The Child

Task 3 AC 3. 1 ? Attachment needs: By knowing the background of a child, having a good relationship with his/hers parents/carers and learning about the child’s interests all adds to aid the bonding. Each child is allocated a key worker but all staff should be able and available to engage with a child. Listening to them, builds the trust and confidence they will have with you and therefore are more likely to come to you with any problems or concerns e. g. child in nursery has quite a distressing time when his parent leaves him so (whenever possible) the same member of staff always greets him, helps him sort out his bits and bobs and then takes him to the modelling table (his favourite thing). Over time his has helped him with his negative reaction to being left. This routine is also beneficial if that member of staff is not available as another staff member can do the same things. ? Supervision: A child needs to learn and explore so we need to always be mindful of Risk V Challe nge. The opportunities must be there but in a way that does not endanger the child e. . Children should be given the opportunity to use the P. E equipment but staff must keep an eye and mats must be placed on the floor. If supervision is lacking a child could have accidents. Staff must always remember that they’re role models, also a good home/school link is again important as home background may have an impact on a child’s behaviour ect. By being aware of anything that is wrong at home e. g. Neglect and can put the welfare of the child in rectifying the problem. ? Safe arrival and Departure: With both arrival and departure staff, need to be warm and friendly to both children and parents/carers.The children need to see a good relationship between home/school to help reinforce their feelings of safety. By getting parents/carers in this way they’re more likely to have a word if there is anything going on at home e. g. a parent took met outside to explain a family pet had died and their child may be a bit tearful. This then allowed us to keep an extra eye on them and be ready to talk about it when the child wanted to. At departure time it is important for staff to be well informed on who is able to collect the children e. g. there may be a court order disallowing a parent from collecting the child.It is also important to keep a register in both am and pm sessions in case of emergencies (headcount) and it is a good way to keep check on regular absentees which may give a cause for concern. ? Outings: There are many things to consider when taking children on outings. Prior to any outing parent/carers must know and a permission slip is required for every child. A risk assessment must be done, the route planned and all relevant insurances must be up to date. Extra staff or volunteers will probably be required along with a qualified first aider. On the trip itself staff need to know that they have a list of emergency contact numbers.All staff need to know of any allergies or medical conditions. Head counts must be done on a regular basis – double checking each time. At our setting all the children would also be wearing a high visibility jacket as well. ? Play opportunities: In order to help protect and child’s safety and well being and to prevent a setting from being over crowded there is a minimum space ratio for every child i. e. 3-5 year olds: 2. 3 square meters of space per child. Children need to go outside every day (weather permitting) and if the setting does not have an outside area there must be on the setting can access e. . a field over the road. At my setting there is an outside shared area that both F1 and F2 can use. Part of the area is covered so even if it is raining the children can still be in the fresh air. Any theme/topic currently in the class is carried on with equipment and play opportunities outside e. g. shapes – the sand pit may have different shapes in it for the children to fin d. ? Nutrition: Within my setting there are snack tables and a snack area in both F1 and F2. The children know that to eat there it has to be a ‘healthy’ snack e. g. a piece of fruit, carrot stick etc.Fresh fruit and drinks of squash, milk or water are available for all in case they do not bring any from home. The children bring in a pack lunch or have a hot Scholl dinner, so I would assume that the school has looked into the catering company and that they fulfil any requirements to provide a nutritious meal. ? Medical needs: We would need to know if a child has had all of the relevant vaccinations and date of the last tetanus jab. It is a parent’s choice whether to get a child vaccinated but we need to know either way. Within the setting there needs to be a first aider, school nurse or someone with relevant training on hand at all times.Any medical conditions that require treatment or medicine during the day needs to be administered by one of the above. Signed c onsent must be given by the parent and/or doctor if required e. g. one child at our setting bought in some ‘Puritan’ and we were asked by the parent to administer it more than the dosage stated. To protect the child (which is our duty) the school nurse would not do this until a doctor letter said that this was ok. The authorisation did not come – so she didn’t do it! Although it is not usual to go against the parents’ wishes in some cases it will be done to protect the child (‘duty of care’). Risk Assessments: this is required by law as part of health and safety. The setting equipment and things like outings all need to have the paper work done. At our setting the lead practitioner must sign it off and then give it to the head master, copies must also be kept. ? Hygiene: This is a huge aspect of keeping children safe and healthy. With regard to the children themselves all children are taught and reminded of how to wash their hands after each toilet visit and before eating. They are also shown and reminded on how to cover their mouths if they cough and to wipe their noses!If there are any toileting accidents the member of staff dealing with this needs to wear latex gloves and nappies have a separate bin. Dirty underwear gets placed into a special bag ready for the parents later. In the staff toilets there is a separate bin for any sanitary or tampon waste. As for the setting itself, the kitchen and snack areas are wiped down regularly. Play equipment and toys (wherever possible) are washed or wiped down at regular intervals. The children’s toilets are checked several times a day with professional cleaners coming in every evening.Also, at my setting, the water tables are drained and sprayed with a sterilising solution at the end of every day. ? Health surveillance: This is why it is important to know the children as it is easier to see when a child is poorly or ‘out of sync’. You will notice any weight loss or gain, any bruises from ‘regular accidents’ or change of moods and then be able to act accordingly. At our setting we also check with the lunch time staff and check lunchboxes to keep an eye on what and how much the children are eating. If there is a sickness bug and 2 or more children go down with it then Ofsted must be informed within 14 days. Food hygiene: All people that prepare or serve food to children should have attended a food hygiene course and attained a certificate. In our setting we have a small kitchen area and all the area is wiped and cleaned regularly. The ‘laws of the fridge’ are abided by e. g. it is regularly cleaned and any fresh meat is stored below cooked meats etc. Aprons, tea towels, clean cloths etc are always available. A list of hygiene rules are also displayed in the kitchen. ? Safeguarding: Every setting will have written policies and procedures to help ensure the safety and wellbeing of every child.These will inc lude Health and Safety, Confidentiality, Data Protection, Bullying etc. When it comes to staff, all must have a CRB check and there will be a policy on ‘whistle blowing’ for any member of staff concerned about the actions of another. Any changes to staff etc must be reported to Ofsted. ? Cultural needs: This goes back to the ‘Equality, Inclusion and Diversity’ law. Every child as part of their happiness and wellbeing needs to feel important and worthwhile. Children should be made aware of different types of cultures and celebrations.Staff need to know the different cultures and parents need to be informed of any topics or celebrations that will be covered at the setting e. g. a Jehovah boy’s parent didn’t want him attending the Christmas party so they were informed so she could collect him before it started. ? Physical care routine: All of the topics covered on this task aid the physical well being of a child so I shall just cover ‘Intim ate’ physical care e. g. nappy changes – the staff allowed to do this at my setting have to be a full-time member of staff, with a CRB. Also the only children who would equire this at my setting would have a ‘Statement’ and written permission from their parent/carer would have been attained. Any allegation of inappropriate behaviour would be reported following a chain of command, documented and given to Ofsted within 14 days. ? Physical activity: physical development and activity is so important to a child that it is a prime area in the EYFS. It helps children develop co-ordination, motor skills, balance, control and movement. At my placement they do a ‘wake and shake’ activity, which involves music and dance, after both am and pm registration along with P.E. sessions and outdoor play. ? Sleep and rest: By the time the children attend my setting they no longer have naps in the day – however there are areas they can go, e. g. book corner , if they want some quiet time or are feeling a little unwell. Children’s health and well being is also enforced by the EYFS, ECM, Childcare Acts and UN Rights of the Child. (Esp. Articles 3, 12, 13, 14, 24, 28, 29, 30 & 31). Task 4 AC 3. 2 1) Doctor: The family doctor is there for a wide range of health issues from a short -term viral infection to a long-term health issues.They will treat, advise and make referrals if necessary. Usually they will know the family history and background of a child so can be able to notice if things are a cause for concern. 2) School nurse: The school nurse works in partnership with the school and can be called upon for any concerns about a child. He/she also treats, cares and monitors any children with an ongoing medical condition. He/she can administer medicines and may also keep an eye on any children who have other agencies involved in their care e. g. social worker. ) Dentist: In most cases children are taken to the family dentist who will check, treat and care for their child’s oral health care. He/she will also offer advice on a child’s diet and dental care. Usually once a year a school dentist will visit and check at school with parents being advised of any concerns. 4) Dieticians: Dieticians provide advice to families with regard to healthy eating and choices along with life-style choices. Often Doctors will refer families to a dietician if they have concerns over a child’s weight. Task 5 AC 5. 1 1-3 year olds Breakfast |Weetabix 20g | | |Milk 50g | | |Fresh Orange Juice 25ml | | |(diluted) | |Mid-Morning Snack |Milk 100ml | | |Bread Sticks 20g | | |Cheese cubes 10g | | |Apple chunks 50g | |Lunch |Chicken Risotto 150g | | |or | | |Vegetable & lentil Broth 150g | | | | | |Fromage Frais 60g | | |Strawberries 30g | |Mid-Afternoon Snack |Milk 100ml | | |Dried Apricot 15g | | |Raisins 15g | | |Banana 30g | |Tea |Sm. W/meal Pitta Bread | | |Tuna 40g | | |Sweetcorn 50g | | Cherry Tomatoes 30g | | |C ucumber 70g | | | | | |Custard 70g | | |Peaches 40g | |Vitamin A | Apricots, tomatoes, | | |Cheese, sweetcorn, milk | |Vitamin D |Tuna | |Thiamine |Pitta, chicken | |Riboflavin |Milk, chicken, tuna, cheese | | |Yoghurt | |Niacin |Tuna, chicken, pitta | |Vitamin B6 |Pitta, weetabix, chicken, | | |Tomatoes, cheese, lentils, | | |Banana, apricots, raisins | |Vitamin B12 |Chicken, milk, cheese, | | |Yoghurt | |Folate |Pitta, tomatoes | |Vitamin C |O. J, apple, | | |Tomatoes, strawberries | |Iron |Pitta, lentils, chicken, | | |Tuna, apricots, raisins | |Calcium |Cheese, yoghurt, milk, | | |Lentils, apricots, O. J. |Zinc |Chicken, weetabix, tuna, | | |Milk, cheese, lentils, pitta | |Fibre |Weetabix, lentils, apricots, | | |Sweetcorn, banana, raisins | 4 – 6 year olds |Vitamin A |Carrot, tomatoes, O. J. | | |Green beans, margarine, cheese, | | |milk | |Vitamin D |Tuna, salmon, margarine | |Thiamine |Ham, rolls, potatoes | |Riboflavin |Milk, ham, tuna, salmon, cheese, | | |Yoghurt | |Niacin Salmon, tuna, ham, rolls | |Vitamin B6 |Potatoes, banana, baked beans, | | |Green beans, rolls, tomatoes, | | |Cheese | |Vitamin B12 |Milk, cheese, yoghurt | |Folate |Weetabix, rolls, green beans, | | |Tomatoes, potatoes | |Vitamin C |O. J. raspberries, tomatoes, | | |Potatoes, green beans | |Iron |Rolls, weetabix, baked beans, | | |Salmon, tuna | |Calcium |Cheese, yoghurt, milk, O. J. | |Zinc |Ham, tuna, milk, cheese, beans, | | |Rolls | |Fibre |Baked beans, rolls, potatoes, | | |Carrot, banana | Breakfast |Baked beans 80g | | |Sprinkle grated cheese | | |Muffin 50g | | |Margarine 15g | | |Orange Juice 25ml (dil) | |Mid-morning snack |Milk 100ml | | |Banana 100g | | Lunch |Grilled salmon 75g | | |Boiled potatoes 100g | | |Green beans 50g | | | | | |Fromage Frais 60g | | |Raspberries 40g | |Mid-afternoon |Water | |snack |Pineapple in juice 80g | | |Fruit yoghurt 80g | |Tea |Wholemeal rolls 60g | | |Margarine 15g | | |Ham/tuna 30g | | |Tomatoes 35g | | |Cucumber 20g | | |Car rot sticks 35g | | | | | |Sponge pudding 90g | Task 6 AC 5. Please note we would need to check the ingredients of the cottage pie and check whether nuts are used in the vicinity of this meals preparation. 1. No. 2. Georgia, Isabel, Abra, John. 3. We might endanger the children – allergies or offend/go against cultural practices. 4. Joshua = would get a rash that could be inflamed, itchy or develop hives. Georgia = could get an uncomfortable stomach and/or diarrhoea. Noah = could have a small reaction e. g. minor swelling to his lips or face or a severe reaction e. g. an asthma like reaction with swelling of the throat (anaphylaxis). Isabel = could develop symptoms of wheezing, diarrhoea or vomiting.Abra = we would be going against his (& his parents) culture and not giving him the respect, knowledge and understanding of his ethnic group. John = if he is a vegetarian by choice we would be going against his wishes and life-choices to which he has a right. 5. Parents (I would pr esume) know their children best. If the advice is ignored you could cause their children to have an allergic reaction, whether mild or severe, cause harm or discomfort, or endanger their lives. Task 8 AC 5. 4 This would have to be done quite sensitively and tactfully when it comes to the parents as some may take offense if we make them feel that they ‘don’t know best’. With regard to my setting we do not cater for the children ourselves as they go into school to eat a hot dinner.These are provided by a catering company who produce a 4 week menu which is available to parents. We do provide ‘healthy’ snacks for the children to have whenever they wish. The children know that crisps, biscuits etc that may be in their lunch boxes are not suitable to eat at the snack table. What could be done is a topic/theme of foods to incorporate the criteria from the EYFS – Understanding the World, obviously the other areas of the EYFS can be covered within it b ecause of the interdependency. Also the children sometimes have a small homework challenge to complete over a term or ? term. It could be to make a list of foods at home on a traffic light i. e. ed – unhealthy through to green – healthy. This would then give the children the chance to talk to parents/carers about the foods they have and may help to promote parents/carers into changing their diet slightly if they see ‘too many reds’. Perhaps the children could make a ‘food plate’ on which they could draw, stick pictures etc of their favourite foods. They could then make a bigger plate for mummy or daddy thus helping to reinforce the fact that children do not need to eat the same size portions as adults. Weight is very often a sensitive subject and misconceptions of a slightly overweight child being described as ‘looking healthy’ don’t help the issue.Any weight gains or losses that are quite extreme would have to be talked ab out with their parent or carer. Hopefully this would result with visiting the doctor (who may then refer to a dietician or give life-style advice) to check that there isn’t any underlying medical condition. At the present time I only know of children who have intolerances or allergies to certain foods – I have not had the experience of talking to a parent about their child’s eating habits ,because, I presume, the fact that we do not do the catering. But I would hope that because of the good home/school link at our setting any ‘food’ concerns noticed at home would be shared with us and then we could give advice and get together some information to help them.

Changes- Tupac Shakur Influences on Society Essay

â€Å"We talk a lot about Malcolm X and Martin Luther King Jr. , but it’s time to be like them, as strong as them. They were mortal men like us and every one of us can be like them. I don’t want to be a role model. I just want to be someone who says, this is who I am, this is what I do. I say what’s on my mind. † –Tupac Amaru Shakur (T. I. P). This quote was spoken by one of hip-hop’s most legendary idols, Tupac Shakur. Tupac has become an integral icon of the hip-hop culture and will live on eternally through his dynamic lyrics and poems. Most of Tupac’s raps concerned growing up around violence and hardships in ghettos, and racial inequality in the United States. He experienced many of these factors growing up, especially race related issues. For instance, on October 1991, Tupac was stopped by two officers for allegedly jaywalking. When he responded with a profanity, he was choked and beaten severely (All eyez on me). Tupac’s lyrics always went deep into the meaning of many political and social subjects including violence, and that is what sparked the initial response of his song, â€Å"Changes†. The purpose of this song was to state how everyone knows that racial violence and issues on the streets would never change. It shows how people have to succumb to the fact that there will always be poverty, racism, police brutality and violence in the world. This is reiterated by the lyric, â€Å"Some things will never change†. This song went straight to number one on the charts in many countries in Europe and around the world. This resulted in Tupac gaining a broader and more receptive audience to his controversial lyrics. So imagine if Tupac had used a different method to get his message across, for example, just writing the lyrics without music or creating a photo collage. Not only would the audience change but the message would also be effected by the difference in mediums. Transmediation refers to the process of â€Å"responding to cultural texts in a range of sign systems—art, movement, sculpture, dance, music, multimedia communication, and so on (Reading Online). Leonard Schlain highlights the importance of engaging in transmediation when writing: â€Å"Digital information comes in multiple forms, and students must learn to tell stories not just with words and numbers but also through images, graphics, color, sound, music, and dance. There is a grammar and literacy to each of these forms of communication. Bombarded with a wide variety of images regularly, students need sharp visual-interpretation skills to interact with the media analytically. Each form of communication has its own rules and grammar and should be taught in ways that lead students to be more specific and concise in communicating† (Edutopia). So remediating a text through a different tool ultimately will change the way it is communicated to its audience. For example, imagine the oratory medium that Tupac used to convey his hit song, â€Å"Changes† was instead only a written form of the lyrics. This traditional technology would not only affect the message behind the song but the audience’s acceptance of it. The second way I have communicated this song is visually. I have constructed a collage of what I thought the song was trying to convey. This leaves area for the original message to be interpreted differently among each individual and losing sight of the originality of it. Although these mediums are proper for some texts, I think that Tupac choose the correct form, auditory to communicate his message. I began my remediation process by handwriting the first verse of the song, â€Å"Changes†. By doing this, the audience must then adapt to the new medium. Reading the lyrics of the song instead of hearing it changes the way that it is received. More people are likely to not be introduced to the writing simply because it has been transferred from auditory to written. As a song it has exposure to the wide, variety of people that enjoy listening to music. Written on a piece of paper would affect who has access to read it causing the audience to shift from music lovers to people that just so happen to come in to contact with the text. Since it was originally presented as a song, reading the piece of work takes away the strength of the song, which is portrayed through the powerful voice of Tupac Shakur. When he raps this song, it demands the listener’s attention because of the controversial lines and the way that it is spoken. Most rappers choose to rap about their money and cars while, Tupac used his words to try and make a difference. He bought much needed attention to important issues, such as racism. On the other hand, there is one key benefit to the transmediation of this song. If it originally were only meant to be read, people would be able to focus more on the underlying theme of the song. The audience would not be blurred by the music in the background and could listen to its true meaning. When people think of music, they often associate entertainment with it, causing the artist’s lyrics to be downplayed. Presenting the song so that it is only read can ensure that the reader is affected by the lyrics. Having the lyrics distributed on paper will also help it reach a variety of people. People that may not enjoy listening to rap music, would have the opportunity to judge the lyrics by its context not its genre. Although, remediating the song and presenting the lyrics of it changes the audience, I believe it aids in expressing its meaning. My experience of transforming the song into a collage was harder than I expected. I chose an overall background that pictured Tupac Shakur surrounded by newspaper clippings with headlines such as, â€Å"When Guns Replace Words†. I chose to incorporate this picture because it depicts the gun violence described in the song. Also shown is a picture of police officers fighting off a crowd. This shows their brutality towards the people. Another picture I put into the collage was of people protesting for change. They want to be heard and they demand change. Their way of achieving this is by protesting while Tupac’s way is through this song. While I looked for pictures that matched the song, I also tried to ensure that they expressed the deeper meaning that Tupac was trying to get across. I did not just want to select a picture simply because the word was used in the song. I saw this as a problem because if â€Å"Changes† was an image that is exactly what would happen to the song. People would view the collage differently and the meaning would change. Tupacs’s originality would be gone and the effectiveness of the song would deplete. Of course, the main factors expressed in the song would be understood but the underlying issues discussed may be overlooked. I do believe that there is a risk for leaving a piece open for the public to discuss versus having someone directly state it. Although having the song presented as a collage gives the audience an unlimited amount of ways to interpret it, this is also one of its beneficial factors. When people are able to give their own opinions and thoughts about something, they are able to open their minds to new ideas and theories. Expressed as a collage, the audience is able to give feedback and think about a subject more in depth. A picture is worth a thousand words and therefore, more problems explained in the song are more likely to be unmasked because of an image. While experimenting with these two remediations, I learned some very important things; the way something is communicated changes its audience and affects the overall message. The medium someone chooses to get a message across is a key factor when developing that message. Like I have previously discussed, each medium produces its own strengths and weaknesses. I believe that Tupac Shakur chose the best method to communicate with his audience.

Philosophical Ethics Final Project Research Paper

Philosophical Ethics Final Project - Research Paper Example However, the current society has witnessed high levels of abortion because moral standards have gone down. Additionally, laws that permit abortion have been enacted in several countries especially when the mother’s life is threatened. Abortion in ancient history In the ancient era, abortion practices were tolerable in Greece and Rome. Safeguarding of the unborn life was a matter of consideration only if the father was interested in the child. Children conceived outside wedlock, or bore to prostitutes or with other men other than their husbands were killed pre and post birth. Several western countries held the belief that abortion was acceptable between 18-20 weeks or before embryo movement. As a result, most women who fell in these categories procured abortions to save themselves from anguish and embarrassments. Abortions and contraception were unsafe. In pre-colonial America, there were strict laws regarding pre marital sex. Consequently, abortions were procured and the issue kept secret. Only in cases where the mother’s life was at risk was abortion legal. In 1973, the Supreme Court judgment legalized abortion in America in the case of Roe vs. Wade (BBC journal 23) Philosophical Aspects of Abortion Aristotle In order to understand Aristotle’s view on abortion, one has to understand his nature. He was a kind, hardworking and devoted man. In his quest for knowledge and information, he observed practicality and societal processes using a keen eye. Many people described him as fair and calm. Most Aristotle’s views were rooted in his belief for equality among all people and the need to follow natural law. He said that abortions performed before the onset of life and sensation are permissible. According to him, the onset of sensation and life begins forty days after conception for males and eighty days for females. He iterated that abortions procured before forty days after conception are allowed and those after are illegal and inhuman. Many scientists said that his remarks are pro life because he focused on embryo development at that time. They also argue that had he understood the scientology behind embryo development as the current society does now, he would have been against abortion. He stated that, â€Å"As to the exposure of children, let there be a law that no deformed child shall live. However, let no child be exposed because of excess population, but when couples have too many children, let abortions be procured before sense and life has begun† (Pangle 5) John Stuart Mill and Jeremy Bentham The two renowned philosophers, Mill and Bentham justified abortion using the idea of utilitarianism. John Stuart Mill came up with the happiness principle. It states that the most desirable things are pleasurable and free from pain. Utilitarianism is based on the consequences of human actions. The philosophers advocated for actions whose consequences are good irrespective of the motive. Bentham was a principled hedonist who thought that pain is quantifiable using calculus calculations. In his calculations, the tendencies of committing an action are measured using seven different factors. For Stuart Mill, the quality of pleasure was the defining factor. He believed that the good can only be defined using the level of pleasure. Utilitarianism supports abortion and concentrates on the outcome and not action. In this approach, a woman who conceives through rape has the choice of terminating the pregnancy or keeping it to term.

Response 2 Assignment Example | Topics and Well Written Essays - 250 words

Response 2 - Assignment Example The information in the EHR applies even when there is patient transfer between different healthcare facilities. The post shows clearly that the availability of previous patient information to the health care providers may limit some danger hence improving life expectancy in the society. The article gives instances where the use of informatics in accessing healthcare records is important in providing quality services and making a decision. The use of the electronic healthcare records has become crucial in improving services to the patients. Electronic healthcare records (EHR) mainly include previous medical information of the patient to assist especially nurses in providing better healthcare through decisions and services. Achievement of these quality services is through minimal errors in making fast decisions. The article also mentions the achievements of the EHR in upholding the patients’ privacy. However, the author fails to mention the importance of EHR in the follow-up of patient actions and efficiency in minimization of labor. The follow-ups may include appointments to the doctors or recovery process. The post acknowledges the contribution of EHR in improving services in the healthcare

Being Black in the 1950's Essay Example | Topics and Well Written Essays - 1000 words

Being Black in the 1950's - Essay Example Being black in the 1950s meant that one had to cope with a discriminative education sector. Blacks had to travel long distances to school, which were scarce and were often poorly constructed, lacked books and other equipments, and had small classes that were crowded and that were taught by few unqualified teachers who had to be black. The whites however had many well-built and well-equipped schools taught by qualified white teachers. A Black man graduating from the aforementioned schools would therefore be unable to compete for opportunities with the White man and therefore the systems was partly designed to ensure that the White man remained superior to the Black man. A Black man would not get a good job and whenever he got one, he was given lower salaries than the Whites were. A survey done in 1950 showed that a Black man would get almost half of the Whites’ salary for the same work and position. This discrimination was extended the public sector and political offices â€⠀œ the white had put laws and practices to deter a black man from ascending to power or being elected. Such measures would include paying of taxes before being registered to vote and since Blacks were poor, they could not afford this and many were therefore locked out. There was also an illiteracy test for people who wished to be registered as voters. This locked out many black men who could not afford education due to poverty and this minimized the chances of black men voting their fellow blacks in. This meant that the blacks had no representation and therefore, they were not involved in making laws. The white man therefore made laws that did not favor the black man. A Black man also endured racism even in public places. For instance, he could not use the same public utilities as the White – there were public toilets for the Whites and others for the blacks. A black man could not enter the same joints and restaurants with the whites. He had to endure poor and low cost facili ties and utilities wherever he went. The transport industry is another place where the black man was discriminated. The black man, as if to affirm his position in the society, had to sit at the back rows of buses with their seats marked â€Å"colored people.† In some states like Alabama, there was a law that whenever a white man lacked a seat, a seated black man was supposed to give his seat to the white. Any black who dared oppose these rules was taken to court and subsequently jailed, as it was the case with Rosa Parks, who refused to give up her seat to a white person. She was jailed, sparkling the blacks’ bus boycott of 1955. A black man was subject to torture, intimidation and oppression whenever he tried to resist any discriminative law or tried to liberate himself. The whites had formed fear-inflicting groups like Ku Klux KIA, which attacked the opposing blacks, tortured them and scared them while concealing their identity. They would burn a black man’s h ouse, destroy their properties or even kill them. In 1955, the whites burned and destroyed the house and property of Martin Luther while he led the bus boycott. He himself was incarcerated. Earlier in the year 1954 when the blacks’ Supreme Court declared that segregation in schools illegal, the group and some youths organized attacks and demonstration to scare off any black man who dared set foot in a whites’ school. Many were scared away and only the brave remained.

Corporate Governance in UK Assignment Example | Topics and Well Written Essays - 1500 words

Corporate Governance in UK - Assignment Example The paper throws light on corporate managements that always work on corporate governance strategies so as to meet the increasingly changing market trends. The corporate governance policy also helps to manage the interrelationship between stakeholders and the organisation’s fundamental objectives which shape the way the firm operates. The top management is always eager to know whether its corporate governance policy is efficient enough to meet the shareholder values even though the management also focuses on impacts of the policy on the firm’s operational efficiency. Nowadays corporate governance frameworks specifically target internal check policies as a series of corporate failures in 2001 were ascribed to accounting fraud. In addition, corporate scandals of various forms throughout the last decade attainted public and political interest. Consequently, managements adopted more regulative approach towards the development and execution of corporate governance practices. As Laura points out, Continental Europe’s multi-stakeholder model specifically emphasises on the interests of workers, customers, managers, and suppliers whereas the Anglo-American corporate governance model values shareholder interests. However, every organisation takes into account the rights and privileges of its shareholders while framing its corporate governance policies. In addition, a corporate governance framework clearly states the roles and responsibilities of the board of directors, integrity and ethical standards of the organisation, and concerns of disclosure and transparency. It is observed that corporate governance practices vary from organisation to organisation and country to country. Corporate governance laws Corporate governance laws in UK clearly define rights, powers, and duties of directors, managers, and auditors, and the position of stakeholders including employees and communities in which companies operate. Since board of directors are the persons at the helm of affairs of a company, the corporate governance policies intent to establish a mechanism to ensure their accountability. According to Fairley (2010), the UK corporate governance law is â€Å"shareholder friendly† and it allows shareholders to enjoy their sole voting rights in the general meeting. Likewise, directors possess a series of basic rights including issue of resolutions and removal of board members. At the same time, directors have also a set of duties to be carried out toward their company. Directors are obliged to carry out their duties and responsibilities with competence, in good faith, and strong loyalty to the organisation. If the voting mechanisms seem to be inadequate to meet the interests of shareholders, directors’ rights may be questioned in a court of law. The UK Takeover Code protects the interests and rights of shareholders to a great extent and assists

The Libor Scandal Assignment Example | Topics and Well Written Essays - 1500 words

The Libor Scandal - Assignment Example Its use affects the pricing of loans, mortgages and other financial products thus directly affecting the people’s lives. This paper will therefore attempt to examine the process and the purpose as well, of how commercial banks set and determine the LIBOR rates. It will further explore the role of LIBOR in the commercial sector, and finally consider the impact of this rate on businesses and consumers. It is paramount to understand the meaning of the word LIBOR. In definition, LIBOR refers to the London Interbank Offered Rate. It is also referred to as ICE LIBOR. It can also be understood as a rate used by contributor banks in the event that one bank wants to borrow funds or inter-bank deposits, from another fellow member bank. Contributor banks refer to banks, which are involved in the setting and fixing of LIBORS. They include the Deutsche bank, Bank of America, Royal Bank of Canada, and the Royal Bank of Scotland. The LIBOR is thus a benchmark rate that some commercial banks in the world use to determine the rate at which they will lend short-term deposits to each other. It can be equated to the federal funds rate (Gumbo, 2011:23). The LIBOR, whose administration is under the ICE Benchmark Administration, is usually based on the five major currencies of the world. These are the United States dollar, the Euro, the sterling pound, the Japanese Yen, and the Swiss Franc. In order to understand well the process and why banks set their LIBOR rates, it is crucial that we briefly look at the circumstances that led to the formation of this rate. The history of LIBOR is traced back to the year 1984 although its first application in the financial and money markets was not until the year 1986 (Twomey, 2011:52). In the 1984, there was an increased growth in business using financial market instruments. More and more banks were increasingly using

(Bank) Case study Example | Topics and Well Written Essays - 500 words

(Bank) - Case Study Example For instance, the bank can have tellers available 24/7 to answer banking questions, or to aid in banking process. By operating at the front of the curve in these situations, the industry can be perceived to have the most successful customer service, as other banking operations struggle to catch up to their innovations. Similarly, increased options for online banking can be introduced, such as tracking investments or other aspects that were previously the entity of in-house banking alone. Another prominent concern is interest rates. As noted earlier, it is recommended that that Westpac decrease their interest rates a substantial amount. This way Westpac can still benefit and prepare for future problems whilst still providing Australians with the possibility to successfully loan money. While in-large part it’s clear that this is a question of prudent investment, another major concern must be the bank’s interest rate relative to its competition. The major area of concern, in these regards, is that while customers have experienced increased hardship as a direct result of the economic recession, all banks remain under the same financial constraints. While banks face these constraints, this particular bank in question has differentiated itself on charging higher interest rates. As a means of increasing customer loyalty, the bank was base their interest rate not on internal profit concerns, but as a relative function of market competition. The final area of concern is in terms of advanced uses of technology. As considered in terms of customer service concerns, it’s clear that advanced uses of technology are essential for the continued success of the banking industry. In terms of technological change, the bank must implement this on a need based structure. The bank would determine strategic initiatives not based on simply incorporating new modes of technology, but determined

Opera - Carmen Essay Example for Free

Opera Carmen Essay This was an amazing Opera, I only wish that I had the opportunity to see it in person. I have never watched anything like it, and probably would not have had it not been part of this class. Let me say Thank you for opening my eyes to this amazing experience. The theatrical performance, choreography and music were very moving and to my surprise drew me in to continue watching and trying to interpret. I have to say I was very shocked at the sexuality used in this performance, it seemed as thought it was wrote long before its time. Carmens sexuality was very much a large part of the performance and I found it intriguing. I decided to rent the movie Carmen to compare the performances and found them to be very similar in character however the Opera was much more captivating. The music alone is wonderful but when added to the stage performance it was absolutely mesmerizing. Carmen is a direct conflict of the expectations for women of this time period. Women were to be gentle, biddable and sinned against. However Carmen used her beauty and sexuality to her advantage. She perfectly combined her acting, singing, and dancing abilities to portray a seductive and enticing personality that even Don Jose could not resist. The musical transitions for each character and scene were for me the amateur at times overwhelming and difficult to take it all in. As the music and people become loud during the bullfight in the background you can hear Carmen and Don Jose characters in the music. In the beginning of the Opera Don Jose appears to be very strong and powerful with an ability to ignore Carmen. Again the music helps portray this image. Obviously he changes throughout the performance to become ravaged with lust and jealousy towards Carmen. You can hear in his voice his defeat and it leaves you to believe that although he will no longer be jealous he also will mourn Carmen forever. Although the orchestra was not shown often it appeared that it consisted primarily of men, which I found rather interesting. The sets were also incredible which made me wonder how the original sets were designed. This Opera appears to have been a monumental changes in the French Opera it is a shame that Bizet, due to his early death, was unable to realize his impact not only of his time but still today 100 years later.

Response to Shooting an Elephant Essay Example for Free

Response to Shooting an Elephant Essay George Orwell, one of the most famous English authors, was born Eric Arthur Blair in Motihari, India, in 1903. His father was a colonial official for the British and his mother’s family also had colonial ties. In 1922, Orwell worked as a British imperial policeman in Burma for five years but he finally returned to England again because he recognized the injustices of the British imperial rule in Burma and could not suffer the guilt of oppressing the Burmese anymore. Later, Orwell spent the next twenty years as a writer; the essay â€Å"Shooting an Elephant,† set in the Burma of the 1920s and written in 1936, is one of his most famous works. In the early twentieth century, Burma was still a colony of Britain but anti-imperialism protests and social movements developed very fast, causing â€Å"great tension between Burmese, Indians and English, between civilians and police† (Meyers 56). Orwell’s essay â€Å"Shooting an Elephant† is based on this historical tension. In this essay, Orwell depicts an older narrator recounting his imperial policeman’s experience of killing an escaped elephant that destroyed a market and killed an Indian man in Burma. Throughout the story, Orwell chooses language carefully to develop his narration so as to help the readers explore a young imperial officer’s emotional struggle. First, Orwell begins his story with frequent use of carefully-chosen diction to indicate the young policeman’s hatred and also sympathy toward the Burmese. When he describes he was always â€Å"an obvious target† to those Burmese who hated the British Empire, he writes: When a nimble Burman tripped me up on the football field and the referee (another Burman) looked the other way, then the crowd yelled with hideous laughter. This happened more than once. In the end the sneering yellow faces of young men that met me everywhere, the insults hooted after me when I was at a safe distance, got badly on my nerves. (Orwell 94) Using the strong emotional words â€Å"hideous,† â€Å"sneering yellow faces,† and â€Å"hooted† indicates the young officer’s disgust toward those Burmese. But in the following paragraph his emotions are suddenly described in a more complex way; the narrator says, â€Å"All this was perplexing and upsetting† (Orwell 94), which is opposite to the anger and bitterness that are suggested by the diction used before. By using these two words, Orwell changes the young policeman’s emotional voice to the older narrator’s more intellectual voice to suggests a more complex feeling about what the young imperial policeman experienced because of his job. In the next sentence, Orwell uses a series of strong phrases to describe what the young police officer observes in his â€Å"dirty work†: â€Å"The wretched prisoners huddling in the stinking cages of lock-ups, the grey, cowed faces of the long-term convicts, the scarred buttocks of the men who had been flogged with bamboos—all these oppressed me with an intolerable sense of guilt† (Orwell 91). From this specific and graphic description of the prison, readers can perceive the young officer’s sympathy and guilt toward the suffering Burmese. It makes them realize that the young imperial officer is not totally inhumane. In short, Orwell uses careful diction to create the first emotional struggle of the young officer within his policing duties under imperialism. In the essay, Orwell also uses repetition to show the young narrator’s complex emotions. For example, after the young officer sees the destruction caused by the elephant and finally finds his target on the paddy field, he mentions more than three times that he is not willing to shoot the elephant. When he sees the crowd following him, he reports, â€Å"I had no intention of shooting the elephant—I had merely sent for the rifle to defend myself if necessary†(Orwell 94). After he sees the elephant, he comments, â€Å"I knew with perfect certainty that I ought not to shoot him† (Orwell 94). Then, he starts saying that the elephant was â€Å"a huge and costly piece of machinery† (Orwell 95) and the elephant seemed harmless right now. The young officer continues claiming,â€Å"I did not in the least want to shoot him† (Orwell 95). These all shows the young man’s sympathy toward the elephant, but more importantly Orwell builds up a tension here by using three different versions of repetition to show how the young officer was wavering in his position. For the first quote, â€Å"no intention† somehow indicates the young narrator’s thinking: he seems to be saying, â€Å"I have no purpose to do that and I am not going to do it. † But then in the second quote, he says â€Å"ought not to† instead of â€Å"no intension of,† which contains much more certainty of not killing the elephant. It shows that the young officer knew he should not shoot the elephant, but he certainly felt a lot of pressure and his mind was not as firm as in the last statement. In the third statement, the young officer’s tone is obviously weaker than the last two; â€Å"I did not in the least want†¦Ã¢â‚¬  this tone sounds just like a prisoner talking about how he does not want to commit a murder, finishes it saying â€Å"I didn’t want to kill that person. † The young officer’s mind was wavering and he was taking a step forward toward killing the elephant everytime he introduces his different expressions of unwilling to kill the elephant. Orwell uses this repetition not only to show the young officer’s internal conflict, but also to imply, as a possible result, that the young officer will change his mind from not shooting the elephant to actually doing that. However, under the crowd’s pressure and his position as an imperial officer, the young police officer has to kill the elephant in order to maintain his master figure. Orwell uses the change from the first person to the third person to comment on the young man’s revelation. When the young man sees that the Burmese watch him excitedly, he suddenly feels that he should shoot the elephant after all. And it is because â€Å"their two thousand wills [were] pressing me forward, irresistibly†¦[that] I perceived in this moment that when the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib† (Orwell 95). The narration shifts from the first person â€Å"I† to the third person â€Å"he,† indicating not only Orwell’s comment upon this decision of the young person, but also Orwell’s main argument in the essay: as a imperial officer, a person needs to betray his own good nature in order to maintain his superiority toward the colonized. Then, Orwell uses strong terms again to replay the emergency and tension that the young officer encountered earlier: A white man mustn’t be frightened in front of ‘natives’; and so, in general, he isn’t frightened. The sole thought in my mind was that if anything went wrong those two thousand Burmans would see me pursued, caught, trampled on and reduced to a grinning corpse like the Indian up the hill. And if that happened it was quite probable that some of them would laugh. That would never do. (Orwell 96) Here, words like â€Å"sole thought,† â€Å"trampled,† â€Å"reduced to a grinning corpse† are used to emphasize the young man’s anxiety in shooting the elephant, for he does not want to lose face in front of the natives. This is the remaining emotion occupying his mind at that time; even though he still has sympathy toward the elephant, as a imperial officer, he will kill the elephant to protect his â€Å"conventionalized figure of a sahib. † By way of these specific word choices, Orwell describes vividly how the young imperial officer’s pride finally defeats his good nature so that he can maintain his superior figure. Finally, Orwell ends the story using the young officer’s naive voice as opposed to the older narrator’s voice mentioned before to make his narration more believable: â€Å"I was very glad that the coolie [which is the Indian killed by the elephant] had been killed†¦it gave me a sufficient pretext for shooting the elephant† (Orwell 99). Readers may feel sympathetic that the young man does not feel guilty but happy that he is not responsible for killing the elephant and saving his face or â€Å"avoiding looking a fool† in front of the natives. They may feel pity that the young man is likely to learn nothing from this incident and even to feel lucky that someone’s death can free him of responsibility for killing the elephant. But this naive voice can increase the old narrator’s credibility because readers can feel his sincerity; he is willing to admit that his younger self really felt a bit lucky that he was out of punishment because of the elephant killing an Indian man at that time. It convinces the reader to believe what the narrator argues at last: as an imperial officer, he has to do what the natives expect of him in order to conform to his â€Å"conventionalized figure of the sahib†(Orwell 95), which is â€Å"to avoid looking a fool†(Orwell 99) in front of the natives. Overall, in this essay, Orwell uses effective language to make his narration of the story more impressive and thoughtful, and to explore an imperial officer’s struggle between his good nature and his imperial role.

Interprofessional And Interagency Working

Interprofessional And Interagency Working This assignment will critically analyse two examples of interprofessional and interagency practice using examples from my current practice placement. Relevant literature will be used to identify what factors support or constrain interprofessional and interagency collaboration (IPIAC). IPIAC is often described as a holistic approach to an individuals needs. When used effectively, a holistic approach allows for better service delivery to the service user. Hammick et al (2009, p.10) states that being interprofessional is learning and working or working and learning with others as appropriate, when necessary and sometimes both. Interagency working concentrates more on the organisational roles and responsibilities of those involved in collaboration (http://www.scie.org.uk). Interprofessional is relationships between individuals and interagency is relationships between organisations. IPIAC was a modernisation agenda introduced in public policy by the New Labour Government. Government recognition suggests that many social problems cannot be effectively addressed by any given organisation acting in isolation from others. That is, when professionals work together effectively they provide a better service to the complex needs of the most vulnerable people in society. New Labour also specified that there was a Berlin Wall type division between agencies and professionals and that there was a barrier to co-operation and this barrier should be confronted so that services worked in partnership with service users. However according to research conducted by Hiscock and Pearson (2002, p.11) several government reports have criticised the lack of coordination between health and social services in the community. So, in essence when professions work collaboratively the service user gets a better deal. Willing participation (Henneman et al, 1995, cited in Barrett et al, 2005, p.1 9) and a high level of motivation (Molyneux, 2001, cited in Barrett et al, p.19) have been stated as vital aspects of effective IPIAC. My current practice placement is within a voluntary organisation in a domestic abuse service. I am a project worker at a Refuge for women and children who are escaping domestic abuse. My role is to co-link work with permanent Refuge staff and co-ordinate each service users support needs whilst maintaining links with appropriate statutory and voluntary sectors. INTERPROFESSIONAL PRACTICE ONE The first example of IPIAC to be discussed and analysed within my practice placement will be a weekly meeting held between Refuge staff, health visitors and the play-worker from Womens Aid. The aim and purpose of these meetings is to share information so that identified needs of the families in the Refuge can be addressed and where possible be signposted to other services as required. The meetings are designed for professionals to share information and knowledge about the familys lives but not make decisions on their behalf (except where there are child protection issues). The meetings also aim to provide support to families according to assessment of need using professional judgement. Within these meetings everyone discusses and communicates the personal development and progress of the women and children in the Refuge so that all professions involved are kept up to date with the familys circumstances and situation. This supports IPIAC and is effective in that it is a chance for ever yone involved to gain further advice and guidance from other professionals in relation to their current level of involvement with the families. This in turn supports the families and assists them with their future goals and plans. However these meetings could be interpreted to some as secretive as they are held behind closed doors and it is a meeting in which the families are not involved in. This could be construed as an expert power relationship to some (Maclean and Harrison, 2011, p.31). For IPIAC and these meetings to be effective it is vital that all professionals involved support one another and are not be seen as self-interested or see themselves as higher than another profession. This is when problems occur as there is not a logical distribution of power. Unequal power distribution can be oppressive (Payne, 2000, cited in Barrett et al, 2005, p.23) and can limit participation for some professionals. Power in IPIAC should be shared and distributed and no hierarchy of power should exist. If some professionals see themselves as more powerful than another they are not meeting the needs of the service user. Sharing of information and knowledge about the families in the Refuge is the purpose of these weekly meetings so as to achieve the best possible outcome for the service user. A constraint of IPIAC is that some professionals are territorial and do not like to share information and knowledge. Molyneux (2001, cited in Barrett et al, 2005, p20) found that professionals who were confident in their own role were able to work flexibly across professional boundaries without feeling jealous or threatened. Professional adulthood was an expression used by Laidler (1991, cited in Barrett et al, 2005, p.20) to describe professionals who were confident in their own role to share information and communicate effectively with other professionals. These professionals do not feel territorial about relinquishing their knowledge and understanding to further enhance good IPIAC. Stapleton (1998, cited in Barrett et al, 2005, p.20) suggests that a combination of personal and professional confidence enables individuals to assert their own perspectives and challenge the viewpoints of others. Active listening is an important skill to maintain in order to achieve effective IPIAC. To be able to recognise and respond to what is being communicated is fundamental. Professionals working collaboratively should be able to demonstrate this verbally and non-verbally to each other. This is greatly helped if all concerned put aside the typical stereotyping of each others professions in order to hear and listen to what is being said. Effective open and honest communication is vital and probably one of the most important aspects of IPIAC. It requires professionals to take into account each others views, be respectful, dignified and to listen to each other without being highly critical of one another. Constructive feedback about the family needs to be undertaken alongside constructive suggestions and encouragement and should take place at a time when other professionals are receptive. However, being receptive to what is being said does not always occur during these meetings. At times, o ne professional does not like what another is conveying and this can create conflict within the professions. However the need here is to remember that it is the service user that is central to the process and that the goal is to achieve the best outcome for them and their family. There are elements within this example that both support and constrain IPIAC. To achieve the goal and not result in a poor outcome for the service user it is important for all professionals involved to communicate honestly and openly and for there to not be a significant power imbalance between the professions. INTERPROFESSIONAL PRACTICE TWO The second example of IPIAC to be discussed and analysed within my practice placement will be a Multi-Agency Risk Assessment Conference (MARAC). A member of the Refuge staff attends these meetings on a fortnightly basis. A MARAC meeting is a community response to domestic abuse. Cases are referred to a MARAC by the Refuge as a result of completing a CAADA-DASH risk identification checklist (RIC) (see appendix one) with the victim of the domestic abuse. This checklist determines the victims level of risk/need. If the risk identification score is 14 or more on the RIC, the MARAC threshold for high-risk has been meet and a referral to a MARAC meeting is made. Cases can also be referred to the MARAC either as a result of a high risk domestic crime/incident recorded by the police or by a direct referral from a participating agency. Participating agencies attending the meetings can include representatives of statutory services such as the police, criminal justice, health, child protection, housing practitioners and Independent Domestic Violence Advocates (IDVAs). The purpose of the meetings is for professionals to implement a risk management plan that provides professional support to all those at risk and which reduces the risk of harm. The aim is then to produce a safety plan for each victim of domestic abuse. The MARACs aim is to share information to increase the safety, health and well-being of victims/survivors of domestic abuse. They can determine whether the alleged perpetrator poses a significant risk to any particular individual or to the general community. According to Bowen (2011, chapter 5.) MARAC functions through meetings designed to facilitate multi-agency information sharing, with a view to implementing an agreed-upon risk management and victim safety plan. Effective communication and information sharing supports IPIAC as it can assist to build relationships between agencies across a much broader range. A MARAC with effective communication and information sharing between agencies can also promote IPIAC in developing much stronger relationships between the voluntary and statutory sector. Barrett et el (2008, p.21) states that communication competence contributes to effective interprofessional working and enables those involved to articulate their own perspectives, listen to th e views of others and negotiate outcomes. An effective MARAC meeting which supports IPIAC is when professionals work collaboratively to ensure that victims/survivors and/or their children are safeguarded from further abuse. The governments action plan Call to End All Violence Against Women and Girls states that we all have to work together to achieve our goal of ending violence against women and girls. It is not a task for central government alone. It suggests that agencies need to work together to meet the needs of their local communities and that agencies are held accountable. However, a constraint of a MARAC meeting that I witnessed was that not all professionals brought the appropriate information to the meetings which lead to an inefficiency and delay of the case which frustrated others professionals attending. Poor timekeeping was another avenue that at times would frustrate other professionals attending the meetings. This seemed to alienate them as I would hear comments such as we are all professionals here and should act as such and as professionals attending important meetings like this, we should always strive to be on time. I also found at the MARAC that some agencies only had snippets of information that on their own did not raise any particular concern. It was only when the jigsaw of information was pieced together that the risk factors could begin to be understood. This example shows that when MARAC meetings support and strengthen interagency working and is effective, it is IPIAC at its best. This approach to working more collaboratively is beneficial as all organisations are coming together for the purpose of a common goal, with that goal being the best possible outcome for the service user. However some of the MARAC meetings that I had attended were not always that effective due to the fact that not all key agencies or organisations attended the meetings when required to do so or did not have the appropriate information to hand. It is beneficial that all agencies have as much information to hand as possible to facilitate IPIAC and have a profound positive impact on the outcome for the service user. In conclusion, IPIAC has many elements and all these different elements require that the different professions adopt them so that effective outcomes are achieved for the service user. Although IPIAC has been around for many years and is not new, it still needs to be continued, developed and incorporated into the daily work of all professions. When organisations and professions from different disciplines truly understand each others roles, responsibilities and challenges, the potential of IPIAC could be fully realised and many of the barriers alleviated. This in turn will contribute to a more successful outcome to the service user which of course is central to effective IPIAC. If IPIAC is ineffective it can limit choice for the service user and also increase risk. Word Count: 1966

Breaking Up :: essays research papers

Once in a person's lifetime, everyone finds this one perfect person whom they fall hopelessly in love with and live happily ever after. That is a mere fallacy, in the real world, this simply does not happen. Yes, people do have common interests and therefore develop romantic involvement, but it is basic common sense that these relationships have a life span and simply cannot last. Real life relationships are definitely more like "The Real World" rather than "Romeo and Juliet". Romanticism is wonderful in itself, and thus two people can live in heavenly bliss, but it all must come to an end somehow. It is a fact of life that couples do break up, and there are many reasons why. There are countless reasons, ranging from cheating to lack of sex to abuse, attributing to breakups.One reason why couples might break up is money or a lack thereof. If one partner in a relationship is always paying or keeping up all the bills, his/her partner just might grow tired of it and decide that it is a valid reason to separate. For example, a woman who is always lending her boyfriend money for his rent, car note, and social expenses will probably eventually grow tired of it and leave him.More reasons why couples separate, addictions often result in ugly breakups. Whether it is an addiction to drugs, sex, gambling, or whatever, hardly anyone would be willing to take that on an everyday basis. Most people would agree that it is not pretty to see someone throw their life away on addictions. It is simply not attractive and thus, not many people would want to be with someone with an extreme problem like that.An unfortunate reason for a breakup, physical disabilities, also occurs at times. This can range from a paralyzing accident to impotence and infertility. To some people, having children is the most important priority in their adult life. Having a partner whom is unable to have children can very much hinder a relationship. Thus, it will not last. Likewise, having a partner who has a paralyzing disability might be too much for someone to take. Being with a person, who becomes handicapped, though unfortunate, is a big burden to place on a person.Growing apart, an instance in which two people just do not feel attraction towards each other anymore is very commonplace, resulting in an end of a relationship.

To View or Not To View :: Media News Television Essays

To View or Not To View Staying in touch with the outside world, via the 10:00 evening news, has become increasingly difficult for me the last couple years. Not only am I usually not awake at 10:00, but if I am, I do not want to spend my time hearing about the many murders, rapes, and robberies that plaque our city. Television news has not only taken on a tabloid-like feel, but the substance of most of the news stories is a total waste of my viewing time. However, in an effort to stay connected, I currently listen to the morning TV news as well as read the Chicago Tribune on a daily basis. The local news broadcast I taped to critique for this paper was the 5:00 News on Channel 5 which was shown on Monday, April 7, co-anchored by Joan Esposito, a 30ish white female, and Warren Saunders, a late 50's black male. I viewed a total of 13 stories which were comprised mainly of murder, weather and informational topics. The "Top Story" was about a 7 year old girl who was murdered by a gang member while she was waiting in line to get ice cream. The story's time went for approximately 4 minutes and included 3 interviews of people, 3 different on-screen captions and a camera span of teddy bears on a fence. The actual meaty parts of this story, that is, the facts, were fully given in this broadcast. However, interviews with crying persons of the gang members' families, and the little girl's school superintendent musing out loud on what this little girl could have become, was a total waste of time. Conversely, scanning the teddy bears was touching, but lent nothing to the telling of the tragic event that took this girl's life. I suppose the "powers that be" at the news station do not feel the public can feel on their own, thus we are constantly being given visual reminders of how sad a story is. I can safely say that the Top Story of the majority of broadcasts that I view are murders. Based on that premise, the senseless murder of this child was an important story in Chicago that day. I do take exception, however, to the many visuals used to evoke emotion as the sadness of the story spoke for itself. Apart from this story, the only remaining "news stories" consisted of a murder of a cab driver and two stories of missing persons.

Made or Born a Serial Killer

Lexis Munoz Professor Miller English 5B 23 April 2013 Are Serial Killers Born or Made? Psychologist John B. Watson expressed in his scientific studies of human behavior that emotion is learnt and as humans we are highly social creatures, and by integrating those two ideas it signifies how much we, as the human race, are influenced by others as well as with the environment causing our behavior to be similar to the ones around us. A study conducted by American psychologist Albert Bandura in 1961 called the Bobo Doll experiment in which Bandura studied on small children between the ages of three and five.Each child was placed in a room with an adult and multiple toys including a bobo doll which is an inflated doll, soon after the adult would then hit, kick, and scream at the doll. Bandura used his theory of social learning to â€Å"stress the importance of observational learning, imitating, and modeling. † During the experiment the adult later would leave the room while the child would remain there. Bandura continued observing what the child did to the doll after seeing how the adult treated it and of course the child did exactly what the adult did; imitating everything from what the adult used to hit the doll with, the kicking, and the hitting.Humans cannot control their behavior because it is learned along with the emotions that come with it. Children that are brought up in an unloving, abusive, and neglected environment are later on in their adulthood emotionally scared for life and can soon become psychopathic serial killers at an extremely young age as four or even five. In an interview with a young child named BethThomas this little girl talked about her background of abuse and molestation. Her mothers death lead to the horrific abuse her and her younger 3 month year old brother at the time in the hands of their father.The abuse and molestation happened at a very young age but still stuck with her as she got older. While growing up her and her brother were sent to child services but were welcomed into a loving family that had no idea of their past. As time went by their adopted parent started realizing things were not right with little Beth. She killed and abused multiple animals as well as hurting her brother by hitting him and squeezing his private parts. Beth also hit her brother’s head on a cement floor until her adopted mother heard his screams and she even confessed to wanting to kill him.She took knifes from the kitchen and said in the interview that she wanted to use them to stab her parents when they were asleep. Abuse and molestation caused so many problems in her future but she got therapy and was placed in a controlled environment and is seemed to have turned out a better person, but because of her unfortunate past, no onecan ever know if she will kill or snap at any moment. In all Beth was put through a traumatic childhood that will always be with her due to the violence she experienced.Due to her experiences as a child she has psychological problems and hardly has a conscious which many children go through as growing up but in comparison to Beth’s case they do not always get the psychological help they need causing them to remain violent as Beth would have if she did not get treated as soon as she did. Child abused in the United States happens every thirteen second. Serial killers are not born they are made. Psychopaths grow up in harsh and unlivable environments and sometimes in inhabitable places as well.For example in the book a Child called it, there was a boy who was abused, neglected, unfed, unloved, and so on. Though he did not turn out to be a serial killer children like Albert DeSalvo who was raised in an abusive home and whose father often brought home prostitutes and taught him how to shoplift. Further more, some may say when nature versus nurture is in comparison with whether or not serial killers are made or born that they are born into a killing machine. For exampl e Andrei Chikatilo who is serial killer and also a cannibal was simply made into the monster he turned out to be.There was no abuse, neglects, or bad up bringing he had to endure. He had a normal life, went to school, and never experienced abused, but soon turned into a sexual predator and molester at a young age. Many people go on and on about we are who we are and we are born a certain way. One great example to prove this theory is the disease of cancer. Cancer is a disease some just get unexpectedly that is unpreventable basically. There are some ways to try to prevent it but honestly, there is just no way anyone can completely have the ability to prevent such a complex and difficult disease.Another judgment people may say is that there are multiple reasons and explanations for a serial killer to become into killers but it is not because of abuse, neglect, or ridiculous accusations like porn, but because they are born the way they are. It is all in their genetics many argue and t here is no way abuse is the cause for a serial killer to murder, rape, and molest, and so on. It is only correlation not a cause which means those are only factors and not solely the cause of a psychopath.

Kristallnacht – source related study

Any Historian studying Kristallnacht would find sources A and B very useful as they both say who is responsible for the night. Although the person who is said to be responsible in each source is different, they both show that the Nazis were clearly against the Jews and this would give the Historian a good idea of which source is more likely to be accurate. Source A's provenance tells us it is a summary by Fritz Hesse who was a journalist working for Hitler, this means he would know quite a bit about him so his source is likely to have some truth in it. The source was also written in 1954 which is many years after Hitler died so he would not be bothered about writing the truth because nothing would happen. If Hitler was still alive he would have been scared to write the truth and Hitler would have probably told him what he had to write, on the other hand, it was along time ago and the details may not be fresh in his mind so there could be some inaccurate detail in it. The source tells us that Fritz Hesse (the writer of the source) was at dinner with Hitler, Goebbels and some other party leaders and overhears an officer whispering something into Goebbels ear. He then sees Goebbles mumble to Hitler about a mass attack on the Jews and synagogues that he and the SA had planned for that night. Hitler is very excited about this and Goebbles is pleased because he is trying to get back in with Hitler. The detail in this source which makes it seem reliable is when Hitler is very excited about hearing what Goebbels has planned against the Jews, Hesse remembers that he, ‘squealed with delight and slapped his thigh with enthusiasm,' this makes the source seem more convincing and therefore more useful to the Historian as it is not something you normally make up. At the end of the source it says that Goebbels was clearly trying to win back Hitler's support, this also makes it seem reliable because we know that he was out of favour with Hitler because he had an affair with a Czech actress. This source would be useful because it tells the historian that the SA and Goebbels were responsible for the attacks and that the Nazis were against the Jews a lot. Source B is not very reliable, but it is still very useful to the Historian. It is a secret report prepared by the Nazi party supreme court after the events of Kristallnacht so it is the official Nazi line, this means the story might have been change completely to make the Nazis look good and not responsible because they knew the German people would not approve. The source says that the report is from after the attacks, but they are announced to everyone by Goebbels in the evening which does not really fit in. The source is blaming the German people for the anti-Jewish demonstrations and Goebbels told the party leaders about this at a social evening. The source also says that if people do start ‘spur of the moment' attacks on the Jews it will not be stopped. The source sounds more reliable when Goebbels tells the party leaders that there has been some anti-Jewish demonstrations, because this makes it seem although they did not know anything about its. The description of the things that happened on the night would have been reliable because if they were blaming other people and not themselves it would not matter to them. This source would be useful to the Historian because it says what happened on Kristallnacht and the kind of damage that was done, it also lets the historian know that the Nazis claimed not to be responsible which means that if they were they obviously did it so they would not loose support from German people. The similarities between the two sources are that both have an evening gathering of the party leaders on the 9th of November, but source A is from before the demonstrations and source B is from after, but the attacks happened at night so this makes source B seem inaccurate. Both of the sources show that the Nazis do not like the Jews because in source A when Hitler is told about Goebbels plan he is very excited and in Source B after Goebbels denies having anything to do with the attacks he says that the Nazis would not be allowed to organise such demonstrations but they would not be stopped. These similarities would be very useful to the historian because he would have something that he knows is most likely true, like the Nazis disliking the Jews a lot which would help him decide what he thinks is more accurate. The source that would be more reliable is source A, but source B would be more useful to the Historian because it is more detailed as it says what happened on the night which would be reliable because the Nazis were not blamed so it wouldn't matter to them what was written because it didn't make them look bad, it also lets the Historian know that the Jews were not liked by the Nazis because of the one line at the end of the source so the historian could judge who was to blame for himself. Source A only tells the historian who is to blame and does not really give a description of the kind of things that were done on the night.

Purity Steel Corporation

Harvard Business School 9-197-082 rP os t Rev. February 15, 2000 Purity Steel Corporation, 1995 op yo â€Å"I’m no expert in high finance,† said Larry Hoffman, manager of the Denver branch for the Warehouse Sales Division of Purity Steel Corporation, to Harold Higgins, general manager of the division, â€Å"so it didn't occur to me that I might be better off by leasing my new warehouse instead of owning it. But I was talking to Jack Dorenbush over in Omaha the other day and he said that he's getting a lot better return on the investment in his district because he's in a leased building.I'm sure that the incentive compensation plan you put in last year is fair, but I didn't know whether it adjusted automatically for the difference between owning and leasing and I just thought I'd raise the question. There's still time to try to find someone to take over my construction contract and then lease the building to me when it's finished, if you think that's what I ought to do. † Purity Steel Corporation was an integrated steel producer with annual sales of about $4. 5 billion in 1995. The Warehouse Sales Division was an autonomous unit that operated 21 field warehouses throughout the United States.Total sales of the division were approximately $225 million in 1995, of which roughly half represented steel products (rod, bar, wire, tube, sheet, and plate) purchased from Purity's Mill Products Division. The balance of the Warehouse Sales Division volume was copper, brass, and aluminum products purchased from large producers of those metals. The Warehouse Sales Division competed with other producer-affiliated and independent steel warehousing companies and purchased its steel requirements from the Mill Products Division at the same prices paid by outside purchasers.No tC Harold Higgins was appointed general manager of the Warehouse Sales Division in mid1994, after spending 12 years in the sales function with the Mill Products Division. Subject only to the approval of his annual profit plan and proposed capital expenditures by corporate headquarters, Higgins was given full authority for his division's operations, and was charged with the responsibility to â€Å"make the division grow, both in sales volume and in the rate of return on its investment. † Prior to his arrival at division headquarters in St.Louis, the Warehouse Sales Division had been operated in a centralized manner; all purchase orders had been issued by division headquarters, and most other operating decisions at any particular warehouse had required prior divisional approval. Higgins decided to decentralize the management of his division by making each branch (warehouse) manager responsible for the division's activities in his or her geographic area. In Higgins's opinion, one of the key features of his decentralization policy was an incentive compensation plan announced in late 1994 to become effective January 1, 1995.The description of the plan, as presente d to the branch managers, is reproduced in Exhibits 1, 2, and 3. Monthly operating statements had been prepared for each warehouse for many years; implementing the new plan Do Doctoral Candidate Antonio Davila and Professor Robert Simons prepared this updated case based on an earlier version. Case material of the Harvard Graduate School of Business Administration is prepared as a basis for class discussion and not to illustrate either effective or ineffective handling of administrative problems.Copyright  © 1997 by the President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685 or write Harvard Business School Publishing, Boston, MA 02163. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of Harvard Business School. 1 This docume nt is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013.Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. 197-082 Purity Steel Corporation, 1995 rP os t required only the preparation of balance sheets for each warehouse. Two major asset categories, inventories and fixed assets (buildings and equipment), were easy to attribute to specific locations. Accounts receivable were collected directly at Purity's central accounting department, but an investment in receivables equal to 35 days' sales (the average for the Warehouse Sales Division) was charged to each warehouse.Finally, a small cash fund deposited in a local bank was recorded as an asset of each branch. No current or long-term liabilities were recognized in the balance sheets at the division or branch level. At the meeting in December 1994, when the new incentive compensation plan was presented to the branch managers, Higgins had said: tC op yo Howard Percy [division sales manager] and I have spent a lot of time during the last few months working out the details of this plan. Our objective was to devise a fair way to compensate those branch managers who do a superior job of improving the performance in their areas.First, we reviewed our salary structure and made a few adjustments so that branch managers do not have to apologize to their families for the regular pay check they bring home. Next, we worked out a simple growth incentive to recognize that one part of our job is simply to sell steel, although we didn't restrict it to steel alone. But more importantly, we've got to improve the profit performance of this division. We established 5% as the return-on-investment floor representing minimum performance eligible for a bonus.As you know, we don't even do that well for 1994, but our budget for next year anticipates 5% before taxes. Thus, in 1995 we expect about a third of the branches to be below 5%? and e arn no ROI bonus? while the other two-thirds will be the ones who really carry the weight. This plan will pay a bonus to all managers who help the division increase its average rate of return. We also decided on a sliding scale arrangement for those above 5%, trying to recognize that the manager who makes a 5% return on a $10 million investment is doing as good a job as one who makes a 10% return on only a half million dollars.Finally, we put a $50,000 limit on the ROI bonus because we felt that the bonus shouldn't exceed 50% of salary, but we can always make salary adjustments in those cases where the bonus plan doesn't seem to adequately compensate a branch manager for his or her performance. No After the telephone call from Larry Hoffman in May 1996, quoted in the opening paragraph, Harold Higgins called Howard Percy into his office and told him the question that Hoffman had raised. â€Å"We knew that we probably had some bugs to iron out of this system,† Percy responded. Let me review the Denver situation and we'll discuss it this afternoon. † At a meeting later that day, Percy summarized the problem for Higgins: Do As you know, Larry Hoffman is planning a big expansion at Denver. He's been limping along in an old multistory building with an inadequate variety of inventory, and his sales actually declined last year. About a year ago he worked up an RFE [request for expenditure] for a new warehouse which we approved here and sent forward. It was approved at corporate headquarters last fall, the contract was let, and it's to be completed by the end of this year.I pulled out one page of the RFE which summarizes the financial story [Exhibit 4]. Larry forecasts nearly a triple in his sales volume over the next eight years, and the project will pay out in about seven and a half years. Here [Exhibit 5] is a summary of the incentive compensation calculations for Denver that I worked up after I talked to you this morning. Larry had a very high ROI last year, and received one of the biggest bonuses we paid. Against that background, I next worked up a projection of what his bonus will be in 1997 assuming that he moves into his new facility at the end of the year.As you can see, 2 This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. Purity Steel Corporation, 1995 197-082 rP os t his ROI will drop from 17. 3% to only 7. 2%, and even on the bigger investment his bonus in 1997 will go down substantially. Finally, I dug out the file on New Orleans where we're leasing the new warehouse that was completed a few months ago.Our lease there is a so-called operating lease, which means that we pay the insurance, taxes, and maintenance just as if we owned it. The lease runs for 20 years with renewal options at reduced rates for two additional 10-year periods. Assuming that we could get a similar deal for Denver, and adjusting for the difference in the cost of the land and building at the two locations, our lease payments at Denver during the first 20 years would be just under $250,000 per year. Pushing that through the bonus formula for Denver's projected 1997 operations shows an ROI of 7. %, but Larry's bonus would be about 15% less than if he was in an owned building. op yo â€Å"On balance, therefore,† Percy concluded, â€Å"there's not a very big difference in the bonus payment as between owning and leasing, but in either event Larry will be taking a substantial cut in his incentive compensation. † As the discussion continued, Larry Hoffman and Howard Percy revisited the formula for ROI: Net Income Return-on-investment = Investment in Operating Assets Net Income Sales x Sales Investment in Operating Assets = ( Return on Sales) x (Asset Turnover) No tC = DoBoth wondered whether the proposed bonus plan needed further revision or clarification. 3 This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. 197-082 Purity Steel Corporation, 1995 I. Branch Managers’ Compensation Plan, Warehouse Sales Division Objectives rP os t Exhibit 1 The Warehouse Sales Division has three major objectives: A. To operate the Division and its branches at a profit. B. To utilize efficiently the assets of the Division. C. To grow.This compensation plan is a combination of base salary and incentive earnings. Incentive earnings will be paid to those managers who contribute to the achievement of these objectives and in proportion to their individual performance. op yo II. Compensation Plan Components There are three components to this plan: A. Base Salary Base salary ranges are determined for the most part on dollar sales volume of the district(s) in the prior year. The higher the sales volume, the higher range to which the manager becomes eligible. The profitability of dollar sales or increases in dollar sales is an important consideration.Actual salaries will be established by the General Manager, Warehouse Sales Division, and the salary ranges will be reviewed periodically in order to keep this Division competitive with companies similar to ours. tC B. Growth Incentive If the district earns a net profit before federal income tax for the calendar year, the manager will earn $1,750 for every $500,000 of increased sales over the prior year. Proportionate amounts will be paid for greater or lesser growth. C. Return-on-Investment Incentive No In this feature of the plan, incentive will be paid in relation to the size of investment and the return-on-investment.The manager will be paid in direct proportion to his effective use of assets placed at his disposal. The main emphasis of this portion of the plan is on increasing the return at any level of investment, hi gh or low. Do III. Limitations on Return-on-Investment Incentive A. No incentive will be paid to a manager whose branch earns less than 5% return-oninvestment before federal taxes. B. No increase in incentive payment will be made for performance in excess of 20% return-on-investment before federal taxes. C. No payment will be made in excess of $50,000 regardless of performance. 4This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. 197-082 Exhibit 1 (continued) IV. Calculations on Return-on-Investment Incentive rP os t Purity Steel Corporation, 1995 Exhibit 2 is a graphic presentation of this portion of the incentive. Since all possible levels of investment and return-on-investment cannot be detailed on the chart, exact incentive figures cannot be determined. However, a rough estimate can be made by: A.Finding the approx imate level of investment on the horizontal scale. B. Drawing a line vertically from that point to the approximate return-on-investment percent. op yo C. Drawing a line horizontally from that point to the vertical scale which indicates the approximate incentive payment. The exact amount of incentive can be determined from Exhibit 3 by the following procedure and example. Example: Investment: ROI: Step 1. $8,263,750 7. 3% Subtract 500,000 from the last six digits of investment figures if they are above 500,000. tC EXAMPLE: 263,750 is below 500,000; nothing is subtracted.Step 2. Divide the number from step 1 by 500,000. The result is a percentage. EXAMPLE: 263,750/ 500,000 = . 5275 No Step 3. Do Step 4. In the 1% Column in Exhibit 3, take the difference between the next highest investment and next lowest investment. EXAMPLE: Investment 1% $8,000,000 $2,100 Difference $50 $8,500,000 $2,150 Multiply the result of Step 3 by the result of Step 2 and add to the 1% Column figure for the nex t lowest investment. EXAMPLE: $50 x . 5275 = $26. 37 + $2,100 = $2,126. 37 Step 5. Multiply the result of Step 4 by the actual ROI%. EXAMPLE: $2,126. 37 x 7. = $15,522. 54 Incentive Payment 5 This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. Purity Steel Corporation, 1995 Exhibit 2 Incentive Payments at Various ROI Percentages 50 20% 45 40 15% 35 30 Series1 25 10% 20 15 10 5 0 0. 5 1. 5 2. 5 3. 5 op yo Incentive Payment ($ thousands) rP os t 197-082 4. 5 5. 5 6. 5 7. 5 8. 5 Series2 Series3 Series4 5% 9. 5 10. 5 11. 5 12. 5 13. 5 14. 5 Do No tC Investment ($ millions) This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. Purity Steel Corporation, 1995 Ince ntive Payments at Various Investments and ROI Percentages Investment 5% 10%No incentive will be paid for less than 5% ROI. 7 This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860. No (24) Payback period 300,000 2,612,500 1,059,650 100,000 153 Add back depreciation and relocationAnnual return of funds $ 7. 3 years 4,072,150 5,534,549 96 (177) Less 35% tax Net income $ (220) (53) (273) Less depreciation Total return over 8 years (in dollars) Capital expenditures required (in dollars): Land Building Equipment Relocation expenseForecast Additional Sales, Expenses, and After-Tax Profits Due to New Facility (doll ars in thousands) Gross profit dollars Service income Total income Less expenses excluding depreciation Sales dollars Exhibit 4 Do Purity Steel Corporation, 1995 Return-on-investment and Incentive Compensation (in dollars) rP os t Exhibit 5 197-082 Denver Branch 1997 Projected Total Warehouse Sales Division 1995 Investment at Year-end Land $ Buildings (net of depreciation) 5,144,500 $ 13,950,500 Equipment (net of depreciation) 124,500 $ 300,000 $ – 1,010,425 1,010,425 481,000 3,879,385 1,010,425 50,000 1,382,500 ,568,960 32,000 21,817,000 Accounts receivable Building 50,000 50,000 op yo Subtotal Leased Building 324,500 2,722,000 Cash fund Owned Actual 1995 Actual – Total year-end investment Investment at start of year 22,517,500 Less: depreciation Less: lease payments Net pre-tax profit 3,466,250 4,904,500 8,782,135 5,913,175 5,263,500 8,395,650 5,483,150 100,404,000 5,084,000 8,588,895 5,698,150 4,147,310 917,870 710,000 710,000 (40,000) (92,765) (49,225) (648,705) (4 20,565) $ tC Return on investment 1,386,500 3,466,250 99,795,500 Profit before depreciation & taxes 1,386,500 3,132,000 101,012,500Average investment during year 1,241,500 55,295,500 Inventories 3,078,040 – $ 3. 07% 877,870 $ 17. 27% (243,200) 617,235 $ 417,575 7. 19% 7. 33% Incentive Compensation Sales volume increase (decrease) $ Bonus @ $1,750 per $500,000 ROI bonus: $ – 1,565,000 $ 1,565,000 8,500,000 5,500,000 2,150 1,810 60 Difference to next base 5,478 1,750 Value for 1% column, Exhibit 3 5,478 5,000,000 Base investment No (870,000) 50 65 25. 76 Interpolated portion 10. 08 8. 89 Total value per percentage point 1,760 2,159 1,836 30,392 15,515 13,453 ROI bonus Total incentive compensation $ 30,392 $ 20,993 $ 18,931Assumptions used for 1997 projections at Denver: Old facility and equipment sold at the end of 1996, proceeds remitted to corporate headquarters. Depreciation on new facilities in 1997 is $43,540 (60 years, straight line) and $49,225 on equipment (vario us lives, straight line). Year-end investment in receivables and inventory will approximate 1995 relationship: receivables at 10% of annual sales, inventories at 25% of annual sales. Average total investment assumes that new fixed assets are acquired on December 31, 1996, and that other assets at that date are the same as at the end of 1995.Profit taken from RFE (Exhibit 4) as $995,000 less $185,000 first-year decline, less $100,000 relocation expense. Additional mill profit of $65,000 does not reflect on divisional books and was used only at corporate headquarters for capital expenditures evaluation purposes. Do 1. 2. 3. 4. 5. 9 This document is authorized for use only by Corrado Cuccurullo at Second University of Naples until October 2013. Copying or posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860.

Patient Centred Care Essay

This essay will engage closely in exploring the case study provided during week one through four. It will deal with various issues such as the difference between type one and type two diabetes, outcomes of poorly managed blood sugar levels, the necessity of pain control during post-operative care for Josie, the implementation of Tanner’s model of clinical Judgement and lastly but not the least, a summary of Josie’s progress note. Diabetes and blood glucose control As Diabetes Mellitus is closely connected to the insufficient action of insulin in the body, the type one and two diabetic patients suffer mainly from managing their blood sugar levels (Crisp & Taylor, 2009. ). The widely known differences between the two diabetes are that type one diabetes display an inability of the pancreas to create insulin for the body as its cells producing insulin are destroyed. Type two diabetes do produce insulin, however due to the reduced production of the insulin by the pancreas, the body is unable or resistant to use the insulin appropriately and leads the body to face difficulties in maintaining homoeostatic balance. Further differences of type one and type two diabetes could be identified in managing the disease. It is essential for type one diabetic patient to be treated with an external source of insulin, however for type two diabetic patients the treatment could vary simply from controlling their diet and exercising, or injecting insulin into the body to control their blood sugar levels (Barnes, 2004). Poor function of insulin to control Glucose is the energy source that the cells feed on to survive, therefore poor management of the blood glucose will lead the cells to suffer from insufficient amount of energy to regulate the entire body (Australian Institute of Health and Welfare, 2008). Although the effects may not be immediately life threatening, conditions such as constant exhaustion or hypoglycaemia occurs when there is a low level of glucose in the blood. The patients at such circumstance will experience headaches, dizziness, hunger, seizures and fall into comas at extreme cases. Other outcomes may occur due to hyperglycaemia, when high blood glucose levels damage the small blood vessels. Blood vessels which supply energy to the cells become affected by the high glucose level which in return causes the blood to be toxic and the formation of blood clots (Zmuida, 2009). This will soon result the nerves and the cells to poorly function and trigger blurry vision, nerve damage, poor circulation, foot infections, cardiovascular complications, kidney infections in the long run. Importance of postoperative pain control One of the most important purpose to perform a postoperative pain assessment is to manage the risks the patient may face after the operation. By assessing the location, severity, type of pain and the temperature of the pain area, the patient is likely to have lower risks of developing an infection or a disease during recovery (Doherty, 2010). If pain control assessment is absent during a postoperative care for Josie Elliot, Elliot is likely to meet high levels of pain and stress in dealing with the pain. Such stress is likely to interfere with the other postoperative recovery exercises as it is predictable that Elliot will be physically tensed and unwilling. Furthermore, the consequences of not acknowledging the pain areas for Elliot, could lead to overlooking problems such as swelling or internal bleeding of the operated wrist. Although the problems may be small, they are likely to grow into serious matters such as haemorrhage and amputation. Therefore, for the patients to be less at a risk of becoming susceptible to complications- pain control is the stepping-stone to safety and be considered as a major priority of postoperative care. Tanner’s Clinical judgement: Noticing In this initial step of clinical judgement the nurse will focus in recognising the current situation of the patient. The nurse will seek to find future discomforts and problems that may occur during the care for the patient (Tanner, 2006). As for Elliot, who had an active life before being submitted into the hospital, the nurse should concentrate in understanding the patients psychological well being. Elliot being in such a contrasting environment to her daily life in the society, she could be expected to experience severe stress. For example, the nurse could initiating a casual conversation to assess any signs of depression or discomfort that Elliot may be experiencing. Through her voice, expression or gestures, the nurse will be able to notice conditions out of the ordinary. Another way to collect more informations about the patient may be communicating with the family members. Family members are the ones who will know the patient well enough to be concerned with the minor changes the patient shows. Such way of assessing the patient will help the nurse to accurately point out the changes occurring to the patient and gain deeper understandings of the patient conditions. Interpreting This phase is about digesting the collected information about the patient. For example, Analysing and interpreting the patient’s idea of his or her condition will allow the nurse to prioritise her tasks for the patients health care. Prioritising tasks will help the nurse to initiate the most argent care needed for the patient. This will decrease number of the patient’s risk factors and benefit the patient to be nearer to the risk free zone (Tanner, 2006). For further example, the nurse could interpret Elliot’s dull and restless behaviours, responses, moods and expressions as a sign of depression. Other objective data such as Elliot’s vitals signs could be interpreted into a certain warning for an occurrence of a diseases. After understanding these informations, the nurse could then prioritise the absorbed informations from the most severe issues to the least (Bradshaw & Lowenstein, 2010). In Elliot’s case it would first be the pain assessment on her fractured wrist and the vital signs to identify and tightly secure Elliot’s overall physical health which is crucial. The next will be followed by Elliot’s psychological assessment to ensure Elliot will not be harmed by depression. The last task on the list could be the patient shower to benefit Elliot to feel better and comfortable. However being at the end of the list does not indicate that this task is the least important. Responding This phase requires the nurse to be skilful in order to act out and perform the tasks set out in the previous phase of interpreting (Bradshaw ; Lowenstein, 2010). At this time of care, the nurse is expected to be insightful, with the attitudes of calmness and confidence to achieve successful outcome of the practice. For example, the nurse could systematically perform the interpreted and prioritized tasks on Elliot. During each task the nurse should explain the procedures being undertaken and communicate with the patient to be informative and clear. This will bring Elliot to be aware and be assured of the care being provided. This will help her to feel less confused or discomforted by knowing what is going on with her body while receiving the care. This step of clinical judgment will inform and educate the patient which is a crucial part of patient centered care. Reflecting Reflecting in tanner’s clinical judgment refers to having the knowledge to predict what is expected as an outcome of the care provided. There are two different aspects of reflection which are reflection-in-action and reflection-on-action. Reflection-in-action is when the nurse assesses the patient’s feedback or response in coping with the tasks and the care practiced on the patient. Reflection-on-action is how the nurse learns and gains further knowledge through the patients response to a particular nursing care (Bradshaw ; Lowenstein, 2010). During Elliot’s care, the nurse has given the medication to Elliot for pain relief. The nurse should observe and record Elliot’s responses to the medications. The first response the nurse will be looking for would be the complications occurring Elliot’s health due to the medication, such as a side effects or an allergic reaction. Secondly, the degree of effectiveness of the medication for Elliot to reduce the pain would also be analyzed. After Elliot’s responses have been assessed, the nurse should immediately make an effort to improve the status of the patient, and further promote patient centered care.