Dorothea E. Orems Self-Care Deficit Nursing Theory :: Nursing Medical Caring Theory Essays

Dorothea E. Orem's Self-Care Deficit Nursing Theory The purpose of this paper is to inform the reader how Dorethea Orem’s nursing theory has been used in research. Orem begin developing her theory in the 1950’s, a time when most nursing conceptual models were based on other disciplines such as medicine, psychology and/or sociology (Fawcett, 2000). Orem’s theory is a three-part theory of self-care. The three theories that make up the general theory are: Self-Care, Self-Care Deficit, and Nursing Systems. The Self-Care theory states that adults deliberately learn and perform actions to direct their survival, quality of life, and well-being. Self-Care Deficit theory states that nursing is required because of the inability to perform self-care as the result of limitations. Nursing Systems theory is the product of nursing in nursing system(s) by which nurses use the nursing process to help individuals meet their self-care requisites and build their self-care or dependent-care capabilities. These three theories form the overall Self-Care Deficit Theory. (Alligood & Tomey, 2001) Self-Care Deficit Nursing Theory (SCDNT) is an important component of nursing’s theoretical knowledge. It is a highly developed and formalized theoretical system that includes the philosophical foundation, the general theory of nursing with its constituent elements, and an expanding body of knowledge that includes empirical research. The conceptual structure of SCDNT is constituted from six core concepts (self-care, therapeutic self-care demand, self-care agency, self-care deficit, nursing agency, nursing system, and one peripheral concept -basic conditioning factors. (Taylor, Geden, Isaramalai &, Wongvatunyu, 104) The capacity and ability of the individual to engage in self-care is termed self-care agency (SCA). The Therapeutic Self-Care Demand (TSCD) and SCA are influenced by a number of factors or variables referred to as basic conditioning factors (BCFs). The self-care system is an action system designed in response to the TSCD and is dependent on the quality of the individual’s self-care agency. (Geden & Taylor, 329) The first article we reviewed was titled An Empirical Test of a Self-Care Model of Women’s Responses to Battering. Battering was conceptualized with Orem’s theory as a situation requiring therapeutic self-care. Based on Orem’s theory of self-care deficit a model of women’s responses to battering was constructed. This model proposes that age, education, income, and cultural orientation are BCFs that directly related to relational conflict. This conflict would be negatively related to self-care agency and indirectly related to both outcomes of health and well-being. The proposed model suggests that the degree of relational conflict experienced by a woman in a battering situation is directly related to her ability to care for herself. Dorothea E. Orem's Self-Care Deficit Nursing Theory :: Nursing Medical Caring Theory Essays Dorothea E. Orem's Self-Care Deficit Nursing Theory The purpose of this paper is to inform the reader how Dorethea Orem’s nursing theory has been used in research. Orem begin developing her theory in the 1950’s, a time when most nursing conceptual models were based on other disciplines such as medicine, psychology and/or sociology (Fawcett, 2000). Orem’s theory is a three-part theory of self-care. The three theories that make up the general theory are: Self-Care, Self-Care Deficit, and Nursing Systems. The Self-Care theory states that adults deliberately learn and perform actions to direct their survival, quality of life, and well-being. Self-Care Deficit theory states that nursing is required because of the inability to perform self-care as the result of limitations. Nursing Systems theory is the product of nursing in nursing system(s) by which nurses use the nursing process to help individuals meet their self-care requisites and build their self-care or dependent-care capabilities. These three theories form the overall Self-Care Deficit Theory. (Alligood & Tomey, 2001) Self-Care Deficit Nursing Theory (SCDNT) is an important component of nursing’s theoretical knowledge. It is a highly developed and formalized theoretical system that includes the philosophical foundation, the general theory of nursing with its constituent elements, and an expanding body of knowledge that includes empirical research. The conceptual structure of SCDNT is constituted from six core concepts (self-care, therapeutic self-care demand, self-care agency, self-care deficit, nursing agency, nursing system, and one peripheral concept -basic conditioning factors. (Taylor, Geden, Isaramalai &, Wongvatunyu, 104) The capacity and ability of the individual to engage in self-care is termed self-care agency (SCA). The Therapeutic Self-Care Demand (TSCD) and SCA are influenced by a number of factors or variables referred to as basic conditioning factors (BCFs). The self-care system is an action system designed in response to the TSCD and is dependent on the quality of the individual’s self-care agency. (Geden & Taylor, 329) The first article we reviewed was titled An Empirical Test of a Self-Care Model of Women’s Responses to Battering. Battering was conceptualized with Orem’s theory as a situation requiring therapeutic self-care. Based on Orem’s theory of self-care deficit a model of women’s responses to battering was constructed. This model proposes that age, education, income, and cultural orientation are BCFs that directly related to relational conflict. This conflict would be negatively related to self-care agency and indirectly related to both outcomes of health and well-being. The proposed model suggests that the degree of relational conflict experienced by a woman in a battering situation is directly related to her ability to care for herself.

Education in Nazi Germany – History Change

Education in Nazi Germany – Change and Continuity Assessment When Hitler became Chancellor of Nazi Germany, in 1935, he proposed many changes in education and throughout the country. He believed that these changes would influence people and indigenise them of his beliefs and reforms that should happen in the country – to praise his glory and make Germany the most powerful country and its rule to continue forever. One of these integral changes was education.Hitler strongly believed that, younger minds were easier to infiltrate and indoctrinate, as they were developing and imposed this sudden change amongst schoolchildren to provoke stronger Nazism in the future generation of Germans. Older generations, could oppose and have opinions to disapprove Hitler’s ideas. So, the Nazis changed education drastically to mould these children for the future of Germany. However, some parts of education were vital for basic human needs and could not be changed.In contrast, they w ere continued but they were portrayed in such a way, which would influence the way a German child thought, in that time. They introduced a lot of changes to education, from the days of teaching to the subjects that had to be taught or taken out of the curriculum; which also had a lot of Nazi indoctrination in them. All of the changes that were introduced had a major impact on children, as Dr Bernhard Rust pointed out that, â€Å"The whole function of education is to create Nazis† which highlighted that indoctrination was a key fundamentality in education to induce Nazism.One major change was starting school at 8:00 am sharply and a higher emphasis on sport and keeping fit. This is because, Hitler wanted to create a future generations of tough and strong soldiers, that would fight for his country – so unfortunately for most boys, this would be the discipline in the army and Hitler exactly wanted then to be ‘trained for the army’. Hitler had always said that ,’ boys had to be as swift as a greyhound’ which highlights the idea of leadership, strength and power amongst boys. Moreover, boys had to play football, rugby, and boxing to toughen them up.PE was also heavily enforced upon girls, as they were the future mothers and wives of the future generation of soldiers. Also, they needed to be fertile and to be able to have the strength to give birth to healthy children. Furthermore, PE took up 15% of the education and boys who failed to pass fitness tests were to be expelled from schools and could be discriminated by the older students as a laughing stock. This attitude, inspired children to be tough and strong to serve their ‘Fatherland’ (Germany) and in a way frightened them. Also, it can be interpreted that this also invoked discrimination against the Jews.Further evidence to support the idea of keeping fit, is a line from a German newspaper which suggests that the ultimate aim of sport was to have enough men fi t for the army. This deploys the idea of that Hitler purely wanted the future generation to fight for him. We can trust the provenance of the source, as it’s from a German teacher’s newspaper and we know that, Hitler arranged teachers into the League of Teachers so this is a valid piece of evidence. Exceedingly, a picture from a children’s textbook in the 1930s from Nazi Germany denotes a sketch of children in army uniform with weapons.This is clearly a heavily signified indoctrination, as it connects with the sports and inspires children to become like that. It can be interpreted that, Hitler and the Nazi party knew that children could be infiltrated through play and education and visual learning; so included subliminal messages in their learning to become Nazi. In addition, another change that the Nazis introduced was a change to the lessons itself and the days of education to supply enough deployment of brainwashing that would mould their character. New lesso ns were introduced and lessons that were thought of unnecessary were removed.Eugenics, Race Studies, Ideology and P. E were some of the new lessons introduced. These lessons had a lot of Nazism in them, such as Eugenics and Race Studies which taught children that German (pseudo Aryan race) were superior than others, and how others were inferior – Jews, Gypsies, Black, Czech, Slavs etc. Moreover, R. E was removed and replaced by Ideology as Dr Rust and Hitler had pointed out that the main thing was to focus of patriotism and the ideas of Hitler, to be reinforced amongst students. Evidence to support this is, is a German speaking about her life story and said it was really boring to learn about Hitler’s ideals.This source is useful, as it supplies information of experiences; however it can be said that they may have difficulties remembering and often the German people don’t want to take the blame for Hitler’s tyranny, so this is a source worth considering. Also, to reiterate, religion amongst German children was changed as in a girls’ timetable singing is a lesson that is taught a lot. In singing, Dr Rust enforced prayers and songs of praise that highlighted Hitler’s glory. Also, the amount of time on religion was reduced and attendance at school prayers was optional.This suggests that, the sole purpose was to only strive for Hitler. These songs, such as a German man remembered, were praises to Hitler and gave a goal to the children to ultimately fight for Hitler. To point out, women were also considered inferior to men, as they couldn’t continue their further education to obtain jobs. Also, the girls’ timetable shows the attributes of a housewife – such as domestic science, hygiene, sex education, childcare – eugenics and biology were heavily taught for the purpose of selective breeding amongst all races – the perfect ‘Aryan’ match.Similarly, Dr Rust was called unstable as he used to immediately change school-days and curriculum to pressurise propaganda and Nazi attributes on children. For example, he made Saturday as a Youth Day, where children from the Hitler Youth went for school tests, army camping, and ‘fun activities’ where the main idea was to completely brainwash children to become robot-soldiers for Hitler. Moreover, some evidence suggests that children used to turn in their own parents if they said anything against Hitler.According to interpretations, this would more likely to be true as they were mostly propagandised by their education and became like soldiers – to fight for ‘justice. ’ Moreover, many teachers that opposed were sacked and others were in the League of Teachers. Some opposing teachers stood there in the silence; however, they couldn’t do anything. Dr Schuster, a geography teacher (1938) highlighted that he wanted to teach real geography and create non-Nazis with other similar teachers – however Nazi soldiers were in the way.He also said that they cannot have a newspaper or a conference. This denotes the tight security of the Nazis in the school as they didn’t want anything to get in their way. In my opinion, children would be heavily indoctrinated that they might not have the willingness to oppose or might be in the fear of persecution by the Nazis. Notwithstanding, not all lessons could not be changed but the way they were delivered had a lot of impact. Such as, the clip on indoctrination of Nazi Germany shows that Maths was taught by measuring the angles of shooting and had a lot of military twist.Similarly, chemistry and physics were taught constructing the efficiency of warfare weaponry and devising new guerrilla, military aviation science and chemicals. Also, geography and history talked more about Germany’s glorious past and it needed a lot of living space (Lebensraum) by conquering nearby countries as they were a superior race. This wo uld be conditioned in a child’s mind and they would think it is right to invade other countries for Germany; as they’re highest of all. This is source is more useful, as it is itself a recording from an actual lesson with photographs of textbooks.So, there was continuity in the lessons however, with a great impact of the way Hitler wanted it. Also, some lessons were taught more of – to reiterate the greatness of Nazism. In my opinion the questions to ask the pupils are- why were you against your parents and turned on them? Why didn’t you oppose and protest – you were the future generation, so your generation with the help of other voices could’ve protested. However, this was not possible, as children wanted to join the Hitler Youth as there were activities and enough influence was done, to mould them.Moreover, anti-Semitism, hatred towards Germany’s ‘infidels’ was forever show in textbooks. Further evidence suggests that, textbooks such as maths textbooks contained the right theory, but had a twist. For example, a question would be written to discriminate Jews and mentally ill people as a burden in society. In addition, textbooks would show these ‘infidels’ as sinners i. e. a German textbook of1935 showed Jews being laughed at and bullying the Aryans. This would gradually strengthen in a child’s mind to show hatred towards them and increase their dedication on Hitler and the Aryans.Moreover, a modern textbook on Nazi Germany explains that children having different opinions on Jews from home put a family in trouble. A quote – ‘My daddy says not all Jews are vile. His daddy was put into prison. ’ This was practiced to reinforce anti-Semitism in all and so that people notice this and are possibly in fear to support Hitler. This can be trusted, as we know that the Nazis were mentally dehumanised and so persistently cruel, that they would do this. The Jews wouldâ⠂¬â„¢ve been significantly affected, as there was a lot of adverse discrimination on them, and with the growing indoctrination of children, the hatred would increase.Finally, change and continuity of education in Nazi Germany aimed to literally create a sense of discrimination, an acceptance of Hitler’s ideas, and to create willing soldiers to fight for Hitler. From 1933-1945 Nazi Germany changed a lot, from increasing its empire and destroying Jews, to the loss of the war. This education had a big impact on how children thought, and how they would think. In my opinion, P. E. was not an issue that gave a major impact, as children are meant to be active and they have to play. However, the most significant change was the continuity with a lot of military impact and the way it was taught differently.Logical subjects such as maths and science, would already impact people to think logically, so the addition of Nazism would have a greater impact on the children making them think mo re about this. More to the point, the introduction of the new subjects would also massively impact the children, as they have not thoroughly studied the older ones so they couldn’t differentiate between fact and opinion or truth and false. The most significant evidence is of the textbooks as they were actually written and directed by Dr Rust and his quotes support the idea of Nazism so that is reliable. Also, the filming is actual evidence of what happened.Despite of the technology, we cannot always rely on the filming. The anti-Semitism indoctrinated people the most, and influenced them a lot having hatred and dehumanisation sense against the Jews to become blindly loyal towards Hitler and to fight for him. Germany's population at the beginning of WWII was approximately 70 million -, 12. 5 million served in the German Army. This just shows that, how many men were selected and joined the army after so much indoctrination. We can see the result of the teaching; which created G ermans with new inventions such as the Blitzkrieg, new weapons etc.

Essay On American Samurai - 1528 Words

Cameron, C. M. (2002). American samurai: myth, and imagination in the conduct of battle in the First Marine Division, 1941-1951. Cambridge: Cambridge University Press. The samurai were a warrior class in feudal Japan who served the lords of clans in Japanese feudal society. They were highly respected elite warriors in both grand military strategy and individual martial arts. The warrior code that they embodied and the myth of the samurai warrior are still alive in modern Japan today. In his book American Samurai: Myth and Imagination in the Conduct of Battle in the First Marine Division 1941-1951, Craig Cameron draws parallels between the United States Marine Corps and the feudal Japanese samurai. Writing from a post-Vietnam view, Cameron†¦show more content†¦This disassociation allows for the whole sale slaughter of people with moral justification. The unforeseen byproduct of this disassociation, as Cameron points out, can be seen in the 1950’s and 1960’s, when many veterans consigned their wives to the kitchen. The intended product of this disassociation, however, was to kill Japanese soldiers. The Marines would reap the be nefits of this first in the Guadalcanal campaign of 1942. With the U.S. Marines of First Division engaged in a life or death struggle against their Japanese opponents, the cartoonish portraits of four-eyed, slow Japanese soldiers burned into the American Marine’s mind kept them from thinking about the enemy as men who are carrying pictures of their families eerily similar to the pictures that were carried by Americans. Using the invasion of Peleliu as a backdrop for his analysis, Cameron expands upon his analysis of the individual Marine to the collective thought of the organization. The U.S. Marine self-image caused Marine units on Peleliu to charge head-first into the waiting Japanese defense with foolhardy, head on assaults which they stubbornly pressed. The Marine Corps, even through their hyper-masculine indoctrination, had not prepared their Marines any better than their U.S. Army counterparts on the island. Before Peleliu, the perception of combat had been that of a cl ean affair due to the romanticized images of World War I. After, due to Tom Lea’s reporting of events, theShow MoreRelatedThe Tea Of Tea Masters3029 Words   |  13 Pageselaborate ceremony that has been performed since the Edo Period in the seventeenth century. It is related to both the Samurai culture and Zen Buddhism. Tea schools exist to teach the ways of the tea ceremony and there are tea masters who perform this ritual. The Japanese Tea Ceremony demonstrates culture through the themes of ritual and tradition through its history and relation to Samurai tradition and Zen Buddhism. 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The effects that Orientalism present onto individuals, particularly the West, is shaping their way of thinking about Asia and how most Asian people are â€Å"supposed to be.† In this essay, I will analyze the concepts Edward Said argues by connecting them to the text read throughout the class and exemplifying the arguments of Said through the texts, and then further analyze why Orientalism continues to be prevalent in today’s world.Read MoreThe Isolation Policy And Its Effect On Japanese Society1565 Words   |  7 Pagesthe Isolation policy. The shoguns feared that this outside influence would destabilise the country. This policy had a substantial impact on Japanese society. This research essay will examine how the Isolation policy, introduced by the Tokugawa shogunate, was a turning point in Japanese history. The first section of the essay will discuss the rationale for the policy’s introduction. This will be followed by an analysis of the short and long term effects this policy had on Japanese Society. The introduction

The Economic Theory Of Adam Smith - 2094 Words

In this paper, I will examine the economic theory of Adam Smith, a historic and highly renowned economist and philosopher during the 17th century. Smith is often referred to as the father of economics, and is considered the first theorist of what we commonly refer to as capitalism. I will discuss his economic theory in relation to, and as illustrated by one of his original works. The Wealth of Nations was published in 1776, and is considered to be one of the backbones or modern economics. In this book, Smith explores the nature and causes of wealth in a given society. He emphasizes key economic concepts capable of sparking economic growth and progression. I plan to shed some light upon the encompassing elements of Smith’s theory, such as a division of labor, market exchange methods and the overall coordination of market activities. It is important to keep in mind the emphasis Smith places on the respect for individual liberty within a respective society when examining the elem ents of his theory. Once this has been accomplished, I will then elaborate as to why I believe Smith’s economic theory is philosophically superior to other economic theories that also aim to create the most economically functional type of society. To start, I believe that is necessary to discuss the economic concept of a gross domestic product (GDP). In today’s day and age, modern economics defines a GDP as a nations total output over a given period of time. However according to Smith, a nation’s GDPShow MoreRelatedAdam Smith Influence on Economic Theory Essay1655 Words   |  7 PagesWhy is the work of Adam Smith considered so crucial in the development of economic thought? Adam Smith is widely regarded as the father of economics as a social science, and is perhaps best known for his work The Wealth of Nations. 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Moreover, if you visit United Kingdom you can recognize Adam Smith face in the 50 and 20 pounds. ‘Man is an animal that makes bargains†- Adam Smith (Brainy Quote, (n.d)). That is underling the people’s instinct when they make a deal. â€Å"A person, who received his education through hard work, is like an expensive Car’- Adam Smith (Brainy Quote, (n.d)). Adam Smith encouraged people toRead MoreMoral Sentiments, By Adam Smith997 Words   |  4 Pagess well as abroad (Mastin, 2008). In Theory of Moral Sentiments, Adam Smith developed the foundation for a general system of morals. It showed that the moral ideas and action are the basic elements since human is social creat ures. It identified that moral is the basic need as social using it to interact and express their feelings. It also stated that the society need the prudence and justice to survive, and explains the additional, beneficent, and actions that enable it to flourish. 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In his most influential work Wealth of Nations (1779) and various other works of his, he has put forward his arguments, given a critique of their ideas, and formulated theories of how the market and trade should instead be. This essay will show in which ways Adam Smith, as a free economy capitalist, has

Organizational Culture Business Practices - 1011 Words

Does Organisational Culture Shape Ethical Business Practices? U5009333 Sarah Zuiderduin 14/10/2014 Introduction Organisation culture can be described as the beliefs, customs, value systems and behavioural norms and ways of doing business that are unique to each corporation. The impact of organisational culture on the ethical standards and moral practices of people in organisations has become increasingly common (Fisse Braithwaite, 1983). Managers within organisations are now turning to organisational culture to not only to explain what happens in organisations, but also to attempt to shape what happens in the organisation (Sinclair, 1993). Body Definition of organisational culture, ethical business†¦show more content†¦Management can and should actively manage and engage in organisational culture. This process requires clear identification and articulation of a corporate strategy, philosophy or mission. These strategies are not confined to economic goals, but there does need to be a cohesive statement about what kind of organisation the company will be; including its character, espoused values, and relationships to customers, employees, communities, and shareholders (Murphy, 1989). Commonly known as a ‘credo’ (Murphy, 1989), this strategy can be translated into a corporate code of ethics. The credo can be a general statement about the organisational values, the code of ethics should be specific, pertinent, publicized, communicated and enforced, as well as revised (Laczniak Murphy, 1991). Apple Inc. utilises it’s employees levels of innovation, creativity, and provides further training and development programs to ensure a positive, supporting, engaging and empowering organisational culture and attributes this environment to its success. Leadership and its positive influences, linked to above statements about Apple Inc. Identify and describe positive outcomes of organisational culture and its positive influence on ethical business practices. Identify the extent of the influence? The strong cultural approach adopts a more instrumental

Military Courtesy and Salute Free Essays

Courtesy among members of the Armed Forces is vital to maintain discipline. Military courtesy means good manners and politeness in dealing with other people. Courteous behavior provides a basis for developing good human relations. We will write a custom essay sample on Military Courtesy and Salute or any similar topic only for you Order Now Military courtesy is not a one-way street. Enlisted personnel are expected to be courteous to officers and likewise officers are expected to return the courtesy. Mutual respect is a vital part of military courtesy.In the final analysis, military courtesy is the respect shown to each other by members of the same profession. Some of the Army’s more common courtesies include rendering the hand salute, standing at attention or parade rest, or even addressing others by their rank. The salute is not simply an honor exchanged. It is a privileged gesture of respect and trust among soldiers. Remember the salute is not only prescribed by regulation but is also recognition of each other’s commitment, abilities, and professionalism.The salute is widely misunderstood outside the military. Some consider it to be a gesture of servility since the junior extends a salute to the senior, but we know that it is quite the opposite. The salute is an expression that recognizes each other as a member of the profession of arms; that they have made a personal commitment of self-sacrifice to preserve our way of life. The fact that the junior extends the greeting first is merely a point of etiquette, a salute extended or returned makes the same statement. In saluting, turn your head and eyes toward the person or flag you are saluting. Bring your hand up to the correct position in one, smart motion without any preparatory movement. When dropping the salute, bring your hand directly down to its natural position at your side, without slapping your leg or moving your hand out to the side. Any flourish in the salute is improper. The proper way to salute when wearing the beret or without headgear is to raise your right hand until†¦ How to cite Military Courtesy and Salute, Papers

Business Research for Journal of Development-myassignmenthelp

Question: Discuss about theBusiness Research for Journal of Economic Development. Answer: What are the dependent, independent, moderating, mediating (intervening) or control variables in this study? How are these variables defined? Smith, Oczkowski and Selby-Smith (2011) use their journal to examine factors that determine retention of long-term skills as well as turnover among employees working in more than 300 Australian organisations. The authors collected primary data on two different dependent variables. The two variables were employee turnover and employee confidence. Smith, et al defined employee turnover as the percentage annual average over a period of three years. More specifically, they measured the variable along four skill categories elementary skills, intermediate skills, skilled trade workers, and professional skills. While the confidence to retail skills was defined by the degree at which an organisation was likely to continue accessing the skills to assist achieve long term goals. While on the other hand, the study focused on three independent variables including learning orientation (LO), total quality management (TQM), and lean production (LP). Smith, defined LO as organisation-wide activitie s that managers use to create and knowledge to strengthen competitive advantage. They measured the variable along three-sub-constructs (shared vision, open-mindedness, and commitment to learning). They defined TQM as a philosophy that managers use when they want to achieve continuous improvement across all products and services as well as processes (Xiaojun, et al., 2013). While LP was defined as a combination of TQM and teamwork that managers used to operate through minimum resources. What is the motivation for including these variables into the conceptual framework for the study? The motivation to include the two dependent variables; employee turnover and employee confidence was because of the need to extend the previous organisational literature along three dimensions. First, they sought to differentiate between conventional measures of turnover and incorporate a new measure that helps employees retain more skills. Most importantly, the authors understood that retaining skills among employees is critical for achieving long-term goals. Furthermore, they were motivated to include a variable that considers an organisations long term strategic perspective as well as identifying a number of drivers of retention. The second motivation was based on the fact that previous literature that focused on high performance work systems analyzed one set of measures around monitoring systems, training, and practices. In contrast, they sought to examine the significance of various management philosophies that underpin high performance systems and practices of human resource ma nagers. The third motivation was to broaden the previous findings by incorporating four other employee categories of skills in order to identify the presence of unique drivers likely to contribute towards increased retention of skills and turnover to achieve long-term goals. How are these variables measured? Goertzen (2017) explains that any researcher much present a clear definition as well as steps used to measure variables. Variable includes anything that is likely to take a different value. Such values can be unique in terms of objects, person, or similar (Boeren, 2018; Sekaran and Bougie, 2016). For instance, in order to measure employee turnover, the study measured employee turnover on four categories. The professional category of skills were measured based on nominal scale concerning the level of a manager such as in the senior position, middle position, engineering technician, or as an ICT profession. The skilled trade workers category was measured depending on the profession of an employee. Some of the areas of measurement included skills such as plumber, electrician, messenger, or carpenter. The intermediate skills were measured based on nominal scales as whether an employee worked as a service worker, in sales department, or clerical department. While on the other hand, the el ementary skills involved focusing on machine operators, labourers. In overall, the authors measured employee turnover with the help of four measures; human resource management practices, organisational/market characteristics, training practices, and high performance systems. Besides, Smith, et al measured the independent variables based on management philosophies mostly related to high-performance work systems. For example, they used multi-item scale items to measure learning orientation. While on the other hand, they measured TQM and LP by looking at the extent of autonomy that employee had in working with teams such as teamwork autonomy and teamwork employed. Are there other important variables that should be included in this study? Depending on the nature of a study, Trusty (2011) explains that researchers can opt to include all four types of variables (dependent, independent, moderating, and mediating) to help ascertain the cause and effect relationship among variables. However, Venable (2011) points out that the choice to include either a moderating or mediating variables dependents on the need to strengthen the relationship or effect of independent variable towards the dependent variable. That implies incorporating a third variable to serve the role of moderation or modify the original relationship. The analysis of journal article of Smith, et al., (2011) indicates failure to incorporate a third variable to help moderate two dependent variables (turnover and skill retention) and three dependent variables (LO, LP and TQM). The study could include the role of HR practises a moderating variable. The inclusion would help mediate (Hkansson and Waluszewski, 2016) the relationship between learning at the workplace and TQM that predict turnover. References Boeren, E. (2018). The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals. Adult Education Quarterly, 68(1), 63-79. Goertzen, M. J. (2017). Introduction to Quantitative Research and Data. Library Technology Reports, 53(4), 12-18. Hkansson, H., Waluszewski, A. (2016). Methodomania? On the methodological and theoretical challenges of IMP business research. IMP Journal, 10(3), 443-463. Sekaran, U., and Bougie, R. (2016). Research methods for business: A skill-building approach (7th ed). Wiley Smith, A., Oczkowski, E. and Selby-Smith, C. (2011). To have and to hold: modelling the drivers of employee turnover and skill retention in Australian organisations. International Journal of Human Resource Management, 22(2), 395-416. Trusty, J. (2011). Quantitative Articles: Developing Studies for Publication in Counseling Journals. Journal Of Counseling Development, 89(3), 261-267. Venable, J. (2011). Incorporating Design Science Research and Critical Research Into an Introductory Business Research Methods Course. Electronic Journal Of Business Research Methods, 9(2), 119-129. Xiaojun, Y., Plaisent, M., Bernard Jr., P., Kuofie, M. (2013). Research on Business Model Innovation and Control of China's Education Training Industry: New Oriental Education Technology Group as an Example. Journal Of Economic Development, Management, IT, Finance Marketing, 5(1), 1-13.