Self Introduction Essay Example for Free

Self Introduction Essay Goodmorning maam, classmates, and friends. Today, i would like to impart some facts about me. Most of you here dont know me yet so first of all, i would like to introduce myself. I am Jenifer Aya-ay. I was born on the 26th of September, 1993. I am 19 years old to be exact. I am taking up BS Tourism Major in Ecotourism and this is my third-year of studying in this university. I came from the Province of Misamis Occidental particularly in the city of Oroquieta. My campus address is in Ashreen Cottage Dimalna II, MSU-Marawi City. Normally, I am a loud type of person most especially when i am with my friends. So dont be surprised whenever i get noisy at times. I guess i have gotten this kind of attitude from my family because most of them are also talented of being a conversationalist. Id love to meet new people and socializing with them. In short, I could be everybodys friend. My favorite pastime is sleeping. I just love to sleep and i dont know why. Next is that I spend much time in surfing the internet particularly the social networking sites such as facebook and twitter. I also have interest in singing and dancing. Way back elementary and high school years, I used to join dance troupes and singing competitions but unfortunately, it was not practiced anymore when i entered college. As for now, I would like to share to you a more personal stuff. Everyone, I already have a baby. As for anyone who got pregnant for an early age, you will have mixed and strange emotions on how to deal with such difficult situation. But suddenly, i realized that Ive got nowhere to go and so I took the guts to tell the situation to my parents besides, no one else could help me get through this except them. By then, we had some mellow-dramatic moments you could never imagine. After I confessed everthing, it was when i can say that im truly blessed for having an open-minded, considerate and understanding parents eventhough i have disappointed them a lot. So much for that, i want to show you the most beautiful reward i got out from that experience. This is my precious little baby. I gave birth to her on the 25th day of January this year. As you can see, shes an innocent, delicate thing and indeed, a gorgeous daughter just like her mother. I am proud to say that this experience was the moment i did something that took a lot of courage and a milestone that seemed so bad but turned out to be good.

Hitler And National Socialism In Germany Essay Example for Free

Hitler And National Socialism In Germany Essay Adolf Hitler was born in 1889 at Braunau an Inn on the Austrian side of the border with Germany. In 1913 he left Vienna for Munich and in August 1914 he joined a Bavarian infantry battalion and spent the next four years of the First World War on the western front, where he was promoted to the rank of corporal and generally served with distinction. At the end of the war, amid considerable revolutionary fervour in Germany, he returned to Munich and joined the German Workers Party, a counter-revolutionary movement dedicated to the principles of German national socialism, as opposed to Jewish Marxism or Russian Bolshevism. In February 1920 the party took the name National Socialist German Workers Party (Nationalsozialistische Deutsche Arbeiterpartei, NSDAP, Nazi for short) and set out its 25- point party programme. The name at the bottom of the document is not Hitlers that of Anton Drexler, who set up the German Workers Party in Munich. Although Hitler had only been a member of the party for a year, the twenty-five points reveal the influence of his ideas. The programme contained many of the policies that became associated with the Nazis when they gained power constitutionally in 1933. In November 1923 Hitler entered Landsberg prison; he remained there until his release in December 1924. To all practical intents and purposes his party had ceased to exist and it was perhaps as well for the fuehrer that he had to withdraw from all political activity, for the general climate was not propitious. Inflation had come to an end, and after experiencing some severe shocks in her domestic and foreign affairs, Germany entered a period of relative calm and stability. For the time being, at any rate, this reduced the appeal that the extremist movements of both right and left had for the public. Stability was not to last and in retrospect the mid-twenties appear to have provide the Nazis with the necessary interlude in which to prepare themselves for the great onslaught on the Weimar Republic which too place towards the end of the decade. Hitlers stay in prison, almost as merry and certainly as comfortable as that described in Johann Strauss famous operetta, provided him with a welcome opportunity to put some of his ideas in writing, thus giving National Socialism a doctrine of sorts. On foreign policy in particular National Socialism had been rather weak, frequently contradictory; Hitler must have felt an urgent need to give his movement some guidance in this field when, in 1926, he wrote the sections on a future German policy in the last part of Mein Kampf, and when, in 1928, he dictated his second book entirely devoted to foreign political questions, destined not to appear in print in his lifetime. In these writings Hitlers views about Russia and Bolshevism were systematically developed for the first and last time; essentially, they did not undergo any major change throughout the rest of his life. Hitler and National Socialism in Germany While Hitler was in prison the leaderless National Socialist movement split into several factions. Some Bavarian Nazis decided to follow a more radical left-wing line, mainly in order to attract Communists; there was some vague idea of a division of labour between the extremes. You hang the Jews, well hang the other capitalists, some Communists are alleged to have replied. But since this demagoguery alienated the lower middle class, which was, after all, the backbone of Nazism, the political line eventually was changed, and Communism again became a dangerous enemy. In the west of Germany, there was but little hope of attracting workers with the anti-leftist slogans that had been successful in Munich before 1923. The brothers Gregor and Otto Strasser, as well as young Dr Goebbels, who built up the Nazi Party in west Germany, decided on a much more radical approach, and one which led to open conflict within the Nazi movement and eventually to a showdown. In October 1932, when the economic crisis in the West had reached its peak, the official organ of the Nazis declared: The five year plan has ceased to be a theory. It has become a reality, a hateful, but one that must be taken into account. The relative success of the plan made a deep impression in these circles; its cost and the many unnecessary victims it demanded did not worry the Nazis; on the contrary, the Gewaltmensch Stalin became for some of them almost an attractive figure. Yet it did not make them more friendly disposed towards Communism. They stressed in their propaganda now that the Soviet menace in the East had grown and that only a National Socialist Germany could successfully withstand the Bolshevik tide. National Socialism, they said, would defend Germany not for capitalism, which was bankrupt- it was certainly not worth while to shed ones blood for this. Germany would be saved only by an idea, a new organic social order- namely, National Socialism. In 1945 German historians were confronted with a completely new challenge. The defeat of National Socialist Germany in the Second World War not meant the Germans had lost the war but now also had to face being held accountable for political crimes of previously inconceivable proportions. American historians explain this after 1945 with a politically undesirable development in Germany that is supposed to have reached from Luther to Hitler; the rise and fall of the Third Reich was thus merely the inevitable end thereof. The two leading German historians of the immediate postwar period, Friedrich Meinecke and Gerhard Ritter, both having distanced themselves considerably from the Third Reich, believed the entire tradition of the German national state to be in great danger. In 1946 Meinecke therefore tried to represent the Third Reich as the German catastrophe, for which he held the National Socialism and its demonic leader Hitler responsible. Ritter even claimed in 1948 that National Socialism was not a specifically German phenomenon, but had instead been caused by the crisis in European democracy in the twentieth century. Both failed to include National Socialism in the continuity of German history, but instead chose to interpret it as a historical break with tradition. After the erection of the Berlin Wall, and the subsequent crisis in the Federal Republic of Germany, this form of dealing with Germanys past was radically challenged. Fritz Fischers book on Germanys grip for world power in the First World War showed that even the imperial government, led by Wilhelm II had followed an expansive imperialist policy- by no means was Hitler the first to do so. The continuity of German politics in the twentieth century, which most of the West German historians had vehemently denied, was thus once again on the scholarly agenda. This led to the first big Historikerstreit in the mid-1960s in the Federal Republic of Germany, who by those who believed a degree of continuity from imperialist to National Socialist Germany existed. In particular, the development of National Socialism was seen as the result of a historical singular path (Sonderweg), which only German society had followed in 1871, when the Reich was founded. The central argument of this interpretation of National Socialism consists in blaming the continued existence of pre-industrial and authoritarian societal structures for the lack of drastic modernisation in Germany. Without a successful bourgeois revolution, Germany was thus helpless when faced with the attack of authoritarian- oriented political forces. Seen from this point of view, National Socialism thus appears as the result of the opposition of national-conservative elite against the societal process of transformation in Germany that had been gathering momentum since 1919. In order to support this interpretation, less focus was placed on German politics since 1919 and more on German society during the Empire. It was National Socialism, not the Hitler Youth, that made such a powerful appeal to young Germans, above all by its activist character. In vivid contrast to the interminable discussions of the Biinde, elaborating ideals that were to be realized in some indefinite future, Hitler affirmed that the hour had already struck; the day of national salvation had arrived. The Biinde had wanted their members to understand that all the different aspects and facets of the political problem had to be studied, each from its own angle, before a political judgement could be valid and comprehensive. Commendable in itself, this relativistic approach was also their weakness, and made them an easier prey to the fanaticism and one-sidedness of National Socialism. While the Biinde were talking about sacrifice, their rivals were demanding, and getting, immediate action. Facing the rising tide of National Socialism, more and more of the biinische youth feared that history would pass them by, and felt incapable of remaining inactive. The cry for political engagement awakened a profound response in such a period of disarray and desperation. It must be remembered that the middle classes were hardly less seriously hit by unemployment than the working class; every thing seemed undermined by the general economic decline and the spectre of academic and white-collared poverty was becoming a grim reality. Choosing Hitler was not an act of political decision, not the choice of a known programme or ideology; it was simply joining a quasi-religious mass movement as an act of faith. Rational misgivings about the relevance of Hitlers professions of the solution of Germanys real problems cannot have been entirely absent from the minds of many, but they were perfectly willing to surrender their own critical judgment. It meant abandoning democracy and freedom as impotent and discredited ideas and trusting the Fiihrer, who would know best what to do.

Risks of youth internet use

Risks of youth internet use MURPHY 1 The internet and various social networking sites, specifically, have seen a surge in activity from adolescents and young adults in the past few years. Individuals, ages ten years old to thirty years old, are the main users of these social networking sites. These same individuals either view or post themselves involved in some kind of challenge game for the amusement of themselves or others. People see these games as fun and entertaining to watch; however, some of these games are very dangerous. Many of these individuals experience peer pressure at the hands of their friends and family to do these challenges. To determine how peer pressure and challenge games affect these people, we must define peer pressure, look at those who are the most susceptible, look at the evolution of these challenge games, and how these games can have detrimental effects on those who engage in them Peer pressure, or peer influence, is the persistent and persuasive verbiage or tactics used by a group of individuals known as a peer group to encourage other individuals to change their values, beliefs, or actions in exchange for acceptance into said peer group. According to Calvà ³-Armengol and Jackson, there are two types of peer pressure. One is positive and the other is negative. In the case of positive pressure, â€Å"the pressure exerted by one agent reduces the cost that other agents face for taking a particular action, thus encouraging other agents to take the action. Essentially, this is like subsidizing other agents’ activity. In the case of negative pressure, the pressure exerted by one agent increases other agents’ costs of not taking an action. That is, one way to encourage an agent to take an action is to make it more costly for him or her not to take the action.† Calvà ³-Armengol and Jackson states that positive and negative peer pressure have m ore nuanced differences and similarities. They also suggest looking at the intentions rather than the actions of the person. However, for the scope of this paper, we will look at the basic definition of negative peer pressure where one agent makes it costly for another agent to not take action. When considering those who are the most susceptible to peer pressure, several areas surface such as the person’s age, gender, socioeconomic status, and the atmosphere at the person’s home. Rihtaric and Kamenov places these factors into four different categories, â€Å"adolescent’s openness to influence, salience of peers who exert pressure, adolescent’s ability or opportunity to perform, and relationship dynamics.† Openness is chiefly a personality trait that determines a person’s willingness to try new things and have new experiences. Being open to influences is not inherently a bad thing; however, if left unmonitored or improperly monitored, the adolescent could experience negative effects in their personalities and their actions. The adolescent being open to influence could result in them being urged and encouraged to act in ways that they would not normally act. Adolescents with low will power will often conform and fall victim to peer pressure. According to Berk, due to school, jobs, and other factors, adolescents spend less time with close family members and more time with their peers. Adolescents often seek intimacy or psychological closeness, loyalty, mutual understandings, beliefs, and feelings from their peers. The peer group, then, strengthens with each criterion that the person meets. With the internet now being no more than a hands reach, finding friends on social networking sites often supplement actual friends. In some cases, to adolescents, these internet relationships are the closest adolescents have to actual friends. In other cases, these cyber friends are just as important as real friends are. Berk states that it is because of this closeness and the need to be close that increases the susceptibility in many adolescents for facing degrading racial and ethnic slurs, potentially harmful social experiences, sexually obscene remarks, and even peer pressure. To find the group that is the most susceptible, you must look at the individual’s attachment style. There are two different forms of attachment, secure and insecure. Those with a secure attachment style seem to have peer relationships that are low in peer pressure. This may be due to the more positive choices and influences that someone with a secure attachment has. â€Å"The results of several studies favor the assumption that susceptibility to peer pressure concerning misconduct could be higher among adolescents with insecure attachment.† (Calvà ³-Armengol Jackson, 2010) Susceptibility increases with the insecure attachment anxious type. For both males and females, susceptibility increases if they have anxiety about their relationships and the group’s perception of them if they do not go along with the crowd. Research has also shown that insecure attachment to peers or parents correlated with high alcohol consumption, cigarette smoking, and drug abuse among a dolescents. For males, there seems to be more openness to engage in misconduct than their female counterparts. There is an even higher chance to engage in misconduct if the male’s friends ask them to do so. Females are susceptible to peer pressure but not to the extent of males. Essentially, adolescents are the group that is most susceptible to deviant behavior and misconduct because of peer pressure and peer influence. This influence seems to be greater in males than in females. It is even greater if males or females experience anxiety about their social standing in their peer group. Challenge games are tasks where a person or groups of people perform some feat, often of stupidity, for the amusement of themselves and others. The ALS Ice Bucket Challenge is one of the more recent challenge games that brings awareness to Amyotrophic Lateral Sclerosis, also known as ALS or Lou Gehrigs disease, which is a debilitating progressive and degenerative neuromuscular disease. In this challenge, people were to record themselves dumping a bucket filled with ice water over themselves and nominating three other friends for the challenge or donating money to the ALS foundation. This fad spread like wildfire and almost every social media outlet filled with ALS Ice Bucket Challenge videos seemingly overnight. People posted these videos so that everybody could see exactly who has to do the challenge next. Those called out might not have had any money to donate or they did not want to be drenched in icy cold water. Those who received the challenge experienced peer pressure to donate or pouring water over their head. The pressure to perform came from them not wanting to seem insensitive to the goal of the ALS ice bucket challenge. Since this challenge was for charity, there was more of a receptive nature having multiple news outlets, athletic teams, schools, musicians, actors, and everybody in between performing the challenge. The ALS Ice Bucket Challenge is a harmless game; however, there are others with a higher chance to cause serious harm. There was the cinnamon challenge where the participant must hold a large amount of cinnamon in their mouths for a certain amount of time. Some people reported respiratory problems because of this game. Another game that many a pressured into is the knockout game. This was showcased in the media because children, most often adolescent males from low socioeconomic statuses and broken homes, in essence stalked a person, waited until it was clear, then ran up behind the person they were stalking and punched them as hard as they could. This often ended in multiple adolescents, predominantly male, going to detainment centers or jail. There are several more games of the likes of the Ice Bucket Challenge, Cinnamon Challenge, and the Knockout Challenge. All of the games vary in degree and severity. It could be as innocent as the ALS Ice Bucket Challenge or as severe as the Knockout Challenge. The common thread in all challenge games is the idea that to be a part of the collective, you must conform or do whatever they ask of you. This is especially hard for young adolescent, females, and especially males, who are the group that is most susceptible to peer pressure and influence. For both men and women, susceptibility to peer pressure often decreases with age and experience. This decrease in susceptibility comes from the development of more warm and positive relationships with people who exhibit low peer pressure abilities.

Life Of A Computer Programmer :: Careers Jobs

Imagine having a computer without running software. Computers would be slightly pointless without programs to run it. There would be no directions in the computer to tell it how to run, where to run, and what to do. A computer would have the ability to turn on, but a blank screen would be the only thing to appear on a monitor. I am sure that the question of "Who creates these programs?" has run through many minds in the past. These programs aid you in typing papers, connect you to the Internet, send information to other computers, or provide an interface for games that help to occupy your time. Computer programmers are the individuals that create and work with these programs. On a broad scale, computer programmers write the programs, test the programs, and then maintain the programs that millions of people use daily (Computer Programming 243-249). The every day duties of a computer programmer include investigating work requests from system analysts, understanding the problem and the desired resolution, choosing an appropriate approach, and planning an outcome that will tell the mechanism what to do to produce the desired results. Programmers must be experienced in high levels of mathematics, computer science, and programming languages. A programmer must also have experience with critical thinking, reading comprehension, and deductive reasoning. Programmers need to master these subjects, since they write in a language different from everyday English or French. Many different types of programming languages are used to write programs for computers. The languages are called "codes". Some of the languages include C++, Visual Basic, Java, XML, Perl, HTML, and COBOL. Each of the languages differs from each other, and each is used for specific program jobs. HTML and JAVA are languages used to build web pages for the Internet. Perl and XML can produce codes that block students from getting on certain inappropriate web pages on their school server. One of the most prominent programming languages of the day would have to be C++.

Fahrenheit 451 by Ray Bradbury :: essays research papers

Bradbury ties personal freedom to the right of an individual having the freedom of expression when he utilizes the issue of censorship in Fahrenheit 451. The First Amendment to the United States Constitution reads: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech or of the press; or the right of the people peaceably to assemble, and to petition the government for redress of grievances. The common reading of the First Amendment is that commitment to free speech is not the acceptance of only non-controversial expressions that enjoy general approval. To accept a commitment to the First Amendment means, in the words of Justice Holmes, â€Å"freedom for what we hate.† As quoted in Students’ Right to Read (NCTE, 1982), â€Å"Censorship leaves students with an inadequate and distorted picture of the ideals, values, and problems of their culture. Writers may often be the spokesmen of their culture, or they may stand to the side, attempting to describe and evaluate that culture. Yet, partly because of censorship or the fear of censorship, many writers are ignored or inadequately represented in the public schools, and many are represented in anthologies not by their best work but by their safest or least offensive work.† What are the issues involved in censorship? Imagine that a group wants to ban Fahrenheit 451 because Montag defies authority. For the sake of the argument, assume for a moment that you wish to â€Å"ban† Fahrenheit 451 from the library shelves. To do so, you must do a number of things. First, you must establish why defying authority is wrong. What are its consequences? What are the probable effects on youth to see flagrant disregard of authority? (In regard to these questions, you may want to read Plato’s Apology to get a sense of how to argue the position.) Second, you must have some theory of psychology, either implied or directly stated. That is, you must establish how a reading of Fahrenheit 451 would inspire a student to flagrantly disregard authority. Why is reading bad for a student? How can it be bad? Next, you must establish how a student who reads Fahrenheit 451 will read the book and extract from it a message that says â€Å"Defy Authority Whenever Possible† and then act on this message. You must then reconcile whatever argument you construct with the responsibilities that accompany accepting the rights of the First Amendment.

Slavery and Christianity in Harriet A. Jacob’s Incidents in the Life of

The Incongruity of Slavery and Christianity in Harriet A. Jacob’s Incidents in the Life of a Slave Girl, Written by Herself Slavery, the â€Å"Peculiar Institution† of the South, caused suffering among an innumerable number of human beings. Some people could argue that the life of a domestic animal would be better than being a slave; at least animals are incapable of feeling emotions. Suffering countless atrocities, including sexual assault, beatings, and murders, these slaves endured much more than we would think is humanly possible today. Yet, white southern â€Å"Christians† committed these atrocities, believing their behaviors were neither wrong nor immoral. Looking back at these atrocities, those who call themselves Christians are appalled. In Incidents in the Life of a Slave Girl, Written by Herself, Harriet A. Jacobs describes the hypocrisy of Southern, Christian slave owners in order to show that slavery and Christianity are not congruent. â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness† (Jefferson). Thomas Jefferson, a white, Christian, political southern slave owner, wrote these words in 1776, a period in United States history when slavery thrived. The writer of the Declaration of Independence contradicts himself when he states that all men are created equal, when in actuality, his slaves were denied all that humans were meant to cherish. The slave owners accepted and rationalized slavery through the Holy Bible. The Bible mentions slavery on numerous occasions, and yet none of these passages condemn it. Timothy 6:1-2 states, â€Å"Let slaves regard th... ...e that chattel slavery was a cruel, perverse institution that no human should ever have to endure. Most people realize today how hypocritical it was to call oneself a Christian, while treating slaves so horribly. Throughout her book, Harriet Jacobs, in Incidents in the Life of a Slave Girl, Written by Herself, revealed Americans everywhere that slave owners were hypocrites, and calling themselves Christians was perhaps the greatest sin of all. Works Cited Jacobs, Harriet A. Incidents in the Life of a Slave Girl, Written by Herself. 1861. Ed. Lydia Maria Child. New ed. Jean Fagan Yellin. Cambridge: Harvard UP, 1987. Jefferson, Thomas. â€Å"The Declaration of Independence.† 4 July 1776. The Holy Bible. New International Version. Zondervan Publishing House. 1983. King, Martin Luther. â€Å"I Have a Dream.† Washington, D.C. 28 Aug. 1963.

In Focus: Faye Glenn Abdellah’s Patient

For years, the existence and acceptance of nursing theories in different settings and aspects of nursing practice has transformed the profession in diverse ways both here and abroad. The utilization of such theories has provided the nursing community with specific knowledge and ways to enhance and develop skills and attitudes of nursing professionals in the practice of the profession. It has greatly helped in creating and sustaining our professional independence from the field of medicine by guiding our educational system, research methods and practice towards safe and quality care to patients (Marriner-Tomey, 1994; McLemore & Hill, 1965).The significance of studying nursing theories does not end with the benefits it may serve the profession in general. It also helps an individual, either a student or a nursing professional in several ways. An individual is able to develop critical thinking skills, able to differentiate values and hypotheses and able to find out purpose of functions in relation to the scope of practice of the nursing profession (Kozier, Erb, & Oliviere, 1995).In line with this, this paper attempts to analyze and evaluate a relevant nursing conceptual model authored by a renowned nurse theorist— Faye Glenn Abdellah, using the J. Fawcett’s Framework of Analysis and Evaluation of Conceptual Models of Nursing.Influenced by Virginia Henderson’s 14 principles of nursing, Maslow’s hierarchy of needs and Erik Erickson stages of development, Abdellah formulated her structural model with the goal of teaching and evaluating students and at the same time emphasize the need to create a body of knowledge exclusive to our profession that will help in gaining independence from the control of the medical profession  toward  patient-centered  care (Sigma Theta Tau International Honor Society of Nursing, 1998).Faye Glenn Abdellah authored the typology of 21 nursing problems which was initially published in the 1960 edition of Pat ient-Centered Approaches to Nursing. Since its initial appearance, the typology had major impact on the nursing profession as well as on the development of other nursing theories (Sigma Theta Tau International Honor Society of Nursing, 1998).Abdellah’s typology of 21 nursing problems is a conceptual model which describes the significant concerns of nursing instead of linking different relationships into phenomena. The conceptual model is mainly concerned with patient’s needs and the role of nurses in problem identification using a problem-solving approach. Abdellah’s work is classified under the nursing philosophy category in the sense that her work is based on analysis, rationalization, research and logical argument instead of using experiential methods.Logically speaking, Abdellah’s model can be described as inductive since she derived observations from previous studies which became the basis for her conceptualization. Philosophical statements are said to be based on opinions, arguments or propositions of different people. These statements are not experimental in nature because such statements based on goal, traditions and/or values cannot be tested for its correctness or wrongness (Marriner-Tomey, 1994).In  analyzing  and  evaluating  Abdellah’s  theory, her  work  cannot  be  separated  from  thehistorical  background  where  the  conceptualization  of  the  21  nursing  problems  started.  It  wasin  the  1950s  when  the  nursing  profession  faced  a  lot  of  difficulties  arising  from  the  rapid   societal change and increasing demand for technological advancement. The methods and system used at that time  did not support and meet the demands of the rapid change thus creating a backlog in the nursing community. There was a lack of definition of nursing— its focus, scope and limitations especially that healthcare delivery to patie nts is mainly based on achieving institutional goals rather than meeting patient’s needs. The present system did not assist both the students and professionals in being attuned with the changes. Abdellah related this to the lack of scientific body of knowledge unique to the profession. That is why the formulation of the theory differentiated the practice of nursing from the practice of medicine emphasizing focus on 21 nursing problems that help patient in achieving state of wellness (Marriner-Tomey, 1994).Abdellah used the problem-solving approach in formulating the theory. She believes that a nurse should be able to identify and solve problems of patients in order to provide safe and quality care to patients. This identification of nursing problems, selection of data necessary to formulating and testing of interventions in assisting patient towards state of wellness closely resembles the nursing process. Abdellah pointed out that patients cannot receive quality care if the s teps are done improperly. In my opinion, Abdellah’s approach is effective in the sense that the approach guarantees positive client response if the steps are specifically and carefully executed. This approach also improves a nursing professional skills and attitude by enhancing problem-solving abilities through identification of nursing problems in meeting the needs of the patient (Marriner-Tomey, 1994).Abdellah’s model includes four (4) fundamental concepts essential to nursing— person, environment, health and nursing. The first major concept is the person. The concept of person is described as people having physical, physiological and sociological needs. In her conceptual model, the person or patient is the main reason for the existence of nursing. However, this is quite contradicting since the typology of 21 nursing problems lacks holism. The model entails that a person returns to an improved state only by resolving each problem identified by a nursing profes sional. It lacks holism in the sense that the patient or person which, is considered as a whole is not greater than the sum of it parts represented by his problems (Marriner-Tomey, 1994).Another major concept included in her theory is the concept of environment. This concept is the least conferred and least emphasized in her theory. This is mentioned limitedly in problem number 17. The model explains that the patient more often than not interrelate and act in response to the environment. It also explains that the nurse is also a part of the patient’s environment thus the nurse takes responsibility in making the environment conducive for restoration of health. Abdellah also states that environment is also the home and community from where the patient comes from that is why Abdellah emphasized the need to broaden our scope in identifying problems and not limit our scope in the hospital setting (Potter & Perry, 1993).The third concept is health. Abdellah discussed health as a st ate without illness. It is defined as a state without unmet needs and no anticipated or actual impairment. This is clearly exemplified in the list of 21 nursing problems. Abdellah also advocates holistic approach to patient-centered care and furthering the relevance of environmental factors in the concept of health (Potter & Perry, 1993).The last major concept is nursing. The concept of nursing is an essential element of her writing. In her model, nursing is defined as provision of service to individuals and families; therefore to society. It is mainly providing service to or for the patient or providing information that will significantly assist the patient in restoring health and alleviating impairment. Abdellah therefore viewed nursing as a helping profession (Sigma Theta Tau International Honor Society of Nursing, 1998)..Although Abdellah’s work provided a comprehensive meaning of the four major concepts, there are no statements in Abdellah’s writing that states an y direct relationships among the four concepts. Each concept was only defined implicitly and no relational statements can be made out of it. The model is mainly concerned on development of a unique body of knowledge, which is nursing, through which identification of nursing problems and utilization of the problem-solving approach assists patients in meeting their needs. The model is said to have limited concepts and is only presented in a structural list. After Abdellah’s work has been published, her formulation of the 21 nursing problems has been a helpful tool in the areas of nursing practice, nursing research and nursing education (Sigma Theta Tau International Honor Society of Nursing, 1998).In our nursing practice, Abdellah’s typology of 21 nursing problems has helped nursing professionals in dealing with patient care in an orderly and well-structured manner. In using this typology, a nursing professional, with the problem-solving approach, is able to identify pat ient’s problems, plan for his care and implement nursing interventions for the identified problem in a scientific manner. This problem-solving method has transformed our practice as we attempt to focus our attention to the client himself rather than focus on client’s medical condition which is more of the objective of the medical profession. Nursing professionals have also learned and understood the rationale behind each and every action we deliver to the client (Sigma Theta Tau International Honor Society of Nursing, 1998).Abdellah’s work has also provided significant changes in the area of nursing research as well since her work is basically based on research too. Many theories have been developed since the introduction of Abdellah’s work. The present nursing diagnosis classification system is presumed to be an outgrowth of this typology. This nursing philosophy continues to be a preferred basis of nursing studies at present (Sigma Theta Tau Internation al Honor Society of Nursing, 1998).Nursing education also benefited from Abdellah’s work. As previously explained, there was a lack of scientific body unique to our profession that hindered our independence from the medical profession. Abdellah’s work presented such unique body and gave the nursing profession a chance to come out of the control of the medical model. Gaining professional autonomy has helped the nursing community project a professional identity that has been widely accepted all over the world   (Potter & Perry, 1993).Abdellah’s nursing philosophy brings about nursing activities that meet not only client’s needs but of the society as well in the long run if each goal is carefully achieved through the problem-solving approach making this nursing philosophy socially significant. Abdellah’s work is socially significant because the 21 nursing problems elicit relevant nursing actions that lead to the improvement and restoration of client ’s health status which in turn aids the client in resuming activities of daily living increasing his productivity level thus benefiting the society   (Potter & Perry, 1993).In conclusion, Abdellah’s typology of 21 nursing problems remedied the predicaments faced by the profession in earlier times. It has helped teach and evaluate student’s competency through its formulation. It provided a means of gaining autonomy from the practice of medicine through the creation of a scientific body of knowledge unique to nursing.Abdellah’s work is very straightforward and uncomplicated. It explicitly described the major concepts essential to nursing such as nursing itself, nursing problems and the problem-solving approach through which the problems can be intervened. The concepts of health, person and environment which are now included in the scope of nursing are also implied.The goals of this model vary but all are directed to affect nursing. The extensive goal of t his model is to generally elicit positive transformation in nursing education while its subgoals would include providing a scientific basis for practice and a tool in evaluating student’s capacity and competency (McLemore & Hill, 1965).To date, Abellah did not only meet the goal of her work. Her work has also affected different aspects of nursing— nursing practice, nursing research and nursing education in general. As emphasized in this paper, Abdellah’s overall contribution to the body of nursing is the acquisition of professional autonomy and professional identity through the creation of the 21 nursing problems. Her problem-solving approach increases our assessment and critical-thinking skills needed in identifying client’s concerns to properly plan, select and implement our healthcare. It also enhances and promotes nurse-patient interaction as we make patients the central focus of care instead of focusing on the disease process (Parascandola, 1994).Nur sing has been practiced as profession for more than a century. The profession was based merely on rules, concepts and experiences passed on by professionals to students. It was only in the advent of serious discussion and testing of theories that nursing has been established as a science. Through Abdellah’s work and the development of other relevant nursing theories, we have proven that our profession can stand by itself and achieve our goals towards patient-centered care (Parascandola, 1994).ReferencesKozier, B., Erb, G., & Oliviere R. (1995). Fundamentals of nursing: Concepts, process and practice (5th edn). Redwood City, Ca: Addison-Wesley.Marriner-Tomey, S. (1994). Nursing theorists and their work (3rd edn). St. Louis Mosby.Parascandola, J. (1994).   In Leadership in public health, women in the public health service.   Retrieved January 26, 2007 from http://www.uic.edu/sph/chs/php/PUBLICATIONS/WOMEN%20IN%20THE%20PUBLIC%20HEALTH%20SERPotter, P. and Perry, S. (1993). Fu ndamentals of nursing: Concepts, process and practice (3rd edn.) St. Louis: C.V. MosbyMcLemore, D. & Hill, R. (1965). Role change and socialization in nursing.The Pacific Sociological Review, 8(1).Mullins, N. (1986). Mosby’s Medical and Nursing Dictionary (2nd edn). St. Louis: C.V. 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