Criteria for Knowledge Finding a Middle Ground When Comparing Hume and Kant - Literature Essay Samples

For years, the criteria for true knowledge has been a topic of debate among many philosophers. After all, the rise of skepticism created a sweeping wave of doubt that caused many to question previously held beliefs and even the validity of religious institutions. In light of this doubt, two primary schools of thought arose to provide vastly opposing answers to skepticism: rationalism and empiricism. David Hume, an empiricist, proposes that all knowledge is derived from experience. He does this by first explaining the experiential basis of knowledge, then describing the various ways in which we form thoughts. Consequently, he uses this empirical view to explain various phenomena such as space and time, as well as the principle of causation. Hume’s argument not only startled the likes of the common people, but also other philosophers. In particular, Immanuel Kant responds to Hume’s philosophy by acknowledging certain aspects of his views such as a posteriori and a priori knowledge. However, Kant presents a stance that does not fit perfectly in the rationalist or empiricist viewpoint. Rather, he proposes a vastly radical view of the human perception and the nature of reality in an attempt to avoid many of the flaws he saw in the rationalist and empiricist schools of thought. As a result, a journey from Hume’s empiricist view of knowledge to Kant’s response, reveals an interesting intersection between two powerfully influential philosophies and the radical implications they have on how we obtain knowledge about the world around us. As a concept empiricist, Hume believed that we are born as blank slates and that all ideas therefore originate from our experience. This theme provides the foundation for much of his philosophy. However, in the Enquiry of Human Understanding, Hume provides a detailed explanation of the process by which we obtain knowledge from experience. In particular, he argues that we can divide the source of â€Å"all the perceptions of the mind into two classes,† impressions and ideas (MP, 529). Specifically, impressions provide the foundation of our knowledge and occur â€Å"when we hear, or see, or feel, or love, or hate, or desire, or will† (MP, 529). Therefore, impressions are revealed to us by all of our sensory perception. Ideas, on the other hand arise when â€Å"we reflect on any of those sensations or movements† produced by our impressions (MP, 539). These ideas are manifested in our thoughts that we might not have experienced, such as our imagination. However, Hume maintains that even our ideas are derived from our impressions. This is seen in Hume’s example of a golden mountain, where we combine the impressions of â€Å"gold† and â€Å"mountain† in order to create the idea of one that could not be experienced directly.1 Thus, ideas are created by the operations of the mind, such as memory and reflection. However, impressions, which stem from our experience, provide the basis for all of our thoughts and ideas. Once Hume establishes experience as the source of knowledge, he addresses a common issue that might arise from this stance. In particular: How do we come to know about things that we have not observed or sensed? In fact, Hume does acknowledge the possibility for an idea to exist that has no basis in an impression. This is seen in his example of shades of color, where he acknowledges the possibility that we may be able to imagine a distinct shade of color without a supporting impression. Although Hume admits that this is potential objection, he disregards it as a minor singularity and rejects it as a counter-example to his overarching theory of impressions and ideas. Soon after he describes the process by which we obtain thoughts and ideas, Hume elaborates on the types of knowledge. He does this by arguing that all of what we know can be categorized into one of two types: â€Å"relations of ideas† and â€Å"matters of fact† (MP, 542). The first type, relations of ideas, are ideas that are â€Å"intuitively or demonstratively certain† (MP, 542). In particular, relations of ideas are mental acts of comparison between ideas that are necessarily true, like the fact that a triangle has three sides or that â€Å"three times five is equal to the half of thirty† (MP, 542). It is the relations of ideas that allow us to have ideas that are based on the â€Å"mere operations of thought.†3 Thus, Hume uses the relations of ideas to explain for the ideas that we might have, such as mathematics, that produce relational ideas that do not require direct experience to verify their truth. The second type, matters of fact, are ideas that stem directly from our experience and are therefore not necessarily true. In other words, they are such that the â€Å"contrary of every matter of fact is still possible, because it can never imply a contradiction† (MP, 542). This type of knowledge is seen in Hume’s example where he asserts: â€Å"that the sun will not rise tomorrow is no less intelligible a proposition and implies no more contradiction than the affirmation that it will rise† (MP, 542). Unlike relations of ideas, the mere operations of thought are not enough to establish matters of fact, they must be experienced and are therefore liable to be proven wrong. Similarly, Kant acknowledges similar divisions between the potential types of knowledge that we can obtain. Like Hume’s division between relations of ideas and matters of fact, Kant categorizes knowledge into that which is derived from experience, a posteriori, and that which is necessary, universal, and independent of experience, a priori.4 However, Kant goes a step further and creates another distinction between analytic and synthetic judgements: In all judgements in which we think the relation of a subject to the predicate, this relation is possible in two ways. Either the predicate B belongs to the subject A as something that is contained in this concept, or B, though connected withed with concept A, lies quite outside it. In the first case I call the judgement analytic; in the second, synthetic (MP, 724). An apt example of an analytic judgement can be seen in Kant’s example that â€Å"all bodies are extended,† since the concept of extended is already linked to the concept body (MP, 724). Conjointly, Kant describes analytic judgements to also be explicative, since the relationship between the predicate and subject does not create anything new.5 Thus, analytic judgments are those that are true by definition and concept. On the other hand, synthetic judgements are quite the opposite. Rather than be true by definition, synthetic judgements â€Å"do add the concept of the subject a predicate that had not been thought in that concept at all† (MP, 724). Thus, Kant describes synthetic judgements to be expansive since they bring into light a new, disconnected concept into the nature of the judgement. This is seen in Kant’s example â€Å"all bodies are heavy,† where he describes the concept of heaviness not contained in and â€Å"quite different† than t he concept of a body (MP, 724). Although Kant draws these two distinctions, one between a posteriori and a priori and another between analytic and synthetic, they ultimately are related. In fact, Kant makes clear of this connection by explaining that analytic judgments are a priori and synthetic judgements are a posteriori.6 Moreover, this distinction is consistent with Hume’s categorical division between relations of ideas and matters of fact. However, Kant goes a step further, arguing for the existence of synthetic a priori knowledge as the basis of much of our true knowledge. This is seen in Kant’s example of â€Å"the proposition: Everything that happens has a cause† (MP, 725). Here Kant shows that the concept of a cause is not strictly a relation of ideas (a priori) since it is an expansive statement, yet we cannot derive its truth from experience (a posteriori) and so it is neither a matter of fact. Unlike Hume, Kant believes in the possibility for synthetic a priori knowledge. Yet another area of distinction between the Kant and Hume lie in their view of space and time. As a concept empiricist, Hume views space and time as abstract ideas that can be derived from our experience (Treatise, 20). Specifically, he views the concept of space and time as abstract ideas that we can obtain through an abstraction of objective resemblance—the spatiality of an object. Consequently, Hume believes we obtain the concept of spatiality by applying our understanding of the contiguity of space and time: a discrete point can result in a succession of points to form a line and therefore a three-dimensional plane.7 In similar fashion, Hume believes time is also a function of a succession of discrete points, going so far as to say that the property of succession is a â€Å"property inseparable from time† (Treatise, 23). Thus, Hume’s view of space and time centers around our experience of discrete points and our ability to abstract notions of volume and motio n. In response to Hume, a potential counterargument lies in the mathematical existence of transcendental numbers. This is seen in the case of the root two and pi, complex numbers that are seemingly impossible to derive from experience. Although Hume does not directly answer this criticism, it reveals an issue in his explanation of the relationship between mathematics, space, and time: that they do not seem to be derived from any direct human experience. This issue is also seen in the concept of infinity, for if Hume’s theory begins with discrete, finite points, then it would be difficult, if not impossible, for humans to have an idea of the concept of infinity. In comparison, Kant presents a slightly different view of space and time: that they are simply forms of our perception. Rather than base the existence of space and time on our experience, Kant first asserts that â€Å"geometry is based upon the pure intuition of space [and] arithmetic brings about its concept of numbers by the successive addition of units in time† (MP, 674). Consequently, because Kant believes mathematics constitute synthetic a priori knowledge, or knowledge that are created by our minds, he concludes that space and time are simply forms our perception. Unlike Hume who believed that we can obtain the notion of space and time through experience, Kant argued that we obtain the idea of space and time through the inherent structure of our own minds. This view constitutes what is labeled as transcendental idealism which is the view that space and time do not exist independently of our minds and rather are the lens by which we see the world. Thus, Kant’s view highlights a key presupposition in Hume’s philosophy: the fact that even Hume’s observations regarding space and time would have inescapably occurred within space and time. This distinction between Hume and Kant’s philosophies is echoed in their respective theories regarding causation. Hume uses the distinctions between relations of ideas (a priori) and matters of fact (a posteriori) to argue about what can be deemed true knowledge. As mentioned before, Hume deems relations of ideas as â€Å"demonstratively certain† (MP, 542). On the contrary, Hume questions the validity of matters of fact which â€Å"are not ascertained in the same manner; nor is our evidence of their truth, however great, of a like nature with the foregoing [relations of ideas]† (MP, 542). Hume does this by deconstructing the merit of causation, which he assumes to be the underlying force behind many matters of fact. This is seen in his example of a billiard ball: The mind can never possibly find the effect in the supposed cause, by the most accurate scrutiny and examination. For the effect is totally different from the cause, and consequently can never be discovered in it. Motion in the second billiard-ball is a quite distinct event from motion in the first; nor is there anything in the one to suggest the smallest hint of the other (MP, 544) Herein, Hume presents his radical view: that cause and effect are two distinct events. As a result, Hume explains that the concept of causation is caused by our key presupposition that what happens in that past will continue to happen in the future.9 Accordingly, Hume denies the rational or empirical validity of this assumption and therefore presents the Humean Problem. In response to this Humean Problem, Kant presents an answer similar to his view regarding space and time. On one hand, Kant acknowledges that causal connection cannot be in any way proven through rationale means.10 However, Kant does not view causation as simply a mental habit derived from presuppositions around our experiences: â€Å"At the same time, I am very far from holding these concepts to be merely derived from experience and the necessity represented in them to be imaginary and a mere illusion long habit† (MP, 687). Rather, Kant asserts that causation is part of our mental condition and a necessity for us to experience the world and make judgements. Similar to how Kant views space and time, he argues that causation is a priori and an integral part of the human cognitive structure. Although both Hume and Kant’s arguments span a variety of topics and a milieu of seemingly abstract concepts, an analysis of both their views sheds light on several overarching themes and areas of critique. In particular, it is interesting how Hume consistently presents the viewpoint that all knowledge is ultimately derived from experience, yet oftentimes encounters areas where this viewpoint is difficult to defend. As shown in his acknowledgement of the â€Å"shades of color† counter-argument,11 there seem to be quite a few instances where an experiential basis for all knowledge is unrealistic. Furthermore, it is interesting to see how Hume uses â€Å"singularity† to discredit a this counter-argument rather than through other, more credible means. After all, the mere singularity of an instance does not necessarily discredit its merit and perhaps if there is one instance, there are other areas where knowledge is derived without experience. On the other hand, Kant’s philosophy is just as, if not more, vast and complex in its structure. In an attempt to present a viewpoint that lies in the middle of the rationalist and empiricist schools of thought, Kant provides an interesting yet convincing philosophy regarding the human mind and the world around us. An analysis of Kant’s arguments surrounding the role of causality, space, and time in the human cognition seem to reveal authentic truths regarding the presuppositions behind both rationalist and empiricist schools of thought. It is the transformation of what philosophers viewed as â€Å"ideas or knowledge† into â€Å"intuition† that reveals Kantian philosophy to be interesting, if not insightful. Ironically, although his arguments do not fall within Hume’s empiricist stance, Kant’s view of causality as part of our minds provides nothing less than redemption for the empiricist stance that is essentially deconstructed by the Humean problem. Thus, it is Kant’s bipartisan philosophy that not only impacted both the rationalist and empiricist schools of thought, but also provides valuable insights regarding the fundamental nature of the human mind. Throughout the age of skepticism, there has been much debate regarding the basis for knowledge. On one hand, David Hume proposed that everything we come to know ultimately stems from our experience. He uses this notion to bring into question the causal laws that presuppose many of a posteriori knowledge today. In response, Immanuel Kant provides his own view of knowledge and highlights the a priori nature of causation as well as space and time. Although Kant’s philosophy cannot be categorized in either the rationalist or empiricist stance, it is interesting to see how he attempts to reconcile both views by analyzing the nature of the human mind. Thus, by looking at Hume and Kant’s viewpoints one is able to not only understand two powerfully influential philosophies, but also gain insights regarding the merit of our everyday presuppositions and how our minds perceive the world around us. Works Cited Hume, David. A Treatise of Human Nature. Clarendon Press, 2011. Watkins, Eric, and Roger Ariew. Modern Philosophy an Anthology of Primary Sources.

The Age of Reason - Review and Summary

The Bottom Line If The Age of Reasons creates controversy today, imagine what readers must have thought at the time the work first appeared! Still, the work was a bestseller in America, and an important representative work from the time period. Pros Presented in a clear, straightforward style (accessible)Drawn from intellectual masters: Voltaire, Hume Spinoza (along w/other influences) Cons Mocks/ridicules religiosity (may be offensive to some readers) Description A deistic pamphletWritten by 18th-century British radical, Thomas PainePublished in 3 parts--in 1794, 1795 1804 Guide Review - The Age of Reason Summary Thomas Paine is often associated with the American Revolution, because of his pamphlets; but The Age of Reason is still controversial (and has been banned) for its criticism of established religion and its challenge to the Bible. After reading The Age of Reason in 1757, Benjamin Franklin famously wrote: I would advise you... not to attempt unchaining the Tyger, but to burn this Piece before it is seen by any other Person, whereby you will save yourself a great deal of Mortification from the Enemies it may raise against you, and perhaps a good deal of Regret and Repentance. If Men are so wicked as we now see them with Religion what would they be if without it? Despite the controversy (and the many irate responses) that the pamphlet inspired, The Age of Reasons was a popular in America--the work struck a chord. It appears to have inspired deep-rooted passions--it brought punishment and imprisonment to those associated with the early publishing history. Study Guide SummaryThe Age of Reason QuotesThe Age of Reason Questions for Study and DiscussionA Letter to a Friend Regarding The Age of Reason

How to Write a Thesis Paper About Love

How to Write a Thesis Paper About Love Thesis paper about love is similar to the others that you are surely writing all the time if you’re a student. So you need just to follow already known procedures in writing any research papers. Lets discuss in more detailed way how to compose an effective thesis project. First of all, you will need a topic. In our case you already have one – love. Start with definition and then approach the most interesting side of the notion: Love is a human experience that involves two or more persons. It may have different meanings and different concepts, but the main point is all humans get in love in one form or another. So, here you need to define your very specific approach to the general topic. It must be relevant, interesting and significant at the same time. Now you come to research proposal. It will be the outline of the entire work, in other words, the plan of your actions concerning the topic. Next step is to collect as many materials for your project as you can. Internet is also your assistant, but get sure to use only credible articles and researches. When you are supplied with materials, you can start writing chapters of your paper. Here are several tips for writing thesis about love: Discuss in your thesis how people experience love. Provide such a research that will bring consensus among people. If you are looking for tremendous research, you can compare human and animal experience of love. Compose your thesis in such a way as to take readers attention from the first sentences, making them curious about the final results. If you follow our tips, your work will definitely be not only productive but interesting for people.

Why Science Is The Truth About Existence - 1126 Words

Knowledge is gained by understanding, and understanding is achieved by comprehending. The more we try to wrap our head around something, the more questions we tend to ask, and science tends to help answer these questions. Throughout history many methods have been used to provide answers, and help steer us to where we are today. Scientific methods are the most rational explanation for most worldly phenomena’s. The most common things in one’s household, from toothpaste to a computer, are all products and achievements obtained by science. Everything that happens has a cause and science unveils the truth about them. Science has benefited us by giving us a means to protect ourselves from the environment, and it allows us to protect the environment from ourselves. The role that humans play (as an animal species) in the world, how we impact it, and how to save it. Science expresses the truth about existence because it is external, logical, observable, certain, and most of all, always evolving and contributing to the human life every step of the way. Achievements of Science Science is continuously progressing. â€Å"It has upgraded our lives in such a ways that the generations before us are clueless about such things† [1]. Looking at breakthroughs throughout history, science has greatly contributed to the progress and development of the world. Over time science gave birth to medicine which helped us treat, prevent, and cure diseases [2]. The world we know today has gone fromShow MoreRelatedThe Evolution Of The Human Race1681 Words   |  7 Pagesportal of knowledge and experience whose origin and creation is not fully proven. There are two ideologies that the human race has adopted into giving reason for our existence as well as our evolution; this being, religion, and science. 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I can agree with James that, if it is the case that the world only seems to be spiritual in a sense and is actually completely material an d not spiritual, that it is possibleRead MoreThe Worldview Sampler By Mynga Futrell999 Words   |  4 Pages Author Mynga Futrell, states in her Worldview Sampler that a person s overall worldview is their interpretation of the world based on a collection of beliefs about life. This worldview can be religious or nonreligious, based on how a person’s perception develops or becomes altered. Development begins at birth and throughout a child s upbringing, this alters as the child proceeds through life into adulthood. Regarding Futrell, I completely agree; my childhood had been strictly religious, and

Sociological Theories And The Structural Functional Theory

Sociological Theories: Compare and Contrast The Structural-Functional theory definition: Two theorist who were major contributors to the structural functional theory where Herbert Spencer and Robert Merton. Also known as functionalism, it is a framework for building theory that views society as a complex system whose parts work together to promote stability and solidarity. Important concepts in the perspective of functionalism include social structure, social functions, latent functions and manifest functions. A few examples of structural functional theory are in families, communities, religious organizations and certain rituals such as a handshaking give structure to our everyday lives. Functionalism is a structural consensus sociological theory that is a key theory developed by Emile Durkheim, one of the founding fathers of sociology. Her theory sees society as a mega structure of interrelated social institutions such as schools and our legal system. Structural functional theorist believe that all parts of a society work together to maintain functioning balance o f the society The Social Conflict theory definition: Conflict theory holds that social order is maintained by domination and power rather than consensus and conformity. According to the conflict theory researched and introduced by Karl Marx states society is in a state of perpetual conflict due to competition for limited resources. Meaning those with wealth and power try to hold on to it by any meansShow MoreRelatedThe Core Concepts Of Sociology1578 Words   |  7 PagesThe core concepts of sociology are a combination of original theories with improved sociological approaches that build upon them over time. Sociology utilizes three main theories to approach the study of society with different focus points that result in different outcomes. 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Teaching Patient To Administer Injection †Myassignmenthelp.Com

Question: Discuss About The Teaching Patient To Administer Injection? Answer: Introduction This teaching plan will highlight on educating a patient with self administration of clexane injection. The clexane injection is a type of heparin based injection that will be administered to treat blood clots. The teaching plan will help the patients self-administer the drug that will be effective in reducing the blood clots. The teaching will be directed to the patient who recently had valve fitted after surgery. This will help to address the bleeding problems in patient (Kamel, El-Faissal, Aboulghar, Mansour, Serour, Aboulghar, (2016)). The teaching will be done for the patient by the Business along with patient being offered on an educational pamphlet. The teaching plan in nursing practice will play a vital role in monitoring and thus educating the patients about the safe use of clexane injection. The education style of the nurses depend on the patients learning style. (Peter, Robinson, Jordan, Lawrence, Casey, Salas-Lopez, 2015). There will be learning context, learning type, learning aims, and outcomes, teaching strategies, methods, anticipated strengths and limitations. The teaching plan will also follow an evaluation plan, summary and conclusion. The main focus will be to teach about appropriate dosage preparation, drug administration, choosing the site of administration and method of giving the subcutaneous injection (Ryan, Lara, Porter, Kaiser, 2016). Learning context setting The topic in which the nurses will conduct the teaching is the manual of handling the syring with correct dose of clexane injection. The teaching program will be made in the small hospital in the patient room. Face to face teaching will be supported with internet resources and pen and paper to keep note about the methodology. The teaching session will take place in the hospital of the rural area. The teaching of self administration of clexane drug will be very effective there as direct interaction with patient will be possible. The direct teaching will help them to clearly understand the technique to subcutaneous injection and the dosage that is to be used (Richardson, Percy, Hughes, (2015)., 2015). The health organization will give full support and involvement to making the learning procedure a success. The teaching will be conducted face to face with the patient by showing the demo of using the self administration of clexane injection (Krashen, 2014)). The nurses can use the resource of an internet to give the patient the appropriate context of learning. The learning should be done face to face that will help them understand more on the procedure. The patient can even clarify the doubts when required. Such a learning context provides patient centered positive outcomes. Learning needs evidence For patients, having clear knowledge about safe medicine administration is important to prevent adverse drug event and avoid any complications. The teaching plan will aim to focus on addressing clients lack of knowledge in the area of self administration of clexane injection (Breathnach, Karip, McCoy, Cleary, Quinlan, 2016). There can be potential harm associated with self administration of the injection like for example if the correct dose is not given the clots may not dissolve properly(Eur Thornhill, 2016). Thus the teaching plan is to be constructed such that it will teach the patient with correct usage of the syringe. As the blood clots are regular issues after surgery, the injection of clexane dose is required extensively. The correct use of intake of a dose is to be taught along with that. The teaching will assure the use of the correct method of handling the syringe for self administration before and after the surgery(Ciftci Avsa, 2017). This skill needs to be taught other wise the clots will not be treated properly. There is evidence of the wrong dosage of clexane leading to constriction of blood vessels. Thus correct dose of cleane should be administered. There are also problems related to the wrong administration of injection leading to problems like sites of injections can be itchy and bruised, hard lumbs that could cause bleeding. Learner type The learner in this nursing education is going to be one patient based. The patient belonged to aboriginal in origin, thus had different socio cultural background. The learning needs are to considered before the teaching session. The nurses should have to understand beforehand if they are willing to understand the topics. In this context they must be culturally aware of the beliefs of the Aboriginal patient and deliver the teaching accordingly. If the patient is not willing to understand then the nurses can socialize and talk to the relatives and family members. The teaching plan is going to help the nurses to set up effective goals in managing the clots. The socio cultural background of the patient is to be considered before the teaching plan. The learning focuses here mainly on the learner who had undergone heart surgery after a stroke. The nurses must be well aware of the allergic condition of heparin, presence of bacterial infection. They are going to guide on the medicaments tha t cannot be used while taking clexane like aspirin. The patient needs to be evaluated in the teaching session to see if the patient is able to fulfill the learning needs. Nurses here will understand the anticipated gaps that can come with knowledge and skills. The readiness of learning of the patient should be noticed. The technique that the nurses can use here is the teach-back method (Mahramus, Penoyer, Frewin, Wilson, Sole, 2014). In this way the nurses through communication will confirm if the patient understood what was explained. The teach back method is done in such a way that is to make the patient repeat what was said. Learning aims and outcomes For the learning outcomes and aims one can set up the SMART goal. The realistic teaching goals will be made by using the principles of SMART techniques. Specific- To teach patient centered use of self administration of clexane injection safety. Measurable- The teaching plan will involve single patient. Achievable- The aim is achievable as it will be treating the patient with blood clots Realistic- The self administration of the clexane drugs are going to be useful in the reducing the blood clots anytime at critical conditions. Time bound- The teaching goal will be achieved by the end of August. The learning objectives of this teaching The learning objective is demonstrating the correct position of subcutaneous site and how to handle the needle correctly. The outcome of the learning technique This will be helpful for the patient to learn the technique in subcutaneous injection , identifying the correct injection sites, copying with the need for the correct use of dose and the affective outcome and the psychomotor outcome of the injection.(Mengiardi, et al., 2014). Teaching theories and strategies The learning theory that the nurses can use in the teaching is the behaviorist learning theory (Moon, 2013). This will be specific learning theory as it is to be done with the ground of addressing a specific condition of one patient. The teaching theories and strategies will be dependent on cultural awareness. The nurses before introducing any teaching plan they should construct the teaching plan based on the observable situation of the patient (Masters, 2015). The method they can include is showing them computer presentation of the manual of handling the subcutaneous injection. Such presentation may be useful for trapping the attention of the patient and the patient can absorb well. The nurse must fix plan accordingly. For this as mentioned, the nurse, needs to be must be culturally competent(Alligood, 2014) . The teaching session must be made interesting so to attract the patient in learning the health conditions and understanding the usefulness of self administration of clexane wh en required. The nurses must consider the weakness, limitations, and strengths while conducting their teaching. They can even include the family members in this. The teaching plan is going to be made on the basis the following (Grzegorski, Andrzejewska, Ka?mierski, 2015): Demonstrating the patient with correct technique for using subcutaneous injection Regular checking of blood pressure Discuss on the possible injection sites Using of the patient literature to explain the techniques Discuss on the correct disposal of injections To teach on the correct storage of the clexane drug. The overall plan of this teaching session is that the patient is going to gain knowledge and skill in self administration of the correct dose of clexane injection at the emergency time. Anticipated strengths and limitations There may be challenges faced due to the limited time to have the education discussion with the patients. The economic resources required in the field may not be found. The major strength for the nurses will come if the management in the organization health care support the team with the teaching plan. The managers must allow for the peer education of the nurses about the clots and the use of the correct dose of clexane in the situations. The right training of nurses are required as this is useful to help the nurses to give the correct teaching on easy use of the injection in self administration. The major strength focuses on the communication and good rapport that will be gained with the teaching sessions. The challenges that are faced with the teaching plan can be resisted by using the alternative resources if available. The nurses must very well study the backgrounds of group of patients that will be approached. Evaluation plan The effective teaching can be ensured with proper evaluation program. The evaluation can be self centered showing the way nurses themselves are capable for conducting the teaching plans. The other can be overall evaluation (Keating, 2014). This is done by evaluating the overall nursing procedures of teaching. According to the evaluation in health care education, by Bastable 2016, we can review about the evaluation procedure. The evaluation process here will depend on the education process, decision making process (Bastable, 2016). These will follow the procedure of gathering, summarizing, interpreting and using those data to determine the extent by which the teaching procedure will require update in action. In this cyclic technique way both the teaching and learning can be judged. This is effective to judge the interventions that are taken to teach the patients on the manual of handling the injections with clexane drugs. The effective evaluation plan done with evidence based study wi ll help them to understand their strength and weakness in the plan (Shin, Park, Kim, 2015). Evaluation plan will judge all their requirements and challenges they are facing in this teaching session (Jeffreys, 2015). Conclusion This report has presented the summary of the teaching plan that is related to the self administration of clexane injection. This teaching plan is conducted for one patient. It will give the patient the correct idea of handling the subcutaneous injection of clexane drug. This is going to teach the patients about the right dose of a drug and the time to use it. This will aim to provide all the requirements of an importance of learner context, learning need evidence, learner type, learning aims outcomes, teaching theories, strengths weakness, and the evaluation plan. The main aim of the teaching session is that it is going to deliver holistic one patient centered treatment in managing the clots by self administering clexane when the conditions required. The use of the teaching strategy of the nurses like teach-back method will ensure the nurses if the patients had understood the teaching that was delivered to them. The learning that is required here is the behaviorist type followed by t he environment that is dependent on the current cultural belief and condition of the patient. References Alligood, M. R. (2014). Nursing theorists and their work. Elsevier Health Sciences. Bastable, S. B. (2016). Essentials of patient education. Jones Bartlett Publishers. Breathnach, O., Karip, E., McCoy, G., Cleary, M., Quinlan, J. (2016). Post-operative prevention of venous thromboembolism in hip and knee arthroplasty surgery: a study of the combined use of low molecular weight heparin and rivaroxaban. . Orthop. Res. Physiother.,2, 020. Ciftci, B., Avsa. (2017). Assessment of Three Sites in Terms of Bruising in Subcutaneous Heparin Management. International Journal, , 0(1), 285. Eur, P., Thornhill, O. N. (2016). Pre-filled syringe with safety needle device. Grzegorski, T., Andrzejewska, N., Ka?mierski, R. (2015). Reversal of antithrombotic treatment in intracranial hemorrhageA review of current strategies and guidelines. 49(4), 278-289. Jeffreys, M. R. (2015). Teaching cultural competence in nursing and health care: Inquiry, action, and innovation. Springer Publishing Company. Kamel, A. M., El-Faissal, Y., Aboulghar, M., Mansour, R., Serour, G. I., Aboulghar, M. ((2016)). Does intrauterine injection of low-molecular-weight heparin improve the clinical pregnancy rate in intracytoplasmic sperm injection?.. .Clinical and experimental reproductive medicine , 43(4), 247-252. Keating, S. B. (2014). urriculum development and evaluation in nursing. Springer Publishing Company. Krashen, S. (2014)). The common core.Knowledge Quest. 42(3), 36. Mahramus, T., Penoyer, D. A., Frewin, S. C., Wilson, D., Sole, M. L. (2014). Assessment of an educational intervention on nurses' knowledge and retention of heart failure self-care principles and the Teach Back method.Heart Lung. The Journal of Acute and Critical Care, , 43(3), 204-212. Masters, K. (2015). Role development in professional nursing practice.. Jones Bartlett Publishers. Mengiardi, S., Tsakiris, D. A., Molnar, V., Kohlhaas-Styk, U., Mittag, M., Kraehenbuehl, S., et al. (2014). Impact of pharmaceutical care on self-administration of outpatient low-molecular-weight heparin therapy. Pharmacology pharmacy, , 5, 372-38. Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Peter, D., Robinson, P., Jordan, M., Lawrence, S., Casey, K., Salas-Lopez, D. (2015). Reducing readmissions using teach-back: enhancing patient and family education. Journal of Nursing Administration, , 45(1), 35-42. Richardson, C., Percy, M., Hughes, J., (2015). (2015). Nursing therapeutics: Teaching student nurses care, compassion and empathy. Nurse education today , 35(5), e1-e5. Ryan, P. L., Lara, E., Porter, M., Kaiser, L. (2016). Using Simulation to Better Prepare Perianesthesia Nurses to Handle Emergency Situations in the Post Anesthesia Care Unit (PACU). Journal of PeriAnesthesia Nursing, , 1(4), e44-e45. Shin, S., Park, J. H., Kim, J. H. (2015). Effectiveness of patient simulation in nursing education: meta-analysis. Nurse education today , 35(1), 176-182.

Customer Service In Hospitality Management Customer Service

Question: Discuss about the Customer Service In Hospitality Management for Customer Service? Answer: In order to conduct a research interview for customer service in a restaurant the analyst has chosen the restaurant named Terroirs in London. The restaurant has been established in 5 William IV St at London. The restaurant provides a variety of foods including Spanish, Italian, organic wines, cured meals and lots more. A research interview for customer service of this restaurant has been conducted in the following: 1) What is the reason behind choosing this restaurant? The menu of this restaurant is focused at serving best to the customers. The restaurant produces seasonal food. Changes in the food regularly reflect the quality of the food (Paget, 2015). One of the main reasons for choosing Terroirs restaurant is that it produces homemade charcuterie and source cured meats of Italy, Spain and France. 2) Did you feel comfortable when you have entered into the system? The system of this restaurant was quite coordinated and systematic. The atmosphere of the restaurant was lively. The vibrant atmosphere of the restaurant will attract the customer more than once towards the restaurant (Ro, 2014). The sitting arrangement of this restaurant was perfect to dine and launch. It is a perfect place to have dinner and enjoy one or two glass of wine. The restaurant provides a special type of fish soup which is very nice. There is no such irritating factor however the decoration of the restaurant can be better. 3) Your experience with the staff of Terroirs restaurant. The numbers of staff this restaurant have were about 100. The staff of this restaurant was quite friendly and attentive. They staffs make the customers of the restaurant feel like home. The staffs are very much knowledgeable about their food and wine they serve (Schmidt, 2015). They make the customers feel relaxed inside the restaurant. However the number of staff can be increased in order to better serve the customers. 4) Your experience with the service quality of the restaurant. The restaurant is very much flexible with the delivery of the food and wine in time. The restaurant very much capable of preparing the order and make delivery of this as soon as possible. The delivery service is like a pillar of its service quality (Yagil and Luria, 2015). They provide quicker service after getting order. The customers need not to wait more for getting delivery. The refund system of this restaurant attracts more that refunds the money in wrong delivery. 5) How was the accessories and payment system of the restaurant? The accessories provided by this restaurant are very interesting. They provide a special type of napkin in which the tag of this restaurant is attached. The napkins are very smooth. The foil cutter that is black finished is very convenient for wine sector. Many types of flavored condiments are also provided by this restaurant that enhances the quality of the food. Condiments are sometimes provided as a complement of dishes. The prices of the food of this restaurant are affordable to all kind of customer (Ro, 2014). However high quality food demands high price. The customers who want to have food in the restaurants itself can pay for the food by cash or even by card. The online shop of this restaurant uses secure system of payment where the customers can confidently use their credit card in a safe mode. 6) Your experience about the quality of the food. The restaurant provides a variety of foods including Spanish, Italian, organic wines, cured meals and lots more. Although foods are limited but those are very tasty. They provide wide variety of wine (Schmidt, 2015). They also provide local wine of special quality. The restaurant is famous for providing special type of fish soup. Reference List Paget, Z. (2015). Managing Customer Service.Veterinary Record, 176(9), p.i-ii. Ro, H. (2014). Customer Dissatisfaction Responses to Restaurant Service Failures: Insights Into Noncomplainers From a Relational Perspective.Journal of Hospitality Marketing Management, 24(4), pp.435-456. Schmidt, D. (2015). Product-Service Systems for Influencing Customer Barriers and Customer Acceptance.JOEBM, 3(10). Yagil, D. and Luria, G. (2015). Customer forgiveness of unsatisfactory service: manifestations and antecedents.Serv Bus.