] 1.5.3 p-n heterojunction A heterojunction consists of two different materials with different band gaps and these can also be either p-n or p-i-n junctions. Devices based on heterojunctions can improve carrier collection and thus efficiency. Due to change in the band gap, a discontinuity exists in the conduction and valence band at the junction. The potential step will affect the effective fields for the two carrier types in different ways. Usually, one carrier type is assisted by the field change, while the other is opposed. In fig. 6(b), the field that drives electrons to the n side is increased, while the field driving holes towards the p side is decreased. [76] We know that the standard form of an organic photovoltaic cell is based upon sandwiching a thin semiconducting organic layer(s) between two conducting layers having different work functions here we have higher work function conductors typically made of gold or ITO and lower work function conductors typically made of aluminum or calcium.   We have already discussed in section 1.2 how the efficiency of solar cell can be improved, here we will consider mathematical expression of efficiency. Efficiency is defined as measures the amount of energy converted to electric current relative to the total energy incident upon the cell, it is designated with Greek letter , ÃŽÂ ·. The formula for calculating efficiency is: ÃŽÂ · = Jsc X Voc X FF, where Jsc is the short-circuit current (when there is maximum current flowing and no voltage difference across the circuit),  Voc is the open-circuit voltage (when there is no current flowing), and FF is the fill-factor (the actual power relative to the theoretical power produced by the cell). To increase the efficiency of Polymer Solar cells, we need to improve these 3 factors. Jsc is primarily affected by band-gap, carrier mobility, and film formation properties of the active layer. Voc is primarily affected by the material band-gap and the device structure. FF, is particularly difficult to predict and design, but seems related to the relative motilities of the electrons and holes.[77-80] 1.6 Inverted Polymer Solar Cells The regular device structure for polymer solar cells is indium tin oxide (ITO), where a p-type layer is used for anode contact, and a low-work-function metal as the cathode. Both the p-type layer and the low-work-function metal cathode are known to degrade the device lifetime. [106-108] The p-type layer is potentially detrimental to the polymer active layer due to its acidic nature, which etches the ITO and causes interface instability through indium diffusion into the polymer active layer. Low work- function metals, such as calcium and lithium, are easily oxidized, increasing the series resistance at the metal/BHJ interface and degrading device performance. In principle, ITO is capable of collecting either holes or electrons, since its work function (4.5 to 4.7 eV) lies between the typical highest occupied molecular orbital (HOMO) and lowest unoccupied molecular orbital (LUMO) values of common organic photovoltaic materials. The polarity of the ITO electrode depends mainly on the contact

Leadership in Nursing

Leadership in Nursing Definitions, Theories, and Styles of Leadership in Nursing Developing future nurse leaders is one of the greatest challenges faced by the nursing profession (Mahoney, 2001). Powerful leadership skills are needed by all nurses and especially for those providing direct care to those in top management positions. Anyone who is looked to as an authority (including, for instance, a nurse treating a patient) or who is responsible for giving assistance to others is considered a leader (Curtis, DeVries and Sheerin, 2011). A clinical nursing leader is one who is involved in direct patient care and who continuously improves the care that is afforded to such persons by influencing the treatment provision delivered by others (Cook, 2001). Leadership is not merely a series of skills or tasks; rather, it is an attitude that informs behaviour (Cook, 2001). In addition, good leadership can be seen as demonstrating consistently superior performance; further it delivers long term benefits to all those involved, either in the delivery or receipt of care. Leaders are not merely those who control others; they are visionaries who help employees to plan, lead, control, and organise their activities (Jooste, 2004). Leadership has been defined in many ways within existent academic literature. However, several features are common to most definitions of leadership. For example, leadership is a process, involves influence, usually occurs in a group setting, involves the attainment of a goal, and exists at all levels (Faugier and Woolnough, 2002). In addition, there are several recognised leadership styles. For instance, autocratic leaders set an end goal without allowing others to participate in the decision-making process (Curtis, DeVries and Sheering, 2011), whereas bureaucratic leadership occurs in scenarios where a leader rigidly adheres to rules, regulations, and policies. In contrast, participative leaders allow staff to participate in decision-making and actively seek out the participation of stakeholders within the decision. This type of leadership allows team members to feel more committed to the goals they were involved with formulating (Fradd, 2004). Laissez-faire leadership leaves employees to their own devices in meeting goals, and is a highly risky form of leadership as Faugier and Woolnough (2002) further posit. Finally, a more effective form of leadership than those hitherto mentioned, may be situational leadership. This is where the leader switches between the above styles depending upon the situation at hand and upon the competence of the followers (Faugier and Woolnough, 2002). There is a difference between theory and styles of leadership. According to Moiden (2002), theory represents reality, whereas style of leadership refers to the various ways one can implement a theory of leadership the way in which something is said or done. Organisations should, it follows, aim for a leadership style that allows for high levels of work performance, with few disruptions, and that is applicable in a wide variety of situational circumstances, in an efficient manner (Moiden, 2002). Similarly, there is a difference between management and leadership. Managers plan, organise and control, while leaders communicate vision, motivate, inspire and empower in order to create organisational change (Faugier and Woolnough, 2002). Transactional versus transformational leadership Outhwaite (2003) suggests that transactional leadership involves the skills required in the effective day to day running of a team. However, transformational leadership also involves ensuring that an integrated team works together and may also benefit from the inclusion of innovativeness of approach in work (Outhwaite, 2003). For example, a leader can empower team members by allowing individuals to lead certain aspects of a project based on their areas of expertise. This will, in turn, encourage the development of individual leadership skills, which improve both the individuals skills and their future career prospects. In addition, leaders should explore barriers and identify conflicts when they arise, and then work collaboratively with the members of their team to resolve these (Outhwaite, 2003). Furthermore, the leader should remain a part of the team, sharing in the work, thus remaining close to operations and being able to understand the employees perspective, rather than being a leader who is distanced from the actual work of the team for which he or she is responsible (Outhwaite, 2003). Transactional leadership focuses on providing day-to-day care, while transformational leadership is more focused on the processes that motivate followers to perform to their full potential. Thus, the latter works by influencing change and providing a sense of direction (Cook, 2001). The ability of a leader to articulate a shared vision is an important aspect of transformational leadership, as Faugier and Woolnough (2002) observe. In addition, transactional leadership is most concerned with managing predictability and order, while transformational leaders recognise the importance of challenging the status quo in order to enhance positive possibilities within the project that they are delivering as Faugier and Woolnough, (2002) posit. One group of authors that have described the use of transformational leadership by Magnet hospitals are De Geest et al. (2003). In so doing they discuss how the leadership style deployed within the hospitals allows for faith and respect to be instilled, the treatment of employees as individuals, and innovation in problem solving, along with the transmission of values and ethical principles, and the provision of challenging goals while communicating a vision for the future (De Geest et al., 2003). Transformational leadership is, as they further comment, especially well-suited to todays fast-changing health care environment where adaptation is extremely important, especially with regard to changing technologies and the seemingly ever-increasing expectations of patients. In elucidating further, the authors cite a range of findings that this leadership style is positively associated with higher employee satisfaction and better performance. These, in turn, correlate positively with higher patient satisfaction (De Geest et al., 2003). One way to facilitate change using transformational leadership involves the use of action learning (De Geest et al., 2003). In this approach, leaders use directive, supportive, democratic, and enabling methods to implement and sustain change and the effects of such leadership enable better outcomes for both nurses and patients to be realised. Transformational leadership focuses on the interpersonal processes between leaders and followers and is encouraged by empowerment (Hyett, 2003). Empowered nurses are able not only to believe in their own ability but also to create and adapt to change. When using a team approach to leadership, it is important to set boundaries, goals, accountability, and set in motion structural support for team members (Hyett, 2003). Transformational leadership is thus seen as empowering, but the nurse manager must balance the use of power in a democratic fashion to avoid the appearance of their abusing the power that they have been given (Welford, 2002). Finally, as Hyett (2003) also notes, respect and trust of staff by the leader is essential for transformational leadership to work. Clinical or shared governance Clinical governance is a new way of working in which e National Health Service (NHS) organisations are accountable for continuous quality improvement, safeguarding standards of care, and creating an environment in which clinical excellence can flourish (Moiden, 2002). The requirements of several recent UK government policies require that new forms of leadership that better reflect the diversity of the workforce and the community being developed. Since Scott and Caress (2005) noted this, leadership needs have continued to be strengthened and the need to involve all staff in clinical leadership further developed. Shared governance has been, as Hyett (2003) notes, one method by which this goal has been realised. It has proven to be an effective form of leadership because it empowers all staff and makes them part of decision making processes, thereby additionally allowing staff to work together to develop multi-professional care (Rycroft et al., 2004). Such shared governance has resulted in the increased utilisation of a decentralised style of management in which all team members have responsibility and managers are facilitative, rather than using a hierarchical which, as Scott and Caress (2005) maintain, has led to increased morale and job satisfaction, increased motivation and staff contribution, the encouragement of creativity, and an increased sense of worth amongst NHS employees at all levels. Knowledge, attitudes, and skills of an effective nurse leader In addition to the skills hitherto noted in the opening sections of this assignment, nurse leaders should have knowledge of management, communication, and teamwork skills, as well as a solid understanding of health economics, finance, and evidence-based outcomes (Mahoney, 2001). These core skills should ideally be further enhanced by the possession of a range of key personal qualities. Mahoney (2001) asserts that these are desirable in all nurse leaders and include competence, confidence, courage, collaboration, and creativity. Nurse leaders should also be aware of the changing environment in health care best practice and make changes proactively. Leaders who show concern for the needs and objectives of staff members and are cognisant of the conditions affecting the work environment that also encourage productivity, as Moiden, (2003) notes, which is important as it allows a philosophy of productivity to be established. According to Jooste (2004), the three pillars essential to a foundation of strong leadership are authority, power, and influence. It follows, therefore, that to be an effective leader in todays competitive environment, leaders should use influence more, and authority and power, less. It is more important, as Jooste (2004) further notes, to be able to motivate, persuade, appreciate, and negotiate than to merely wield power and, in advancing this line of argument, the author cites three categories of influence for nurse leaders to use in creating a supportive care environment. These include: modelling by example, building caring relationships, and mentoring by instruction (Jooste, 2004). Such skills should also, according to De Geest et al. (2003), be combined with the utilisation of five specific practices that are fundamental to good leadership: g inspiring a shared vision, enabling others to act, challenging processes, modelling, and encouraging. For example, a leader may challenge others to act by recognising contributions and by fostering collaboration. Such techniques are important because recognising contributions also serves to encourage employees in their work whilst team leadership moves the focus away from the leader towards the team as a whole (Mahoney, 2001). Applications to practice settings Hyett (2003) describes several barriers to health visitors taking on a leadership role and observes that visitors usually work in a self-led environment, which causes problems because there may be no mechanism for self-control or decision-making at the point of service, thus stifling innovation. In addition, if nurses who do try to initiate change are not supported, they lose confidence and assertiveness and may feel disempowered and unable to support one another, which will lead to declining standards of motivation and may negatively impact upon patient care (Fradd, 2004). Management often focuses on the volume of services provided, leading to loss of self-esteem and a rise in dependence; this, as Hyett (2003) recognises, may cause workers to become disruptive, or to leave the organisation, which culminates in organisational upheaval. Further, when staff leave as a result of feeling disempowered, replacements need to be found and trained which involves not only additional recruitment costs but training as new people are introduced into the culture of the organisation. In addition to the comments made by Hyett, focus group data from a study of implementing change in a nursing home suggests that nurses want a leader with drive, enthusiasm, and credibility to lead them and to inspire them, for they do not merely want a leader who has superiority (Rycroft-Malone et al., 2004). Further, focus group members identified the qualities desired in a leader who is attempting to facilitate change. This person should have knowledge of the collaborative project, have status with the team, be able to manage others, take a positive approach to management, and possess good management skills (Rycroft-Malone et al., 2004). Applications to the wider health and social context Nursing leaders function at all levels of nursing from the ward through to top nursing management. Over time, the function of leadership has changed from one of authority and power to one of being powerful without being overpowering (Jooste, 2004). Boundaries between upper, middle, and lower level leaders are becoming increasingly blurred, and responsibilities are becoming less static and more flexible in nature. In other words, there is a trend toward decentralisation of responsibility and authority from upper to lower levels of health care delivery (Jooste, 2004). An ongoing programme of political leadership at the Royal College of Nursing describes a multi-step model for political influence (Large et al., 2005). Some of the steps include: identifying the issue to be changed, turning the issue into a proposal for change, finding and speaking with supporters and stakeholders to develop a collective voice, pinpointing desired policy change outcomes, and constructing effective messages to optimise communication (Large et al., 2005). These can be all be viewed as important for through learning them the nurse leader can adopt to the organisational expectations of the twenty-first century NHS. Education for leadership In order for nursing practice to improve, an investment must be made in educating nurses to be effective leaders (Cook, 2001). Cook contends that leadership should be introduced in initial nursing preparation curricula, and mentoring should be available for aspiring nurse leaders not only during their formal training but throughout their careers (2001). The importance of this enlarged approach can be seen, for example, in the use of evidence-based practice which requires nurses to be able to evaluate evidence and formulate solutions based upon the best available evidence (Cook, 2001). In order for these things to occur, it is important that nurses have educational preparation for leadership during training to prepare them to have a greater understanding and enhanced control of events that may occur during work situations (Moiden, 2002). This can be seen as a step towards the greater professionalisation of the nursing profession a movement that has also increasingly seen nurses gaining formal academic qualifications over the previous ten years. Indeed, such is the embracing of professional accreditation that the NHS has adopted the Leading an Empowered Organisation (LEO) project in order to encourage the use of transformational leadership (Moiden, 2002). By doing so, the NHS hopes to ensure that professionals may empower themselves and others through responsibility, authority, and accountability. The programme also aims to help professionals develop autonomy, take risks, solve problems, and articulate responsibility (Moiden, 2002). Strategies such as the Leading and Empowered Organisation (LEO) programme and the RCN Clinical Leaders Programme are designed to produce future leaders in nursing who are aware of the benefits of transformational leadership (Faugier andWoolnough, 2002). This is therefore not only a programme that is relevant to todays NHS but is also one that is preparing the nursing leaders of tomorrow. Challenges and opportunities to stimulate change The health care environment is constantly changing and producing new challenges that the nurse leader must work within (Jooste, 2004). Leadership involves enabling people to produce extraordinary things whilst simultaneously performing their daily duties and adapting to challenge and change (Jooste, 2004). While management in the past took a direct, hierarchical approach to leadership, the time has come for a better leadership style that includes encouragement, listening, and facilitating (Hyett, 2003). Hyett (2003, p. 231) cites Yoder-Wise (1999) as defining leadership as the ability to create new systems and methods to accomplish a desired vision. Today, the belief is that anyone can be a leader and thus leadership is a learnable set of skills and practices (Hyett, 2003). All nurses must display leadership skills such as adaptability, self-confidence, and judgment in the provision of health care (Hyett, 2003). Indeed, the expectation of both higher professionals and the general public receiving care is that nurses lead care, and that they are able to move seamlessly between roles of leading and following, depending upon the individual scenario faced (Hyett, 2003). Empowering patients to participate in the decision-making process Only when health care services are well-led will they be well-organised in meeting the needs of patients (Fradd, 2004). Nurses have considerable influence on the health care experience enjoyed by individual patients, especially as patient involvement in care is most often nurse-led (Fradd, 2004). Today, patients are more aware of their own health care needs and better informed about treatments and practice; it is also imperative that patients are able to enunciate their own health care needs and contribute to discussions relating to their treatment options. Such enhanced levels of health care communication require nurses to be better equipped with analytical and assertiveness skills, especially if they need to fight the patients corner against the opinion of an individual doctor who may place his own opinions above those of the patient (Outhwaite, 2003). Transformational leadership is ideal for todays nursing practice as it seeks to satisfy needs, and involves both the leader and the follower in meeting needs (Welford, 2002). It is also flexible and this allows the leader to adapt in varied situations. It is logical, therefore, that if the leader accepts that things will change often, followers will enjoy this flexibility. As a result, both nurses and patients benefit because the avoidance of hierarchical structures and the embracing of new ways in which to work help organisations to put resources together to create added value for both employees and consumers (Mahoney, 2001). Into this health care mix, transformational leadership is pivotal, for it allows team nurses to enhance their role as both teachers and advocates (Welford, 2002). References Cook, M. (2001). The renaissance of clinical leadership. International Nursing Review, 48: pp. 38-46. Curtis, E. A., de Vries, J. and Sheerin, F. K. (2011). Developing leadership in nursing: exploring core factors. British Journal of Nursing, 20(5), pp. 306-309. De Geest, S., Claessens, P., Longerich, H. and Schubert, M. (2003). Transformational leadership: Worthwhile the investment! European Journal of Cardiovascular Nursing, 2: pp. 3-5. Faugier, J. and Woolnough, H. (2002). National nursing leadership programme. Mental Health Practice, 6(3): pp. 28-34. Fradd, L. (2004). Political leadership in action. Journal of Nursing Management, 12: pp. 242-245. Hyett, E. (2003). What blocks health visitors from taking on a leadership role? Journal of Nursing Management, 11: pp. 229-233. Jooste, K. (2004). Leadership: A new perspective. Journal of Nursing Management, 12: pp. 217-223. Large, S., Macleod, A., Cunningham, G. and Kitson, A. (2005). A multiple-case study evaluation of the RCN Clinical Leadership Programme in England. London: Royal College of Nursing. Mahoney, J. (2001). Leadership skills for the 21st century. Journal of Nursing Management, 9: pp. 269-271. Moiden, M. (2002). Evolution of leadership in nursing. Nursing Management, 9: pp. 20-25. Moiden, M. (2003). A framework for leadership. Nursing Management, 13: pp. 19-23. Outhwaite, S. (2003). The importance of leadership in the development of an integrated team. Journal of Nursing Management, 11: pp. 371-376. Rycroft-Malone, J., Harvey, G., Seers, K., Kitson, A., MCormack, B, and Titchen, A. (2004). An exploration of the factors that influence the implementation of evidence into practice. Journal of Clinical Nursing, 13: pp. 913-924. Scott, L. and Caress, A-L. (2005). Shared governance and shared leadership: Meeting the challenges of implementation. Journal of Nursing Management, 13: pp. 4-12.

Christianity: Salvation by Grace Essay -- Religion Christian

Christianity is a faith based on the life, teachings, death, and resurrection of Jesus Christ. (Fisher, 1991) Christianity is a one God religion as presented in the New Testament. Today, Christianity and the church are culturally diverse, even in the aspects of race. It is even said that Sunday mornings is the most segregated time in the world. There is one central belief that Jesus Christ is the Son of God, all Christians can come to this conclusion. Christianity teaches that Jesus Christ died on the cross for our sins and that we are all under the judgment of God because we have all sinned and fallen short of the glory of God. Other religions may often depict that it is only necessary to do some good when it comes to God in order to get into heaven. However, Christianity is the only religion that supports the teachings of salvation by grace. Meaning that our efforts, sincerity, and good works alone will not guarantee us a place in heaven, but instead it is our faith in what Christ did on the cross along with obeying the gospel, and living faithfully until his return that will place us there. Followers of Jesus Christ were persecuted, but by 380 CE, despite strong opposition, Christianity became the official religion of the vast Roman Empire (Fisher, 1991) At least three things can derive from Christianity; a set of beliefs, the way of life and a community of people. Christ is the Greek form of the Hebrew word "Messiah", meaning "anointed one". Christianity originally developed as a part of Judaism. Jesus was a Jew. It is said that he lived from about 3 BC to 30 AD. He lived and taught in Palestine, to the Jews. Christianity also teaches that God created the universe and all that is in it. While we as humans have both physi... ...sians 4: 4-6) Jesus said â€Å"Upon this rock I shall build my church† (Matthew 16:18). The Church of Christ, the only one that you can find in the bible. References Bercot, D. (2006). Retrieved February 13, 2009, from History of The Early Church: http://www.earlychurch.com/index.php Fisher, M. P. (1991). Living Religions. Upper Saddle River, NJ: Pearson Public Education. Morrison, M. (n.d.). Discipleship 101. Retrieved February 13, 2009, from Worldwide Church of God: http://www.wcg.org/lit/disc/16grace.htm Christianity. (2009, February 11). In Wikipedia, The Free Encyclopedia. Retrieved 04:45, February 14, 2009, from http://en.wikipedia.org/w/index.php?title=Christianity&oldid=270002186 Muslims. (2006, March 25). In Wikipedia, The Free Encyclopedia. Retrieved 04:46, February 14, 2009, from http://en.wikipedia.org/w/index.php?title=Muslims&oldid=45357695

how to crack a game Essay -- essays research papers

Introducing So you want to be a cracker huh?Aha.I know what do you think.You think i download any shit crack help documents from the internet read them and can start to crack huh?Then i`ll call me CdKiller and be famous as every other cracker in the net huh?NO!ALL WHAT YOU HAVE THINK ABOUT CRACKING IS FALSE!FORGET IT NOW!CLEAR YOUR BRAIN AND I`LL TEACH YOU HOW TO CRACK! After you finished reading this text you`ll know how to crack Cd protection and how to disable movie/sound/music calls in the game exe. WHAT WE NEED TO CRACK Ok before we can start or let us better say before YOU can start to crack you need an disassembler! I use Win32Dasm and i think its the best prog for crack beginner. Then you need Hiew to manipulate the exe you want to crack because with Win32Dasm you can only take a look into the exe but you can`t manipulate anything. Win32Dasm Hiew This two things you must called your own to be able to crack progs. Ok we should think that you have already the two progs and we can start to crack. LET`S CRACK! Crack with Win32Dasm Ok in this lesson i`ll show you how to work with Win32Dasm and Hiew. Today we wanna crack an game which is very easy to crack.We crack Need for Speed 2. Ok.We start our Win32Dasm.exe.We can see the main page with an toolbar.We click on Disassembler.An menu pops up and we can see some options.We click on Open file to Disassemble.Another pop up menu show us our HD and we click on the exe we want to disassemble(here is it the nfsw.exe).The disassemble process have start the disassembling may take few minutes (be sure that you have over 80MB free space on your HD if not it may be that the exe cannot be fully disassemble).Ok the exe was disassembled.Huh whats that? All what you can see is a text written with WingDings font!NO PROBLEMO AMIGO! Click on Disassembler and then in the pop up options screen on Font and then on select Font.You can select an Font type (i think the best Font to work with it is Arial).Click on ok. We can now read the text.Ok.But what the hell all the scurvy things mean? Object01: Begtext RVA: 00001000 Offset: 00000400 Size: 000AEA00 Flags 60000020 What does it mean?We dont know that.But no matter!We dont need to know that.What we have to do now is to start the game (here Need for Speed 2) without CD.It doesn`t works huh?SHIT!But what does the error message say? Abort message: To play Need for Speed 2 yo... ...ook which kind of error message the game show - With the message to Win32Dasm and to the String of Data Items pop up menu - There you have to search where you can find the same error message and double click on it - Write down the number after @Offset without the h (below the main screen) for every call and jump command (you recognize it if the bar change his color to green) - Then with the @Offset number to Hiew and noop the address THAT WAS ALL I hope you understand my text and are now able to crack gamez and other things! I know that it is not easy to understand (my gramatic is bader then of an turkish imigrate in russland) but if you try it often enough you`ll check it and crack it!I am sure you do! This is the first text i write about cracking in my life and i am sure it will be not the last! OUTRO The text was written by The PuppetMaster2501.I am proud member of one of the newest crack groups called D.O.C. - Defenders of Cracking.If you have some experience in cracking hacking or can program some graphic tools in Turbo Pascal or C++ and wanna be an Defender too and an member of D.O.C. then send me an e-mail and i will contact you. Lucien91@hotmail.com ROCK DA PLANET BABY

Jean Watson Essay

The purpose of this paper is to explain the association of nurse/ patient interaction in the concept of Watson’s theory. I will explore the transpersonal caring in relation to caring factors. Analyzing major theory assumptions related to person, health nursing and environment in the context of the caring moment. Caring theory will be displayed in the professional aspects of my nursing practice. Caring nurse, health education, healing environment and application of caring affect to person is applied throughout this paper. History Jean Watson has brought to nursing her theory of caring and 10 caring factors. Watson defines caring as the ethical and moral ideal of nursing that has interpersonal and humanistic qualities. It is a complex concept involving development of a range of knowledge, skills, and expertise encompassing holism, empathy, communication clinical competence, technical proficiency and interpersonal skills (Watson, Jackson, & Borbasi, 2005). Watson’s theory traces back through 30 years, the earliest was put in textbook nursing curriculum at the University of Colorado. The theory contains Watson (1999) describes nursing as transpersonal that â€Å"conveys a human to- human connection in which both persons are influenced through the relationship and being-together in the moment. This human connection†¦ has a spiritual dimension . . . that can tap into healing† (p. 290). Transpersonal Caring and Caring Factors Transpersonal caring has four components, self, phenomenal field, actual caring occasion of the patient and the nurse, and intersubjectivity (Davis, 2005). Self is defined in Davis, (2005) as, â€Å"I and me perception of relationship of I and me to others and to various aspects of life together with the values attached to those perceptions.† I am a surgical nurse caring for a four –year- old boy. After receiving, report before going to pediatrics to obtain the patient for surgery. Fortunately, I know much more about him, the child because I cared for him in August 2011. As a nurse, Watson’s theory is displayed my caring healing practice (Alligood, 2005). â€Å"As I enter the room, I remember the first three â€Å"caritas†: (1) practice loving-kindness and Equanimity within a context of caring consciousness (2) be authentically present and enable and sustain my belief system and subjective life world of self and the person being cared for: and (3) cultiva te ones own spiritual practice and transpersonal self, going beyond self.†(p. 127) I bring the three of them together, in conversation with the client, parents, and coworkers, I speak in a professional, caring, confident manner. I have learned from nursing practice and experience to sit in a well light room at eye level with open body language, to be friendly, caring and always use a kind touch. This helps prevent any barriers that may have occurred to transpersonal caring. Transpersonal caring in the nurse, environment and person are expressed. Developing continuity is an aspect to caring for him and is not always possible, it just happened to be my late shift. I was grateful to be there for his care. Intersubjectivity Davis (2005), states â€Å"Intersubjectivity is human to human relationship in which the person of the nurse affects and is affected by the person of the other, a feeling of union.†(p. 2716) I apply intersubjectivity in the following way. It seems we bond quickly right after I initial see him, because we have initially had an encounter. I found that focusing on the patient’s pain is a priority and aids in healthy participation with his care. I use is time together to ask about his health, fears, and pain, to prioritize his care. This helps me to know him more as a person, not just another client .†Upholding Watsons caring theory provides the framework for me to practice the art of caring, to provide compassion to patients and families fears, and to promote their healing and dignity; it also contributes to my own actualization client â€Å"(Alligood, 2005). Phenomenal Field Davis, (2005) states phenomenal field is the person’s subjective reality (p.2617) In speaking with Jojo, the Phenomenal field is reviewed when,† He shares in his statement,† my belly hurts really badly.† His mother is at his bedside, she tells me that he has not been eating, he has had a fever, and abdominal pain. From report, I see his lab work show an increase in his white blood count and his CT scan shows appendicitis. This is the nurse in the caring theory, who has gathered the information pertaining to the patients health condition. I listen attentively and notice that he is holding a bear in his left arm. I comment on the bear that is seems to be a security item for the child. His mother agrees. He continues to hold his bear to make his environment externally and internally sound. This is critical in the caring theory to make his environment healing. Developing a human trusting human care relationship While the anestheologist is speaking to JoJo’ s mother, I use this time to speak with him. I ask him about school, family, friends and pets. I ask open- ended questions to explore his feeling and fears. He tells me of his dog, two brothers and preschool. He tells me that,† he is afraid and does not want anyone to touch his belly.† When he is lying in bed, I make eye contact as I gently touch his abdomen. After examining his abdomen. Discussing his departure from the holding area, he starts to cry. Jojo,† let me tell you what we will do when we go in the back to fix your belly.† He asks, â€Å"What?† †Do you know how to blow up a balloon?† I ask. â€Å"Yes, he explains.† Well we are going in the back I will put a muscle tester on you, a space mask, and you can blow up my balloon. I use my awareness, presence, touch, kindness, and hope to make him feel strong and confident of the situation Alligood (2005) stated.† In this holistic Perspective, each dimension is a reflection of the whole yet the whole is greater than the sum of parts†(p. 132). Finally, I let his mother know that we will be talking more about her concerns after his examination. Assisting with gratification of human needs Alligood (2005) stated, â€Å"Being-in-the –world† entails that I cannot consider Jojo without her context or environment of which I am a part (family, culture, community, nurses, health care team, society) (p. 132). I speak to Jojo’s mother about his support system, culture, and resources. These are important factors to assist her in obtaining the proper resources need while her son is hospitalized, and she will be displaced from her home during his recover. She states, â€Å"We have no means of transportation, my husband is unemployed at this time due to his back injury and I have two young boys at home. †We discuss means of transportation available to her family from the hospital as well as financial assistance. She states,† my husband has no way to arrive here and has no idea that Jojo is to have surgery.† I try to ease her mind. I can tell she is becoming overwhelmed. Knowing she has fears it is my moral obligation to enhance and preserve her, â€Å"human dignity, wholeness and integrity† (Watson, 2005). (p. 131) Alligood (2005) stated †Watson’s theory, which recognizes the whole in the parts, supports a focus on the wholeness of a community, aggregate, or population, while still attending to the individuals and families within it. Watson emphasizes seeking to strengthen the client’s resources and capacities as well as mutually planning and evaluating health actions† (p. 134). Jojo returns from his surgical procedure, his mother is crying at his bedside. I sit down beside her and to show her his bandage. We discuss the proper way to handle dressing changes along with actives and diet. Implication of Watson’s transpersonal teaching and learning caritive factor. His father has arrived giving her some emotional support. We sit in the recovery room at his bedside, while Jojo rest. I take time to listen to their fears, comfort them and educate them on his care. Jojo’s mother wipes her tears away and looks up at me. She, â€Å"states I am so grateful you were her to help with Jojo he have helped my family, listened to be, and treated him as if he was your own child. Thank you.† I tell her, â€Å"I would not have it any other way. This is an example of Watson’s care theory, Davis states† human- to –human relationship in which the person of the nurse affects and is affected by the person of the other† (p.2618 ) Nursing Perspective I have applied Jean Watson’s theory in my practice, examining an interaction between nurse/patient encounter. Transpersonal relationship with caring factors was used in the care of my patient. Applying caring moments related to person, health, nursing, and environment. I practice Watson’s theory in my daily practice of nursing. Learning theorist in school and refreshing them periodically may seem unnecessary. Who would not be kind to another, considerate of their needs, offer a conducive environment, listen attentively, or apply a caring factor. These seem like common sense to a nurse. Theories are practice as early with new theories add throughout career paths. It is the application of these theories and portrayal of them that causes the affect. This has brought to my view of nursing the values taught to me not only at home but also during my nursing education. Educating other on the values of caring factors, environmental adaptation, and the true art of caring for a p atient/person with total regard to the values of the patient without passing judgment, Through this continuing education paper, we were able to learn the essential elements of Watson’s caring theory and explore an example of a clinical application of her work through a clinical story. Aiming to preserve our human caring heritage, this paper offered some suggestions and ideas in order to help nurses grasp and utilize Watson’s caring theory in their work environment. â€Å"Nursing can expand its existing role, continuing to make contributions to health care within the modern model by developing its foundational caring-healing and health strengths that have always been present on the margin† (Watson, 1999, p. 45). References Alligood, M. R. (2005). Nursing theory: Utilization & application (4th ed.), St. Louis, MO: Mosby Elsevier Davis, F.A. (2005).Taber’s Cyclopedic Medical Dictionary. (20th ed.), Philadelphia, PA: F.A. Davis Company Watson, J . (1999). Postmodern nursing and beyond. Edinburgh : Churchill Livingstone/Saunders Watson, J . (2005). Caring science as sacred science. Philadelphia : F.A. Davis Watson, J., Jackson, D., & Borbasi, S . (2005). Tracing nursing caring: Issues, concerns, debates . In J. Daley, S. Speedy, D. Jackson, V. Lambert, & C. Lambert (Eds.), Professional nursing: Concepts, issues, and challenges. New York : Springer .

Different Biomes

Our family always looks forward every vacation time because of so many places we visited and how we learned a lot from it.   It’s just like an educational tour.   As we traveled along we learned of different biomes in the world.   The world contains different kinds of Biomes.   Biome is a kind of large ecosystem where animals, insects, plants and human beings live in certain type of climate.   The following are some of the places we visited: 1.   Northern Alaska. In Northern Alaska, you will find their frosty biome called the Arctic Tundra.   The earth’s coldest Biome.   The Arctic tundra is a cold, vast, treeless area of low, swampy plains in the north around the Arctic Ocean.   An example of tundra is the Alpine Tundra that is at the tops of high mountains.   The type of climate affects plants and animals living on that area because of the availability of food supplies.   Examples of animals are the polar bears, arctic foxes and caribou.   Plants include the cushion plants, small shrubs and the lichen. 2.   Asia Tropical rainforests are found in Asia particularly along the equator.   It receives rains each year, approximately 70 inches.   Most of the species of plants and animals are found in this type of biome.   Many of its plants are used in medicines.   However, rainforests are considered an endangered biome because of the rapid growth of people who have cut the trees and contributed to the so called global warming.   Some of the animals of the tropical rainforest are the anteater, jaguar, brocket deer, lemur, orangutan, marmoset, macaw, parrot, sloth, and toucan. Among the many plant species are bamboo, banana trees, rubber trees, and cassava. 3.   Russia Taiga is the name of biome found in Russia.   It is a land dominated by conifers, like spruces and firs.   It has a limited variety of animals and plants compared to the temperate deciduous forest. References http://www.factmonster.com/ipka/A0769052.html