Biography of Frances Willard, Temperance Leader

Biography of Frances Willard, Temperance Leader Frances Willard (September 28, 1839–February 17, 1898) was one of the best-known and most influential women of her day and headed  the Womens Christian Temperance Union from 1879 to 1898. She was also the first dean of women at Northwestern University.  Her image  appeared on a 1940 postage stamp and she was the  first woman represented in Statuary Hall at the U.S. Capitol Building. Fast Facts: Frances Willard Known For: Womens rights and temperance leaderAlso Known As: Frances Elizabeth Caroline Willard, St. FrancesBorn: September 28, 1839 in Churchville, New YorkParents: Josiah Flint Willard, Mary Thompson Hill WillardDied: February 17, 1898 in New York CityEducation: Northwestern Female CollegePublished Works:  Woman and temperance, or the work and workers of the Womans Christian Temperance Union, Glimpses of fifty years: The autobiography of an American woman, Do everything: A handbook for the worlds white ribboners, How to Win: A Book for Girls, Woman in the Pulpit, A Wheel within a Wheel: How I Learned to Ride the BicycleAwards and Honors:  Namesake for many schools and organizations; named to the National Womens Hall of FameNotable Quote: If women can organize missionary societies, temperance societies, and every kind of charitable organization...why not permit them to be ordained to preach the Gospel and administer the sacraments of the Church? Early Life Frances Willard was born on September 28, 1839, in Churchville, New York, a farming community. When she was 3, the family moved to Oberlin, Ohio, so that her father could study for the ministry at Oberlin College. In 1846 the family moved again, this time to Janesville, Wisconsin, for her fathers health. Wisconsin became a state in 1848, and Josiah Flint Willard, Frances father, was a member of the legislature. There, while Frances lived on a family farm in the West, her brother was her playmate and companion. Frances Willard dressed as a boy and was known to friends as Frank. She preferred to avoid womens work such as housework, preferring more active play. Frances Willards mother had also been educated at Oberlin College, in a time when few women studied at the college level. Frances mother educated her children at home until the town of Janesville established its own schoolhouse in 1883. Frances, in her turn, enrolled in the Milwaukee Seminary, a respected school for women teachers. Her father wanted her to transfer to a Methodist school, so Frances and her sister Mary went to Evanston College for Ladies in Illinois. Her brother studied at Garrett Biblical Institute in Evanston, preparing for the Methodist ministry. Her entire family moved at that time to Evanston.  Frances graduated in 1859 as valedictorian.   Romance? In 1861, Frances got engaged to Charles H. Fowler, then a divinity student, but she broke off the engagement the next year despite pressure from her parents and brother.  She wrote later in her autobiography, referring to her own journal notes at the time of the breaking of the engagement, In 1861 to 62, for three-quarters of a year I wore a ring and acknowledged an allegiance based on the supposition that an intellectual comradeship was sure to deepen into a unity of heart. How grieved I was over the discovery of my mistake the journals of that epoch could reveal.  She was, she said in her journal at the time, afraid of her future if she did not marry, and she was unsure shed find another man to marry. Her autobiography reveals that there was a real romance of my life, saying that she would be glad to have it known only after her death, for I believe it might contribute to a better understanding between good men and women.  It may be that her romantic interest was in a teacher who she describes in her journals; if so, the relationship may have been broken up by the jealousy of a female friend. Teaching Career Frances Willard taught at a variety of institutions for almost 10 years, while her diary records her thinking about womens rights and what role she could play in the world in making a difference for women. Frances Willard went on a world tour with her friend Kate Jackson in 1868 and returned to Evanston to become head of Northwestern Female College, her alma mater under its new name. After that school merged into Northwestern University as the Womans College of that university, Frances Willard was appointed Dean of Women of the Womans College in 1871 and a professor of Aesthetics in the Universitys Liberal Arts college. In 1873, she attended the National Womens Congress and made connections with many womens rights activists on the East Coast. Womens Christian Temperance Union By 1874, Willards ideas had clashed with those of the university president, Charles H. Fowler, the same man to whom she had been engaged in 1861. The conflicts escalated, and in March 1874, Frances Willard chose to leave the university.  She had become involved in temperance work and accepted the job of president of the Chicago Womens Christian Temperance Union (WCTU). She became the corresponding secretary of the Illinois WCTU in October of that year. The following month while attending the national WCTU convention as a Chicago delegate, she became the corresponding secretary of the national WCTU, a position that required frequent travel and speaking. From 1876, she also headed up the WCTU publications committee. Willard was also associated briefly with evangelist Dwight Moody, although she was disappointed when she realized he only wanted her to speak to women. In 1877, she resigned as president of the Chicago organization. Willard had come into some conflict with national WCTU president Annie Wittenmyer over Willards push to get the organization to endorse woman suffrage as well as temperance, and so Willard also resigned from her positions with the national WCTU. Willard began lecturing for woman suffrage. In 1878, Willard won the presidency of the Illinois WCTU, and the next year, she became president of the national WCTU, following Annie Wittenmyer. Willard remained president of the national WCTU until her death. In 1883, Frances Willard was one of the founders of the Worlds WCTU. She supported herself with lecturing until 1886, when the WCTU granted her a salary. Frances Willard also participated in the founding of the National Council of Women in 1888 and served one year as its first president. Organizing Women As head of the first national organization in America for women, Frances Willard endorsed the idea that the organization should do everything. That meant to work not only for temperance, but also for womens suffrage, social purity (protecting young girls and other women sexually by raising the age of consent, establishing rape laws, holding male customers equally responsible for prostitution violations, etc.), and other social reforms. In fighting for temperance, she depicted the liquor industry as ridden with crime and corruption. She described men who drank alcohol as victims for succumbing to the temptations of liquor. Women, who had few legal rights to divorce, child custody, and financial stability, were described as the ultimate victims of liquor. But Willard did not see women primarily as victims. While coming from a separate spheres vision of society and valuing womens contributions as homemakers and child educators as equal to mens in the public sphere, she also promoted womens right to choose to participate in the public sphere. She endorsed womens right to become ministers and preachers as well. Frances Willard remained a staunch Christian, rooting her reform ideas in her faith. She disagreed with the criticism of religion and the Bible by other suffragists like Elizabeth Cady Stanton, though Willard continued to work with such critics on other issues. Racism Controversy In the 1890s, Willard tried to gain support in the white community for temperance by raising fears that alcohol and black mobs were a threat to white womanhood.  Ida B. Wells, the great anti-lynching advocate, had shown by documentation that most lynchings were defended by such myths of attacks on white women, while the motivations were usually instead economic competition. Lynch denounced Willards comments as racist and debated her on a trip to England in 1894. Significant Friendships Lady Somerset of England was a close friend of Frances Willard, and Willard spent time at her home resting from her work. Anna Gordon was Willards private secretary and her living and traveling companion for her last 22 years. Gordon succeeded to the presidency of the Worlds WCTU when Frances died. She mentions a secret love in her diaries, but it was never revealed who the person was. Death While preparing to leave for New England in New York City, Willard contracted influenza and died on February 17, 1898. (Some sources point to pernicious anemia, the source of several years of ill health.) Her death was met with national mourning: flags in New York, Washington, D.C., and Chicago were flown at half-staff, and thousands attended services where the train with her remains stopped on its way back to Chicago and her burial in Rosehill Cemetery. Legacy A rumor for many years was that Frances Willards letters had been destroyed by her companion Anna Gordon at or before Willards death.  But her diaries, though lost for many years, were rediscovered in the 1980s in a cupboard at the Frances E. Willard Memorial Library at the Evanston headquarters of the NWCTU.  Also found there were letters and many scrapbooks that had not been known until then.  Her journals and diaries number 40 volumes, which has provided a wealth of primary resource material for biographers.  The journals cover her younger years (age 16 to 31) and two of her later years (ages 54 and 57). Sources â€Å"Biography.†Ã‚  Frances Willard House Museum Archives.The Editors of Encyclopaedia Britannica. â€Å"Frances Willard.†Ã‚  Encyclopà ¦dia Britannica, 14 Feb. 2019.

PEST Analysis of Pizza Hut Inc Essay Example | Topics and Well Written Essays - 2750 words

PEST Analysis of Pizza Hut Inc - Essay Example A PEST analysis has been conducted to assess the international marketing environment of the firm. The next section covers the international promotional decisions the firm makes to be a global brand. Pizza Hut’s international market entry strategies are covered in the next portion which illustrates how it assesses the market before it enters it so that it can modify itself accordingly. The international segmentation strategies are then highlighted to show how the firm segments its international market. Lastly, the market research methods of the firm are discussed to show how the firm understands the market it enters and survives in. Pizza Hut and other fast-food chains like McDonald's have been accused of causing obesity due to their calorie contained products which are making nations fat and it seems like the issue will be a national issue and concern (BBC, 2007). Legal actions have been taken against competitors like McDonald's, however, Pizza Hut has been saved from the nega tive image building for now, however, it will have its trickle-down effect and soon legal actions would be taken against the brand too(Dev and Don, 2005). To avoid this, the firm is incorporating healthier meals in its menu which are less in calories but it has not been able to do it on a large scale. However, for now, governments have not been involved to put legal restrictions on fast-food chains but this is becoming increasingly likely and the firm should take action to protect itself. The strategy of introducing healthy meal options should be applied globally so that the firm can be proactive and be saved from government restrictions and legal involvements (BBC, 2007).

THE PERIPATOS COULD NOT HAVE LOOKED LIKE THAT, AND OTHER EDUCATIONAL Research Paper

THE PERIPATOS COULD NOT HAVE LOOKED LIKE THAT, AND OTHER EDUCATIONAL OUTCOMES FROM STUDENT GAME DESIGN - - Research Paper Example Nonetheless, the current approach to learning among youngsters is highly related with the use of technology, unlike the learners of the previous century who rarely had the opportunity to see, let alone use computer technology in their studies. Individuals who can flash memories of popular tunes or feel the impact of cutting edge technologies in entertainment have undoubtedly been accustomed to the use of â€Å"video games,† though in different ways. As a result they have transformed memories of significant social events in history remain etched on the minds of the viewers and consumers. Videogames offer an innovative sense of conventions, which are inevitably being assimilated at a very high speed by children in their early childhood (Shelton, & Wiley, 2007). Their mental development would definitely mature faster to reflect what is presented in the video games, just as the perception of the current geriatrics were influenced by the advent of television toward the mid-twentieth century. The current technological innovation is more complex than the advent of television, however. With video games, children are set to gain more cognitive skills in their attempt to not only become well-conversant with playing the game, but in identifying what actually make the games tick. As a result, current crop of children will be screen manipulators rather than screen watchers. The combination of educational material to entertainment content or edutainment has been well taken care of under videogames. The current generation of learners has already triggered the development of a persuasive, attractive and entertaining mode of education. According to Shelton and Wiley (2007) if the learning facilities and classrooms in particular were to lack entertainment tools, children would not learn as well. Some would be reluctant to stay in school or concentrate in class for

Global warming Essay Example | Topics and Well Written Essays - 1000 words - 3

Global warming - Essay Example Researchers have warned that if the global warming effect is not contained, then life will be virtually impossible in the next three decades to come. As a result, urgent action to mitigate the global warming effect is in the offing. This discourse explores the global warming as an environmental issue in light of the situation, consequences, and solution. The paper will conclude by providing recommendations for the world leaders. Table of Contents Table of Contents 3 Introduction 4 Situation 4 Effects of Global Warming 6 Solution 7 Conclusion and Recommendation 7 References 8 Global Warming Introduction Stoyles, Pentland, and Demant (2003) argue that climate change is one of the most disturbing environmental problems facing the world today. Environmentalists have shown that no planet or country is spared of the devastating effects of climate change. The climate change has mainly been blamed on the global warming effects. Maslin (2007) noted that the change in climate being witnessed i n the world today is attributed to the excessive emissions of greenhouse gases that cause global warming. Scientists have shown that greenhouse gases produced from fossil fuels once released to the atmosphere blocks the ozone layer thereby resulting in global warming (Maslin 2007). The impacts of global warming are a big problem to the world today. ... Situation The world is suffering from the devastating effects of climate change. The problem is attributed to global warming that has seen the planet’s average temperatures warm up at an alarming rate. Several studies indicate that the last two decades have been the hottest in four millennia. The global warming problem has resulted in extreme weather patterns, including strong tropical storms, wildfires, prolonged drought, rising sea levels and heat waves just to name but a few (Natural Resources Defense Council, 2012). In fact, the global warming menace has made prediction of weather patterns extremely difficult for weathermen today. According to Ploutz (2011), the level of greenhouse, emissions have increased by at least 70% between 1970 and 2004 due to human activities. This huge increase in pollutants has caused a very big problem to the planet’s natural temperatures. The level of carbon dioxide emissions, for example, has increased by over 80% during the same perio d. Union of Concerned Scientists (2013) noted that the society is emitting more carbon into the atmosphere more than oceans and plants can absorb. According to Shah, the level of carbon dioxide in the atmosphere is currently about 385 parts per million (PPM) and keeps increasing by about 2 PPM annually due to the excessive burning of fossil fuels such as oil, coal and natural gas and burning of forests (Ploutz, 2011). The point of no return, according to experts is 450-500 PPM. This implies that we are left by only about three decades before it becomes extremely difficult to breathe natural air. Despite the fact that this may sound a long time, so many people will still be alive by that time. Another report by the Intergovernmental Panel on Climate Change (IPCC) in 2007 projected

Behaviors and Practices of Nursing Students

Behaviors and Practices of Nursing Students Overview and Critical Appraisal of the Studies All of the included studies clearly outlined their research question, purpose, target population, sample and its characteristics. Out of 11 studies, five studies used cross sectional design (1, 9-12), two studies used longitudinal design (13-14), two studies used experimental designs (8, 15), and one study each used qualitative (16) and action research method (17). Out of 11 studies, five studies guided the research through the lens of theoretical framework (9, 11, 12, 14, 17). The sample size ranged from 15-300 and was recruited using convenient sampling. None of the studies used a random sample. Ethical approval and informed consent was obtained in all of the studies and essential measures were taken to ensure confidentiality and privacy of the participants. All of the studies used valid and reliable data collection instruments except some researchers (1, 10, 11, 14). The researchers used appropriate methods for descriptive and inferential analyses. The detail findings and strength s and limitations of the studies are presented in table I. Findings The findings of this review were reported under seven categories namely, physical and physiological self-care behaviors and practices, substance abuse and driving, health screening practices, emotional and psychological healthcare behaviors and practices, factors and interventions influencing healthcare behaviors and practices, comparison of health care practice of nursing and non-nursing students, and comparison of health behaviors and practice across academic years. Physical and Physiological Behaviors and Practices The physical and physiological behaviors and practices of nursing students was the most repetitive theme in most of the studies (1, 9-17). Based on findings of this review, it was defined as the behaviors or practices concerning diet or nutrition, exercise or physical activities, and sleeping habits of students. All of the studies under this theme reported healthy self-care behaviors of students except two studies (1, 10). For example, Horneffer (11) found that out of 300 students, 58% students exercised regularly while only 4% did not exercise. Nevins and Sherman (2016) found that out of 119 students, 77.7% ate a balanced diet while 22.6% rarely ate balanced diet, 62% students reported drinking about 3 to 8 glasses of water daily, 34% exercised regularly and 24.5% exercised rarely, but 70% students did not exercise enough. Consistently, Chow and Kalischuk (12) found that out of 211 students, 83% used to sleep 6 to 8 hours at night; 60% reported that the sleep was adequate while 37% reported inadequate sleep, 65% students reported drinking four to eight glasses of water or juice a day, 77% students ate balanced diet (49% frequently and 28% consistently), and 71% students exercised regularly or occasionally while 4% did not exercise at all. Clà ©ment et al., (13) observed self-care practices of students for three consecutive years: 1992, 1993, and 1994. The authors reported that majority of the students reported having adequate sleep (1992= 73%, 1993= 79%, 1994= 71%), eating balanced diet (1992= 88%, 1993= 81%, 1994= 79%), and carrying out adequate exercise (1992= 81%, 1993= 81%, 1994= 67%). Similar findings were reported by other researchers (8, 14-17). However, Ashcraft and Gatto (1) and Haddad et al., (10) reported that students had low to moderate self-care behaviors. The mean self-care practices on health responsibility, physical activity, and nutrition ranged from 2.07 to 2.58 indicating low self-care practices (10). In general, the evidence suggests that students have good self-scare practices in terms of nutrition, sleep, drinking water, and physical activity. Siappos et al., (16) qualitative findings affirms this because the students realized the importance of balanced diet, active lifestyle, adequate sleep, and body hygiene in maintaining their self-care. Substance Abuse and Driving Practices Several studies reported substance abuse including tobacco, alcohol, and illegal drug use and driving habits of nursing students (11-14, 16). In general, all of the studies reported that nursing students avoided smoking, alcohol consumption, drug abuse, and use safety measures while driving. For example, Siappos et al., (16) reported that students did not want to use tobacco and drugs because they considered them a threat to their health and security. Horneffer (11) reported that 71% students never smoked and 18% never consumed alcohol. However, 5% who smoked were not interested in quitting and 38% who consumed alcohol did not intend to refrain from it. Chow and Kalischuk (12) found that 59% students consumed alcohol occasionally while 35% did not consume at all and 85% students were non-smokers. This was the highest percentage of alcohol consumption in all the reviewed studies. Likewise, Clà ©ment et al., (13) found that over three years, 80 to 93% students did not consume alcohol, 80% to 90% abstained from smoking, and 94% to 90% wear seat belts while driving. Shriver and Scott-Stiles (14) assessed self-care practices of 71 nursing students over two years. The researchers found that there was improvement in the self-care behaviors of nursing students regarding alcohol and illegal drug use; in the first year 9.9% students consumed alcohol and 1.4 % used illegal drugs, while in the second year 8.8% consumed alcohol and 0 % used illegal drugs. Regarding driving habits, an improvement was seen; in the first year 57.7% always wear seat belt as drivers and 39.4% as passengers, while in the second year this percentage increased to 77.2% and 57.9% respectively. On the other hand, the students smoked more in the second year (8.8%) compared to first year (7.0%). However, the results of this study should be generalized with caution due to 9.94% attrition of nursing students in the second year. Health Screening Practices Health screening practices including Pap smear, self-breast examinations, self-testicular examination, and general screening were assessed by only two studies. Clà ©ment et al., (13) assessed self-care behaviors of students concerning self-breast examinations, clinical breast examination, and Pap smear. The researchers found that high percentage of nursing students engaged in clinical breast examination (1992= 75%, 1993= 79%, and 1994= 77%) and Pap smear (1992= 67%, 1993= 69%, and 1994= 81%) compared to self-breast examination (1992= 27%, 1993= 41%, and 1994= 43%). Shriver and Scott-Stiles (14) found that the percentage of students engaged in most of health screening practices increased from first year to second year. For example, self-breast examination (23.3% to 33.3%), self-testicular exam (0% to 33.3%), and blood pressure monitoring (83.1 to 87.7%). However, there was a slight decrease in some areas such as cholesterol monitoring (31.0% to 29.8%) and safe sex practices (63.4% to 50.9%). In general, the results are mixed but indicates that students engage themselves in their health screening and realize its importance in maintaining self-care. Emotional and Psychological Behaviors and Practices Several studies discussed the emotional, psychological and supportive self-care behaviors and practices of students (1, 8-12, 17). For this review, such practices entailed stress management, spiritual growth, interpersonal relations, and use of complementary therapies. Haddad et al., (10) reported low scores on spiritual growth, interpersonal relations and stress management of both Canadian and Jordanian nursing students with mean scores: spiritual growth (2.97 vs 2.98), interpersonal relations (3.12 vs 2.78), and stress management (2.46 vs 2.58). In general, the scores indicated that students did not engage in healthy emotional and psychological self-care practices. Contrary to these findings, Stark (15) reported generally good mean scores on these two domains; spiritual growth (3.27), interpersonal relations (3.43) and low scores on stress management (2.53). With regard to emotional self-care, Padykula (17) assessed emotional well-being of students and reported a high mean score of 4.12. With regard to the use of complementary therapies by students, Nevins and Sherman (9) found that out of 119 students, 45% actively used complementary therapies such as yoga, music, and meditation and while 54% denied using such therapies. This high percentage of students not using complementary therapies could be due to their lack of knowledge. The researchers reported that students rated their knowledge about such therapies 5.5 on the scale of 10. Chow and Kalischuk (12) also found that out of 211 students, 76% students used complementary therapies for maintaining their emotional and psychological well-being. The students mainly used complementary therapies: massage (54%), vitamins (49%), chiropractic (25%), herbal medicine (24%), yoga (21%), aromatherapy (18%), and acupuncture (9%). Based on mixed findings under this theme, it could be implied that the data is insufficient to reach a conclusion as to what extent students engage in self-care practices that promote their emotional an d psychological well-being. Factors/Interventions influencing Self-Care Behaviors and Practices Several factors and interventions were reported to influence self-care practices and behaviors of students (1, 8-13, 15-17). The common factors were cultural beliefs, perceptions about health, watching awareness programs about self-care on TV (10), academic and clinical stress and workload (13, 16), and increased knowledge of diseases, poor life style habits and their consequences, and importance of becoming a role model for patients (14). With regard to interventions, several researchers tested the effect of interventions on self-care practices of students. For example, Stark et al., (8) and (15) tested the effect of health promotion intervention, while Padykula (17) studied the influence on self-care practices in response to a holistic nursing course and reflective journaling. Stark et al., (8) tested an intervention consisting of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester in 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The speech pathology students were part of comparison group and received no intervention. With regard to intervention, significant differences were noted in the health practices concerning overall HPLP (p=0.014), physical activity (p=0.001), and nutrition (p=0.025). Stark et al., (15) encouraged 67 students to develop a lifestyle self-care plan and engage in 2 hours/week sel f-care practice. The researchers found that this intervention resulted in an improvement of self-care practices in five domains; health responsibility (p=0.001), physical activity (p=0.001), nutrition (p=0.002), spiritual growth (p=0.002), and stress management (p=0.004). However, no significant differences were noted in the interpersonal relations domain (p=0.257). Likewise, Padykula (17) found significant pre-post mean differences in the domains: environment (4.27 vs 4.35), health responsibility (4.17 vs 4.32), and emotional well-being (4.12 vs 4.23). Overall, based on these findings, it could be implied that students may find it difficult to engage in self-care due to the above listed factors but the use of educational and health promotion interventions help in improving their self-care behaviors and practices. Comparison of Self-Care Practices of Nursing and Non-Nursing Students The self-care practices of nursing and non-nursing students were compared in three studies (8, 13-14). Stark et al., (8) compared 82 nursing students with 72 occupational therapy and 47 speech language pathology students. As previously discussed, speech pathology students were part of comparison group and received no intervention. The researchers compared the intervention and comparison groups, but no comparison was made between three groups of students. Clà ©ment et al., (13) compared practices of nursing students with education students and then made an overall comparison of both nursing students with a baseline study of Quebec population (which is beyond the discussion of this paper). With regard to nursing students and education students, the researchers noted no significant difference in the health behaviors of nursing students over three years (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) and between nursing and education students (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05). Shriver Scott-Stiles, (14) compared self-car e practices of 71 nursing students and 83 non-nursing students in a two years longitudinal study. The number of students decreased in the second year resulting in 57 nursing students and 20 non-nursing students, therefore results should be generalized with caution. Some interesting findings of this study were: non-nursing students (45.8%) exercised more regularly than nursing students (22.5%), but also smoked more than nursing students (non-nursing= 14.5% and nursing = 7.0%). Overall, significant improvements were seen in the self-care behaviors and practice of nursing students compared to non-nursing students in the domains: eating habits (p=0.05) and self-breast examination (p=0.009). Overall, with one positive and one negative finding it was difficult to conclude whether nursing students self-care practices were better than non-nursing students. Comparison of Self-Care Behaviors and Practices across Academic Years Direct comparison of students practices across different academic years was not made, but several studies compared the self-care practices across semesters and over a period of two or three years (1, 8, 10, 11, 13, 14, 17). For example, Ashcraft and Gatto (1) reported that no significant difference was noted among the nursing students as they progressed through different years (p=0.72), but the mean scores of decreased across years. Stark et al., (8) collected data at two points in time; semester I (T1) and semester II (T2) and noted significant differences between TI and T2 scores in the domains: health responsibility (p=0.027), physical activity (p=0.017), and nutrition (p=0.047). Contrary to these findings, Clà ©ment et al., (13) and Nevins and Sherman (9) did not note any statistically significant difference across self-care practices of students across academic years. Padykula (17) also assessed differences in students understanding of self-care practices at three times, that i s, at the beginning of the holistic nursing course, at the mid, and at the end. The researchers reported significant differences at three points in time, but these findings cannot be substituted for self-care practices of students. Overall, these findings indicated that none of the studies directly compared the differences in self-care practices across years, therefore no conclusion can be drawn. Discussion and Areas for Future Research This literature review explored self-care behaviors and practices of nursing students in general as well as across the academic years of study and identified areas for future research. The review of literature indicted that there are limited number of studies conducted to explore self-care practices and behaviors of nursing students. An interesting pattern in the reviewed studies was the inclusion of more female nursing students compared to male nursing students. This could limit the findings of the studies to female population only. Therefore, future studies should recruit an equal number of male and female students or should only focus on male nursing students. Also, future studies should use large, random, and representative samples. The future studies could also employ mixed-method approaches because the use of quantitative studies and self-administered instruments for data collection could have provided an incomplete understanding of students self-care practices. The general conclusion drawn from the reviewed studies is that nursing students understand the importance of self-care for personal well-being and realized the importance of maintaining their diet, sleep, and activity level in order to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use and pay attention to their personal safety. Nursing students also engage in self-screening practices. However, further research is needed to explore general health screening practices of students because reviewed studies provided limited evidence in this area. These studies focused on exploring screening practices related to Pap smear, self-breast and self-testicular examination and did not explore general screening practicing such as regular dental checkups, stress and depression testing, diabetic testing, blood pressure monitoring, blood work and so forth. Also, the findings concerning self-testicular examination are not generalizable because o f the limited number of male studies in the sample. Although studies reported factors and interventions that may influence self-care practices of nursing students, further correlational research is needed to explore the strength of relationship of these factors. Further research is also needed to study the effect previously discussed interventions through more robust experimental studies such as Randomized Control Trials (RCT). Future RCTs should include nursing students as control or comparison group rather than non-nursing students which may help in reducing any possible biases due to matching of characteristics of comparison and control groups. Since none of the studies directly compared the self-care practices and behaviors of students across different academic years, further research is need to fill this research gap too. Further research is also needed to explore the knowledge, attitudes, and practices of students regarding complementary therapies. Limitations This review is subject to several limitations: i) literature search within four databases only and inclusion of limited studies could have resulted in excluding other relevant studies thereby providing an incomplete understanding of students self-care practices, ii) the exclusion of dissertations and theses could have also limited an in-depth understanding, and iii) the thematic analysis of self-care practices and behaviors could have been guided by any pertinent theoretical and conceptual framework. Conclusion In conclusion, nursing students understood the importance of self-care for personal physical, psychological, and emotional well-being and realized the importance of maintaining their diet, sleep, and activity level to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use, pay attention to their personal safety, and focus on several health screening practices including Pap smear, self-breast and self-testicular examination. However, students tend to neglect self-care practices which could improve their emotional and psychological health because of several factors such as academic stress, workload and inadequate knowledge about the strategies to improve self-care in this domain. There seems to be limited evidence for drawing any conclusions regarding students use of complementary therapies for self-care, the difference between self-care practices of nursing and non-nursing students, the usefulness of different interventions for impr oving students self-care practices, and difference is self-care practices and behaviors of students across academic years. Therefore, future research is needed in these areas. References Ashcraft PF, Gatto SL. Careà ¢Ã¢â€š ¬Ã‚ ofà ¢Ã¢â€š ¬Ã‚ self in undergraduate nursing students: A pilot study. Nurs Educ Perspect. 2015;36(4):255-6. Younas A. A foundational analysis of Dorothea Orems self-care theory and evaluation of its significance for nursing practice and research. Creat Nurs. 2017;23(1):13-23. Austen M. Self-care in nursing: A call to action. 2015.[cited 2017 Feb 27]. Retrieved From https://www.arnbc.ca/blog/self-care-in-nursing-a-call-to-action-by-maren-austen-bsn-student/ Mills J, Wand T, Fraser JA. On self-compassion and self-care in nursing: Selfish or essential for compassionate care? Int J Nurs Stud. 2015;52(4):791-3. Pulidoà ¢Ã¢â€š ¬Ã‚ Martos M, Augustoà ¢Ã¢â€š ¬Ã‚ Landa JM, Lopezà ¢Ã¢â€š ¬Ã‚ Zafra E. Sources of stress in nursing students: A systematic review of quantitative studies. Int Nurs Rev. 2012;59(1):15-25. Younas A. Levels of stress and coping strategies used by nursing students in Asian countries: An integrated literature review. The Journal of Middle East and North Africa Sciences,2016; 2(4), 50-57. Clark CS. Stress, psychoneuroimmunology and self-care: What every nurse needs to know. J Nurs Care. 2014;3(2):146. Stark MA, Hoekstra T, Hazel DL, Barton B. Caring for self and others: Increasing health care students healthy behaviors. Work. 2012;42(3):393-401. Nevins CM, Sherman J. Self-care practices of baccalaureate nursing students. J Holist Nurs. 2016;34(2):185-92. Haddad L, Kane D, Rajacich D, Cameron S, Alà ¢Ã¢â€š ¬Ã‚ Maaitah R. A comparison of health practices of Canadian and Jordanian nursing students. Public Health Nurs.2004;21(1):85-90. Horneffer KJ. Students self-concepts: Implications for promoting self-care within the nursing curriculum. J Nurs Educ.2006;45(8). Chow J, Kalischuk RG. Self-care for caring practice: Student nurses perspectives. International Journal for Human Caring. 2008;12(3):31-7. Clà ©ment M, Jankowski LW, Bouchard L, Perreault M, Lepage Y. Health behaviors of nursing students: A longitudinal study. J Nurs Educ. 2002;41(6):257-65. Shriver CB, Scott-Stiles A. Health habits of nursing versus non-nursing students: a longitudinal study. J Nurs Educ. 2000;39(7):308-14. Stark MA, Manning-Walsh J, Vliem S. Caring for self while learning to care for others: a challenge for nursing students. J Nurs Educ. 2005;44(6):266-70. Siappo CL, Nà ºÃƒ ±ez YR, Cabral IE. Nursing students experiences in selfcare during training process in a private university in Chimbote, Peru. Escola Anna Nery. 2016;20(1):17-24. Padykula BM. RN-BS students reports of their self-care and health-promotion practices in a holistic nursing course. J Holist Nurs.2016:0898010116657226. Table I Summary of the Reviewed Studies Authors/ Study Purpose Methods/Sample Findings Strengths and Limitations Shriver Scott-Stiles (2000) To determine if nursing students practice healthy life Styles that would help prepare them to be effective advocates for health promotion and disease prevention. A longitudinal comparative study with a sample of 71 nursing students and 83 non-nursing students. Seven health care behaviors: sleep, diet, activity, tobacco use, alcohol consumption, sexual habits, self-screening were assessed. The Health Habit Inventory was used for data collection. The health behaviors of nursing were significantly higher than non-nursing students in both pre-and post-comparison. Strengths Use of theoretical framework, comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations Convenient sample, more female students compare to male, mismatching in the age and gender of the groups, and use of non-valid and reliable instrument. Clà ©ment et al., (2002) To compare health care behaviors of nursing and education students over three year and to compare their results with general population. A longitudinal comparative study with a sample of 52 nursing students and 93 education students. Seven health care behaviors: sleep, diet, physical activity, tobacco use, alcohol consumption, self-breast examinations, pap tests, and clinical test examination were assessed. The Health Behavior Questionnaire was used for data collection. There were no significant differences in the health behaviors intervention and control group. Strengths Comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations The participants were mainly female nursing students, high attrition rates (73.1% for nursing students and 58.9% for education students), and no random sample. Haddad et al., (2004) To compare healthcare practices of Canadian and Jordanian nursing students A descriptive cross sectional survey with a sample of 49 Canadian and 44 Jordanian nursing students. Data was collected using Health Promoting Life Style Profile-II (HPLP-II) which collects information regarding health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations and stress management. Both Canadian and Jordanian students scored low to m moderate on all domains. The Canadian scored more on health care practices in terms of health responsibility, physical activity, and interpersonal relations. Strengths Comparative analysis of two different cultures. Limitations The participants were mainly female nursing students, use of non-valid and non-reliable Arabic version of HPLSP-II, small and convenient sample. Stark et al., (2005) To study the effect of health promotion intervention on self-care of nursing students. A pre-post intervention study with a sample of 67 students. The intervention consisted of development of lifestyle self-care plan and 2 hours/week self-care practice. The HPLP-II was used for data collection. A significant increase in self-care of nursing students was noted on six domains of HPLSP-II except for interpersonal relations. Strengths Use of a valid and reliable data collection tool, appropriate statistical analysis, Limitations Small and non-random convenient sample, no blinding, and no comparison or control group. Horneffer (2006) To assess nursing students degree of alignment with their self-concepts beliefs and explore the relationship of self-concepts with health behaviors and attitude towards health promotion messages. A descriptive cross sectional survey with a sample of 300 students. Data was collected using a scale to measure dimensions of self-concept (anonymous scale), Health Risk Assessment Form, and Heath Promotion messages regarding diet, exercise, and sleeping habits. Most of the students perceived that health is closely related to taking care of oneself and dimensions of self-concept associated with health behaviors and responses to health promotion messages. Strengths Use of a theoretical framework to conceptualize self-concept and use of large sample. Limitations Data collection from one institution and little information provided about the validity and reliability testing of the used instruments. Chow Kalischuk (2008) To examine undergraduate nursing students self-care behaviors. A descriptive cross sectional survey with a sample of 211 out of 330 students. Data was collected using the Self-Care Complementary Therapies Survey. The nursing students practiced a positive level of self-care. Most of the students reported that they drink enough fluids, have adequate sleep, eat balanced diet, personally used complementary therapies. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Small and convenient sample, cross-sectional design, and data collection from one institution, and more female participants than male. Stark et al., (2012) To increase health care behaviors of healthcare students by using a health promotion intervention. A pre-post intervention study with a comparison group. The sample consisted of 201 students; 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The HPLP-II was used for data collection. Speech language pathology students received no intervention. The intervention consisted of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester. The intervention group improved their self-care practices compared to comparison group. There were also significance differences in pre-and post-comparison. Strengths Use of a valid and reliable data collection tool, use of comparison group, appropriate statistical analysis, and matching of comparison and intervention group in terms of age, race, gender and marital status. Limitations Small and non-random sample, no blinding, and discipline specific differences among the participants were not considered, and more female students than male. Ashcraft Gatto (2015) To explore self-care practices among nursing students. A pilot cross-sectional study with a sample of 199 students. Live Well Lifestyle Assessment Scale was used for data collection. Students tend to neglect their self-care and focus more on the care of patients. Limitations Small and convenient sample, pilot design, and data collection from one institution, missing data as 81 (41%) questionnaires were invalid, and more female students compare to male. Nevins Sherman (2016) To investigate baccalaureate nursing student perspectives of self-care practices to gain understanding of their value in health promotion. A descriptive cross sectional survey with a sample of 119 students. Data was collected using the Self-Care Complementary Therapies Survey. The overall health status was rated as 7.8 on 10. Students diet, sleep, and exercise practices were satisfactory. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Low response rate (44.5%), small and convenient sample, cross-sectional design, data collection from one institution, chances of social desirability bias. Padykula (2016) To explore RN-BS students self-care and health promotion practices (SCHP) in a holistic nursing course. A qualitative study action research with a sample of 15 students. Data was collected using reflective journal writing and the Integrative Health and Wellness Assessment (IHW

US History :: American History

In 1828 Andrew Jackson was elected as President, as a favorite among the United States many view him as the Hero of New Orleans. He is to many the epitome of a gentleman and that he embodies the ideals of many Americans. He views himself as the President of all the people and likes the idea of having those who worked for the government to depend on him. Jackson however, was ignorant to many of the fields that would have been beneficial to him and the United States had he not been so unwilling to accept advice from experts. His lack of knowledge of the banking system was evident; however, he had Nicholas Biddle to thank for keeping the system afloat. Biddle brilliantly maintained the Bank of the United States which in turn ensured that many financial institutions were able to maintain their efficiency. Despite Jackson's efforts to destroy the bank because of the monopoly it allowed, this short-lived veto was reversed. Biddle's efficient means of running the bank ensured a stab le economy for the United States. Jefferson continues to lose favor among Americans because of his tyrannical style of leadership. The creation of the Whig party, led by Henry Clay and John C. Calhoun, demonstrates the patriotic dislike held by many Americans. They aimed to influence President Jefferson and the Jacksonians to face and approach economic problems form a broad national perspective. Unfortunately there was no dominant leader who was able to achieve this goal. Society continues to change and the population within the United States continues to grow. From the span of 1790 to the 1850s the population increased from 3.9 million people to a little over 23 million people. Cities continued to grow and new towns continued to emerge causing an increase in farms and factories. This increase in population and town size was more prevalent in the Northeast in comparison to the South. The South saw its primary growth in Mobile, Charleston, Savannah, and Baltimore. During the Second Great Awakening revivals led by Charles Grandison Finney were being held in towns along the Erie Canal from 1826 to 1831 where he preached that his listeners should take their salvation into their own hands. The abolition of slavery was in the forefront by the 1820s however, there were not many supporters because many felt it could only be abolished through a revolution.

Synopsis of Amul

[pic] Synopsis Of Major Project Report on Sales & Distribution Management Role of Sales and Distribution in AMUL India Guided By:-Submitted by:- Dr . Alok Mittal Sir Medha Nakhare MBA 3rd Sem Section- Y Introduction Sales Management-Sales management is a business discipline which is focused on the practical application of sales techniques and the management of a firm's sales operations. It is an important business function as net sales through the sale of products and services and resulting profit drive most commercial business.These are also typically the goals and performance indicators of sales management. Sales manager is the typical title of someone whose role is sales management. The role typically involves sales planning, human resources, talent development, leadership and control of resources such as organisational assets. Distribution -Overseeing the movement of goods from supplier or manufacturer to point of sale. Distribution management is an overarching term that refers t o numerous activities and processes such as packaging, inventory, warehousing, supply chain and logistics.Effectively managing the entire distribution process is critical to financial success and corporate longevity. The larger a corporation or the greater the number of supply points a company has, the more it will need to rely on automation to effectively manage the distribution process. Introduction to AMUL Amul is the name dairy cooperative in India. Derived from the Sanskrit word â€Å"Amulya,† Amul means invaluable. Formed in 1946, it is a brand name managed by an Indian cooperative organisation, Gujarat Co-operative Milk Marketing Federation Ltd. GCMMF), which today is jointly owned by 3. 03 million milk producers in Gujarat, India. Entrance of Amul factory Amul is based in Anand, Gujarat and has been a successful example of cooperative organization. Amul spurred the White Revolution in India which in turn made India the largest producer of milk and milk products in the world. It is also the world's largest vegetarian cheese brand . Amul is the largest food brand in India and world's largest pouched milk brand with an annual turnover of US $2. 2 billion (2010-11). Currently Unions making up GCMMF have 3. million producer members with milk collection average of 9. 10 million litres per day. Besides India, Amul has entered overseas markets such as Mauritius, UAE, USA, Oman, Bangladesh, Australia, China, Singapore, Hong Kong and a few South African countries. Its bid to enter Japanese market in 1994 did not succeed, but it plans to venture again. Dr Verghese Kurien, former chairman of the GCMMF, is recognised as a key person behind the success of Amul. On 10 Aug 2006 Parthi Bhatol, chairman of the Banaskantha Union, was elected chairman of GCMMF. LITERATURE REVIEW Dr.Erich  Joachimsthaler, CEO, Vivaldi Partners and Co author with David Aaker  of the seminal book  Ã‚  BRAND LEADERSHIP  says that this no longer means mere lip service on the par t of the marketers of milk product market. As he points out, perhaps to many a brand marketer's chagrin, brands don't occupy much mind space. In consumers,  but revolves around other interest in their lives. Now as he says companies like AMUL,SANCHI, develop products that fit in to consumers' lives rather than develop products,which they think consumers will prefer  The next decade is expected to be quite cataclysmic for milk product market specially for  AMUL, an article by D.Shivakumar, ED of Philips India, captures the essence of the changes that are being wrought. But the refrain is the same. To manage and succeed in tomorrow's Brand world in milk line product, marketing teams of AMUL would need to  be far more right brained than left brained they need to be more consumer connected and responsive than ever before. Speed, smart thinking and sensitivity will be the skill set of  the marketer Objectives †¢ To estimate market potential and perception towards product. †¢ To find out frequency of consumption of product. To know the awareness among the retailers for the product. †¢ To do market analysis in order to study usage patterns and buying behaviour of product. †¢ To know the awareness level among the consumers for product. †¢ To know the causes of not buying the product. Research  Methodology The research includes meetings with the retailers, consumers and dealers. It includes preparation of the questionnaire to be answered by people for knowing the competitive position of Amul in the milk market. The views of the people will be recorded in the  research as per the questionnaire. Research  ApproachThe objective is to know the competitive position of Amul in the milk market thus in order  to successfully conduct the research the unbiased opinion of the parties was desirable. Thus, the research will conducted as the representative of Amul company and sometimes the representatives of the other company like Saurabh o r Sanchi in order to have an unbiased opinion of the concerned persons. Research  Instrument The research instrument is the structured questionnaire formulated for the respondents. The questionnaire will be different for the retailers and dealers and for the consumers there is a different set of questionnaire.There will also the area maps. SAMPLING PLAN How should the respondents be chosen? To get the most feasible and accurate result, simple random probability sampling method was adopted for direct interview of  retailers and cluster sampling was used to communicate the consumers from different apartments of different sectors for the survey. In simple random probability sampling, probability of being chosen as a sample unit for each unit in the population is equal. Each sample unit from the population is chosen randomly. Probability  of  being  chosen  as  a  sample  it  depends  upon  the  population size and no. of sample units to be chosen.While in clus ter (area) sampling the population is divided into mutually exclusive groups (such as city blocks, sectors etc. ), and the researcher draws a sample of the groups using random sampling. Sometimes researcher again draws sample units of respondents from selected groups. It is known as two-step area sampling. Tools for collecting Data Data is generally of two types-: a) Primary Data b) Secondary Data Primary Data Those data specially collected for problem in hand. In this study, data were collected from primary sources in personal interview of retailers and interaction with consumers by survey method.These methods of data collection are quite popular. These are the major methods of data collection in the research study. Methods of collecting Primary Data- †¢ Face to Face survey †¢ Open handed interview †¢ Telephone Survey †¢ Postal Survey †¢ Consumer Panels †¢ Experiments †¢ Observations Secondary Data Those data which are collected other than helping others and solving problems are known as the Secondary data. For example, Old reports, company records, magazines, company website, etc. Methods of collecting secondary data-: ? Internal Sources- †¢ Existing Report †¢ Distribution Data Shopkeepers Opinions †¢ Stock Records †¢ Sales Records †¢ Accounting Records ? External sources- †¢ Government Statistics †¢ Specialist Business Organization †¢ Consumer database LIMITATIONS This report will have to work under several constraints and limitations. Some of the key limitation are.. 1. The survey will be limited only a small area. 2. Convenient sampling will be used as the mode of conducting the research. 3. The sample size of the taken will be small, therefore it can be said that the chosen sample is not the representative of the whole population and this hindered quantitative research. 4.The psychology and temperament of a respondent play a significant role. Some respondents are more sensitive as against others who are more tolerant. A change in the composition of the respondents can affect the  answers adversely or favourably. 5. Respondents may not have been true in answering various questions and may be biased to certain other questions. 6. Out of the whole research and analysis, only three major brands will be highlighted, leaving aside the other non-popular brands. BIBLIOGRAPHY & WEBLIOGRAPHY 1. Marketing Management- Philip Kotler 2. www. google. com 3. www. wikipedia. com 4. www. amul. com [pic]