NASA and Project Juno Essay Example

NASA and Project Juno Essay Introduction Jupiter is the fifth planet from the sun and is the largest planet in all of our solar system. Jupiter is more than twice as massive as all of the other planets combined and is made from about 90% hydrogen and 10% helium. Despite having sent different spaceships and orbiters to observe Jupiter there is a lot more to learn about the planet. That is why from Cape Canaveral Air Force Station on August 5, 2011, NASA New Frontiers mission launched a spacecraft named â€Å"Juno† to study and find out more about Jupiter. More specifically, Juno will map Jupiter’s gravity field, magnetic field and its atmospheric structure from a polar orbit. The whole purpose of this mission is to have a better understanding of the formation of our solar system and planetary systems discovered around the stars. We will write a custom essay sample on NASA and Project Juno specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on NASA and Project Juno specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on NASA and Project Juno specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Why Jupiter? The primary scientific goal of the NASA space mission Juno is to drastically improve our understanding of the planet Jupiter. Jupiter, which is considered, as the â€Å"Gas Giant Planet† and scientists believe that Jupiter can show the secrets to the fundamental processes of the formation of our solar system. Scientists at NASA have developed different theories as to how Jupiter was formed. Some believed that it began as a solid chunk of heavy material, like rock or ice. As gravity gathered debris, its gravitational pull increased and eventually it became big enough to attract light gases. Another theory is that Jupiter was formed when a small region of the gas disk around the sun collapsed on its own. Whatever the case is, they are all theories. They are all ideas of how Jupiter was formed, and no one really knows how Jupiter was made for sure. Which is why the Juno mission was launched. If we can find out what makes Jupiter’s core and exactly how much water the planet contains we can narrow down the number of theories that were developed by the scientists. Jupiter has long intrigued scientists since Galileo’s time.

Sicilian Phrasebook

Sicilian Phrasebook GREETINGS Bon giornu. Bona sira.Good evening. Bona notti.Good night. Addiu.Good-bye. Comu si senti?How are you? Bonu, grazii, e Lei?Fine, thanks, and you? Unn cà ¨ mali.Not bad. Piaciri di canuscirvi.Pleased to meet you. GETTING ALONG Parra inglisi? Iu unn parru sicilianu.I do not speak Sicilian. Ma capisciu si parra chià ¹ lentamenti.But Ill understand if you speak more slowly. Mi capisci si parru inglisi?Do you understand me if I speak English? Cà ¨ nessunu cca ca parra inglisi?Does anyone speak English here? Comu si dici in sicilianu...?How do you say in Sicilian...? ASKING FOR DIRECTIONS Mi po diri comu si va a ...? Quantu si ci metta a [town name] di cca?How far is [town name] from here? Quantu si ci metti in machina?How long does it take by car? Mi po mustrari na carta unna mi trovu?Can you show me on the map where I am? Gira sinistra.Turn left. Gira destra.Turn right. Jiti rittu rittu.Go straight ahead. Faciti un giru cumpletu.Make a U-turn. Jiti à ´ primincruciamentu.Go to the first intersection. Unn à ¨ luntanu.Its not far. È vicinu.Its nearby. Si ci metti cincu minuti a pedi.Its a five-minute walk. TRAVEL AND TRANSPORTATION Pi favuri, unna à ¨ u benzinaiu u chià ¹ vicinu? Pi favuri, mi metta deci litri di benzina.Ten liters of gas, please. Mi volcontrollar a pressioni dà ® gummi?Would you check the tire pressure? Unna pozzu parcheggiari?Where can I park? Cà ¨ un parcheggiu ca vicinu?Is there a parking lot nearby? È un parcheggiu liberu?Is this a free parking lot? ON THE BUS Quali autobus devu prenniri pi jiri à ¢ Quattru Canti? Unna à ¨ a firmata?Where is the bus stop? È chistu lautobus pi San Fratellu?Is this the rigth bus for San Fratello? Un biglettu, pir favuri.One ticket, please. Devu scinniri a...I have to get off at... Mi po diri unna devu scinniri?Can you tell me where to get off? AT THE TRAIN STATION Quannu à ¨ u prossimu trenu pi Missina? Vogghiu un bigliettu di andata e ritornu.Id like a round-trip ticket. Un bigliettu sulu di andata.One-way ticket, please. Un bigliettu di prima classi, pi favuri.First class, please. A chi ura arriva u trenu di...?At what time does the train arrive from...? Chi à ¨ direttu o espressu?Is it a local or an express? Mi po dari un orariu?May I have a timetable? Da quali binariu parti u trenu?From what platform does it leave? U trenu parti dà ´ binariu...The train leaves from platform... U trenu pir Catania parti a...The train for Catania leaves at... È trenu cu prinotazzioni ubbligatoria.You need a reservation for this train. FOOD AND DRINK agneddu antipastu mistumixed antipasto baccalarudry salted cod bivannidrinks calamarisquid cicirichickpeas ducisweets fasolibeans panibread pipipepper pumudamuritomatoes sasizzasausage u primufirst course u secunnusecond course vinu biancuwhite wine vinu russured wine SHOPPING Comu Le pozzu sirviri? Vogghiu sulu dar un occhiata.I just want to have a look. Vogghiaccattarun capeddu.Id like to buy a hat. Unna à ¨ u camerinu?Where is the fitting room? Pozzu cangiari na vota accattatu?May I return this? Faciti anchi modifichi cca?Do you make alterations here? Pozzu pagari cà ¢ carta di creditu?Can I pay with my credit card? Non accettamu carti di creditu, sulu contanti.We do not accept credit cards, only cash. Mi poincartari u me acquistu in pacchettu regalu?Can you gift-wrap my purchase? Tuttu ntà ´ negozziu à ¨ in saldu.Every item in the store is on sale. È troppu granni / nicu / lungu / curtu.Its too large / small / long / short. SERVICES Mi po puliri sti cammisi, pir favuri? Quannu sarannu pronti i causi?When are the pants going to be ready? Mi bisogninu pi sabatu.I need them by Saturday. Devu pagari ora o quannu i vegnu a ritirari?Should I pay now or when I come to pick them up? Eccu a so ricevuta.Here is your receipt. Vulissi tagghiari i capiddi.I would like a haircut. Vulissi un tagghiu curtu.I would like my hair short. Vulissi sulu na spuntata.I would like my hair trimmed. Faciti anchi massaggi cca?Do you also do massages? MONEY Unna à ¨ a banca a chià ¹ vicina? Quannu apri / chiudi a banca?When does the bank open / close? Unna pozzu truvari un Bancomat?Where can I find an ATM? A quantu sta u dollaru oggi?How much is the dollar today? Chi tassa ci mittiti sà » cambiu esteru?What is your fee on currency exchange? Accitati carti di creditu?Do you accept credit cards? AT THE BEACH Unna pozzu affitari una sdraia? A chi ura devu ristituiri a sdraia?At what time shall I return the deck chair? Chi voli diri a bannera russa?What does the red flag mean? Quantu pozzu natari a largu?How far am I allowed to swim here? Unna pozzu accattari na buttighia dacqua nta spiaggia?Where can I buy a bottle of water on the beach? È chista na spiaggia pubblica?Is this a public beach? HEALTH Pozzu vidiri un dutturi, pi favuri? Chiamati lambulanza!Call an ambulance! Unn mi sentu bonu.I dont feel well. Mi sentu malatu.I feel sick. Mi fa mali a testa.I have a headache. Mi fa mali a panza.I have a stomachache. Haiu un allergia.I have an allergy. Cercu na farmacia.I am looking for a pharmacy. Mi po diri unna à ¨ a farmacia chià ¹ vicina?Where is the nearest pharmacy, please? Devu pigghiari sta pinnula cu acqua?Should I take this pill with water? EMERGENCIES Latru! Aiutu!Help! Lassami in paci!Leave me alone! Vattinni!Go away! Mi scipparu a cullana!They snatched my necklace! Haiu bisognu di un interpetri.I need an interpreter. Cà ¨ un dutturi cca?Is there a doctor here? Focu!Fire! Chiamati i pomperi!Call the firemen! MEASURES centimetru chilometrukilometer chilukilo litruliter metrumeter DAYS OF THE WEEK luneddà ¬ marteddà ¬Tuesday mercoleddà ¬Wednesday gioveddà ¬Thursday venerddà ¬Friday sabbatuSaturday duminicaSunday MONTHS OF THE YEAR jinnaru fivraruFebruary marzuMarch apriliApril maggiuMay giugnuJune lugliuJuly agustuAugust settembriSeptember ottubbriOctober novembriNovember dicembriDecember TIME Chi ura à ¨? È luna.It is one oclock. Sunu id dui.It is two oclock. Sunu i dui e menzu.It is two-thirty. Sunu i dui menu un quartu.It is a quarter to two. THE FOUR SEASONS primavera estatisummer autunnuautumn invernuwinter THE WEATHER Chi tempu fa? Fa friddu oggi.Today it is cold. Fa cauru.Its warm. Chiovi.Its raining. È na bedda jurnata.Its a gorgeous day. Nun chiovi, ma fa ventu.Its not raining, but it is windy. È nuvulusu.Its cloudy. Quanti gradi fa fora?How many degrees is it outside? Rumani ci sar una timpesta.Tomorrow there will be a thunderstorm.

10 Ways to Sabotage Your Italian Progress

10 Ways to Sabotage Your Italian Progress There are ways to speak Italian quickly, and there are tips and tricks they dont teach in Italian language school. Conversely, there are methods and approaches that will slow down your progress and only prove frustrating and demotivating. You might have the best intentions, but here are ten sure-fire ways how not to learn Italian (or any foreign language, for that matter). 1. Think in English Perform the mental gymnastics that requires a lot of time and effort when conversing in Italian: think in English, then translate into Italian, then retranslate into English after hearing the speakers response. Now watch the listeners eyes glaze over as your brain painstakingly hashes out this unnecessarily complex process. At this rate, youll never learn Italian- unless you forget your native tongue. Think like an Italian if you want to speak like an Italian. 2. Cram Stay up late, drink plenty of espressos, and try to learn a semesters worth in one night. It worked in college, so it should work with a foreign language, right? Well, you cannot get into shape in just a few days at the gym, and you cannot learn Italian by studying just before a test. It takes repeated effort, over an extended period of time, to get results. Rome wasnt built in a day, and no one can become proficient in the Italian present subjunctive tense in an evening. 3. Get the Dubbed Version The Italian movie that was critically acclaimed and that everyones raving about? Its now available on DVD, in English no less. So sit back, microwave some popcorn, and watch the actors lips flap out of synch for two hours. Worse, miss the various nuances of the Italian language during conversations as well as the original voices. (In fact, many viewers believe that English-dubbed films bastardize the original.) Yes, its difficult to listen to a foreign movie in the original version, but no one ever said learning Italian was going to be easy. If the movie is that good, watch it twice- first in Italian, and then with subtitles. It will improve your comprehension, and more than likely the original dialogue will have shades of meaning that could never be conveyed by translation. 4. Avoid Native Italian Speakers Stick with English speakers when studying Italian, because after all, you can communicate with them at will without having to exert any extra effort to making yourself understood. You might not ever learn any of the nuances of Italian grammar, but then, at least you wont embarrass yourself. 5. Stick to Only One Method Theres only one way to learn Italian- your way! Cyclists in the Giro dItalia have bulging quadriceps and huge calf muscles, but their upper body is underdeveloped. Use the same muscles and youll get the same results. Youll never build up the proper lingual techniques required to sound like a native Italian (or at least close to it) if you dont cross-train. Avoid the linguistic equivalent (memorizing the lines in every Fellini movie, or knowing every verb thats related to cooking) and try a balanced approach, whether its reading an Italian textbook, completing workbook exercises, listening to a tape or CD, or conversing with a native Italian speaker. 6. Speak as if Youre Speaking English The Italian alphabet resembles the Latin alphabet used in English. So who needs to roll their rs? Why is it important to know the difference between open and closed es? Although certain Italian dialects might have pronunciation idiosyncrasies relative to standard Italian, that doesnt mean non-native speakers get to make up new rules regarding pronunciation. Get yourself to the linguistic gym and give that tongue a workout! 7. Attend a Learn Italian in 48 Hours Class Granted, there are benefits to learning Italian survival phrases when traveling to Italy, but your short term memory will fail you within days. And then what?! Instead, adopt a more deliberate approach, and learn the basics of the Italian language before traveling to Italy with an Italian for travelers e-mail course over several weeks time. Think of it as preparation for what a vacation in Italy should be: leisurely, with plenty of time for watching the world go by. 8. Dont Listen to Italian Radio or TV Since you cant understand the conversation anyway, dont bother tuning in (via cable or Internet) to Italian radio or TV broadcasts. The announcers speak too quickly, and without any context, your comprehension will approach zero. On the other hand, you might not be able to play a musical instrument, yet regardless if its classical, rap, hip-hop, or metal, you can easily pick up the rhythm, cadences, and tempo of any song. Keep that in mind, and it may be easier to incorporate the distinct intonation of Italian when speaking the language even if you dont understand the words themselves (many opera singers have near-perfect diction when performing Italian works, yet have only a rudimentary understanding of the language). 9. Remain Silently Foolish As the adage goes, It is better to remain silent and be thought a fool than to open your mouth and remove all doubt. So sit there and say nothing in Italian, because otherwise, it will become evident rather quickly if you are unable to distinguish among false cognates in Italian. 10. Travel to Italy Only if Necessary Given the logistics of air travel nowadays, who in their right mind would want to travel to the country of the target language? Theres schlepping luggage everywhere, interminable waits in the airport and on the security line, and leg room sufficient only for children. Then, three times a day at meals, there will be a struggle trying to read menus and ordering food. Imagine, too, if you have certain food allergies or are a vegetarian and have to explain that to the cameriere (waiter)! In fact, if you make the effort, youll discover that traveling to Italy is the best way to learn Italian. While there will be challenges, being immersed in the language is guaranteed to improve your Italian language skills quicker than any other method. Consider it a linguistic adventure, and start planning your itinerary now.

Discuss the Moral Considerations Relevant to the Killing of Human Essay

Discuss the Moral Considerations Relevant to the Killing of Human Being - Essay Example According to those who oppose this  practice, they argue that the foetus is a human being or a person from the time of conception. Hence terminating it is the same as killing a human  being  which in itself is not  moral.  The foetus acquires  human  characteristics remarkably early in its  life  such that by the tenth week, it already has acquired a  face, arms,  and also  fingers and toes.  Also, the internal organs and the brain activity can be detected by this time. As every human has the right to life, also does the foetus. Every woman has the right to decide what should be happening in her body, but the foetus's right to life always outweighs her right to  make  a  choice  as to what happens in her body (Thompson 45). Many people who support abortion have  various  premises to support their arguments. One is pregnancy due to rape. They argue that this is reason enough to terminate the pregnancy. However, one cannot say that those who  wer e conceived  through rape have less  right  to live than others. Pregnancy due to rape results in the conception of a  baby  that also has the equal right to life just like all the other conventional methods of conception (Thompson 56). Hence Judith wonders what will happen when the mother's life  is threatened  by the pregnancy, whether it is morally relevant to  abort  the pregnancy or not. ... This means that abortion is morally permissible in some situations while in others it is not (Thompson 58). Judith's considerations on the  morality  of human  killing  are similar to the argument of Dan Brock who argued about the  morality  of voluntary, active euthanasia. Provision of  relieve  from suffering is among the many ways doctors take care of the patient`s wellbeing (Brock 30). Yet from a third-person point of view, it  is not known  whether an individual`s quality of life is extremely low that it  is burdensome  for the individual. Hence an  individual  might  regard  the continuation of his life to be unbearable because of the severity of his suffering; and  want  a doctor to end his suffering  immediately  by ending his life. This means that an individual acting on his values is morally permissible if his doing so is consistent with permitting others to the same freedom. This is  mostly  self-determination and the  value  of  equal  liberty. Hence an individual`s  choice  of  voluntary, active euthanasia is  more  consistent with permitting others the same freedom. Therefore, an individual  choice  of  voluntary, active euthanasia and the doctor's fulfilment of this request are morally permissible. However, voluntary, active euthanasia involves the deliberate killing of individuals, which is wrong. Hence voluntary, active euthanasia is also wrong. Removing life-sustaining  treatment  also amounts to deliberate killing of innocent people yet it  is thought  as morally permissible (Brock 32). This  is only done  when it is  consistent  with the well-being of the patient and his  self  determination. Hence voluntary, active euthanasia is morally permissible when it is  consistent  with the autonomy and the well-being of the patient (Brock 35). According

ICT Part 1 Essay Example | Topics and Well Written Essays - 750 words - 1

ICT Part 1 - Essay Example However, a correct solution can only be selected based on correct evaluation of existing system. Identifying the importance of evaluation Burgess (65) states, â€Å"The topic of the evaluation of ICT influence on the company performance has been a concern for both IS researchers and practitioners since the first business application.† Following is a detailed evaluation of five major issues that are facing the organization. The purpose of this evaluation is to isolate an issue with the highest priority, so that a strategic plan may be sketched out to address the issue. The present system is managing business information effectively but it is unable to give a big picture of the business that can provide decision support to business managers. The system is recording almost every aspect of the business from daily transaction to yearly reports. However, managers are unable to extract useful information just in time from the heaps of reports that are present in the system. Mallach (15-16) observes, â€Å"To make a real difference, we must look beyond improved efficiency†. It is important because â€Å"The benefits that come from providing managers with information to make better decisions are far greater.† The second issue facing RR is to work out the competitive advantage that the outsourcing can bring to the company. Presently, entire software development, infrastructure maintenance and desktop support is managed by the in-house ICT department. This over burdens the ICT team of 120 members at RR. The problem is closely related to the third issue of keeping the costs under control for ICT operations. The migration of RR from simple Transaction Processing System (TPS) to a Decision Support System (DSS) is a tough ask as far the provisioning of adequate resources is concerned. Lastly, it was noted that implementation of electronic supply chain will not have a relative importance to managers in the current economic

LITERATIVE REVIEW Essay example -- essays research papers

LITERATIVE REVIEW   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of my literature review is to examine the various therapeutic intervention strategies being administered to adult and children who have perceptual, spacial, gross and fine motor proficient disabilities. Furthermore what approaches appear to be working in their rehabilitation process. adults with perceptual dysfunction secondary to brain injury often includes Occupational therapy has been one of the main therapeutic strategies used for perceptual retraining according to (Holzer, Strassny, Senner-Hurley & Lefkowitz, 1982; Hopkins & Smith, 1983; Prigitano, 1986; Siev Freishtat, & Zoltan, 1986; Trombly, 1983, Van Deusen, 1988; Wahlstrom. 1983). A variety of approaches for this retraining has been offered by various occupational therapists. Several authors have categorized these approaches differently (Abreu & Toglis, 1987; Neistadt, 1988; Siev et al., 1986; Trombly, 1983) It appears that amongst all of these authors only Trombly’s and Neistadt go on the common assumptions underlying different treatment approaches, and neither of the two authors have fully explicated the assumptions underlying the classifications. Occupational therapy treatment techniques for perceptual deficits fall into two categories. Adaptive and Remedial. Adaptive, functional occupational therapy approaches, such as the developmental. Adaptive skills, occupational behavior, and rehabilitation treatment paradigms (Hopkins & Smith, 1983), promote adaptation of and to the environment to capitalize on the clients’ inherent strengths and situational advantages. These approaches provide training not in the perceptual skills of functional behavior but in the activity of daily living behaviors themselves.   Ã‚  Ã‚  Ã‚  Ã‚  On the other hand remedial approaches, such as perceptual motor training (Abreu, 1985), sensory integration (Ayres, 1972) and neurodevelopmental treatment (Bobath, 1978) seek to promote the recovery or reorganization of impaired central nervous system functions, specifically. Whereas sensory integration techniques address the sensory processing upon which perceptual discriminations are based. Sensory integration was not developed for clients with frank brain lesions and so they are not applicable, in its entirety, to thi... ...   Ã‚  Ã‚  Ã‚  Ã‚  It appears that more research needs to be done in both areas of remedial and adaptive retraining in general; although more has been published on the remedial approach. Kunstaetter (1988) and I (Nei- stat, 1986), seem to believe that remedial techniques has been more predominant in the treatment of subjects minimal brain dysfunctions. Kunstaetter (1988) and I (Neistadt, 1986) have reviewed and charted numerous occupational therapy treatment modalities, and found that remedial techniques are predominantly practiced. Most researchers feel that it is hard to know â€Å"whether theory is informing practice† or practice is informing theory. Either way most researchers acknowledge that theoretical assumption’s that underlie certain practices should be further researched to make critical assumptions toward theory and practice to provide the bests possible services for their clients.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Research Critique

Moses Williams NURS 450 Professor Peggy Melloh Introduction Catheter-associated urinary tract infection (CAUTI) is a fairly common complication in hospitalized patients. Nosocomial infection prevention and patient safety promotion has been issued and many researches have been conducted to improve patient’s quality of life. In this article, Saint et al. (2005) hypothesize that using a paper-based urinary catheter reminder can reduce the incidence of urinary catheterization, and consequently this will enhance the patients’ safety. Critique Part 1 Research Questions or HypothesesThe background and significance of this study are properly presented in the introduction. The research question is presented at the end of the introduction of this article. Saint et al. (2005) develop the research question based on the scientific backgrounds they selected and reviewed: â€Å"Is a urinary catheter reminder effective in reducing the incidence of indwelling urethral catheterization i n the hospitalized patients? † (p. 456). The Independent variable is â€Å"a urinary catheter reminder† and the dependent variable is â€Å"the incidence of indwelling urethral catheterization. The research question appropriately states the relationship between â€Å"a urinary catheter reminder† and â€Å"the incidence of indwelling urethral catheterization,† thus the research question is specific to one relationship. The research question is generated from PICO information which means population, intervention, comparison, and outcome (LoBiondo-Wood & Haber, 2010, p. 63). In this study, population is the hospitalized patients in the University of Michigan Medical Center and a total of 5,678 patients participate in the study. Intervention is ‘using’ a catheter reminder and comparison is ‘not using’ a catheter reminder.Outcome is the effectiveness of a use of the reminder. Although hypothesis is not directly written in the article, Saint et al. (2005) imply that a paper-based reminder of indwelling urinary catheter might help reduce improper catheterization. The research question is not placed in a theoretical framework; however, the conceptual framework is enclosed in the literature review of the article. Two conceptual frameworks are applied to develop the research question: one is patient safety promotion and the other one is infection prevention.The rate of catheter-associated urinary tract infection (CAUTI) is relatively high among the nosocomial infections. Although indwelling urinary catheters are common and essential for some hospitalized patients, sometime these are unnecessarily applied. In this paper, a simple written reminder might cut down the use of indwelling urinary catheters and consequently this can reduce the rate of CAUTI and improve patient safety. The purpose of this study is not directly stated, but it can be inferred from the research question.The purpose of this study is to test the e ffectiveness of a indwelling catheter reminder in decreasing the use of indwelling urinary catheter. The level of evidence of the research does not explain the significance of the study completely, but this is one of the skills that can assist the readers to evaluate the strengths and weaknesses of a research (LoBiondo-Wood & Haber, 2010). This research is Level III because of its quasi-experimental design which tests cause-and-effect relationships. Saint et al. (2005) investigate the relationship between the use of a urinary catheter reminder and the incidence of indwelling urethral catheterization.In order to apply evidence in practice, the nurses should assess the potential for applicability first. Saint et al. (2005) bring up the problem that indwelling urinary catheter-associated infection â€Å"accounts for up to 40% of nosocomial infections. † Another problem they find is that many physicians are often unaware of urinary catheterization in their patients. Unfortunately , these overlooked catheters are unnecessarily applied in some patients, and then the rate of CAUTI can be increased. Based on these findings, Saint et al. 2005) hypothesize that a written reminder can help the physicians remember that their patients have indwelling urinary catheter, so this awareness of urinary catheterization can reduce the incidence of indwelling urinary catheter. Review of the Literature This article does not provide the search strategy including a number of databases and other resources which identify key published and unpublished research. In this article, both the primary sources and the theoretical literatures are collected and appraised in order to generate the research question and to conduct knowledge-based research.In the section of the literature review, nineteen professional articles are appraised in order to provide the significance and background of the study. Saint develops the research question based on these analyses. â€Å"Catheter-associated ur inary tract infections in surgical patients: A controlled study on the excess morbidity and costs† is one of the primary sources written by Givens and Wenzel who conduct and analyze this study. In addition, â€Å"Clinical and economic consequences of nosocomial catheter-related bacteriuria† is a review of a literature article which is the secondary source.Although many studies state that patient safety is a top priority and CAUTI can be controlled by the caution of health care providers, the infection rate is relatively high among other nosocomial infections. One of the reasons Saint and colleagues uncovered is unawareness and negligence by health care providers. In appraising the literatures, Saint finds â€Å"over one-third of attending physicians were unaware that their own hospitalized patients had indwelling urinary catheter† (2005, p. 456). This article was published in 2005.Among thirty two resources, eighteen articles were published before 2000 and twelve articles were published within past five years. In this paper, the oldest article Saint et al. (2005) reviewed is â€Å"Factors predisposing to bacteriuria during indwelling urethral catheterization† which was published in 1974. This implies that indwelling urinary catheter-associated infection has been issued for more than forty years, and many researchers still work on this topic. The literature review is coherently organized so that the readers can understand straightforwardly why this study is planned. Saint et al. 2005) state prevalent and essential use of indwelling urinary catheter in hospitalized patients, and then they question its safety. They point out some problems caused by indwelling urinary catheter, including indwelling urinary catheter-associated infection, the patient discomfort, and increased health care cost.In some patients, the indwelling urinary catheters are not necessarily applied due to a lack of awareness of physicians. Therefore, Saint et al. (200 5) come up with the idea that a simple and written reminder assists physicians to be aware of the indwelling catheterization in their atients, so the chances of catheterization will be reduced and the rate of the indwelling urinary catheter-associated infection will be decreased simultaneously. Saint et al. summarize the literature review by stating, â€Å"an innovative system-wide administrative intervention designed to remind physicians that their patient has an indwelling catheter in place might help reduce inappropriate catheterization† (2005, p. 456). In addition, this logical summary makes them develop the research question appropriately. Internal and External ValidityThis study barely has a potential threat to external validity. On the contrary, the external validity of the findings might be increased because Saint et al. (2005) apply the intervention in a real hospital setting, then the findings can be generalized and applied to other hospital setting. In order to red uce the threats to internal validity, the independent variable is only manipulated in the intervention group. In other words, the intervention group only gets a urinary catheter reminder to test effectiveness of it.The baseline of differences in age, sex, length of hospital stay, and catheterization is adjusted. The intervention fidelity is maintained throughout the study. Everyday, one nurse gathers information on â€Å"catheter status, reason for catheterization, and recatheterization† (Saint et al. , 2005, p. 457). Also, the time and method of collecting data is constantly maintained. The enhancement strategy such as â€Å"email, use of tap flag, and paging† is used in order to minimize physician’s ignorance with a reminder and to increase physician’s response. Research DesignThe study uses a pretest-posttest design with a nonequivalent control group, which is one of the quasi-experimental designs. Four hospital wards are selected and divided in two gr oups. Two wards are assigned to the intervention group to which the reminders are offered, and the other two wards are assigned to the control group. Data is collected for sixteen months, and sixteen months is divided into two eight-month periods which is pre- and post-intervention (Saint et al. 2005, p. 456). A nonequivalent control group design is adequate for this study because the esearcher can observe the effectiveness or ineffectiveness of a reminder by comparing the outcomes between intervention group and control group. Also, during pre-intervention periods, baseline data can be collected in both intervention and control group which will decrease bias. However, the researcher can simply assume that the condition of both groups is similar at the beginning of the research (LoBiondo-Wood & Haber, 2010). Therefore, the quasi-experimental design is proper to conduct this study in order to answer the research question.References American Psychological Association. (2002). Publicati on Manual of the American Psychological Association. Washington, DC: American Psychological Association. LoBiondo-Wood, G. , & Haber, J. (2010). Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice (7th ed. ). St. Louis, MO: Mosby Elsevier. Saint, S. , Kaufman, S. , Thompson, M. , Rogers, M. , & Chenoweth, C. (2005). A Reminder Reduces Urinary Catheterization in Hospitalized Patients. Journal on Quality and Patient Safety. 31(8), 455-462.