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Grand historiographer Sima Qin (1994 [ca 100 B.C.]), writing of the burning of the books in 213 B.C., notes that the chief minister advised the emperor that "all who possess literature such as the Songs, the Documents, and the sayings of the hundred schools should get rid of it without penalty. If they have not got rid of it a full thirty days after the order has reached them, they should be branded and sent to do forced labor on the walls. There should be exemption for books concerned with medicine, pharmacy, divination by tortoise-shell and milfoil, the sowing of crops, and the planting of trees." In response to this, the emperor ordered the famous burning of the books. Citing Qin, "the First Emperor collected up and got rid of the Songs, the Documents, and the sayings of the hundred schools to make the people stupid and ensure that in all under heaven there should be no rejection of the present by using the past. The clarification of laws and regulations and the settling of statutes and ordinances all started with the first Emperor. He standardized documents." |
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interventions for any one condition are long partially because nursing has a brief history as a profession in the choosing of interventions and lacks information for decision making. As a profession, nursing has failed to set priorities among interventions; nurses are taught and believe they should do everything possible" (McCloskey and Bulechek 1992, 79). |
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In the face of this view of the nurse as the inglorious otherdoing everything that no one else doesshould all previous nursing knowledge be abandoned? William Cody, in an open letter to the Iowa Intervention Team who produced NIC (published in Nursing Outlook in 1995) charged that this was precisely what would follow from widespread adoption of NIC: |
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It would appear that the nursing theorists who gave nursing its first academic leg to stand on, as it were, are deliberately being frozen out. I would like to ask Drs. McCloskey and Bulechek, why is there no substantive discussion of nursing theory in your article? How can you advocate standardizing "the language of nursing" by adopting the language of only one paradigm? How do you envision the relationship between the "standardized" masses and those nurse scholars with differing views? (Cody 1995, 93) |
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The project team responded that indeed clearance was an issue. "The Iowa group contends that taxonomic development represents a radical |
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