scholarly journals Teaching caring in nursing: a needs assessment

Curationis ◽  
1990 ◽  
Vol 13 (1/2) ◽  
Author(s):  
Hilla Brink
Keyword(s):  
Nursing Education ◽  
Needs Assessment ◽  
Education System ◽  
Priority Areas ◽  
The Third ◽  
Assessment Design ◽  
Research On Teaching ◽  
The Way

Despite the fact that caring is the heart of nursing, there is growing evidence that nurses are not as effective as they ought to be in their caring role. This signifies that more attention needs to be given to the teaching of caring. The aim of this study was to pave the way to initiate the process of research on teaching caring, by suggesting priority areas. The needs assessment design was used for the study. Five steps were involved to achieve the aims. The first was to explore the nature and meaning of caring as presented in the literature. The second was to review completed research on aspects of caring within the nursing context. The third was to investigate the position of caring in the present nursing education system. The fourth was to investigate ways of promoting the teaching of caring as advocated in the literature and the final step based on inferences made from the first four steps was to suggest priority areas for research on teaching caring in nursing.

scholarly journals FORMULASI KODE ETIK PENDIDIK DALAM PERSPEKTIF PENDIDIKAN ISLAM

2018 ◽  
Vol 1 (1) ◽  
pp. 85
Author(s):  
Moh. Farhan
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Ethics Codes ◽  
Ethical Codes ◽  
The Third ◽  
Good Intention ◽  
Modern Era ◽  
The Way

Being  Educator  is an honour profession in Islam. It is an essensial factor in the education system. Thus a dignity  and an authority of this profession have to be maintained by the educators. The way to keep the honour of this profession can be done by conducting  ethical codes as a guidence to conduct activities as the educators.In a modern era, an educator ethic has been formulated. However, it shows unoptimal to keep the educators’ dignity. Thus, a solution is needed to solve the problem. Part of the solution  from Islamic education scholars during Islamic education hystory is the genuin thinking of those scholars. They have formulated the educator’s ethics codes. From their thinking and ideas, there are three ethic codes that can be understood: The First:  related to the obligation to have a good intention as the educator by improving a quality of  “taqwa” to Allah SWT because teaching is a worship. The second:  the educators have to keep their  profession by improving the personality with a good character (Akhlak). The third,  keep improving the educators’ competences and professionalism.

Géographie et cartographie fictionnelles dans l’Utopie (1516) de Thomas More

Moreana ◽  
2010 ◽  
Vol 47 (Number 181- (3-4) ◽  
pp. 9-68
Author(s):  
Jean Du Verger
Keyword(s):  
Complex Network ◽  
Narrative Strategies ◽  
Thomas More ◽  
The Third ◽  
Editio Princeps ◽  
Shed Light ◽  
The Way

The philosophical and political aspects of Utopia have often shadowed the geographical and cartographical dimension of More’s work. Thus, I will try to shed light on this aspect of the book in order to lay emphasis on the links fostered between knowledge and space during the Renaissance. I shall try to show how More’s opusculum aureum, which is fraught with cartographical references, reifies what Germain Marc’hadour terms a “fictional archipelago” (“The Catalan World Atlas” (c. 1375) by Abraham Cresques ; Zuane Pizzigano’s portolano chart (1423); Martin Benhaim’s globe (1492); Martin Waldseemüller’s Cosmographiae Introductio (1507); Claudius Ptolemy’s Geographia (1513) ; Benedetto Bordone’s Isolario (1528) ; Diogo Ribeiro’s world map (1529) ; the Grand Insulaire et Pilotage (c.1586) by André Thevet). I will, therefore, uncover the narrative strategies used by Thomas More in a text which lies on a complex network of geographical and cartographical references. Finally, I will examine the way in which the frontispiece of the editio princeps of 1516, as well as the frontispiece of the third edition published by Froben at Basle in 1518, clearly highlight the geographical and cartographical aspect of More’s narrative.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Ragam Qiraat Al-Qur'an

SUHUF ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 53-72
Author(s):  
Ahmad Fathoni
Keyword(s):  
The Third ◽  
The Difference ◽  
The Way

The object of the study of the knowledge of the variety of the Quranic reading  is the  Qur'an itself. The focus is on the difference of the reading and its articulation. The method is based on the riwayat or narration which is originated from the Prophet (Rasulullah saw) and its use is to be one of the instruments to keep the originality of the Qur’an. The validity of the reading the Qur’an is to be judged based on the valid chain  (sanad ¡a¥ī¥)  in accord with the Rasm U£mānÄ« as well as with the  Arabic grammar. Whereas the qualification of its originality is divided into six stages as follow: the first is mutawātir, the second is masyhÅ«r, the third is āhād, the fourth is syaz, the fifth is maudū‘, and the six is mudraj. Of this six catagories, the readings which can be included in the catagory of mutawātir are Qiraat Sab‘ah (the seven readings) and Qiraat ‘Asyrah  (the ten readings). To study this knowledge of reading the Qur’an (ilmu qiraat), one is advised to know about special terms being used such as  qiraat  (readings), riwayat (narration), tarÄ«q (the way), wajh (aspect), mÄ«m jama‘, sukÅ«n mÄ«m jama‘ and many others.

How to Distinguish Aristotle's Virtues

Phronesis ◽  
2002 ◽  
Vol 47 (2) ◽  
pp. 101-126 ◽  
Author(s):  
Marguerite Deslauriers
Keyword(s):  
Intellectual Virtue ◽  
The Political ◽  
Political Art ◽  
Intellectual Virtues ◽  
Moral Virtues ◽  
The Third ◽  
The Way

AbstractThis paper considers the distinctions Aristotle draws (1) between the intellectual virtue of phronêsis and the moral virtues and (2) among the moral virtues, in light of his commitment to the reciprocity of the virtues. I argue that Aristotle takes the intellectual virtues to be numerically distinct hexeis from the moral virtues. By contrast, I argue, he treats the moral virtues as numerically one hexis, although he allows that they are many hexeis 'in being'. The paper has three parts. In the first, I set out Aristotle's account of the structure of the faculties of the soul, and determine that desire is a distinct faculty. The rationality of a desire is not then a question of whether or not the faculty that produces that desire is rational, but rather a question of whether or not the object of the desire is good. In the second section I show that the reciprocity of phronêsis and the moral virtues requires this structure of the faculties. In the third section I show that the way in which Aristotle distinguishes the faculties requires that we individuate moral virtues according to the objects of the desires that enter into a given virtue, and with reference to the circumstances in which these desires are generated. I then explore what it might mean for the moral virtues to be different in being but not in number, given the way in which the moral virtues are individuated. I argue that Aristotle takes phronêsis and the political art to be a numerical unity in a particular way, and that he suggests that the moral virtues are, by analogy, the same kind of unity.

scholarly journals Labels on the maps of the Third Military Survey of Austria-Hungary and on the survey maps of the Military Geographical Institute (Wojskowy Instytut Geograficzny) in Warsaw in the light of survey manuals

2015 ◽  
Vol 47 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Wojciech Włoskowicz
Keyword(s):  
The Other ◽  
Standard Map ◽  
The Third ◽  
Last Stage ◽  
The Right ◽  
The Military ◽  
Topographic Surveys ◽  
The Way

Abstract Materials from topographic surveys had a serious impact on the labels on the maps that were based on these surveys. Collecting toponyms and information that were to be placed as labels on a final map, was an additional duty the survey officers were tasked with. Regulations concerning labels were included in survey manuals issued by the Austro-Hungarian Militärgeographisches Institut in Vienna and the Polish Wojskowy Instytut Geograficzny in Warsaw. The analyzed Austro-Hungarian regulations date from the years 1875, 1887, 1894, 1903 (2nd ed.). The oldest manual was issued during the Third Military Survey of Austria-Hungary (1:25,000) and regulated the way it was conducted (it is to be supposed that the issued manual was mainly a collection of regulations issued prior to the survey launch). The Third Survey was the basis for the 1:75,000 Spezialkarte map. The other manuals regulated the field revisions of the survey. The analyzed Polish manuals date from the years 1925, 1936, and 1937. The properties of the labels resulted from the military purpose of the maps. The geographical names’ function was to facilitate land navigation whereas other labels were meant to provide a military map user with information that could not be otherwise transmitted with standard map symbols. A concern for not overloading the maps with labels is to be observed in the manuals: a survey officer was supposed to conduct a preliminary generalization of geographical names. During a survey both an Austro-Hungarian and a Polish survey officer marked labels on a separate “label sheet”. The most important difference between the procedures in the two institutes was that in the last stage of work an Austro-Hungarian officer transferred the labels (that were to be placed on a printed map) from the “label sheet” to the hand-drawn survey map, which made a cartographer not responsible for placing them in the right places. In the case of the Polish institute the labels remained only on the “label sheets”.

The History of the Rechabites— an Initial Commentary

1997 ◽  
Vol 28 (3) ◽  
pp. 413-436
Author(s):  
Chris H. Knights
Keyword(s):  
Greek Text ◽  
Original Language ◽  
The Third ◽  
History Of ◽  
The Subject ◽  
The Way

AbstractThis article is the third in a series of studies on The History of the Rechabites. The first, "The Story of Zosimus or The History of the Rechabites?,"1 established the independent identity of this text within the Christian monastic work, The Story of Zosimus, and was a sort of prolegomena to the study of this text. The second, "Towards a Critical-Introduction to The History of the Rechabites,"2 sought to address the standard introductory issues, such as date, original language, provenance and purpose. The present paper seeks to examine the text verse-by-verse, and to offer a commentary on it. Or, rather, an initial commentary. No commentary of any sort has ever been offered on the Greek text of HistRech before, and it would be foolhardy to claim that any one scholar could perceive all the allusions and meanings in a particular text at a first attempt. This commentary, then, is offered in the same spirit as my two previous studies on HistRech: as a step along the way towards unravelling the meaning of this pseudepigraphon about the Rechabites, not as the last word on the subject.

The Eternal Triangle and Court Politics: Henry VIII, Anne Boleyn, and Sir Thomas Wyatt

1986 ◽  
Vol 18 (4) ◽  
pp. 565-579 ◽  
Author(s):  
Retha M. Warnicke
Keyword(s):  
Henry Viii ◽  
Sovereign Power ◽  
Love Affair ◽  
The Third ◽  
Sir Thomas Wyatt ◽  
Court Politics ◽  
The Way

The opinion of modern scholars is divided about the nature of Anne Boleyn's relationship to Sir Thomas Wyatt, the Tudor poet. On the basis of a few of his verses and three Catholic treatises, some writers have concluded that Anne and he were lovers. In these analyses not enough attention has been paid to the role of Henry VIII, the third member of this alleged lovers' triangle, who guarded his own honor and inquired into that of his wives, before, during, and after their marriages to him. A comment on the way in which the king viewed and defended his honor will be useful to this examination of the evidence customarily accepted as proof of Anne and Wyatt's love affair.A gentleman's honor, as Henry's contemporaries perceived it, was a complicated concept. First and foremost it was assumed that a man's birth and lineage would predispose him to chivalric acts on the battlefield where, in fact, only one cowardly lapse would stain his and his family's reputation forever. Secondly, the concept embodied the notion that it bestowed upon its holder certain social privileges and respect. During Henry's reign, moreover, the “realm and the community of honour” came to be viewed as “identical” with the sovereign power of the king at its head. One result of this “nationalization,” was that the behavior of crown dependants and servants affected the king's good name in both a personal and a public sense, and his ministers took care to do all that was appropriate to his reputation in settling disputes and in negotiating treaties.

The Possibility of Being Harmed by One’s Own Conception

2016 ◽  
Author(s):  
Janet Malek
Keyword(s):  
The Third ◽  
The Way

Can a person be harmed by the acts that brought about his or her own conception? Three different claims concerning this possibility can be distinguished: (1) that people are sometimes harmed by the fact that they are brought into existence; (2) that people are sometimes harmed by the way that they are brought into existence; and (3) that people are always harmed by being brought into existence. Well-known objections to the first two claims are analyzed and refuted, suggesting that these claims can be supported. The third claim is examined and shown to rely on unsound reasoning. These finding support the conclusion that people can be, but are not always, harmed by being conceived.

scholarly journals Exploration of the Way out for Education Reform Based on the Status Quo of Chinese and Foreign Education Systems

2018 ◽  
Vol 2 (2) ◽  
pp. 37
Author(s):  
Yifan Wang
Keyword(s):  
Education Reform ◽  
Education System ◽  
Status Quo ◽  
New Era ◽  
The Status ◽  
Practical Reality ◽  
The Government ◽  
Foreign Education ◽  
Education In China ◽  
The Way

 Against the backdrop of growing national strength and rapid economic development, the government has placed more emphasis on education. In recent years, remarkable achievements have been registered in terms of education in China, which lays a solid foundation for cultivating comprehensive professionally-trained personnel in the new era. However, the current education system is ridden with many setbacks and problems. This paper conducts an analysis of the specific conditions of education both at home and abroad, status quo of education in China, makes some reflections on the direction and measures of China's education reform based on the practical reality of education in China. Measures should be taken to inject personalities into the traditional, exam-oriented education system, which keeps pace with the new era. As is known to all, it's important to strike a balance between public education and non-government funded education in a scientific and reasonable manner. The overhauling of traditional education policies will pave the way for China's educational renaissance and realize the great blueprint of the Chinese dream. 

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