Food and Dining in South India

Food and Dining in South India Indian Cuisine The cuisine of India  is characterized by use of various spices,herbs and other vegetables grown in India we have widespread practice of vegetarianism across different section of society. Each society of Indian cuisine is characterized by a wide variety of dishes and cooking techniques. As a result, cuisine varies from region to region across Indian subcontinent. Indias religious beliefs and culture has made an influential role in the evolution of different cuisine. However, the spice trade between India and Europe is the main catalyst for Europes Age of Discovery. 4 The colonial period has introduced the European cooking styles to India which added the flexibility and diversity of Indian cuisine.5,6Indian cuisine has had a major impact on cuisines across the world, mainly those from Southeast Asia.7,8 Indian foods is the long standing vegetarianism across sections of Indias Hindu, Buddhist and Jain communities. People who follow strict vegetarian make up 20-42% of the population in India, while less than 30% are of regular meat-eaters.9,10,11 South Indian food is categorized into six tastes sweet, sour, salt, bitter, pungent and astringent and traditional Tamil cuisine society recommends that you should always include all of these six tastes in each of the main meal you eat. All the six taste has a balancing ability and including some of each taste provides complete nutrition, minimizes cravings and also balances the appetite and digestion. Sweet such as Milk, butter, sweet cream, wheat, ghee (clarified butter), rice, honey. Sour such as Limes and lemons, citrus fruits, yogurt, mango, tamarind. Salty such as Salt or pickles. Bitter such as Bitter gourd, greens of many kinds, turmeric. Pungent such as Chili peppers, ginger, black pepper, clove, mustard. Astringent such as Beans, lentils, turmeric, vegetables like cauliflower and cabbage. South Indian Breakfast InSouthIndia, the breakfast consist of main dishes, such asidlis,vadas,dosas,uppuma, savorypongal, andchapatis. These are served with hotsambar, kurma ,vadacurryand at least one kind ofchutneyare the common items inTamilnadu. All the breakfast accompanied with a tumbler of filter coffee. South Indian Lunch/Dinner An everyday Tamil meal will have at least three to four courses, with rice serving as the staple. The food usually starts with the traditional paruppu andghee, this mix is eaten with rice which serves as an appetizer. Next to follow would be a kuzhambuorsambhar , which is mixed with rice, this is usually the main course. On leisure or festive days, we have at least two such main courses with one Kuzhambu in which there are many varity such as Puli Kuzhambu, Vatha Kuzhambu, currykuzhambuvariety and one Sambhar variety. Third to follow will be theRasam in which there are many varity such as paruppu rasam,tomatto rasam, nandu rasam they are mixed with rice, one usually eats this with crisps. The last of the courses will be rice with curd or yoghurt; this is usually taken withdifferent pickles such as mangopickle ,pundupickle,tomattopickel,erapickel,muttonpickel. With all the courses side dish is served throughout the meal, depending upon ones taste or choice,side dishes are constantly r epeated during any meal. As a last course, desserts are served. Finally guests moves to the living room which conclude the meal with banana and freshly madepaanconsist of betel leaves, betel nuts and lime. paan is considered as a digestive aid after long lunch. Typical Marrage food of Tamil cuisine groups dishes under four slightly overlapping categories. First the rice is served with various Kuzhambu,Sambhar,Paruppu,Rasam,Thayir,Kadaiyals. The second are the side dishes that accompany rice mixture such asKootu,Kari,Poriyal,Pickles,Papadsfall into this category.Thirs is the short snacks -vadai,chips,bonda,bajji,soups, variouschutneys,thayir pachadiand the likes belong to this category. The fourth category is rich sweet dishes that serve as desserts-Payasam,Kheer,Kesariand a plethora of Indian sweets belong to this category. Typical South Indian meal (Lunch or Dinner) will be served on a banana leaf. South Indian Desserts Indian desserts are unique very tempting and mouth watering. Whether Its summer or a winter ,South indian mithai is always too difficult for anyone to resist. A full traditional South Indian Meal is always incomplete without sweet dish like gulab jamun or kulfi or halwa. Below are some of the most famous recipes to tantalize your tongue. Badam Ka Halwa,Badam Kheer,Besan Burfi,Besan Laddo,Boondi Ka Laddoo,Coconut Burfi,Fruit Kheer ,Gulab Jamun, Jalebi ,Puran Poli , Rasmalai and many more. South Indian Drinks Coffeeis the most popularbeverage in South india. Coffee is a major social institution in Southern Indian Tamil tradition one can say a normal south Indian cannot live without drinking atleast one coffee a day. One of the Tamil traditional coffee is Chennai Filter Coffee and is unique in this part of the world. In South India people generally use gourmet coffee beans of the premiumPeaberryor the less expensive Arabica variety. The making of unique filter coffee is first the coffee beans are roasted and then powdered. Sometimes traditional people add chicory to enhance the aroma. They then use a filter set to separate the coffee powder dust, few spoons of powdered coffee, enough boiling water is added to prepare a very dark liquid which is called the decoction. A 3/4 mug of hot milk is added with sugar, a small quantity(depends of the people taste) of decoction is then served in Dabarah/Tumbler set which is a unique Coffee cup. Another popular beverage is strongly brewedteawhich is found in the thousands of smalltea stallsacross thestate of Tamil Naduand adjoining areas. Etiquette of Indian Dining As like in many cultures, eating and drinking are very important and widely respected across Indian culture, local customs, traditions, and religions. Etiquette varies in different cultures across India, in this paper we can consider the etiquette of Traditional South Indian culture. Use Of Cutlery Though Indian cooking uses variety of specialized utensils for various purposes, South Indians do not usecutleryfor eating , as many foods such as Indianbreadsandnon vegetarian curry are best enjoyed when eating with the hand. The traditional reason of eating with hands is: Food is divine and needs to be enjoyed with feel of touch, smell and taste. There is no joy in using a knife and fork to eat while eating. Eating with ones hands is a art that can be quite clean when it is done correctly, but may require a bit of practice. First, the hands must be washed properly, with particular attention paid to the fingernails. Traditionally having long fingernails in India is considered unhygienic. Using the fingers, the food should be scooped easily onto the flatbread such naan,roti, etc and quickly brought to the mouth. It is considered bad manner to let your food stain outside of your fingers or palm while eating and food should be eaten only with the tip of the fingers, though it is okay to use more of your hand. The plate is not to be touched and held by the left hand while eating. Not all the foods should be eaten with the hands, however. If the food is soupy, such asdaals, spoons   should be used 13.Additionally, foods such asricemay be eaten with spoons , in case of formal occasions as in a restaurant or in a buffet where food is not served on banana leaf. Traditional South Indian cutlery does not recognize the use of forks and knives while eating, limiting their use to the kitchen only. Spoons were used to eat rice in formal situation. Additionally, spoons are usually too used in a clasping motion and forks are commonly used to distribute foods from a communal dish, as it is considered very rude to touch the foods of others. Adapted cutlery use in India Amongst the upper class Indians, cutlery which has been adopted since Roman influence in the late 16th centuryis now in common use, the Romans exports of pepper lead to the introduction of cutlery in India. Amongst the upper class communities spoons and forks have been adopted from roman. Etiquette of hands The important rule of dining is to always use the right hand when eating or receiving food and never the left hand. The left hand is mostly considered as unclean, so it is advisable to use the left hand for cutlery to take food from the dish onto your plate. In rare occasion the use of the left hand is acceptable when eating onions and some other accompaniments. Only in some communities, it is now acceptable for left-handed individuals to eat with their left hands. Beef and Pork As Hindus in South India consider the cattle to be a sacred animal and beefis considered as taboo. Muslims consider thepigas uncleanand they do not eatpork, which is not generally used in Hindu cooking. Other Etiquette In formal situation, it is expected that everyone will wait for the host or the eldest person in which, the elder taking priority over the host to begin eating before everyone else starts. It is compulsory to wash their hands before sitting at the table as some South Indian foods are eaten by hand. It is not necessary to taste each and every dish prepared while eating, but you must finish everything served on the plate as it is considered a respect for served food. Echal (in Tamil Nadu), echil is a common belief in India. Echal is essentially, something which has come in contact with your mouth, your saliva or your plate while eating, something which is directly or indirectly came in contact with your saliva. It is considered as extremely rude and unhygienic to offer someone your Echal. However, not uncommon for spouses, or extremely close friends or family, to offer each other their Echal, and it is not considered as disrespectful under such circumstances. In fact, in some cases sharing Echal may be considered as a sign of closeness 13. As most of the South Indian foods are eaten with their hands, it is important to make sure that ones drinking glass should not become messy because it feels others uncomfortable. It is impolite to leave the table until others have finished or the host requests you. South Indian meals are served on a banana leaf so it must be cleaned with warm water. Vegetables must be placed on the top half of the leaf, and rice, sweets, and snacks on the other half of the leaf. The banana leaf should not be left open after completing the meal. It should be folded in such a way that the top half closes over the bottom half of the leaf. If the bottom half is folded over the top of the leaf, it is usually considered disrespectful, as this is done only in solemn situations in which one hopes it will not occur again, such as a death. References Steward, the (pb) By Dias. Books.google.com. Retrieved 2009-06-23. Chandra, Sanjeev; Smita Chandra (Feb 07, 2008). The story of desi cuisine: Timeless desi dishes.The Toronto Star. Indian food Indian Cuisine -its history, origins and influences. Indianfoodsco.com. Retrieved 2009-06-23. Louise Marie M. Cornillez (Spring 1999). The History of the Spice Trade in India. Foreign Influences in Modern Indian Cooking. Mit.edu. 1998-01-20. Retrieved 2009-06-23. History of Indian Food and Cooking. Inmamaskitchen.com. Retrieved 2009-06-23. Bot generated title ->. Veg Voyages

Bvaria

Even after university studies, it is not always easy for refashions to stay up-to-date and at the same time trust their existing expertise. Professionals also have to be prepared to switch Jobs, get used to new working environments and stay flexible. And finally they have to deal with high expectations and the pressure to perform. Of course there are different programmer to choose from at EVIL Wakening, and one student is different from another. But many of you aspire to become professionals often in an international context, and you will come across the situation as described above. Nice you all. So what else do you have in common? You will ark with other people (colleagues, clients, commissioners) and you have to relate to them in one way or another. That means communication is central. English is crucial: you now need to learn to use spoken and written English, so that it becomes natural to you to work and learn in that language. You will need to act professionally, that means you need to show certain professional behaviors and a ‘grown-up' attitude. Other people need to rely on you and your sense of responsibility.You have to learn right (career) choices in life, and do things as well as you can without underperforming or overstretching yourself. This is why we try to prepare you for a professional career, so that you can be confident that upon graduation, you a have more than sufficient skills and knowledge, as well as the right attitude, to work in such changing environments, whilst keeping your head cool. So that, wherever you are and wherever you work, you are aware of the things that you still need to learn, but also of the things that you are good at and that you can rely on.And that whatever happens, you are prepared to find out and communicate with other people about what is needed. Whether you are working as an employee or perhaps later, in more senior position, managing others. In more formal terms, the goal of working on your competences F and G is therefore to develop students' abilities to communicate and collaborate professionally in an international context, and to engage in a process of developing themselves professionally. This is done through a combined programmer of Mentoring, Training and English sessions. In the first two terms of year 1, we take the first steps towards that goal. 1. 2 General Content The study unit is offered through a combined programmer of Mentoring, Training and English sessions. Mentoring: Topics Performance and study progress of student Professional orientation Wellbeing of student Description Monitoring of study progress and support of the individual student in relation to her/ his personal and professional behavior and development. The mentor (a staff member from the Course Programmer) supports professional orientation: at the end of term 2 in the choice of major.Training: Communication, feedback (inch. Peer assessment skills) Teamwork, Task process and team process, exercises) Refle ction Planning work and study skills Three training sessions per term in order to start understanding the above mentioned topics and begin to demonstrate skills and use tools that are practiced in the sessions. English: pre-test level 82 CHEF vocabulary acquisition listening and reading Academic Purposes Description Six sessions per term in which students first do a preliminary test.Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please note that for the English sessions there is a separate annual. 2. Competences and Learning objectives 2. 1 Competence and level This study unit develops two very related competences, which are offered for students of all Bachelor programmer of EVIL in a generic way.Competence F: To communicate in an international setting Competence F is a very broad competence encompassing spoken and written English, developing skills such as listening, presenting, interviewing, writing, working in teams effectively. It is focused on communication in the professional international setting and at times this also touches on interpersonal (life) communication skills too: egg fleeting, giving and receiving feedback, cross-cultural understanding. At higher levels the practice and understanding of similar qualities may be repeated but in more complex situations, or in a different role, egg as a manager, advisor etc.Competence G: To develop professional behavior Competence G is all about learning to adopt an attitude needed for a professional: taking responsibility, performing according to your abilities and qualities, being able to adapt to the circumstances, including handling cultural differences. This includes knowing yourself well with your strengths and weaknesses, acting upon those nakedness egg by setting l earning goals for yourself. Again, the focus is on qualities needed for a professional attitude but these qualities are never far from more general life qualities, egg setting priorities, making choices.It is obvious that professional behavior is often very much integrated with communication (so with competence F) and therefore the two competences are usually mentioned together. In the first year of studies these competences are offered at level 1: Please be reminded that for the English sessions there is a separate manual. 2. 2 Learning objectives The objectives for this study unit (terms 1 and 2 of year 1) are as follows: Students show knowledge and understanding of interpersonal professional communication, and of the importance developing these competencies for their studies at EVIL.Students show reflection skills focused on their teamwork experience and begin to use different instruments to study effectively, to communicate and develop professionally. Students begin to feel at e ase with using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms. Level of English is based on the Common European Framework of Reference (CHEF), year 1: Bal for reading, listening, 2. Professional role The relevance of what students learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL. This includes how to get to grips with a task as a team. Besides teamwork, we also wish to train students in becoming reflective about the quality of their (team) work: how did it go? What was my role? What did others do? How could I do better next time? In many professional situations team work is a key feature of day to day work and by starting to do this early on, we intend to train students thoroughly.We use the same teams that work together on assignments for other study units. 3. Learning methods and Learning activities 3. 1 G eneral outline Generally speaking there are 3 methods of teaching and learning in the study unit Professional Behavior and Communication, and they complement each other. On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. Mentoring: Mentoring means the monitoring of your study progress and supporting you as an individual student in relation to your personal and professional behavior and development.The mentor is usually a staff member from your Course Programmer and will also support you in your professional orientation, for example at the end of term 2 in the choice of major. In the mentoring time, you have individual meetings with your mentor. In several cases you have to prepare yourself for such meetings, for example by writing something in advance and by placing it on your own digital space on Blackboard. Usually your mentor will meet her or his group of mentoring students (10 students) all tog ether, in the first or second week of each term.After that, 2 individual meetings will be held each term and you and your mentor have to arrange for this. Training: Each term, three training sessions (of 3 hours each) are held. These trainings are interactive group sessions, where a lot of communication skills and certain tools are being practiced and discussed, and real-life situations are simulated. Your trainer is a specialized communication trainer and he or she will not be afraid to challenge you ND invite you to go Just a little further than what you normally do. Trainings are often fun but of course it is all about very serious and real competences to be developed.In several cases you have to prepare yourself for your training, for example by self-study (reading or writing something in advance) and bringing examples from your own experience to the training room, and/or by placing something you have written on your digital space on Blackboard. English: programmer of self-study as instructed in the separate manual. At the beginning of the first term students do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes.Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please be reminded that for English there is a separate manual. 3. 2 Supporting lessons Mentoring programmer Term 1 1 . Plenary introduction to BBC by the co-ordination: What is BBC, meaning of competences F Pathway of year 1 focusing on BBC Important tips (use of your digital space on Blackboard, prepare for your sessions) 2. Group meeting with your mentor: Getting to know your mentor and each other Submitting your c.v. and portrait 3.Two (2) individual meetings with mentor: Discuss progress and difficulties: study skills, team work Term 2 4. Study Abroad Event in week 1 5. Group meeting about c hoice of major and placement (with mentor or otherwise) 6. Two (2) individual meetings (or 3 very short ones) with mentor: Discuss results of first term, discuss reflective report written for assessment term 1 Discuss progress and difficulties: study skills, team work Training sessions 1 . Introduction to communication and Team work l: What is communication and why is it so important?What is the scope that we have in these trainings? What is Team work? The 3 aspects of team work: Product (or task), Task process, Team process. In this term we'll focus on Task process: the ‘hardware' of the collaboration process, or the procedures and steps involved. Practicing with task process (exercise in class). How to make sure to use this in your term team assignment? 2. Study skills: Discussing and practicing different skills: Planning, preparing, reading books, writing an action plan, summarizing, repeating, asking questions. Discussing experiences with teamwork during the term.Tips for improvement. 3. Reflection I and Practice for assessment: What is reflection and why should we reflect? Report. Practicing the procedure for the assessment. Term 4. Teamwork II: Looking back in plenary on Task process in 1st term. Lessons learnt Repeating 3 aspects of Team work, now focus on Team process: the ‘software' of collaboration. Exercise with team work, focusing on team process 5. Face to face communication skills: Discussing and practicing different skills: listening, summarizing, asking questions, rephrasing, non-verbal reactions.Feedback: rules of giving and receiving feedback, Shari window. 6. Preparing for a Personal Development Plan: Using a format for a PDP Formulating SMART: what is it, why is it important. Practicing the use of the format in a SMART way English sessions Be reminded that for English there is a separate manual, giving you all the details of the lessons and preparations needed. 3. 3 Assignments On Blackboard you will find an overview of differen t activities related to the first and second term of BBC under the name Timeline BBC.In this ‘Timeline' you also find products that we expect you to submit or upload on your digital space in Blackboard. In summary the assignments for mentoring and training (not including English) are as follows: Week 1 – Initial choice of major – for mentor, major co-ordination and programmer co- ordination. Week 2 – Submit your c.v. and portrait by uploading on your digital space on Blackboard – for mentor. Not marked Week 8/9 – Write reflective report for assessment. Exact deadline to be communicated by trainer. Upload on Blackboard – for assessor to be marked, also visible for mentor. Term 2End of week 8 – Write and submit Personal Development Plan including initial choice of major and an image of your ‘dreamed' first placement. Upload on Blackboard – for mentor, also visible for trainer. Not marked, but will be subsequently disc ussed with mentor at the beginning of term 3. In addition to the above, you are strongly advised to prepare for the individual mentoring meetings by thinking about how you are doing study-wise, what needs your special attention, what should be discussed with the mentor, This may also include writing down a number of points. 4. Examination 4. 1 General outlineFor this study unit, two partial examinations are organized, WAGE PAW (40%) and WAGE PAW (60%), together providing the final grade for this study unit. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). Examination in term 1 Type of assessment: team meeting (week 7 or 8), individual written paper (week 8/9) In week 7 or 8 a team meeting is organized for the team that worked together during term, under guidance of the trainer, in which a ‘peer assessment' is carried out, with a duration of 45 minutes total. Immediately before this team meeting, students get 30 minutes to prepare individually.The peer assessment discusses task process (procedures, road map, methods) and team process (task sharing, team meeting skills, communication skills). Afterwards, at home, students write an individual reflection paper (based on a format) about teamwork during the term and taking on board the feedback from peers. Paper is marked. The procedure of the peer assessment will be practiced during one of the training sessions. WAGE PAW â€Å"Writing a formal paper† Examination in term 2 Type of assessment: written exam The written assessment takes place in a computer room on a stand-alone computer, o students can only use Word.Students are allowed to bring dictionaries and grammar reference books, which are clean (no notes inside) and may be inspected by the supervisor. Students get a writing assignment at the start of the assessment and then write a paper (memo, letter, report, proposal, essay) of about 350 words in 120 minutes. Topic of the paper is only known in the exam room. Paper is assessed on English proficiency using criteria such as accuracy of grammar and vocabulary, mindfulness of organization and structure of paragraphs, and awareness of style and audience. 4. 2 Criteria and gradingWAGE PAW â€Å"Reflecting on team work† Bottom mark: 5 Weighing: 40% Marking criteria: Student is capable of writing a 750-1000 words reflective paper, in which the opinions of others are compared with those of self. Student uses the offered format for reflection. Student selects relevant situations and can formulate appropriate reflection questions about these situations. Student draws conclusions and lessons learnt. Weighing: 60% Students can write an accurate, formal paper Students start becoming aware of and are capable of applying basic rules of paragraphing and layouts of different types of professional and academic comments.Students start becoming aware of differences in formal and informal writing styles Students start increasing their corpus of active vocabulary in both writing and speaking. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). 4. 3 Resist A partial examination has to be retaken when the grade is lower than 5. When both partial exams are 5 or higher but the weighted average is lower than 5,5, the student can choose which exam to resist. Both partial examinations can be retaken in the term following the normal assessment moment.

Effects on Relationships Among Adolescents Essay

Chyril Lou T. Caià ±a February 6, 2013 BSAC-I-ACA 9:21AM Area Exposure I interviewed a woman whose age is 43, single, from Isla Puntod Balulang. She survived the Sendong tragedy with the help of God as well as other people around her. She has many relatives as well as cousins who survived the sending tragedy and luckily no one died in her family when the tragedy occurred. The basic information she gave was that because of the hanging bridge many of her cousins as well as herself survived the occurring tragedy while her clothes as well as the others were already wet and dirty. The tragedy started at about 9:00 in the evening she said when water levels were increasing up to the calves and were at a safety zone at 2:00 AM and there she and the group of survivors were taken to Xavier heights for immediate recovery as well as shelter. Her life before the tragedy was easier she said as well as the way she will cope up in order to forget the tragedy is to work hard and start a new life with the blessings God gave her as well as the help that was given to her as well. She also said that if it had not been for the dog that was scratching her face she would’ve been dead because she was asleep sadly the dog died in the tragedy that saved her. Now that I have heard her story as well as understood what she experienced I now have the insight that the cause of grief and sadness is not because of God but the way we act according to our ways as people living right now because we people take for granted what God has given as such as nature and the living things living in and with nature. We people corrupt because of greed and other vices and sins and because of this some suffer and if not all of us. While it is unbecoming for us to be more and more undisciplined because of today’s present situation as well as continuing distress and poverty of our country’s people we must shed light to the truth in order of us to be saved as well as learn how to become more humanly as well as more understanding and caring for each individuals needs as well as our environment by starting to be more aware of what will happen if we don’t pick up our trashes and garbage’s and recycle them properly. For it has been stated in Isaiah 45:7† I form the light, and create darkness: I make peace, and create evil: I the Lord do all these things.† What it means for me is that this correlates to God’s people being obedient thus God rewards them with prosperity and blessings as well as if the people as disobeying God’s commands as well as his teachings then God will give way to disasters and strife if we disobey and continue with our disobedience with him. For we people are the stewards of God’s creation and we must do what we can to save ourselves as well as the world.

Ethics Of The American Nurses Association - 958 Words

Ethics in My Major To understand what ethics are in your major and career, you must first know and understand ethics. According to the Oxford dictionary, ethics are defined as, â€Å"moral principles that govern a person s or group s behavior†(â€Å"Oxford Dictionary†). In this case, that group of people are nurses. You must then realize where to find your code of ethics for your particular career. For nursing, the â€Å"American Nurses Association† is a source that can be referred to. The American Nurses Association has released a documentation with the â€Å"nine provisions† outlining the code of ethics for nurses along with case examples to live by. Provision one states, â€Å"The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person.† This provision does not mean you have to love every patient like you would your best friend, but it does mean you respect them enough to give them the le vel of care that you would want. The second provision states, â€Å"The nurse’s primary commitment is to the patient, whether an individual, family, group, or community.† When a nurse is dealing with groups or persons, a nurse is going to deal with the idea of justice. Sometimes, resources can be limited and a nurse will have to deal with how to manage or distribute those resources. Another Issues that can arise with this code of ethics is when a patient’s wishes do not align with the care. It is the nurse’s duty to work with the patient to resolveShow MoreRelatedThe American Nurses Association Code Of Ethics922 Words   |  4 Pageswill have to break an ethical responsibility. The American Nurses Association Code of Ethics established the ethical standard for the profession and provides a guide for nurses to use in decision making. The code includes provisions as well as principles that serves as a guide that nurses must follow in order to make the right choices at critical times. 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