1) The document summarizes Myra Levine's Conservation Theory, including biographical details of Levine and descriptions of the foundations, components, and principles of the theory. 2) The theory focuses on adaptation, conservation of energy, structure, personal integrity, and social integrity to maintain wholeness. 3) The components include adaptation, conservation, wholeness, and the relationships between health, person, environment, and nursing.

1. SEMINAR
ON
LEVINE’S CONSERVATION
THEORY
PRESENTED BY
SIMRAN
MSC.N 1ST YR
UCON, FDK

2. LAYOUT
• Inrtoduction of theorist
• Educational achievements
• Foundations of clinical nursing
• The composition of the conservation model
• Components
• Principals of conservation
• Levine’ theory and nursing assessment
• Case study
• Work and characteristics of the theory
• Utility of the theory in nursing
• Limitations
• Comparison of the theory
• Research input

3. INTRODUCING THE THEORIST
• Myra Levine was born in
Chicago in 1920. and was
raised with a sister and a
brother with whom she shared
a close relationship. She was
also very fond of her father,
who was a hardware man. He
was often ill and frequently
hospitalized with
gastrointestinal problems and
died on March, 20, 1996.

4. EDUCATIONALACHIEVEMENTS OF
THE THEORIST
• Levine began attending the University of Chicago
but choose to attend Cook County School of
Nursing when she could not afford the university.
Being in nursing school was a new experience for
her; She called it a "great adventure". She
received her diploma from Cook County in 1944.
• She received her Bachelor of Science degree
from the University of Chicago in 1949
• She did her Master of Science in nursing from
Wayne State University in 1962.

5. CONTD….
• She had clinical experience in the operating room
and in oncology nursing She was a civilian nurse at
the Gardiner General Hospital; Director of Nursing
at Drexel Home in Chicago; Clinical Instructor at
Bryan Memorial Hospital in Lincoln, and
Administrative Supervisor at University of Chicago
Clinics and Henry Ford Hospital in Michigan.
• She was Chairperson of Clinical Nursing at Cook
County School of Nursing and a faculty member at
Loyola University, Rush University, and University
of Illinois.

6. CONTD…
• She was a visiting professor at Tel Aviv University in
Israel and Recanti school of Nursing at Ben Gurion
University of the Negev in Beer Sheeva, Israel.
• She was Professor in Medical Surgical Nursing,
University of Chicago; a Charter Fellow of the
American Academy of Nursing, and a member of
Sigma Theta Tau International, from which she
received the Elizabeth Russell Belford Award as
distinguished educator. She received an honorary
doctorate from Loyola University in 1992

7. FOUNDATIONS OF CLINICAL NURSING
• In discussing the first edition of her book, Levine said: "I
decided against using" holistic in favour organismic,
largely because I thought that it was the proper
description of the way the internal environment and the
external environment were joined in the real world.
Levine's original reason for writing the book was to find
a way to teach the foundations nursing that would focus
on nursing itself and was organized in such a way of that
students would learn the skill as well as the rationale for
it. informed by other disciplines, what is the integrated
system, the interaction of systems creating the sense of
well-being, energy exchange at the organismic level and
at the cellular level, perception of self, the effect of space
on self perception, and the circadian rhythm.

8. THE COMPOSITION OF THE
CONSERVATION MODEL
• As an organizing framework for nursing practice, the
goal of the conservation model is to adapt and
maintain wholeness using the principles of
conservation. The model guides the nurse to focus on
the influences and responses at the organismic level.
• The nurse accomplishes the goals of the model
through the conservation of energy, structure, and
personal and social integrity. Interventions are
provided to improve the patient's condition
(therapeutic) or to promote comfort (supportive)
when change in the patient's condition is not
possible. The outcome of the interventions are
assessed through the organismic response .

9. COMPONENTS OF THE
CONSERVATION MODEL
• The components of the Levine's theory
are: -
• Adaptation
• Conservation
• Wholeness
• Health person environment and nursing

11. Adaptation
• Adaptation is the process whereby the patient
takes integrity within the realities of the
environment. Every individual has a unique range
of adaptive responses. These responses will vary
based on heredity, age, gender, or challenges of an
illness experience. For example, the response to
weakness of the cardiac muscle is altered heart
rate, dilation of the ventricle, and thinning of the
myocardial muscle. Although the responses are the
same, the timing and the manifestation of the
organismic response (pulse rate) will be unique for
each individual

12. Characteristics
• 1. Historicity: Adaptation is a
historical process, responses are
based on past experiences, both
personal and genetic
• 2. specificity; Each system has very
specific responses

13. 3. Redundancy
• Redundancy describes the notion that if one
system or pathway, it is unable to ensure
adaptation,, then another pathway may be able to
take over and complete the job. This may be
helpful when the response is corrective (e.g., the
use of allergy shots over a lengthy period of time
to diminish the effects of severe allergies by
gradually desensitizing the immune system).
However, redundancy may be detrimental, such
as when occurred previously failed responses are
reestablished (eg, when autoimmune condtitions
causes a person's own immune system to attack
previously healthy tissue in the body).

14. 4. organismic response
• A change in behavior of an individual during
an attempt to adapt to the environment
Individual help to protect and maintain their
integrity.
• A. Response to fear (flight / fight response)
The most primitive response is the
physiological and behavioral readiness to
respond to a sudden and unexpected
environmental change. It is an instantaneous
response to a real or imagined threat.

15. CONTD….
• B. Inflammatory response: The second level of
response is intended to provide for structural integrity
(as a defense against noxious stimuli) and the
promotion of healing
• C. Response to stress The third level of response is
developed over time and influenced by each stressful
experience encountered by the patient. If the
experience is prolonged, the stress can lead to
damage to the systems.
• D. Perceptual response: - The fourth level of
response involves gathering information from the
environment and converting it to a meaningful
experience

16. PRINCIPLES
• Consevation of energy.
• Conservation of structural integrity
• Conservation of personal integrity
• Conservation of social integrity

17. 1. Conservation of energy
• Energy conservation is dependent on
the free exchange of energy with the
internal and external environment to
maintain the balance of energy
supply and demand. eg. Availability
of adequate rest Maintenance of
adequate nutrition

18. 2. Conservation of structural
integrity
• Conservation of structural integrity is
dependent on an intact defense system
(immune system) that supports healing
and repair to preserve the structure and
function of the whole being, e.g.Assist
patient in ROM Exercise, Maintenance of
patient's personal hygiene

19. 3. Conservation of personal integrity
• The conservation of personal integrity
acknowledgment of the individual as one
who strives for recognition, self-
awareness, humanness, selfhood, self
determination e.g. Recognize and protect
patient's space needs.

20. 4. Conservation of social integrity
• The conservation of social integrity recognizes
the individual as a social being who functions in a
society that helps to establish boundaries of the
self. The value of the individual is recognized,
together with an appreciation that the individual
resides within a family, a community, a religious
group, an ethnic group, a political system, a
nation and a global world e.g.
• Avoid sensory deprivation
• Provide support and assistance to family

21. WHOLENESS
• Exist when the interaction or constant
adaptations to the environment permits the
assurance of integrity.
• Levine (1973) stated that a condition of health
wholeness, exists when the interaction or
constant adaptations to the environment, allows
ease of assurance of integrity in the dimensions
of life, "This continuously dynamic, open
interaction between the internal and external
environment provides The basis for holistic
thought the view of the individual as a whole

22. HEALTH, PERSON,
ENVIRONMENT AND NURSING
• Health Health and disease are patterns of adaptive
change From a social perspective, health is the ability to
function in social roles. Health is an individual response
That may change over time to response to new
situations, life challenges, aging, or social, political,
economic, or spiritual factors.
• The goal of nursing is to promote health. Levine clarified
what she meant by health as "... the avenue of return to
the daily activities compromised by illness. It is not only
the insult or the injury that is repaired but the person
himself or herself. It is not merely the healing of an
affected part

23. CONTD…..
• Person: The person is a holistic being
who constantly strives to preserve
wholeness and integrity and one who is
sentient, thinking,future oriented and past
aware. The wholeness of the individual
demands that the individual life has
meaning only in the context of social life.

24. CONTD…
• Environment completes the wholeness of the
individual. The individual has both an internal
and external environment. The internal
environment combines the physiological
pathophysiological aspects of the individual and
is constantly challenged by the external
environment.
• The external environment includes factors that
impinge on and challenge the individual. The
environment as described by Levine (1973) was
adapted from the following three levels of
environment identified by Bates (1967).

25. CONTD…..
• The perceptual environment includes aspects of the world
that individuals are able to seize or interpret through the
senses. The individual "seeks, selects, and tests information
from the environment in the context of his definition of
himself, and his defending his/her safety, his identity, and
in a larger sense, his her purpose".
• The operational environment includes factors that may
physically affect individuals but are not directly perceived
by them, such as radiation, microorganisms, and pollution.
The conceptual environment includes the cultural patterns
characterized by spiritual existence and mediated by
language, thought, and history. Factors that affect behavior,
such as norms, values, and beliefs, are also part of the
conceptual environment.

26. CONTD…
• Nursing is "human interaction" "The
nurse enters into a partnership of human
experience where sharing moments in
time some trivial, some dramatic leaves
its mark forever on each patient". The
goal of nursing is to promote adaptation
and maintain wholeness (health).

27. LEVINE'S THEORY AND
NURSING ASSESSMENT
• It includes the following: -
• Assessment
• Trophicognesis
• Hypothesis
• Intervention
• Evaluation

28. Assessment
• Collection (through observation and interview) of
challenges to the intemal and external environments.
• The nurse observes the patient for organismic
responses to illness, reads medical reports, evaluates
results of diagnostic studies, and talks with patients
and their families (support persons) about their needs
for assistance.
• The nurse assesses for physiological and patho
physiological challenges to the internal environment
and the factors in the perceptual, operational, and
conceptual levels of the external environment that
challenge the individual.

29. Trophicgnosis (diagnosis)
• Nursing diagnosis gives the provocative
facts meaning.
• The nurse starts the provocative facts in a
way that provides meaning to the patient's
predicament.
• Judgement is made about patient’s needs
for assisstance.

30. Hypothesis
• Direct the nursing interventions with the
goal of maintaining wholeness and
promoting adaptation. Nurses seek
validation of the patients' problems with
the patients or support persons.
• The nurses then propose hypotheses
about the problems and the solutions,
such as these and become the plan of
care.

31. Interventions
• Test the hypotheses. Nurses use hypotheses to
direct care.
• The nurse tests proposed hypotheses and designs
based on the conservation principles: conservation
of energy, structural integrity, person integrity and
social integrity.
• Interventions are not required but are determined
to be mutually acceptable. The expectation is that
this approach will maintain wholeness and
promote adaptation.

32. Evaluation
• observation of organismic response to interventions,
The outcome of hypothesis-testing is evaluated by
organismic response that means the hypotheses are
supported or not supported.
• Consequences of care are either therapeutic or
supportive :
• Theraputic measures improve the sense of well being
• Supportive measures provide comfort when the
downward course of illness can not be influenced.
• If the Hypotheses are not supported. The plan is
revised and new hypotheses are proposed.

33. Case Study
• Mrs. Jones is a 45 yrs old women with
breast cancer, she has been admitted to
the hospital for a bilateral
mastectomy.Mrs. Jones is married, but in
the process of getting a divorce, she is the
mother of 2 children and has not been in
the work forces out of the home for
several years.

34. Levine’s Theory Example
Assessment  Personal Integrity:Body image
disturbance ;Inability to care for
children
 Structural Integrity; Wound
healing,weakness
 Social integrity:Potentially strained
relationship with society.

35. Trophocgnosis  Pain
 Mobility
 Wound management
 Potential low self
esteem

36. Hypothesis  Teaching: wound care,follow
up treatment
 Explore need for assistance
with home needs to help
with children
 MSW consult for divorce
and/ cancer suppoet group

37. Interventions  Explore body image
 Discuss the need for assistance at home
 Provide privacy dignity and respect
 Wound care
 Nutritional care
 Labs
 Concurrent treatment
 Physiological response to concurrent
treatments
 Pain management
 Allow for frequent rest periods
 Activity as tolerated
 Monitor vital signs

38. Evaluation  Fight/Flight: are vital signs
acceptable; assess for effective coping
mechanism
 Inflammatory response:Is the wound
healing :review and assess labs
 Response to stress:assess nutritional
intake:review interactions with
significant others
 Perceptual awareness: How is the
patient adapting to her new body
configuration: is she seeking
knowledge for follow up care?

39. LEVINE’S WORK AND
CHARACTERSTICS OF THE THEORY
1. Theories can interrelate concepts in such a way
to create a different way of looking at a
different at a particular phenomenon.
Levine has incorporated concept of adaptation,
conversation, integrity in a way that provides a
different nursing views
2. Theories must be logical in nature Levine 's
work is logical. One thought or idea flows from
the previous one and into the next.

40. • 3. Theories should be relatively simple and
generalizable.
• There are only three concepts in Levine's
theory. This is the essence of simplicity. The
theory is generalizable as it can be used in
any setting with any human being who is
suffering and willing to seek assistance from
a nurse.

41. • 4. Theories can be the basis for
hypotheses that can be tested. .
• Levine's idea can be tested.
• Hypothesis can be derived from them.
• Research has been conducted to test these
hypotheses.

42. • 5. Theories contribute to and assist in increasing the
general body of knowledge within the discipline
through the research implemented to validate them. .
• Research has been conducted using Levine's theory that
you have contributed to the general body of knowledge.
• 6.Theories can be used by the practitioner to guide
and improve their practice.
• Levine developed her work to teach nursing students.
She had a practice-oriented approach in doing so.
• Areas of nursing practice that have been reported in
literature include the homeless; patients with burns,
CHF, chronie pain and epilepsy; clinical settings
including critical care, child care and long term care.

43. • 7. Theories must be consistent with
other validated theories, laws and
principles but will leave open
unanswered questions that need to be
investigated.
• Levine's ideas seem to be consistent with
other theories, laws and principles
particularly those from the humanities
and sciences

44. UTILITY OF THE THEORY IN NURSING
• In nursing practice
• Nursing actions and interventions should aim to conserve
4 areas of integrity:
• Energy: - The nurse will foster balance Between energy
output and input to avoid excessive fatigue
• Support adjustment to changes in living situations (ie
SNF)
• Improve nutritional status or Control pain and anxiety
• Reduce patient activity when appropriate.
• Promote exercise.
• rehabilitation within the patient's abilities, limitations
and comfort.

45. Physical Integrity
• The nurse will help to maintain or restore the patient's
body structure by preventing physical breakdown and
promoting healing
• Precautions in infection and injury prevention
• Promote mobility
• Early ambulation to prevent complications of rest or Assist
in adaptation to decreased mobility Maintain
musculoskeletal integrity through ROM exercises
• Maintain venous integrity through use of compression
therapy and / or TED hose
• Maintain skin integrity (early detection and management
of disease processes conserve structural integrity)
• Positioning

46. Personal Integrity:
• The nurse will help maintain or restore the patient's sense
of identity and self-worth, acknowledging uniqueness of
the patient
• Respect one's privacy and property
• Support personal choice
• Enhance self-esteem through good hygiene and dress
• Foster independence
• Loss of independence negatively affects pride and self-
identity.
• Provide knowledge and support, but encourage patient to
maintain independence
• Promote appropriate coping mechanisms
• Exercise

47. Social Integrity
• The nurse will foster awareness that the patient
is a social being Who interacts with others in
their social environment.
• Promote meaningful social activities and outings
• Encourage family support & education
• Promote family participation in care
• Foster patient interaction with others
• Promote healing to restore patient's mobility
• Promote exercise to increase patient's ability to
socialize

48. In nursing research
• Principles of conservation have been
used for data collection in various
researches
• Many research questions can be
generated from Levine’s Model.
• Several graduate students use
conservation principles as a
framework for their research

49. In nursing education
• Levine wrote a textbook for beginning students that
introduced new material into curricula
• Conservational model has been used as guidelines
for curriculam development
• Introduction to Clinical Nursing provides an
organizational structure for teaching medical -
surgical nursing to beginning students, in both the
1969 and 1973 editions.
• Teachers' manual written to accompany the text
remains timely source of education principles That
might be helpful to beiginning teachers as well as
seasonsed teachers

50. LIMITATION OF THE THEORY
• The major limitation is the focus on individual
in an illness state and on the dependency of
patient –
• Nurse has the responsibility to determine the
patient's ability to participle in the care, and if
the preception of nurse and patient about the
patient’s ability to participate in care do not
match, this miamatch will be an area
of ​​conflict.

51. Comparision of Levine’s theory with
other theories
• The NSM introduced by Betty in 1971, Known as
identification stressors and management stress
model. The aim of model was to promote the
stability (health) in individual. This model is
considered unique in nature as it uses the knowledge
from various disciplines. The important one
includes, general system theory which reflects the
nature of living organism as an open system, but
also incorporates knowledge from Selyes stress
theory, Gestalt theory: of homeostasis, deChardin
Philosophy wholeness of life and Caplan's
Conceptual Model of Primary, Secondary and
Tertiary Levels of Prevention.

52. • NSM perspective is based on assumptions that are enclosed
in four nursing paradigm these are person, environment,
health and nursing. NSM perspective focused to assess
stressors with its degree of reaction and promote health by
using three level of prevention as nursing intervention. The
central view starts from wholeness of person (consist of
individual, family or community group) represent within
boundaries of defense circles. Of these boundaries outer one
is flexible line of defense (FLD), next to this is normal line
of defense (NLD) following this there is line of resistance.
Each of these boundaries viewed as a composite of
physiological, psychological, sociocultural, developmental
and spiritual variables. The function of these boundaries is
to protect person from environmental stressor as person is
constantly interact environmental stressors consist of intra,
inter and extra-personal.

53. CONTD….
• Then environment viewed as internal, external and
created. Health is denoted as stability, considered as
dynamic in nature which can be achieved by
successfully adjusting to environmental stressors.
On other hand system is challenged by
environmental situation despite of using energy in
other means the three types of defense lines that
exist around client, considered as protective barriers
fails to protect system from stressors. The state then
recognized as illness, which can be reconstituted by
using of three level of prevention as nursing
intervention that are used to strengthen the three
lines of defense

54. compare and contrast for NSM and LCM
• After review ,now this section will compare and contrast
these models from the perspective of background, nursing
goal, major concepts including nursing intervention.
Starting from the background, both the models are
developed by American nurses who had different
background. Levine was from medical surgical and Betty
Neuman belonged to psychiatric nursing. Both model
published in 1973. And both used the knowledge from
various disciplines, in which Selyes stress work is common.
Including all above, both model set to achieve goal of health
for individuals, families, communities, and populations at
large using some simmilar and some different concepts,
pattern of assessment and nursing interventions. Coming
towards major concepts it is observed from literature ,that
LCM consist few simple concepts but NSM comprise of
many complex concepts ..

55. Wholeness
• Both, NSM & LCM uses the concept of wholeness
very explicitly attaching with component of person,
environment, health, and nursing.
• Within NSM wholeness in connection to person
viewed in link of following variables
physiological, consist of structure of body and its
function
psychological, comprise of mental processes and
internal and external environmental effects, socio-
cultural, and include cultural aspects
developmental, seen with stages of ages
spiritual beliefs and influences.

56. • In contrast LCM considers person as complete whole in the
view of physiological variable only. But also includes patho-
physiological condition as an assessment indicator.
• Following this Neuman and Levine both also see wholeness
as a product of internal and external environmental
interactions. This means all individuals are constantly
interacting with internal and external environment and
adjustment with its challenges, keeps person integrated
whole, and failure takes person towards illness.
• NSM include five variable, therefore it is believed that this
model allow for comprehensive assessment. Opposite to this
LCM focus on physiological including path- physiological
condition, seems simple but set limitation and may leaves
gaps in assessment.

57. Conservation
• NSM take energy conservation concept viewed as a
process of helping in promoting wholeness but
presented in an implicit way using the term
negentrophy and does not stand as central idea. In
NSM energy and conservation of energy refers
person's genetic makeup, strength and weakness and
maintained in view of line of defense. Neuman 2002,
1995, 1989, 1982) cites negentrophy [is] a process
of energy conservation (Alligood, & Tomey 2010,
p.312). The characteristic of variable can boost the
energy sources. But it could deplete if line of
resistance fail to protect the basic energy resources,
which may cause illness consequently death.

58. CONTD….
• Comparing to this in Levine model conservation concept
appear as central phenomenon and it forms bases for its
framework. Todaro-Franceschi (2001) state Levine defines
conservation as "keeping together". She use these words as she
see person as patient who requires help to store energy.
Furthermore Levine (1967) cites that all of fundamentally life's
processes dependent upon the production and expenditure of
energy (Todaro-Franceschi, 2001). Furthermore Levine
believes safeguard of energy sources is necessary to maintain
the integrity of individuals and consequently health. To make
its implication simple Levine gave four principle of
conservation; these include conservation of energy, structural
integrity, personal integrity, and the social integrity (George,
2002). Although both the model sees conservation of energy in
deferent way, do invites nurse to study the characteristic of
energy provide guide to plan appropriate activities for its
conservation.

59. Adaptation
• NSM talk about adaptation process implicitly embedded with wellness
and illness concepts. Which in NSM depend upon the level of
penetration of environmental stressors (Alligood & Tomey, 2010) As
George (2002) says when client interact with environment produce
response to stressor help to adapt or control stressor. Adaptation is
process which occurs with the help of line of defense. There are three
level defense network laid around the person to protect the penetration
of stressors. Among these first outer line is called flexible line of
defense (FLD), which provide protection to normal line that is second
outer line in case of stressors attack. Lacks of nutrition, fatigue or
daily stress are the circumstances that make FLD to come in action.
The second line is normal line of defense (NLD) that lies under the
protection of FLD symbolize the normal wellness level of the client
system. This line is consisting of coping patterns, lifestyle factors,
developmental, spiritual, and cultural matter influences. If the NLD is
been attacked by environmental stressors, the LOR are activate to
protect the basic structure. (Alligood, 2010).

60. CONTD…
• On other hand in Levine model the adaptation is
second most central phenomenon of LCM and
Levine (1966) states any processes that ascertain
stability for life are regard as adaptations and
George (2002) highlights that the conservation
depend of process of adaption. Successful
adaptation promotes health whereas failure of
adaption introduces illness. For this situation
LCM considers nursing to play role to promote
adaptation (Alligood, 2010).

61. CONCLUSION
• By comparing the perspective of NSM and LCM it
has been learnt that both theorist focus on
achievement of health through using uniqueness
methodologies. Despite using different concepts
and framework, these theories guide for nursing
assessment and intervention. Moreover this
comparison explains that the NSM is broad and
provide rich content for comprehensive assessment
and nursing care. On other hand LCM appear with
energy conservation focus. From all this it is gained
that nurse needs to understand explicit and implicit
concepts of theoretical framework to assess and
plan efficient nursing interventions

62. Research input
• Evaluating nurse staffing patterns and
neonatal intensive care unit outcomes using
Levine's conservation model of nursing
• Aims To explore the influences of intensity of
nursing care and consistency of nursering
caregivers on health and economic outcomes
using Levine's Conservation Model of Nursing as
the guiding theoretical framework .
• Background Professional practice nursing
models are increasingly being used although
limited research is available on their efficacy

63. Contd…
• Method A structural equation modeling approach
to the influence of intensity of nursing care direct
care by professional nurses and patient-nurse ratio)
and consistency of nursing caregivers on morbidity
and resource utilization in a neonatal intensive care
unit (NICU) setting using primary nursing
• Results Consistency of nursing caregivers served
as a powerful mediator of lengh of stay and the
duration of mechanical ventilation, supplemental
oxygen therapy and parenteral nutrition. Analysis
of nursing intensity indicators revealed that a mix
of professional nurses and assistive personnel was
effective

64. Conclusions
• Providing consistency of nursing
caregivers may significantly improve
both health and economic outcomes. New
evidence was found to support the
efficacy of the primary nursing model in
the NICU

65. Implications for nursing
management
• Designing nursing care delivery systems
in acute inpatient settings with an
emphasis on consistency of nursing
caregivers could improve health
outcomes, increase organizational
effectiveness, and enhance satisfaction of
nursing staff, patients, and families.

66. REFERENCES
• George B. Julia’s, Nursing Theories- The basis for
professional Nursing Practice, Edition 3rd
Norwalk, Appleton & Lange, pp. 195- 205..
• Parker E Marylyn, Nursing Theories and Nursing
Practice,edition 2nd, F A Deviscompany. 102-108.
• Soni Samta’s Text book of advance nursing
practice, edition 2nd, Published by jaypee
publishers Pages 338-334.
• nursingtheories.blogspot.com

67. Summarization
• Intoduction of theorist
• Educational achievements
• Foundations of clinical nursing
• The composition of the consevation model
• Components
• Principals of consevation
• Levine’ theory and nursing assessment
• Case study
• Work and characterstics of the theory
• Utility of the theory in nursing
• Limitations
• Comparision of the theory
• Research input