Great Expectations Females Influence on Pip Essay

Great Expectations: Females Influence on Pip In the opening of the novel, Pip is a naà ¯ve young boy who as been brought up in a traditional Victorian manner. He is a very innocent and kind-hearted boy who when asked brings the convict the file and food, here we also see that Pip is quite a gullible child as when threatened by the convict Abel Magwitch who says that he’ll get a fellow convict to ‘tear his heart and liver out while he sleeps’ unless he does as the convict says, and Pip being an innocent and gullible young boy believes him and acquires for him these items. When Pip meets Estella his behaviour and attitude towards his current life changes, this is due no-doubt to Estella’s continual†¦show more content†¦Pip also at times throughout the novel can be very deceptive to himself, as when he is visiting Satis house later in the novel, he makes excuses to himself as to why he does not call upon Joe or Biddy. During Pip’s stay with Herbert Pocket, he spends his money freely and encourages Herbert to do the same, despite Mr Pockets financial status whereby he cannot afford to do this, although he finds solace in the fact that he secretly arranges to help Herbert in his business career, this upon Pip looking back is the only positive thing that Pip believes has come out of his expectations, and Pip finds great disdain with this, so we see that perhaps that Pip as an innocent boy who only wants to do good, is not entirely gone and there are still traces of Pip’s personality before he became a gentleman left in him. Pip’s blind obsession with Estella continues right throughout the book, along with his belief that he and Estella are destined to be together continue until the two most major negative impacts upon his life, when the identity and arrival of his real benefactor come-aboutShow MoreRelatedFemales Influences on Pip in Great Expectations Essay856 Words   |  4 PagesFemales Influences on Pip in Great Expectations By Charles Dickens There are many influences on Pip’s life regarding his thoughts on women. This would therefore mean that Pip would take his views on women from those that were a played a major role in his life, for example: * Mrs Joe Gargery is Pip’s sister and has raised Pip because their parents have died. Mrs Joe Gargery has raised both Joe Gargery and Pip by hand as she is not happy with the wayRead MoreFeminist Criticism Of Great Expectations1190 Words   |  5 PagesCriticism of Great Expectations The correct portrayal of women in literature is highly significant as women have been marginalized throughout history. Although Charles Dickens wrote powerful and dominant female characters in his novel Great Expectations, Dickens’ portrayal of female strength is unsympathetic considering the period when he wrote this novel. During the Victorian Era, women never had dominance in situations and had less rights than men. In this case, Dickens alienated the female charactersRead More Unexpected Influences in Great Expectations1568 Words   |  7 PagesCharles Dickens Great Expectations, the most influential characters on Pip are people who would appear to be minor female characters in the novel. One would assume since the time of Great Expectations was set the first half of the 19th Century, which was the time of the Victorian Era, that the men of the novel would have a greater influence on the women of the novel. However, Pip is impacted greatly by women throughout his life, e ven more so than men. Pips greatest female influence in life was EstellaRead MoreGreat Expectations and a Christmas Carol: a True Gentleman Essay1430 Words   |  6 PagesGreat Expectations and A Christmas Carol: A True Gentleman According to Dictionary.com, a gentleman is a civilized, educated, sensitive, or well-mannered man. However, by Victorian definition, a gentleman was, perhaps most importantly, a rich man. â€Å"Charles Dickens†¦was an author of relatively humble origins who desired passionately to be recognized as a gentleman, and insisted, in consequence, upon the essential dignity of his occupation† (Victorian Web). In Great Expectations he portrays Pip, aRead MoreThe Influence of Women1225 Words   |  5 Pagesrecognized and respected women as they deserve, members of the female gender have strongly influenced the world ever since the beginning of time when Eve ate of the forbidden fruit. Today, women continue to increasingly achieve power and status. Likewise, in Charles Dickens’s Great Expectations, women play an important role in influencing the protagonist, Pip, although both positively and negatively. Through their words and actions, women cause Pip to make significant lifestyle changes, either beneficialRead MoreEssay on What Shapes Pip’s Character in Great Expectations?1682 Words   |  7 PagesWhat influences shape the character of young Pip in Great Expectations? â€Å"Great Expectations†, by Charles Dickens, is an enthralling tale of love and fortune. The story is set in the period of Dickens’ childhood, from 1810 to approximately 1830, and it is likely that memories of his own youth inspired Dickens to write the novel. The main character, Pip, is a gentle and humble boy whose character and personality undergo major transformations throughout the novel. He is influenced by many charactersRead MoreGreat Expectations: Analyzed Through A Marxist Criticism1113 Words   |  5 Pageswhich class struggle is a central element in the analysis of social change in Western societies. Marxism applies to the novel Great Expectations in many ways. Dickens uses Pip’s complex and altering relationships with Estella, Joe, and Magwitch to show the subjugation of the working-class from the privileged. Estella is raised in a prosperous household and is judgmental of Pip because he is from the working class. She insults his appearance when she says, But he is a common laboring boy. And lookRead MoreGreat Expectations: Secrets1315 Words   |  6 PagesBailey Baith Great Expectations Adv. English 11 March 9, 2013 Secrets A secret always has reasoning behind how long it is kept hidden and when it is revealed. There’s always a perfect time and place for one to share one’s secret. Uniquely books have secrets embedded within to keep the reader on edge. If used wisely by the author, a secrets purpose can affect a novel’s story line, character development, and theme. Every secret throughout Dickens’ novel Great Expectations is effectively keptRead More The Bildungsroman Genre Essay4241 Words   |  17 Pages........ 1- BILDUNGSROMAN NOVELS......................................................................................... 2- TWO BILDUNGSROMAN NOVELS............................................................................. 3.1- Great Expectations..................................................................................................... 3.2- Emma........................................................................................................................... CONCLUSIONRead MoreComparing Macbeth And Great Expectations2215 Words   |  9 PagesThere are more than enough examples from Macbeth and Great Expectations to prove that â€Å"subversion of gender roles,† a term that describes someone acting in a way that is not expected from those of their said gender, is evident in both writing pieces. There are a number of connections between the women of the play and novel; this can be seen in their stern, powerful and leader-like and always changing personalities that a number of female characters share. For instance, Miss Havisham’s burning hatred

Jonathan Swifts A Modest Proposal And The Daily Show

For centuries, the act of a common citizen pointing out the faults of a country has always been frowned upon. Individuals have had to mute their grievances and wait for slow and often ineffective changes to take place. However, in the eighteenth century Jonathan Swift broke societys norms through his highly disturbing and shocking satirical piece A Modest Proposal. Swift proposes to the English Protestants a cannibal solution for the Irish Catholic children who are dying of starvation and diseases on the streets each day. Swift’s far from â€Å"modest† solution paved the way for modern day satirical outlets like The Daily Show. In a time where news commentators are reporting their own beliefs rather than unbiased news, The Daily Show has†¦show more content†¦He explains to them that if one news channel makes a mistake then it hurts everyone collectively similarly to how Mexican immigrants as a whole are being blamed for the mistakes of few people. Both Swift an d The Daily Show through their pieces are hiding the actions of their opponents within their exaggerations. The pieces hold a deeper meaning when the opponents are able to realize their wrong actions on their own rather than being scolded for it. This method allows them to look within themselves. As a result, satire is an outlet for individuals to express their concerns seeing that people do not realize the true meaning at first glance. Second, A Modest Proposal and The Daily Show are successful in targeting the individuals that they are frustrated with. Swift throughout his piece highlights the stereotype faced by Irish women when he refers to them as â€Å"constant breeders† (319), which demonstrates that the British simply saw them as lowly individuals. Ironically, Swift does not view the killing of children as inhumane or wrong. In fact, he refers to them as animals when he states they will dress the children â€Å"for the knife, as we do roasting pigs† (317). Swift does not consider them humans with rights but livestock. Swift’s use of irony is effective because it reveals the English deep-seated hate for the Irish. They are slowly killing the parents so whyShow MoreRelatedNot Many People Can Write A Proposal Consisting Of Three1396 Words   |  6 PagesNot many people can write a proposal consisting of three thousand three hundred and seventy-six words in which political and economic issu es are discussed and given a solution in such a serious yet sarcastic tone, but this is exactly what Jonathan Swift’s A Modest Proposal does. Swift was born in Dublin, Ireland to British parents and as result of this, he yearned to get as far away as he could from the Irish. After he was ordained into the Church of Ireland in 1964, he was exposed to the livesRead MoreJonathan Swift’s Essay A Modest Proposal, and Voltaire’s Novella, Candide999 Words   |  4 Pageslong or short, essay or novella. In these two works, the authors bring light to ongoing social, political, and philosophical issues of their time and age. The two works I am referring to are Jonathan Swift’s satirical essay, A Modest Proposal, and Voltaire’s novella, Candide, or Optimism. In both A Modest Proposal and Candide, there is a portrayal of irony, cold logic and reasoning rather than emotion, and misguided philosophy. Exploring the issues within these texts can implement a bett er understandingRead MoreCompare/Contrast Thomas Jefferson and Jonathan Swift1434 Words   |  6 Pagesthe citizens have to show their dissent, and what form should that dissent take? All of these are questions looking to be answered, with varying degrees of seriousness, by Thomas Jefferson and Thomas Swift. Thomas Jefferson’s A Declaration of Independence may be thought of as a universal symbol of traditional American values, however in it exists several layers of meaning, each appealing to the reader and their sense of social responsibility. While Swift’s A Modest Proposal attempts a similar entreatyRead MoreJonathan Swift s A Modest Proposal1456 Words   |  6 PagesJonathan Swift was an Irish poet and satirist of the eighteenth century. Although the son of Englishmen, Swift was born and raised in Ireland. While living in Ireland, he witnessed the death of thousands of Irish due to starvation which was caused due to crop failure. Swift, who wasn’t even personally affected by the issue, acknowledged that the death of the Irish population which he argues was caused because of the neglect of English landowners. Instead of allowing for the is sue to continue to beRead MoreAnalysis Of Swift s A Modest Proposal 1546 Words   |  7 Pagesactivism, irony, exaggeration, humor, and ridicule are all valuable rhetorical tools to expose faults and make a point (New Oxford American Dictionary). Both Jonathan Swift and William Blake confront social systems of oppression in their literary careers, most notably with A Modest Proposal and Songs of Innocence respectively. Swift’s A Modest Proposal is an address to the wealthy English and appeal to the consumerism that drives economic exploitation that causes inequity and poverty. Due to the tenseRead MoreAnalysis Of Gulliver s Travels 1933 Words   |  8 PagesProfessor Lund Final Paper 14 May 2017 Throughout all of Jonathan Swift’s writings there are many commonalities. One in particular that stands out is the use of satire throughout both â€Å"Gulliver’s Travels†, which tells the story of a series of voyages of Lemuel Gulliver’s published in 1726, and â€Å"A Modest Proposal†, where Swift uses the idea of cannibalism to captivate his audience as well as focus on society’s problems. Throughout Swift’s life, politics and religion had a huge impact on him and moreRead MoreSummary Of Jonathan Swifts A Modest Proposal918 Words   |  4 PagesIrish. One of these people was a man named Jonathan Swift. In his essay â€Å"A Modest Proposal† Swift challenges the status quo of the time and place in which it was written by proposing that they eat the children of the poor, ending the hate between the Protestants and the Catholics, and suggesting that the landowners have mercy towards their tenants. In his essay, Swift first suggests that the population of Ireland eat the children of the poor. This proposal would shock anyone, but it was definitely

Tutankhamen was not a very influential Pharaoh Free Essays

Tutankhamen was not a very influential Pharaoh. However his tomb has revealed significant information about the New Kingdom Egypt. When Tutankhamen moved the court back to Thebes, he turned his back to the Reforms of Amarna period. We will write a custom essay sample on Tutankhamen was not a very influential Pharaoh or any similar topic only for you Order Now He was at a very young age therefore his decisions must have been under the advice of someone. ROLE OF THE PHARAOH The Pharaoh had many objectives throughout his life on the throne. These activities included keeping order of his people, religion and had many roles as a warrior and a ruler. Akhenaton’s religious beliefs did not last. His was where seen as heretic. When Tutankhamen came into power, within 10 years he restored all beliefs in the gods that Akhenaten ignored. This put all his followers behind him and gained him respect. This can be illustrated through the decorations in Tutankhamun’s tomb. He was seen with various gods, which depicted he believed in number of gods that Akhenaten did not. Further more there were drawings and pictures of the god Hapi and statues of the gods Isis, Nephthys, Serqet and Neith protecting the body of the king. It was important that the Pharaoh had strong relation with the gods and his religion. This showed a power within the pharaoh and provided loyalty by the people of the kingdom. He also had to be a ruler and keep his people in order. He did this through entertainments such as hunting. Evidence of this is found on his chest when he is hunting for animals. Hunting was a way of entertainment and to keep people please in the New kingdom Egypt. Hunting wild animals showed that there was none greater than the pharaoh. This secured his people’s belief and trust in him. There are also statues of the god of Water and Fertility (Hapi). This is an indication that Tutankhamen believed in this god. Therefore the fertility and wealth of the kingdom must have been good. The people of the kingdom had the pharaoh to thank to as a living god. MILITARY Tutankhamen was seen as a warrior in various drawings of him in his tomb. He was seen as a ruler and Ma’ar of the kingdom. Infact he is seen wearing the blue war crown of a pharaoh to indicate his relation with war and hunting. His rule over war and military is also demonstrated in the painting on the sides of his treasure chest, showing him either hunting wild animals or in battle. In the scene he is seen has fighting in a battle on his chariot, with his bow and arrows, he is shown has huge however his enemies much smaller. Tutankhamen was a great influence to his people in war. His ruling power was shown through his mask, which states him as a pharaoh. The mask is made of pure gold and has the two protective animals in it, the cobra and the vulture. However, Tutankhamen has never been involved in a war himself as there is no evidence of any battles. EGYPTIAN SOCIETY Fashion, food, economies, entertainment and fundamental living ways were very advanced and crucial in the Egyptian Society. The Egyptians usually wore white clothing, because white sustained coolness while black sustained heat. Their clothing was made from the stem of the flax plant. The clothing was a symbol of wealth as poor people and workers usually walked around naked and lived naked. Clothing also showed a man’s rank in the society, this depended on how elaborate his kilt was. Kings, gods and higher-class rulers usually wore colourful clothing this showed that they were noble and rich. Therefore clothing performed the role of symbolism for wealth, rank and importance in the society. However as well as clothing, fashion was very crucial. In Tutankhamen’s tomb, there are bottles of perfumes made from pure coconut oil. This shows the class and quality of the society and it had already advanced to perfumes and make up. The pharaoh had all sorts of skin care in his tomb for after life. There was also food and water provided in Tutankhamen’s tomb for his travel, which indicated the type of food consumed. There was also money provided in the tomb, which indicated the type of currency used. The Egyptian life stile was unique and advanced to all other. Tomb of Tutankhamen help is illustrate the needs of Egyptian society and its unique fundamentals. BURIAL CUSTOMS The burial customs of the ancient Egypt is very complex and symbolic. There are 3 aspects of a soul that the Egyptians believed in, the Kha, the Ba and the Akh. The mummification and burial of the pharaoh was crucial for the soul to keep safe and alive. The Egyptians would mummify someone in the belief that the body would be needed in the after life. The first process was the remove all moisture from the body so the body would not decay. After that his stomach, intestines and liver would be removed and put into special alabaster containers. The heart was left in the body as it would be needed to be weighted in the afterlife. The body then would be wrapped up with over 143 items such as amulets and jewellery to protect the pharaoh in the afterlife. There is proof of the process painted on the walls of Tutankhamen’s tomb. The process of the mummification would take 70 days in total. The body then would be sealed in the pharaoh’s body shaped coffin. In fact the body was put into 3 coffins. 2 made out of wood and the final one pure gold. After 70 days of process, the pharaoh is taken to his tomb and receives the opening of the mouth ceremony. Finally the body is sealed and the gods are left alone with the pharaoh to protect the body. RELIGION AND THE AFTERLIFE The pharaoh’s religion was the most crucial part of his ruling time. He was considered a living god, therefore his way of living was a role model to those below him. The previous pharaoh before Tutankhamen disobeyed all gods but himself. This caused unhappiness in the public and when Tutankhamen came into power, he revived the religious beliefs of the kingdom. The Egyptians believed that in the afterlife, pharaohs would become gods and their hearts would be weighted in line with a feather, if the heart is heavier than the feather than the pharaohs would not gain access. How to cite Tutankhamen was not a very influential Pharaoh, Papers

The Metaparadigm of Nursing Present Status and Future Refinements free essay sample

Several recent reviews of the status of nursing theory development indicate that nursing has n o established tradition of scholarship. Reviewers have pointed out that most work appears unfocused and uncoordinated, as each scholar moves quickly from one topic to another and as few scholars combine their efforts in circumscribed areas (Chinn, 1983; Feldman, 1980; Hardy, 1983; Roy, 1983; Walker, 1983). Broad areas for theory development’ are, however, beginning to be recognized. Analysis of past and present writings of nurse scholars indicates that theoretic and empirical work has always centered on just a few global oncepts and has always dealt with certain general themes. This paper identifies these central concepts and themes and formalizes them as nursing’s metaparadigm. Examples are given to illustrate the direction provided by the metaparadigm for theory development. The paper continues with a discussion o f refinements of t he metaparadigm needed at the levels of ja cqueline Fawcett, Ph. D. , F. We will write a custom essay sample on The Metaparadigm of Nursing: Present Status and Future Refinements or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A. A. N. , i s Associate Professor, and Section Chairperson, Science and Role Development, School of Nursing, University of Pennsylvania, Philadelphia. Page 84 disciplinary matrices and exemplars nd concludes with proposals for future work needed to advance to the discipline of nursing. Present Status of the Metaparadigm of Nursing The metaparadigrn of any discipline i s a statement or group of statements identifying its relevant phenomena. These statements spell out the phenomena of interest in a most global manner. No attempt i s made to be specific or concrete at the metaparadigm level. Eckberg Hill (1979) explained that the metaparadigm â€Å"acts as an encapsulating unit, or framework, within which the more restricted . . . structures develop† (p. 927). The Central Concepts of Nursing Evidence supporting the existence of a metaparadigm of nursing i s accumulating. A review of the literature on theory development in nursing reveals a consensus about the central concepts of the discipline-person, environment, health, and nursing (Fawcett, 1983; Flaskerud Halloran, 1980). This consensus i s documented by the following statements: O ne may. . . demarcate nursing in terms of four subsets: 1 ) persons providing care, 2) persons with health problems receiving care, 3) the environment in which care i s given, and 4 ) an end-state, well-being. (Walker, 1971, p. 429) The major concepts identified (from an nalysis of the components, themes, topics, and threads of the conceptual frameworks of 50 baccalaureate nursing programs) were Man, Society, Health, and Nursing. (Yura Torres, 1975, p. 22) The units person, environment, health, and nursing specify the phenomena of interest to nursing science. (Fawcett, 1978, p. 25) Nursing studies the wholeness or health of humans, recogn izing that humans are in continuous interaction with their environments. (Donaldson Crowley, 1978, p. 119) Image: The Journal of Nursing Scholarship Nursing’s focus i s persons, their environments, their health and nursing itself. Bush, 1979, p. 20) Nursing elements are nursing acts, the p atient, and health. (Stevens, 1979, p. l l ) The foci of nursing are the individual in relation to health, the environment, and the change process, whether it be maturation, adaptation, or coping. (Barnard, 1980, p. 208) Nursing i s defined as the diagnosis and treatment of human responses to actual or potential health problems. (American Nurses‘ Association, 1980, p. 9 ) The four conceptual areas of nursing are: the person receiving nursing; the environment within which the person exists; the health-illness continuum within which the erson falls at the time of the interaction with the nurse; and finally, nursing actions themselves. (Flaskerud, cited in Brink, 1980, p. 665) The domai n of nursing has always included the nurse, the patient, the situation in which they find themselves, and the purpose of their being together, or the health of the patient. In more formalized terms, . . . the major components of the nursing [metalparadigm are nursing (as an action), client (human being), environment (of the client and of the nurse-client), and health. (Newman, 1983, p. 388) There i s general agreement that the central oncepts of the discipline of nursing are the nature of nursing, the individual who received nursing care, society-environment, and health. (Chinn, 1983, p. 396) These statements indicate that there i s considerable agreement among scholars as t o the concepts central to the discipline of nursing. In fact, a review of the literature revealed no contradictory statements. RecurringThemes The relationships between and among the concepts-person, environment, health, nursing-are elaborated in recurring themes found in works of nurse scholars since Nightingal e (1859). These themes are listed in Table 1. Summer, 1984, Volumo XVI, blo. 3 Metaparadigm of Nursing TABLE 1 THEMES OF THE YETAPARAWW OF NURSING 1. The principles and laws that govern the life-process, well-being. and optimum function of human beings, sick or well. 2. The patterning of human behavior in interaction with the environment in normal life events and critical life situations. 3. The process by which positive changes in health status are elfected. (Donaldson Crowley, 1978, p. 113; Gortner, 1980, p. 180) The four central concepts and three recurring themes identify the phenomena central to the discipline of nursing in an abstract, global manner. They represent the metaparadigm. As such, they have provided some direction for nursing theory development. As Newman (1983) explained: It i s within the context of these four major components and their interrelationships that theory development in nursing has proceeded. Theoretical differences relate to the emphasis placed on one or more of the components and to the way in which their relationships are viewed. (p. 388) The relationship between the concepts â€Å"person† and â€Å"health† i s considered in the first theme. Theories addressing this theme describe, explain, or predict individuals‘ behavior during eriods of wellness and illness. Newman’s (1979) theory of health i s one example. This theory includes the concepts of movement, time, space, and consciousness. Newman proposes that â€Å"the expansion of consciousness i s what life, and therefore health, i s a ll about† (p. 66). Another example i s Orem’s (1980) theory of self-care, wh ich maintains that â€Å"self-care and care of dependent family members are learned behaviors that purposely regulate human structural integrity, functioning, and human development† (p. 28). S till another example i s Orern’s theory of self-care deficits. This theory maintains that individuals â€Å"are subject t o healthrelated or health-derived limitations that render them incapable of continuous selftare or dependent care or that result in ineffective or incomplete care† (p. 2 7). The relationships among the concepts †person,â€Å" †environment,† and â€Å"health† are considered in the second theme. Theories addressing this theme Summer, 1B84, Volume XVI, No. 3 describe, explain, or predict individuals’ behavioral patterns as they are influenced by environmental factors during periods of wellness and illness. Such theories place the individuals ithin the context of their surrounding environment rather than considering them in isolation, as in the first theme. Roy and Roberts’ (1981) theory of the person as an adaptive system i s an example. This theory proposes that the person i s a system that adapts to a constantly changing environment. Adaptation i s accomplished through the action of coping mechanisms called the â€Å"regulator† and the â€Å"cognator. † The relationships among the â€Å"person,’’ â€Å"health,† and â€Å"nursing† are considered in the third theme. Environment may also be taken into account here. This heme i s addressed by theories about nursing practice. These theories describe or explain nursing processes or predict the effects of nursing actions. King‘s (1981) theory of goal attainment i s one example. King explains: that a paradigm, or disciplinary matrix, i s more restrictive than a metaparadigm, and that i t â€Å"represents the shared commitments of any disciplinary community, including symbolic generalizations, beliefs, values, and a host of other elements† (p. 926). The authors went on to say, A disciplinary matrix may be seen as the special subculture of a community. It does ot refer to the beliefs of an entire discipline (e. g. biology), but more correctly t o those beliefs of a specialized community (e. g. phage workers in biology). (p. 926) Identification of the metaparadigm i s an important step i n the evolution of a scholarly tradition for nursing. The n e x t step i s r efinement o f t h e metaparadigm concepts and themes, which occurs at the level of the paradigm or disciplinary matrix, rather than at that of the metaparadigm. The Disciplinary Matrix Eckberg and Hill (1979) explained Most disciplines have more than one disciplinary matrix. Each one represents a distinctive frame of reference within which the metaparadigm phenomena are viewed. Furthermore, each disciplinary matrix reflects a particular research tradition by identifying the phenomena that are within its domain of inquiry, the methods that are to be used to investigate these phenomena, how theories about these phenomena are to be tested, and how d ata are to be collected (Laudan, 1981, p. 151). More specifically, the research tradition of each disciplinary matrix includes six rules that encompass all phases of an investigation. The first rule identifies the precise nature f the problem to be studied, the purposes to be fulfilled by the investigation, or both. The second rule identifies the phenomena that are to be studied. The third rule identifies the research techniques that are to be employed and the research tools that are to be used. The fourth rule identifies the settings in which data are to be gathered and the subjects who are to provide the data. The fifth rule identifies the methods to be employed in reducing and analyzing the data. The sixth rule identifies the nature of contributions that the research will make to the advancement of knowledge. (Schlotfeldt, 1975, p. ) In nursing, disciplinary matrices are most clearly exemplified by such conceptual models as Johnson‘s (1980) Behavioral System Model, King’s (1981) Open Systems Model, Levine’s (1973) Conservation Model, Neuman’s (1982) Systems Model, Orem’s (1980) Self-care Model, Rogers’ (1980) Life Process Model, and Roy’s (1984) Adaptation Model. Each Image: The Journal of Nursing Scholarship Page 85 . . . nurse and client interactions are characterized by verbal and nonverbal communication, in which information i s exchanged and interpreted; by transactions, in which values, needs, and wants of each ember of the dyad are shared; by perceptions of nurse and client and the situation; by self in role of client and self in ro le of nurse; and by stressors influencing each person and the situation in time and space. (p. 144) Orem’s ( 1 980) theory of nursing systems is another example. This theory maintains that †nursing systems are formed when nurses use their abilities to prescribe, design, and provide nursing for legitimate patients (as individuals or groups) by performing discrete actions and systems of actions† (p. 29). Refinement of the Metaparadigm Metaparadigm of Nursing f these nursing models puts forth a distinctive frame of reference within which the metaparadigm phenomena are viewed. Each provides needed refinement of the metaparadigm by serving as a focus-†ruling some things in as relevent, and ruling others out due to their lesser importance† (Williams, 1979, p. 96). Conceptual models of nursing are beginning to make major contributions to the development of nursing theory. Theories derived directly from King’s model and from Orem’s model were id entified earlier. A considerable amount of empirical work designed to test unique nursing theories as well as heories borrowed from other disciplines i s n ow being guided by nursing models. Some of the studies are listed in Table 2. TABLE 2 Examples of Research Derived From Conceptual Models of Nursing Oorothy Johnson’s BehavioralSystem Model -An instrument for theory and research development using the behavioral systems model for nursing: The cancer patient. Part I (Derdiarian, 1983). -An instrument for theory and research development using the behavioral systems model for nursing: The cancer patient. Part II (Derdiarian Forsythe, 1983). -Achievement behavior in chronically ill children (Holaday, 1 974) Maternal response to their chronically ill infants’ attachment behavior of crying (Holaday, 1981) -Maternal conceptual set development: Identifyingpatterns of maternal response to chronically ill infant crying (Holaday, 1 982) -Development of a research tool: Patient indicators of nursing care (Majesky, Brester, Nishio, 1 978) Myra Levine’s Conservation Model -Effects of lifting techniques on energy expenditure: A preliminary investigation (Geden, 1 982) A comparision of two bearing-downtechniques during the second stage of labor (Yeates Roberts, 1984) Betty Neuman’s Systems Model Effects of information on postsurgical coping (Ziemer. 1 983) Dorothea Orem’s Self-care Model -Application of Orem’s theoretical constructs to selfcare medication behaviors in the elderly (Harper, 1984) -Development of an instrument to measure exercise of self-care agency (Kearney Fleischer, 1 979) Martha Roger’s Life Process Model -The relationship between identification and patterns of change in spouses’ body images during and after pregnancy (Fawcett, 1977) -Patients’ perceptions of time: Current research (Fitzpatrick, 1 980) -Reciprocy and helicy used t o relate mEGF and wound healing (Gill Atwood, 1 981) Thera peutic touch as energy exchange: Testing the theory (Ouinn, 1 984) Callista Roy’s Adaptation Model -Needs of cesarean birth parents (Fawcett, 1981) -An exploratory study of antenatal preparation for ce- Page 86 sarean birth (Fawcett Burritt, in press) -Clinical tool development for adult chemotherapy patients: Process and content (Lewis, Firsich. Parsell, 1 979) -Content analysis of interviews using a nursing model: A look at parents adapting to the impact of childhood cancer (Smith, Garvis, Martinson, 1 983) Despite the contributions already made by nursing models to theory development, much more work i s needed. In particular, rules addressing methodology and instrumentation must be specified. Moreover, programs of research emanating from each model must be conducted to refute or validate nursing theories. Programmatic research probably i s carried out most expediently by communities of scientists. Hardy (1983) explained that each community of scientists i s . . . a g roup of persons w h o are aware of their uniqueness and the separate identity of their group. The have a special coherence which separates them from neighboring groups, and this special bond means they have a shared set of values and a common commitment which operates as hey work together t o achieve a common goal. Coordination of their activities may include interaction among the coordination of institutions, organizations, groups, and individuals. Such coordinated groups hold a common perspective, common values and common bonds, a nd they have common sets of activities and functions which they carry out to achieve a common ou tcome. (p. 430) Each community of scientists, then, represents a distinctive subculture, or disciplinary matrix, of the parent discipline. It can be argued that communities of scientists may be formed outside the organizing framework of nursing models. However, it also can be argued that conceptual models of nursing, like the disciplinary matrices of other disciplines, are the most logical nuclei for communities of scientists. This argument i s supported by three facts. First, the curricula of most schools of nursing now are based on conceptual models. Second, most graduate programs and many undergraduate programs offer courses dealing with the content and uses of nursing models. And third, clinical agencies are beginning to organize the delivery of nursing care according to the tenets of conceptual ‘models. image: The Journal of Nursing Scholarship Collectively, these facts mean that cademicians, students, clinicians, and administrators are thinking about nursing theory, nursing research, and nursing practice within the context of explicit conceptual models. It i s probable, then, that eventually the development of a ll nursing theory will be directed by nursing models. It may even by possible to categorize seemingly isolate d past and current work according to conceptual models. This should provide more organization for extant nursing knowledge and should identify gaps and needed areas of inquiry more readily than is possible now. Moreover, such an endeavor should identify members of different ommunities of scientists to each other as w ell as t o the larger scientific community. Exemplars S till further refinement of the metaparadigm i s needed a t the most restrictive level-that of the exemplar. Eckberg and Hill (1979) identified the function of an exemplar as permitting â€Å"a way of seeing one’s subject matter on a concrete level, thereby allowing puzzle solving to take place† (p. 927). They went on to explain: For a discipline to b e a science it must engage i n puzzle-solving activity; but puzzle solving can only be carried out if a community shares concrete puzzle solutions, or exemplars. It i s t he exemplar that i s i mportant, not merely the disciplinary matrix, and certainly not merely the general presuppositions of t he community [i. e. , the metaparadigm]. The latter may be important, but they do n ot direct ongoing, dayto-day research. (p. 927) There i s some evidence of exemplars in nursing. This includes but is not limited to Fitzpatrick’s (1980) programmatic research on time perception; studies o effects of information f about a threatening procedure on a patient’s responses to the procedure (e. g. , Hartfied, Cason, Cason, 1982; Johnson, Fuller, Endress, Rice, 1978; Ziemer, 19831, and investigations of actors contributing to the outcomes of social support (Barnard, Brandt, Raff, Carroll, 1984 in press). These researchers are beginning to solve some of the major puzzles of nursing. However, more work i s needed to identify other puzzles and to develop methods for their solutions. Summer, 1984, Volume XVI, No. 3 Metaparadigm of Nursing Conclu sion It is time to formally accept the central concepts and themes of nursing as the metaparadigm of the discipline. It i s also time to direct efforts toward furf ther refinement o this metaparadigm by developing specific rules for the empirical work needed to generate nd test nursing theories within the context of conceptual ‘models. The metaparadigm must be refined still further through the developing of new puzzle-solving activities that will provide answers to the most pressing problems encountered by nurse clinicians, educators, and ddministrators. Any one of these activities would in itself make a significant contribution to the discipline; a ll three could quite possibly be the major accomplishments of the decade. ‘As used here, theory development reft. r\ to generation a nd testing of theory. and encornpasiei †ivory tower† theorizing as well as empirical rewarch. References American Nurses’ As5ocialion. Nursing: A social policy statement. Kansas City, Missouri: ANA, 1980. Barnard, K. E. Knowledge for practice: Direction5 for the future. Nursing Research, 1980. 29, 208-21 2. Barnard, K . E. , Brandt, P. , Raff. 8.. Carroll, P. (Ed,. ). Social support and families of vulnerable infants. New York: March of Dimes, 1984. Brink, P. 1. Editorial. Western Journal of Nursing Research, 1980, 2, 665-666. Buih, H . A. Models for nursing. Advances i n Nursing Science, 1979, l ( 2 ) . 13-21. Chinn, P. L. Nursing theory development: Where we have been and where we are going. In N. L. Chaska (Ed. ), The nursing profession: A time to speak. New York: McCraw-Hill, 1983. Donaldson, S. K. , Crowley, D. M . The discipline of nursing. Nursing Outlook, 1978, 26, 113-120. Eckberg, D. L .. Hill, L. , Jr. The paradigm concept and sociology: A critical review. American Sociological Review, 1979, 44,925-937. Fawcett, 1. The â€Å"what† of theory development. In Theory developmenk What, why, how? (pp. 17-33). New York: National League for Nursing, 1978. Fawcett, 1. (1983). Hallmarks of success in nursing theory development. In P. L. Chinn, (Ed. ), Advances i n nursing theory development (pp. -17). Rockville, Maryland: Aspen. Feldrnan, H. R. Nursing research in the 1980s: Issues and implications. Advances in N ursing Science, 1980, 3(1);85-92. Fitzpatrick, 1. J . Patients perceptions of time: Current research. International Nursing Review, 1980, 27, 148-153, 160. Flaskerud. 1. H. , Halloran, E. J. Areas of agreement in nursing theory development. Advances in Nursing Science, 1980, 3(1), 1-7. Hardy. M. Metaparadigrnsand theory development. In N. L. Chaska (Ed. ), The nursing profession: A t ime t o speak. New York: McCraw-Hill, 1983. Hartfield. M. k Cason, C. L. , Cason, C. J . Effects of , information about a threatening procedure on patients‘ expectations and emotional distress. Nursing Research, 1 982,31,202-206. lohnson, D. E . The behavioral system model for nursing. In J . P. Riehl C. Roy, (Eds. ), Conceptual models for nursing practice (2nd ed. ). New York: Appleton-Century-Crofts, 1980. Johnson. 1 . E. , Fuller, S . 5.. Endress, M. P . , Rice, V S. . Altering patients’ responses to surgery: An extension and replication. Research in Nursing and Health, 1978, 1 , 111-121. King. I. M. A theory for nursing: Systems, concepts, process. New York: Wiley, 1981. Neurnan, B . The Neuman systems model: Application t o nursing education and practice. New York: Appleton-Century-Crofts, 1982. Newrnan, M. A. Theory development in nursing. Philadelphia: F. A. Davis, 1979. Newrnan, M . A. The continuing revolution: A history of nursing science. I n N. L. Chaska (Ed. ), The nursing profession: A time t o speak. New York: McGrawHill, 1983. Nightingale, F. Notes on nursing: What it is, a nd what it i s not. London: Harrison, 1859. (Reprinted by L i p pincott, 1946) Orem, D. E. Nursing: Concepts of practice (2nd ed. ). New York: McCraw-Hill, 1980. Rogers, M. E . A n introduction to t he theoretical basisk f nursing. Philadelphia: F. A. Davis, 1970. Roy, C. I ntroduction to nursing: An adaptation model. (2nd Ed. ). Englewood Cliffs, New Jersey: PrenticeHall, 1984. Roy, C. Theory development in nursing: Proposal for direction. In N. L. Chaska (Ed. ), The nursing profession: A time t o speak. New York: McCraw-Hill, 1983. Roy, C. , Roberts, S . L . Theory construction i n nursing: An adaptation model. Englewood Cliffs, New Jersey: Prentice-Hall, 1981. Schlotfeldt, R. M. The needs for a conceptual framework, In P . J. Verhonick (Ed. ), Nursing research I. Boston: Little, Brown. 1975. Stevens, 8. J. N ursing theory. Analysis, application, evaluation. Boston: Little, Brown, 1979. Walker, L. 0. Toward a clearer understanding of the concept of nursing theory. Nursing Research, 1971, 20, 428-435. Walker, L. 0. Theory and research in the development of nursing as a discipline: Retrospect and prospect. In N . L. Chaska (Ed. ), The nursing profession: A time to speak. New York: McCraw-Hill, 1983. Williams, C. A. The nature and development of conceptual frameworks. In F. S . Downs I . W . Fleming, (Eds. ) Issues in nursing research. New York: Appleton-Century-Crofts, 1979. Ziemer, M. M. Providing patients with information rior t o surgery and the reported frequency of coping behaviors and development of symptoms foll owing surgery. Unpublished doctoral dissertation, University of Pennsylvania, 1982. A Response to D r. J . Fawcett’s Paper: â€Å"The Metaparadigm of Nursing: Present Status and Fut ure Refinement s† June N. Brodie, R. N. , Ph. D. D r. Fawcett’s formulation of a metapa radigm for nursing represents a commendable effort to consolidate competing nursing theories and encompasses enormous potential for the advancement of nursing knowledge, research, and practice meriting serious consideration by nursing une N . Brodie, R. N. , Ph. D . i s Associate Professor of Nursing Education, Teachers College, Columbia University. Summer, 1984, Volume XVI, No. 3 scholars. This response focuses on how she accomplished this task (what she did and how she did it as well as what she didn’t do and what needs to be done). Essentially Dr. Fawcett’s metaparadigm can be viewed as an evolution of a nursing metaparadigm and an organization of the growth of nursing knowledge rather than as a completed and finalized product. To be more explicit, the basis of the paper exhibits the spirit of Darwinian Evolution and ould be treated as a manifestation of Image: The Journal of Nursing Scholarship a transitional phase i n the competition for the survival of the fittes t (theory). The metaparadigm represents a serious and scholarly attempt to negotiate entry into a different level of the theoretical arena of nursing knowledge. This task was accomplished by examining the concepts derived from the phenomena of the discipline and converging these concepts into a context pertinent to the domain of nursing by providing a structure (a metaparadigm) that has the potential of consolidating disparate nursing theories into Page 87