Contract Law assignment question Essay Example | Topics and Well Written Essays - 1500 words

Contract Law assignment question - Essay Example When the execution of the contract was considered the duty of the promise under legal and contractual means will come under consideration. This is dealt under 1. legal duty, 2. duty arises from the contract, 3. the duty arised from the contract. According to the UK law commission recommendations the consideration of the duty must not be against the law and public policy. This point is derived from the traditional law. Under common law the term consideration is a controversial requirement for the contracts. This is considered controversial because this is not necessary in civil law systems and it is considered in law of obligations and the contexts involving the criminal offences. This controversial thing was introduced in the law because, both the parties that entered into a contract will bargain and this bargain will come to the fore or disappears when any one breaches the contract. So, in that context, if the situation does not come under civil law the consideration term is taken f or perusal. This is for avoiding unnecessary or unintentional advantage for other party. In the case of Eastwood v. Kenyon the guardian of a young girl raised loan for her education. This is in the intention of improving her marriage prospects. After her marriage the court held that the husband need not pay the loan as the loan raised for the education of the girl was a past consideration. Two parties can enter into a future contract regarding sale and purchase. When a person is having enough goods that he can sell. for reasonable profit after a certain time and a person who wants to make profit by buying certain goods after a period of time can make a future contract. The supplier must sell the goods by

Operational Definition and Model Building; Introduction to Scanning Assignment - 1

Operational Definition and Model Building; Introduction to Scanning - Assignment Example changes are those that are leading towards even more changes as has been seen in case of the entertainment industry as well as the ways in which the information is delivered. In this way not only the production of these packages is affected but also the ways in which they are produced and consumed. These are only some of the institutions that have been seen to be affected by the IT related innovations but here the point that needs to be emphasized is the changes in the social lives of the community citizens with an understanding towards the roles that are to be played in the society. Moreover the political lives and interactions on the political level have also changed. There have been many arguments in this regard as it has been said that with an addition in the technologies as emails, online discussions as well as the fact availability of information as these are the reason that will lead to the formation of a society that shall be more engaged, more informed as well as a participatory society in which the society members will be more inclined towards the computers as well as the internet. In this kind of society the human interest as well as beliefs is the ones that can be manipulated. These are all the changes that are to be argued in case of there pros and cons. In this case there has been no realization as to what can be the meaning deduced from these changes and if these are the positive changes or negative changes as they seem. With this it has to be seen that are the colligated changes as are seen in the community’s social lives are going to bring out any positive effect or any negative effect. As has been discussed there are some changes that are going to be shoeing there moderate effects as well as there are some changes that will have lesser effects on the social lives still there are many that can have dire consequences. In this very argument the main part of discussion can be the usage of these technologies especially the internet. The highest

Timolol Maleate 0.5% Eye Drop Preparation

Timolol Maleate 0.5% Eye Drop Preparation Formulation of eye drops (TIMOLOL MALEATE 0.5% m/V EYE DROPS) By: Introduction The Timolol Maleate 0.5% M/V Eye Drops is indicated for the reduction the intraocular pressure in the (IOP) persons suffering from ocular hypertension or glaucoma they are insufficiently responsive to the topical Beta Blockers. It is shown to reduce IOP in patients that have chronic open-angle glaucoma, ocular hypertension, and in Aphakic patients with signs of glaucoma and in those patients who wear contact classes (Siegal, 2007). It also shows a reduction of IOP in patients having narrow angles and those with iatrogenically-induced narrow angle closures. The inactive ingredients or excipients in Timolol sodium hydroxide used for pH adjustment, monobasic and dibasic sodium phosphates, and purified water. Purified water is used for injection purposes. 0.01% Benzalkonium chloride is used as a preservative. The preservative is a quaternary ammonium. Its mechanism of action involves the intrinsic detergent processes that result in the dissolution of the bacterial membranes and cell walls, thus preserving the medicine (Wang et al., 2012). It is particularly focused on the preservation against gram-positive bacteria. The aim of this project is to prepare a Timolol maleate 0.5% eye drop using the sterilization method. The autoclave sterilization method is based on the WHO standard. Methods Alcohol wipes were used to initially clean the top panel of the laminar flow cabinet. The direction of cleaning was from back to front (from one corner towards the airflow direction). It was wiped twice while ensuring that the wiping stripes overlapped. It was disinfected until the top panel. Then, starting from one side of the panels, it was disinfected until the bottom of the panel. The processes were repeated until all the side panels and bottom panels were adequately disinfected. The production sheet record was filled and completed before the start of the experiment. 50 ml of Timolol maleate was weighed; Disodium Hydrogen Orthophosphate and Dihydrogen Sodium Phosphate were also weighed and put in separate test tubes. Centrimide 0.5% Stock Solution was added to half of distilled water in a beaker. The mixture was stirred gently. Disodium Hydrogen Orthophosphate and Dihydrogen Sodium Phosphate were added to the mixture and stirred to dissolve. Timolol maleate was added to the mixture and stirred to dissolve. Freshly distilled water was added to the solution to make up to the final volume. Sintered glass filter method was used. The filtrate was put into the beaker. It was then poured into pre-sterilized bottles. The filtrate was filled up to the bottle shoulder. The dropper was inserted into the bottles, and caps screwed tightly by hand (WHO, 2002). Autoclave sterilization was carried out on the solution at 121-124 oC. The process was carried out for 15 minutes at approximately 200 kPa or 1 atmosphere above the atmospheric pressure. The solution was viewed and labelled after sterilization and cooling of the solution. Results Table 1: Microbiological methods Table: 2. Environmental monitoring Settle Plates should be accurately positioned in the Laminar Flow Cabinet by placing one settle plate for each corner. That is, one should be placed to the back left, one to the back right, one to the front left and one to the front right. A minimum of 10 cm gap should be left between the settle plates and the walls of the cabinet. Figure: 1. Autoclave controls before sterilization Figure: 2. Results after sterilization Discussion As shown in figure 2, the autoclave turned black after the sterilization process. This shows that it was sterilized. The Sterikon ® Plus indicators have nutrient broth made up of sugar, spores of a pathogenic bacillus stearothermophilus and a pH indicator. When the sterilization process is carried out, the ampules in the indicator retain the red-violet color. On the other hand, if sterilization does not take place, then bacterial growth occurs. This leads to ampules becoming turbid and changing color to yellow (Block, 2001). The manufacturing processes are valid and the cleanliness levels achieved throughout the sterilization process. From table 1, there was growth in aerobic tests in a nutrient broth medium and fungal tests in a Yeast dextrose broth medium. This indicates that the conditions were favorable for growth. The anaerobic control and fungal control also indicated growth under Robertson’s cooked meat medium and Yeast dextrose broth media respectively. From table 2, there was no growth all the settle plates placed in different positions. The sterilization process is a reliable approach because high temperatures are achieved through steam under pressure mechanisms. The moist heat reaches temperatures above the boiling point, thus achieving effective sterilization. This approach is the best because pressurized steam destroys all forms of life and bacterial spores (Mazhar, 2009). References Block, SS 2001, Disinfection, Sterilization, and Preservation. London: Lippincott Williams Wilkins. Mazhar, H 2009, Autoclaving: Real Sterilization. Viewed 23 January, 2014 fromhttp://microbiologyon-line.blogspot.com/2009/08/autoclaving-real-sterilization.html Siegal, PA 2007. Glaucoma Medical Therapy: Principles and Management: Principles and Management. Oxford: Oxford University Press. Wang, H, Switlick, K, Ortiz, C, Zurita, B Connor, C 2012. Health Insurance Handbook: How to Make It Work. World Bank Publications. WHO 2002, The Local Small-Scale Preparation of Eye Drops: Eye Drop Update 2002.WHO/PBL/01.83 Standard Operating Procedure A Cleaning and Disinfecting Laminar Flow Cabinets Step 1: Wear suitable Size Gloves. Step 2: Using alcohol wipes initially wipe the top panel of the laminar flow cabinet starting from one corner and in the direction of the airflow (i.e. from back to front). Repeat this process for another strike. But ensure that the wiping strips overlap. Continue disinfecting until reaching the other side of the top panel. Every now and then turn around the alcohol wipe to use a clean side. Step 3: Starting from one of the side panels, place an unused alcohol wipe on the top and the back corner of the panel, and wipe in the direction of the airflow (i.e. from back to front.) Repeat this process for another strike, but ensure that wiping strips overlap. Continue disinfecting until reaching the bottom panel. Every now and then turn over the alcohol wipe to use a clean side. Step 4: Apply the step 2 process for the other side panel. Step 5: Apply step 1 process for the bottom panel. Standard Operating Procedure B Positioning Settle Plates inside a Laminar Flow Cabinet Step 1: Place one settle plate in each corner, i.e. one to the back left, one to the back right, one to the front left and one to the front right. Step 2: Give a minimum of 10 cm gap between the settle plates and walls of the cabinet. QC SHEET Manufacturers Label Name: Timolol Maleate 0.5% Eye Drops (TIMOPTIC-XE) Type of Medicine: Beta-blocker eye drop preparation Use: Chronic open angle glaucoma Available as: Eye drops, eye gel, single-use eye drops Manufacturer Code: TM5483-67 Manufacture License: TM3421-564-6 Expiry Date: 12:01:2015 Manufacturer Address: MJU Advertising LLC PO BOX: 22874 OUT METHA, DUBAI UNITED ARAB EMIRATES Raw Material Identification and Quantification Active: Brimonidine Tartrate 0.2% w/v Timolol Maleate IP equivalent to Timolol 0.5% w/v Inactive Ingredients: Sodium chloride, Disodium EDTA, Sodium dihydrogen Phosphate dihydrate, Disodium hydrogen phosphate, Sodium hydroxide, Water for Injections.

Catcher in the Rye Essay: Holden Caulfield - A Nice Kid in a Cruel World :: Catcher Rye Essays

Holden Caulfield - A Nice Kid in a Cruel World      Ã‚  Ã‚   Over the years, members of the literary community have critiqued just about every author they could get their pen on.   One of the most popular novels to be critiqued has been J. D. Salinger's The Catcher in the Rye.   In favorable critiques, Holden Caulfield is a good guy stuck in a bad world. He is trying to make the best of his life, though ultimately losing that battle. Whereas he aims at stability and truth, the adult world cannot survive without suspense and lies. It is a testament to his innocence and decent spirit that Holden would place the safety of children as a goal in his lifetime. This serves to only re-iterate the fact that Holden is a sympathetic character, a person of high moral values who is too weak to pick himself up from a difficult situation.    S.N. Behrman, in his review for The New Yorker, also took a sharp look at Holden's personality. Behrman found Caulfield to be very self-critical, as he often refers to himself as a terrible liar, a madman, and a moron. Holden is driven crazy by phoniness, an idea under which he lumps insincerity, snobbery, injustice, callousness, and a lot more. He is a prodigious worrier, and someone who is moved to pity quite often. Behrman wrote: "Grown men sometimes find the emblazoned obscenities of life too much for them, and leave this world indecorously, so the fact that a 16-year old boy is overwhelmed should not be surprising" (71). Holden is also labeled as curious and compassionate, a true moral idealist whose attitude comes from an intense hatred of hypocrisy. The novel opens in a doctor's office, where Holden is recuperating from physical illness and a mental breakdown. In Holden's fight with Stradlater, his roommate, he reveals his moral ideals: he fears his roommate's sexual motives, and he values children for their sincerity and innocence, seeking to protect them from the phony adult society. Jane Gallagher and Allie, the younger brother of Holden who died at age 11, represent his everlasting symbols of goodness (Davis 317).    A quote by Charles Kegel seems to adequately sum up the problems of Holden Caulfield: "Like Stephen Dedalus of James Joyce's A Portrait of the Artist as a Young Man,Caulfield is in search of the Word. His problem is one of communication: as a teenager, he simply cannot get through to the adult world which surrounds him; as a sensitive teenager, he cannot get through others of his own age" (54).

Applied Definition: Virtue Ethics Essay

1. In what ways did the historical context from which virtue ethics emerged shape its basic principles? Presocratics, regarded as the first philosophers, brought the term logos to philosophy (literal translation: ‘word’; also denotes ‘logic’, ‘argument’, ‘reason’. Aristotle’s concept of Virtue Ethics regards humans as rational animals, implying that ‘logos’ is purely a human trait. Known as Plato’s most gifted student, Aristotle disagreed with his teacher’s view that the â€Å"essence of reality lies in some abstract world of Forms or Ideas† (Brannigan, 2005:60). Aristotle’s point of view directly contrasts his teacher’s, stating that the â€Å"source of meaning comes from concrete, physical reality† (Brannigan, 2005:60). This direct contrast with Plato leads to Aristotle opening his own school, which he called the Lyceum. Aristotle’s Nichomachean Ethics is his literary formation of his ethical theories. Aristotle believes that ethics originate from real world experiences, that there is not a set of rules to apply to life that will mold us into ethical beings, but rather the â€Å"individual exists in relationship with others† (Brannigan, 2005:61). Thus, ethics is based upon how the individuals relate to each other and the cultivation of good character. How do we cultivate good character? Aristotle states we must fulfill our human nature. He tells us that all things existing in nature have their own specific end purpose, which he refers to as telos (Greek term for specific end). For example, an apple seed’s telos would be to grow into an apple tree and produce apples. Aristotle tells us that only humans are capable of using logos as a form of thought, and that all humans are, by nature, rational animals. Therefore, the human’s end purpose is to â€Å"fulfill our human nature as rational animals by properly exercising our reason† and he also asserts that, â€Å"only in this way can we be genuinely happy† (Brannigan, 2005:62). Furthermore, Aristotle states that all humans have one end goal – eudaimonia (Greek for happiness), and that happiness is an â€Å"intrinsic good†. Intrinsic good means that we seek happiness for the sake of being happy, and we do not seek happiness to obtain something else. In contrast, instrumental good are steps we take to achieve this intrinsic and ultimate good of happiness. For example, students take college courses to fulfill a requirement, gain understanding, and so on. Regardless of the reason, ultimately students take courses to achieve something, with another goal in mind, thus making it an instrumental good. All goods are instrumental, except happiness. Human excellence and telos can be acquired, â€Å"only when we realize our true natures as rational animals, when we properly exercise our reason throughout our lives† (Brannigan, 2005:62). Aristotle terms human excellence with a new name – virtue; genuine happiness is to live virtuously, and only by living virtuously can we attain happiness, and living virtuously requires making a habit of practicing virtue to cultivate good character. Therefore only those with good character can be truly happy. To live virtuously, we must avoid extremes and maintain a balance, which Aristotle terms as the â€Å"golden mean†. The â€Å"golden mean† is the balance between the extremes, and we must use rational thinking and reasoning in a balanced fashion. He distinguished two types of virtues: intellectual and moral. Intellectual virtues require us to use out reason in two ways, one practical and one philosophical. First, â€Å"we reason in order to live practically in our day-to-day lives, which requires us to live sensibly through practical reason† (Brannigan, 2005:64), which Aristotle terms phronesis. Second, â€Å"we reason for the purpose of discovering higher truths†¦ so that we may contemplate higher, more theoretical truths and principles such as the idea of the Good† (Brannigan, 2005:64). Moral virtues (which Aristotle termed ethike) focus on our behavior and how we live our lives, and are the focus of Aristotle’s ethics. Aristotle’s belief was that moral virtues only came about with habitual practice, the Greek word for habit is ethos, which shows the link with ethics. In conclusion, a summary of Aristotle’s ethical beliefs: the goal/aim is to cultivate good character, which can be achieved only through habitual practice of virtue (intellectual and moral), which will create the condition of virtue, thus making us virtuous persons. Repeated actions lead to a condition, which makes an action distinct from a condition, therefore meaning one virtuous act does not make a person virtuous. Rather, acts of virtue must be an ethos(or habit), so that virtuous acts become a sort of second-nature. These repeated acts of virtuous ethos lead to the condition of virtue, and the condition of virtue = good character, and vice versa. Since acts of virtue are not acts of virtue unless logic, reason, and rationalization are utilized to find the â€Å"golden mean† between two possible extremes, one cannot achieve their telos and/or ultimately the condition of happiness, without finding balance in every decision that presents itself and then acting upon this balanced decision. This creates the assumption of a natural link between who we are and what we do, between being and doing. However, doing the right thing simply because you are following a rule or guideline does not make a virtuous person, thus placing the emphasis of Aristotle’s ethics on being rather than doing, meaning that an honest person will tell the truth because this person’s character/being is honest. The reverse of this would be a dishonest person will be dishonest, or a dishonest person will tell the truth because societal rules/guidelines say it’s the virtuous decision – either way, a dishonest person’s being and character is still dishonest, regardless of whether this person tells the truth or not – one act of virtue does not equal a virtuous person. â€Å"Virtue then is a state of deliberate moral purpose, consisting in a mean relative to ourselves, the mean being determined by reason, or as a prudent man would determine it. † (Brannigan, 2005:88) 2. What would virtue ethics suggest should be done in response to the dilemma of the school child who was made to turn his shirt inside out? Why? Virtue ethics really focuses on â€Å"the golden mean†, which is achieved through rational and logical thinking. By avoiding extremes habitually when making decisions, â€Å"the golden mean† can be achieved, leading to a virtuous person, and ultimately happiness and telos; this is the only way to truly achieve the ultimate goal of happiness and virtue. Blindly following rules, without rationalization and an effort to avoid extremes, does not make a virtuous person or achieve â€Å"the golden mean†. Thus, being virtuous leads to virtuous and ethical actions, but not vice versa. In the case of the principal, a virtue ethicist would argue that the principal was merely following a rule, therefore the action was not virtuous. However, the principal also exhibited balance between extremes, by making the child turn the shirt inside out behind a tree; the principal could have made an extreme choice by either ignoring the child’s shirt (and the rule in place) and letting him/her wear this shirt through the rest of the school day (deficit), or by sending the child home for the day (or longer) as punishment for wearing a shirt that breaks the dress code. When you look at the parents actions and choices from a virtue ethicist’s point of view, they have missed â€Å"the golden mean† when making decisions. In regards to the choice of dressing their child in a University of Michigan shirt, a virtue ethicist would state that this decision showed ignorance (since they were provided with a student handbook, which has dress code guidelines), but only if they neglected to read rules that they were provided with. If they simply weren’t provided with such rules, they still exhibited ignorance, but not because of being ignorant. If they read these rules and opted not to follow them because they did not agree, then they should be applauded for not blindly following rules for the sake of following them. However, the decision to send their child to school in a shirt that breaks the rules could be argued as a balanced decision. The deficit decision would be sending the child in all Oklahoma college apparel, just to stay within the guidelines; the extreme would be sending their child in a completed University of Michigan football uniform. It is clear that the parents miss finding the â€Å"golden mean† when deciding how to express their feelings about the rule, by going to the extreme and bringing it to the media’s attention (they could have met with school boards, or even the principal, to try to compromise). They also are on the extreme side of things when they accept gifts from the university (who surely appreciated the attention brought by the media). 3. Using your own personal ethical beliefs, in what ways do you agree or disagree with the decision and the reasoning used to reach the decision in the above question? I agree with the final statements brought out by taking a virtue ethical perspective, such as the principal making a balanced choice when taking action about the shirt, the parents possibly being ignorant of the rule through personal neglect or neglect from the school, and the choices the parents made following the shirt issue being extreme. However, I do not necessarily agree with how these outcomes were achieved through this view. First, I agree that there is a balance that needs to be achieved (or atleast attempted to be achieved) in most of the decisions and actions we make daily, but I do not thing that non-ethical choices and actions are made because the person’s â€Å"being† is bad. I feel like good people can and do make ignorant, unethical, or bad choices; vice versa being true as well. While I believe that being and doing definitely shape each other, I do not feel that one is formed ultimately by the other. As far as what I feel should have been done in this situation, I agree with the principal’s decision. Maybe the code needs refined a little, but your 5 year old having to turn his/her shirt inside out is a much better option than your 5 year old getting shot because the shirt holds a different meaning to a gang member. In class, it was argued that the University of Michigan’s logo held no meaning to the local gangs, but that does not eliminate the possibility of the logo being mistaken for something else, or even influencing a gang we don’t know about. The possibility that your child’s safety is in question should be plenty enough reason for the parents to, at the very least, complain to the school board instead of the media. The fact that the parents brought the media into the situation, I feel, decreases the credibility of their complaint, especially since they ultimately prospered from the incident and the resulting media attention (game tickets, university apparel, and so on). If the principal had ignored the shirt, let the child wear it throughout the day, and then the child became the victim of gang-related violence because of his shirt, I’m sure the parents would hold a different view-point about the rule – and still end up bringing the issue to the media’s attention.

Jean Watson’s Theory of Transpersonal Caring Essay

Who is Jean Watson and what is her contribution to the nursing profession? Jean Watson is a Distinguished Professor of Nursing and holds the Murchinson-Scoville Endowed Chair in Caring Science at the University of Colorado, Denver College of Nursing and Anschutz Medical Center Campus. She earned undergraduate and graduate degrees in nursing and psychiatric-mental health nursing, and a Ph.D. in educational psychology and counseling. She has received several national and international honors and honorary doctoral degrees. She is a Fellow of the American Academy of Nursing and is Founder and Director of the Watson Caring Science Institute in Boulder, Colorado (www.watsoncaringscience.org a non-profit foundation established to further the work of Caring Science in the world. Dr. Watson has published numerous works on her philosophy and theory of human caring. Her theory is used to guide transformative models of caring and healing practices around the world (Cara 2003). This paper will ex plore the elements of Jean Watson’s theory of caring. It will explain how her theory can be applied in the clinical setting, and how it has impacted the nursing profession and influenced healthcare. Nurses define caring in various ways depending on their level of education, professional experience, personal values and professional focus. The concept of caring is central to the nursing profession. As Jean Watson proposed, regardless of their specialty area, nurses have awareness of the interconnectedness of all beings and share the common goal in supporting healing from both scientific and philosophical perspectives. This goal is referred to as the caring-healing consciousness (Sitzman, 2007 p. 9). Jean Watson’s theory of Transpersonal Caring (or Theory of Human Caring) was originally developed in 1979 but has continued to evolve over the years. The three major conceptual elements are: 1) transpersonal  caring relationships 2) ten carative factors 3) caring occasion/caring moment. Through a transpersonal caring relationship, nurses help patients to achieve a higher degree of harmony within the mind, body, and soul. Transpersonal reaches beyond one’s ego and the present moment, and allows one to connect spiritually and promote patient comfort and healing. The transpersonal caring relationship depends on the nurse’s moral commitment in protecting human dignity and the nurse’s caring consciousness in preserving and honoring the embodied spirit. This caring consciousness is essential for the mutual relationship between nurse and patient (Cara 2003). â€Å"The goal of a transpersonal caring relationship corresponds to protecting, enhancing, and preserving the person’s dignity, humanity, wholeness, and inner harmony† (Cara, 2003, p. 53). The ten carative factors developed by Watson in 1979 serve as a guide for the core of nursing. These factors later evolved into ten clinical â€Å"caritas† (meaning to cherish and give special loving attention) processes. While acknowledging medicine’s curative factors and nursing’s legitimate place in that process, Watson’s theory identifies nursing’s carative orientation in healthcare (Sitzman, 2007 p. 9). The ten carative factors are comprised of ten elements: * Formation of a Humanistic-altruistic system of values * Instillation of faith-hope * Cultivation of sensitivity to self and others * Development of a helping-trusting, human caring relationship * Promotion and acceptance of the expression of positive and negative feelings and emotions * Creative, individualized problem-solving caring process * Promotion of transpersonal teaching-learning * Provision for a supportive, protective, and/or corrective mental, physical, societal, and spiritual environments * Assistance with gratification of basic human needs while preserving human dignity and wholeness * The allowance for existential-phenomenological-spiritual forces of caring and healing Watson believes these carative factors are a guide to promoting harmony and dignity into relationships, and provide a structure in understanding nursing as the science of caring (Ryan, 2005). According to Watson, â€Å"a caring occasion occurs whenever the nurse and  another come together with their unique life histories and phenomenal fields in a human-to-human transaction† (Watson, 2010). Jean Watson’s ten clinical caritas were developed to describe fully engaged nursing practice and can be applied to any specialty area or during any nursing activity, or during any verbal exchanges between nurse and patient. As discussed in Ryan (2005), Jean Watson’s theory is being used by nurse recruiters in the selection processes of nursing staff. They inform potential candidates that their facility’s practice is based upon her theory of caring. The interview process may require a candidate to describe a caring moment from their past, and based upon their response, recruiters select candidates who best fit within the nursing culture of caring In addition, job descriptions now state that nurses must be competent in both technological skills and in the carative factors of the caring theory. Moreover, the clinical ladder process has integrated Watson’s theory by requiring the candidate applying for advancement to share a story from their professional pract ice that demonstrates how they positively influenced a patient outcome, and then identify and discuss the carative factors discussed in their story. Educational offerings which previously focused on the physical nature of a medical condition are now focusing on the holistic nursing model instead of the disease-focused medical model. Clinical information system coordinators have revised computerized documentation screens to reflect theory-based nursing practice. Nursing diagnoses and interventions have become linked with the carative factors. Watson discusses the impact of her theory on nursing practice in â€Å"From Theory to Practice: Caring Science According to Watson and Brewer.† In this interview, she states that the increase in frequency and number of Magnet hospital’s use of caring theory is evidence of its impact on nursing. As a result of caritas nursing models, nurses honor their commitment to society and humanity to offer compassionate human caring. In addition to the initiatives of Magnet hospitals, developments in caring-theory guided practices are evident through the gatherings of the International Cari tas Consortium (ICC). The ICC is an invited network of hospitals, educational program representatives, and individuals who are committed to expanding and implementing caring theory/ caritas nursing. As Watson states, â€Å"These individuals explore and experiement in deepening the practices of the human dimensions of caring-healing, returning to  heart-centered-loving practices† (Clarke, Watson, & Brewer 2009, p.340). Hospitals who are dedicated to implementing the caring theory and healing models sponsor these gatherings. Jean Watson states in her interview with Jacqueline Fawcett, RN; PhD; FAAN, (Fawcett 2002) that the value of the human caring theory is a foundational ethic and philosophy for any health professional. She states â€Å"the core of the human caring theory is about human caring relationships and the deeply human experiences of life itself, not just health-illness phenomena, as traditionally defined within medicine† (p. 215). She goes on to state that â€Å"nurses and nursing working from a human caring philosophy bring a different consciousness and energy of wholeness to any setting, offering a counterpoint to the medicalizing-clinicalizing of human experiences in the conventional institutional industrial models of practice† (p. 216). In Fawcetts’s interview, Dr. Watson goes on to say that even though nursing is multiparadigmatic, â€Å"caring can and still must be honored as a core value, knowledge development and practices related to healing and wholeness† (p 216). She believes her theory of transpersonal caring is moving toward a unitary-transformative paradigm, bringing in consciousness, intentionality, energy, evolution, transcendence process, relativity, and things that transcend our conventional medical and modern conventional science models and thereby, more clearly seeing the intersection between arts and humanities and science. In conclusion, Jean Watson’s Theory of Transpersonal Caring provides a foundational philosophy for health professionals. As Watson states â€Å"The core of the human caring theory is about human caring relationships and the deeply human experiences of life itself, not just health-illness phenomena, as traditionally defined within medicine† (Fawcett 2002, p. 215). Jean Watson’s theory affirms, guides and solidifies nursing practice. References Cara, C. (2003). A pragmatic view of Jean Watson’s caring theory. International Journal for Human Caring, 7(3), 51-61. Retrieved from http://web.ebscohost.com.ezproxy.gardner-webb.edu Clarke, P., Watson, J., & Brewer, B. (2009). From theory to practice: Caring science according to Watson and Brewer. Nursing Science Quarterly, 22(4). doi: 10.1177/0894318409344769 Fawcett, J. (2002). The Nurse theorists: 21st-Century updates. Nursing Science Quarterly, 15(3), 214-219. doi: 10.1177/089431840201500307 George, J.B. (2002). Nursing theories the base for professional nursing practice (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Ryan, L. (2005). The journey to integrate Watson’s caring theory with clinical practice. International Journal for Human Caring, 9(3), 26-30. Retrieved from http://web.ebscohost.com.ezproxy.gardner-webb.edu Sitzman, K. (2007). Teaching-learning professional caring based on Jean Watson’s Theory of Human Caring. International Journal for Human Caring, 11(4), 8-16. Retrieved from http://web.ebscohost.com.ezproxy.gardner-webb.edu Watson, J. (2010). Watson’s Caring Science Institute website. Retrieved from www. watsoncaringscience.org/j_watson/index.html