Housing Development Legal Issues

Housing Development Legal Issues Architectural BIM Technology Table of Contents (Jump to) Executive Summary 1.0 Introduction 2.0 St Johns College Respond housing Development 3.0 Evaluation of Legal issues 4.0 Conservation Protected structures 5.0 Duty of Care 6.0 Scope of Works 7.0 Boundary Disputes 8.0 Reflective Learning Bibliography Table of Cases Donoghue v Stevenson [1932] AC 562 Hymany [Pontoon] Ltd -v- Galkil Ltd t/a Impact Developments IEHC 188 Dempsey Anor -v- Waterford Corporation [2008] IEHC 55 (29 February 2008) Cite as: [2008] IEHC 55 List of Images Fig 1 http://www.mythenconstruction.ie/wp-content/uploads/2014/09/St-Johns-College-Waterford.jpg Fig 2 http://waterfordireland.tripod.com/stjohnscollege.jpg Fig 3 http://maps.osi.ie/publicviewer/#V1,661050,611123,7,10 Fig 4 http://maps.osi.ie/publicviewer/#V1,661050,611123,7,14 Fig 5 http://maps.osi.ie/publicviewer/#V1,661050,611123,7,11 Fig 6- http://waterfordcouncil.maps.arcgis.com/apps/Solutions/s2.html?appid=c6d45bb300e6463db7e9c6bd1df43441 Fig 7 http://waterfordcouncil.maps.arcgis.com/apps/Solutions/s2.html?appid=c6d45bb300e6463db7e9c6bd1df43441 Fig 8 http://waterfordcouncil.maps.arcgis.com/apps/Solutions/s2.html?appid=c6d45bb300e6463db7e9c6bd1df43441 Executive Summary This document will focus on identifying expanding and exploring legal issues which may be encountered regarding the housing development by Respond in partnership with Department of Environment, Local Government and Communities. The project is to consist of 21 apartments in the upper level of the existing St Johns College building and 36 new apartments in a newly build block which will be located on the college site at Richardson’s Folly, Waterford. Mythen construction will be the contractors on site for the project which started in December 2013. The legal issues which will be focus of the project are Conservation Protected structures, Duty of Care, Scope of works and Boundary disputes. Each area will be outlined within the document and furthermore expanded on in order to outline methods of resolving such issues. Legal literature regarding both construction and general law will be used as will appropriate case law in order to widen the scope and provide a more general view of the issues. 1.0 Introduction The main aim of this document is to identify, evaluate and expand on â€Å"the main legal issues likely to arise in relation to the respond housing association development at St Johns College, Richardson’s Folly, and Waterford.† The document will explore legal issues related to Architecture which may occur or be encountered by both an Architect and Architectural Technician on site during the duration of the project mentioned above. In evaluating these issues, past legal cases associated to the topics will be reviewed in order to provide a clearer view of the issues in question, to the relevant laws and how these issues can be resolved. Guidance will also be provided in terms of how these issues can be dealt with and also how they can be foreseen and eliminated at an early stage in the future as to avoid any disputes between all parties involved in the project whether these disputes happen on or off site. Prior to the breakdown of the issues which may arise a short overv iew of St Johns College, the history of the college and a breakdown of the project undertaken by Respond will be outlined in order to provide a wider scope of the project as a whole. 2.0 St Johns College Respond housing Development St Johns College is a Catholic seminary which as mentioned, is located at Richardson’s Folly in Waterford. The college which was founded in 1880 for the Waterford/Lismore diocese. The college was made up of two schools the first being a classical school run by Rev. Thomas Flynn and the second an Academy run by Dr. Geoffrey Keating. The College closed in closed in 1999 due to lack of activity and vocations with the remaining students transferred. In 2007 it was announced that Respond Housing association in partnership with Department of Environment, Local Government and Communities had acquired sections of the site which is a protected structure of approximately 3900sq.m with a proposal of redeveloping the building into social housing. Mythen construction began works on site in December 2013. The development as it stands is to consist of the retrofit/redevelopment of the existing college building which is to include 21 apartments on the upper floors with a new building located on site which will house 36 new apartments (2400 sq.m approx.) the redevelopment will also include communal facilities. Below are images of the proposed and existing buildings with 3 OSI maps showing the site location and the proposed new site. Proposed development Fig 1 Existing building – Fig2 OSI Site plan – Fig 3 Existing building- Fig 4 Proposed new site Fig 5 3.0 Evaluation of Legal issues The following are the legal issues which will be identified, evaluated and expanded on. As mentioned these issues will be broken down in order to identify how these issues can arise, how they can be dealt with and how they can be prevented in the future. Previous legal cases, Legal literature regarding construction and general legal resources will be used to further the reasoning behind such issues and how they may arise. Conservation Protected structures Duty of Care Scope of Works Trespass Boundary Dispute 4.0 Conservation Protected structures The first area to be explored is conservation and protected structures. As the main college building is a protected structure this without doubt will be an issue associated with a project. When a project is undertaken which involves conservation or that of a protected structure it is essential to have an architect who has some experience in conservation or dealing with protected structures. As stated in the Irish Planning and Development act 2000 â€Å"Each owner and each occupier shall, to the extent consistent with the rights and obligations arising out of their respective interests in a protected structure or a proposed protected structure, ensure that the structure, or any element of it which contributes to its special architectural, historical, archaeological, artistic, cultural, scientific, social or technical interest, is not endangered†[1]. In keeping with the statement above it is important for a conservation survey to be carried out on the structure prior to commence ment in order to ensure no part of the building is endangered. If with the project in question there is need to either for an addition or deletion an addition as stated by the Irish Planning and Development act 2000 â€Å"in the case of an addition, the addition is necessary or desirable in order to protect a structure, or part of a structure, of special architectural, historical, archaeological, artistic, cultural, scientific, social or technical interest, whether or not a recommendation has been made under section 53[2]† On the other hand in terms of a deletion the 2000 act states â€Å"in the case of a deletion, the protection of the structure or part is no longer warranted† In order to avoid any disputes or breach of regulations it is essential to carry out work on a protected structure with a high degree of care. It is in everyone’s best interests to ensure that a protected structure is well maintained and preserved accordingly which in turn can eliminate any potential problems which may be encountered during the durati on of construction stage. 5.0 Duty of Care Duty of care can be defined as person or person’s responsibility to act with the same level of care, attention and cautiousness as a person in a similar situation when carrying out an act, ensuring that there is no possibly of danger or endangerment. For example a designer should strive to achieve the same level of competency as a designer within the same discipline when carrying out works ensuring that he has carried out the associated works with a reasonable amount of care. For example if an Architect fails to comply with building regulations this can be seen as a breach of his/her duty of care given that they have failed to ensure the safety of the building occupants once works have been completed failure to comply with such regulations may also lead to potential damage to the building.[3] When it comes to any kind of building project there will always be a duty of care whether it be to the structure itself, to the client and the persons working on the site. Both the contra ctor and Architect hold a duty of care in terms of the proposed development being fit for purpose and also that the construction has been carried out in a competent manor including the drawings which were prepared for the project. To give an example in terms of duty of care being breached by one party if the contractor feels as though the Architect is incompetent and that his/her drawings are not too a standard in which can be used to successfully and safely carry out the associated works the contractor may feel that the Architect is in breach of their duty of care and vice versa if the contractor/builder is not constructing the building in a safe and sufficient manner then the architect may feel the builder is in breach of his/her duty of care. In terms of an example of duty of care outside of construction the case of case of Donoghue v Stevenson [1932] AC 562 is a fitting example as it came down to that it was the manufacturers duty of care to ensure the product was fit for human consumption and when it subsequently was found to not be fit for human consumption it was proven that it was a breach of duty of care on the manufactures side. [4] To ensure there are no disputes regarding duty of care it is crucial that all parties involved from the design team to the construction team are competent enough with their responsibilities to sufficiently successfully and safely complete the project without breaching their duty of care and also that they understand they have a duty of care and that this must be adhered too. 6.0 Scope of Works As per the RIAI Standard form of contract 2012 review by Tony Cunningham[5] scope of works can be defined as â€Å"The contractor must complete the works in accordance with the Contract Documents to the satisfaction of the Architect. The contractor must also comply with Architects Instructions†[6]. Prior to works commencing on the Respond housing development at St Johns College all works to be completed would have been outlined within the contract such as the contractor’s roles and responsibilities on site as well as off site. Cunningham also goes onto mention within the review that if the contractor fails to deliver the specified works outlined then he/she may be held liable with the cost of such implications either being added to or reduced from the contract sum. The Architect also holds the power to appoint a new contractor to site in order to complete the unfinished works left by the previous contractor whilst also charging incomplete work to the original contractor . Given the scale of the project at St Johns College this could potentially be a problem during the duration of the works. In the case of Hymany [Pontoon] Ltd -v- Galkil Ltd t/a Impact Developments [2011] IEHC 188[7] although the contractor had failed to complete some of the work which was outlined within the contract the judge deemed that the contractor could not be held responsible given the fact the scope of works outlined in the contract was broad and with very little specificity. Hymany [Pontoon] Ltd -v- Galkil Ltd t/a Impact Developments shows how in order for the contractor to fulfill the scope of works correctly it is essential that the scope of works is carefully outlined in depth in order to eliminate confusion which in turn could cause a dispute between the architect and contractors or vice versa. 7.0 Boundary Disputes When it comes to diputes involving boundarys there can be a number of factors or variables involved. In most cases involving boundary disputes it comes down to incorrect mapping which defines the boundarys of a site in position which in reality it may not be the correct position[8]. In order to attempt to define where a boundary lies the deployment of a professional surveyor to give his/her opinion on where the boundary lies may be crucial at the early stage in terms of elimating future disputes regarding the asscoiated boundary. In terms of St Johns College respond development from the pictures below the site of the develoment is outlined in blue with a smaller site also outlined in Fig6. There could potenially be a dispute if it is taken that the new development enchroaches onto the smaller site as this could also fall under prtivate nuisance. If there is no visible boundary between the two sites at St Johns College this may also cause a potenial dispute. In order to reslove a boun dary dispute it will take a combination of both surveyors and lawyers. The lawyers will provided the releavnt information regarding the deeds and documentation which the surveyor will use in their investiagtion into providing the legal position of the boundary. The majority of boundary disputes can also be resolved using mediation as it can keep a civil relationship between both parties while preventing costly legal fees.[9] [10] St Johns Boundary – Fig 6 Proposed Site Boundary – Fig 7 Secondary Site – Fig 8 8.0 Reflective Learning Overall given the scale of the St Johns College project it is highly likely that one or more of these issues will arise on site during the duration of the project. Although the issues mentioned can be resolved it can also be a lot more difficult to anticipate them. In saying this there are, as mentioned, ways in which they can be dealt with early on to try and avoid any disputes and intern make for a easier more succesful project but this does not always happen on bigger projects.The majority of the issues which are encountered on and off site on projects can be eliminated through good detailed planning and also ensuring all parties undertand the terms outlined in the various contracts asscoiated with the works. The legal issues exlpored within the document have provided a wider scope personally which is very benifical in terms of the future and future employment as I now have a greater understanding of what each one entails. I feel as though the project as whole was worthwhile and r ewarding.I feel as though my ability to compile a document of this nature has improved as has my general knowledge of contracts law and construction law. Bibliography Textbooks – Canny, J (2001).Construction and Building Law. Dublin: Round Hall Ltd. p23-27..57- 62 Speight, A Stone, G. (1996). The English Law of Tort. In: Speight, A Stone, G Architects Legal Handbook. 6th ed. Great Britain: Reed Educational Professional Publishing Ltd 1996. Scriven, J, Pritchard, N, Delmon, J (1999).A Contractual Guide to Major Construction Projects. London: Sweet Maxwell. Part 2 p8-21 Part 3 p17-32. Websites Base Surveys Ltd. (2010).Causes of Boundary Disputes.Available: http://www.baselinesurveys.ie/Causes of Boundary Disputes.html. Last accessed 18th March 2015 Cunningham, T. (2013).The RIAI Standard Form of Contract 2012 Edition: a Review.Available: http://arrow.dit.ie/cgi/viewcontent.cgi?article=1005context=beschreoth. Last accessed 18th March 2015. Irish Planning Development Act 200. (2000).Planning Development Act 2000.Available: http://www.irishstatutebook.ie/2000/en/act/pub/0030/sec0058.html#sec58 Last Accessed 18th March 2015 Irish Planning Development Act 200. (2000).Planning Development Act 2000.Available: http://www.irishstatutebook.ie/2000/en/act/pub/0030/sec0054.html#sec54. Last accessed 18th March 2015 OReilly, N, Shine, P. (2013).Beyond the bounds: resolving boundary disputes.Available: http://www.surveyorsjournal.ie/index.php/beyond-bounds-resolving-boundary-disputes/. Last accessed 18th March 2015 Journals – Smith, H. (2011). Construction dispute avoidance newsletter. Available: http://www.herbertsmithfreehills.com/-/media/HS/T21121146.pdf. Last accessed 5th March 2014 1 [1] http://www.irishstatutebook.ie/2000/en/act/pub/0030/sec0058.html#sec58 [2] http://www.irishstatutebook.ie/2000/en/act/pub/0030/sec0054.html#sec54 [3] Construction dispute avoidance newsletter http://www.herbertsmithfreehills.com/-/media/HS/T21121146.pdf [4] Donoghue v Stevenson [1932] AC 562 [5] Tony Cunningham Dublin Institute of Technology [6] http://arrow.dit.ie/cgi/viewcontent.cgi?article=1005context=beschreoth [7] Hymany [Pontoon] Ltd -v- Galkil Ltd t/a Impact Developments IEHC 188 [8] http://www.baselinesurveys.ie/Causes of Boundary Disputes.html [9] http://www.surveyorsjournal.ie/index.php/beyond-bounds-resolving-boundary-disputes/ [10] http://waterfordcouncil.maps.arcgis.com/apps/Solutions/s2.html?appid=c6d45bb300e6463db7e9c6bd1df43441

An ideal teacher Essay

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Ledership Free Essays

What is leadership? According to Shockley- Zalabak (2009) Leadership is a process of guiding individuals, groups, and entire organization in establishing goals and sustaining action to support goals. What exactly is meant by leadership? There are literally hundreds of definitions about who a leader is and what is considered as leadership. Each definition may vary from one individual to another and may change from one situation to the other. We will write a custom essay sample on Ledership or any similar topic only for you Order Now For example we might call an individual a leader because of the persons’ election to the presidency of an institution. Other times we say he/she is not a leader because he/she does not exhibit leadership behaviors expected of the of a leader. In other words, we expected leadership from the legitimate position of the presidency, but when that president does not exhibit leadership behaviors, we say that the president is not a leader. According to Yukl, (2002). The definition of leadership is arbitrary and very subjective. Some definitions are more useful than others, but there is no â€Å"correct† definition. Leadership theories: Theories are most useful for influencing practice when they suggest new ways in which events and situations can be perceived. Fresh insight may be provided by focusing attention on possible interrelationship that the practice has failed to notice, which can be further explored and tested through empirical research. If the result is a better understanding of practice, the theory –practice gap is significantly reduced for those concerned. (Hughes and Bush, 1991, p. 234). The trait theory This theory first surfaced in the writings of early Greeks and Romans and is prevalent today among those who believe that leadership cannot be developed. This theory assumed that leaders has innate traits that made them effective, great leaders were considered to be born with the ability for leadership, so it is either you have leadership qualities or you don’t . According to Shockley – zalabak (2009) theory of leadership, that leaders possessed innate traits that made them effective; is commonly referred to as the â€Å"great man† theory Leadership traits theory is the idea that people are born with certain character trait or qualities and since traits are associated with proficient leadership, it assumes that if you could identify eople with the correct traits, you will be able to identify leaders and people with leadership potential. It is considered that we are born naturally with traits as part of our personality; this theory in summary believes that leaders are born not made Criticism Researches were done to define traits or personality characteristic that best predict the effective leader. List of about eig hty traits or characteristic were gotten but trait approach failed to define clearly a stable set of characteristic associated with effective leadership. Even the concept of what is effective remains open to question. This theory does not prove a comprehensive explanation to how leaders interact with followers and meet the needs of specific circumstances. While truly others can be born leaders, it is incorrect to generalize by saying that leadership traits are in born and unchangeable. It’s true many of our dispositions and tendencies are influenced by our personalities and the way we are born. However, most people recognized that it is possible for someone to change their character trait for the worse. Someone known for being honest can learn to be deceitful, the whole idea of saying someone was â€Å"corrupted† is based on the fact that people can learn bad traits. If people can learn character traits and become different from the way they were born naturally traits can be learnt as well. A person who is prone to being dishonest can learn to be honest. A person who avoids risks can learn to take risk. It may not be easy, but it can be done. STYLE APPROACHES Leadership style approach focuses its attention on the leaders’ behavior. Leadership style is the combination of traits, skills, and behaviors leaders use as they interact with followers: (Lussier, 2004) Though leadership style is based on leadership skills and leadership traits, leadership behaviors is the important component. This is said to be the third approach to leadership studies, a consistent pattern of behavior is what characterizes a leader. â€Å"In shifting the study of leadership to leaders’ s tyle or behaviors, the style approach expanded the study of leadership to various contexts† (North house, 2004). According to Shockley- Zalabak (2009) style approach or theories attempt to identify and arrange the general approaches leaders use to achieve goals. These approaches are thought to be based or a leader’s assumption about what motivates people to accomplish goals. This theory attempts to identify a range of general approaches leaders use to influence goal achievement. These approaches are theorized to be based on the leader’s assumption about what motivates people to accomplish goals. Particular approaches also reflect complex relationships among the personal characteristics of the leader. Top among the style theories is the autocratic-to-democratic continuum first proposed by Ralph while and Ronald Lippitt (1960). Autocratic style of leader is a leader who makes decisions with little influence from others Shockley- Zalabak (2009). The leader that exhibits this behavior makes the decisions, gives orders to employees, and is constantly supervising his subordinate. This leader tells others what to do and usually enforces sanctions against those who chose not to comply. He views his followers as essential for goal achievement but usually feels little responsibility for employee needs and relationship Shockley- zalabak (2009). Criticism Research suggests that autocratically led groups produce more in quantity than democratically led groups, but that the quality output is better when more democracy is practiced. Generally with autocratic styles the led are not happy so they just do as they are told not because they have the interest of the institution at heart or because they enjoy working. Democratic- Shockley-Zalabak (2009) states that this style of leaders is the one that involves followers in decision making. The leader that exhibits this behavior promotes shared decision, team work, and does not supervise his subordinates closely. He assumes followers are able to participate in decision making, they try to create a climate in which problem solving can take place while preserving interpersonal relationships. It is clear that these leadership styles are opposite’s end of a continuum. As such, it’s easy to think that a leader’s leadership style s follows between those ends. Criticism When a leader is democratic at times his other colleagues in leadership positions can look at him as a weakling and also the subordinates might take advantage and wants to be disrespectful. Laissez-faire style- Here the leader behaves as non-leader. Individuals and groups are expected to make their own decisions because of a hand-off approach from the leader. The laissez-faire leader is an example of non-leader. This leader expects groups and individuals to make their own decision. He gives information only when ask by group members. Criticism The success of the group depends greatly on the abilities of the group and groups members willingness to work with little or no leadership. If the groups members consist of people that need a push to do things they won’t be able to achieve much. Impoverished management- According to Shockley- Zalabak (2009) this style is characterized by low concern for interpersonal relationships and task accomplishment. This leader makes few attempts to influence people towards task or goals. He dislikes leadership responsibilities and lets others take the responsibility that rightfully belongs to the leader. This leader is usually uncomfortable with leadership and intellectually resists the need for it. Criticism These leaders may be primarily responsible for the failure of the group. Middle- of- the- road management- This is a style of leader who balances task and peoples’ concerns; commonly referred to as compromised leadership or management. The leader negotiates and compromises to achieve workable agreements and directions for action Country club management- This is a style of leaders who emphasizes interpersonal relationship at the expense of goal achievement the leader here wants to be liked and have group followers who feel supported by the leader. He provides an interpersonal relationship bond that is low on task emphasis and high in interpersonal support Criticism He may want a task accomplished but will not take steps to emphasize this element to others, if members are not highly task oriented; he ends up doing their work. Rather than insisting that the employees exhibit high standards of performance. These leaders may not develop the abilities of the people under them. Team leadership: This is the theoretical ideal: team leaders exhibit high concern for both task and interpersonal relationships by emphasizing goal accomplishment while supporting people, it fosters a sense of â€Å"we† with high performance standards. This leadership share decision making and strives for problem solving designed to solve rather than postpone problem, it respects different point of view and value diversity as long as it contributes to the group effort. Criticism Team members who support one another but do not have enough ability or information to work on problems will not be able to produce a high-quality decision. How to cite Ledership, Papers

Owen Theorem Essay Example For Students

Owen Theorem Essay The purpose of this paper is to inform the reader how Dorethea Orems nursing theory has been used in research. Orem begin developing her theory in the 1950s, a time when most nursing conceptual models were based on other disciplines such as medicine, psychology and/or sociology (Fawcett, 2000). Orems 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 Defici t Theory. (Alligood Tomey, 2001) Self-Care Deficit Nursing Theory (SCDNT) is an important component of nursings 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 individuals self-care agency. (Geden Taylor, 329)The first article we reviewed was titled An Empirical Test of a Self-Care Model of Womens Responses to Battering. Battering was conceptualized with Orems theory as a situation requiring therapeutic self-care. Based on Orems theory of self-care deficit a model of womens 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. Both frequency and severity of conflict and self-care agency were expected to influence the relationship of the BCF with health outcomes. Health and well-being were deduced as being related to self-care. Self-care agency is thought to be related to the same outcomes as self-care. Knowledge from prior testing of Orems self-care deficit theory, particularly related to the conceptual entities of self-care agency, health, and well-being, provided additional scientific support for formulating the hypothesized relationships among the variables. The endogenous variables are identified as health and well-being. These variables are hypothesized to be positively related to self-care agency alone. (Campbell Weber, 45)The final derivative model structure was different from that originally proposed. The theoretical base of the original model was an effort to extend Orems self-care deficit theory of nursing with the inclusion of relational conflict. Relational conflict was placed between the BCFs of age, education and culture, and self-care agency. Self-care agency was proposed to affect both well-being and health. In the final analysis, self-care agency explained 9% of the varianc e in the final model, with relational conflict explaining 39.9% and health, 51%. The BCFs age and education affected self-care agency which directly influenced health. (Campbell Weber, 51)Orems model is supported by these findings in terms of self-care agency having an effect on health. There was a strong correlation between a measure of the power components of self-care agency and self-esteem. This supported Orems description of self-care agency as structurally consisting of foundational capabilities, power components, and capabilities for self-care operations. (Campbell Weber, 45). However, for abused women, the relationship problems had a stronger effect on their physical and mental health then their ability to take care of themselves. The derivative model also supported relationships between basic conditioning factors and self-care agency as proposed by Orem. (Campbell Weber, 52)The next article we reviewed was Theoretical and Empirical Description of Adult Couples Collaborat ive Self-Care Systems. This article was a descriptive study of a collaborative care system (CCS) using Orems Self-Care Deficit nursing theory. Irony Of The Metamorphosis EssayCampbell, J., and Weber, N. (2000). An Empirical Test of a Self-Care Model of Womens Responses to Battering. Nursing Science Quarterly, 13:1, 45-53. Fawcett, J. (2000). Analysis and Evaluation of Contemporary Nursing Knowledge: Nursing Models and Theories. Philadelphia: F. A. Davis Company. Geden, E., Taylor, S. (1999). Theoretical and Empirical Description of Adult Couples Collaborative Self-Care Systems. Nursing Science Quarterly, 12:4, 329-334. Orem, D., Online (2000). International Orem Society Newsletter. www.muhealth.org/~nursing/scdnt/november00.htm. Taylor, S. G., Geden, E., Isaramalai, S., and Wongvatunyu, S. (2000). Orems Self-Care Deficit Nursing Theory: Its Philosophic Foundation and the State of the Science. Nursing Science Quarterly, 13:2, April 103-110.