Sebastiao salgado genesi exbition Essay Example | Topics and Well Written Essays - 500 words

Sebastiao salgado genesi exbition - Essay Example To begin with, I would like to note that I was impressed by the black and white photographs that were presented in the exhibition. Just like other critics, I am strongly convinced that monochrome pictures allow our imagination attribute colours which makes them even more picturesque. Looking at those photographs, I imagined how interesting it was to actually be in those places and experience of the beauties of our planet first hand. To put it short, I was deeply moved by the message that was conveyed by the photographs: we should protect our Earth since it holds so many treasures. I would also like to dwell on recognition of the talent of the person in question. Some people might suggest that photography should not be regarded as a genuine art. Contrary to them, it is my strong belief that this is one of the most prominent modern arts that is able to capture one particular aspect of the world and present it in a rather moving way. It would not be a mistake to suggest that the photographs by Salgado altered in some way the objective description of the world. However, it is this lack of objectivity that urges people to take a look at the global issues from a new perspective. Genesis is logical continuation of work of this arts: prior to it he made similar projects about workers and migrants ("Sebastià £o Salgado. GENESIS"). In other words, one might suggest that Salgado is particularly interested in presenting the broad picture of the issue to the public. In addition to that, the artist wants to grasp the natural state of things in order to how had fragile they might be ("Sebastià £o Salgado: Genesis"). Every picture in the exhibition suggests that it is quite easy to lose the world as we know it. As one can easily understand, Sebastià £o Salgado is one of those individuals how was blessed by a broader outlook and a particular talent which makes him a great

Alternative Medicine and Unit Learning Outcome Essay Example for Free

Alternative Medicine and Unit Learning Outcome Essay It is important to have a holistic approach to managing pain and discomfort by looking at the situation as a whole. Not just the physical side but also the mental, emotional, spiritual and social needs. Conventional medicine, alternative and complementary therapies can be used as options to relieve pain and other symptoms if desired. The care plan has been made with information which supports their lifestyle and culture. The purpose is to bring comfort, dignity and peace to the clients as well as support to their family members. 11. 2Describe different approaches to alleviate pain and minimise discomfort Answer Use drugs such as paracetamol, morphine, and ibuprofen. Use physical methods like hot water bottle, massage, cooling with ice, repositioning. Exercise methods such as walking around or taking other exercises, having a chat or doing something else to distract from pain. Alternative therapies such as aromatherapy, homeopathic medicine, reflexology, acupuncture, yoga – these therapies should be used only where care professional agrees with the beneficial effects. 11. 3Outline agreed ways of working that relate to man-aging pain and discomfort Answer Before using any of the methods to manage pain, the client needs to be assessed, as every kind of pain relief can be harmful, care plan and policies and procedures always have to be followed and necessary precautions have to be taken. 22. 1Describe how pain and discomfort may affect an individual’s wellbeing and communication Answer 22. 2Encourage an individual to express feelings of dis-comfort or pain Answer 22. 3Encourage an individual to use self-help methods of pain control Answer 22. 4Assist an individual to be positioned safely and com-fortably Answer 22. 5Carry out agreed measures to alleviate pain and discomfort Answer 33. 1Carry out required monitoring activities relating to management of an individual’s pain or discomfort Answer 33. 2Complete records in required ways Answer 33. 3Report findings and concerns as required Answer The above is an accurate record of the questioning. Learner signature:Date: Assessor signature:Date:

Our Town Mrs. Webb Is Mrs. Gib :: essays research papers

“Mrs. Gibbs is Mrs. Webb is Mrs. Gibbs';   Ã‚  Ã‚  Ã‚  Ã‚  In Thorton Wilder’s classic play about life in a small town, no other two characters share so much in common with one another as Mrs. Gibbs and Mrs. Webb do. Their purpose in the story, on a figurative level, is to represent the monolithic thinking of a small town. Emily Post, an American etiquette authority of the early 1900’s, said, “To do exactly as your neighbors do is the only sensible rule.';   Ã‚  Ã‚  Ã‚  Ã‚  Without a doubt, any intelligent reader of this play can see the obvious similarities between Mrs. Webb and Mrs. Gibbs. On a purely literal level, the two seem to run parallel to one another. For example, their morning routine is abnormally similar, they both attend choir practice, they both enjoy the town gossip, and the basic makeup of their families are the same.   Ã‚  Ã‚  Ã‚  Ã‚  Looking deeper into the similarities of the two women on a figurative level, only demonstrates that both women can be considered one person. Not only do they act alike, but they think alike as well. Thorton Wilder’s use of two women who are virtually the same serves as an example of how the woman in Grover’s Corners act. In fact, Wilder’s use of these two women enforces the small town mentality, in which everyone should live by a set standard.   Ã‚  Ã‚  Ã‚  Ã‚  These two women are pieces of the puzzle that is Grover’s Corners. They represent the “norm'; who is just another person who has lost his or her individuality. The two women are not meant to remain in the mind of the reader because of their performance. Oddly enough, their “claim to fame'; comes because of their lack of individuality. Therefore their sole purpose in the story is to provide the reader with a consensus of what Grover’s Corners is really about.

The Treatment of Somali Refugees in Kenya and Ethiopia: an Assessment

Introduction1.1 BackgroundAfter the end of the Cold War, the international community had to build an entirely new agenda for human rights, democracy and development in the world’s most troubled regions (Forsythe, 2006: 210-215; Normand & Zaidi, 2008: 316-323). In Africa, conflicts in the Congo, Rwanda and Somalia left the region tormented by an ongoing refugee crisis. The lack of stable political institutions and representative democracy in these countries necessitated the revision of international legal standards, in order to cope with the refugee crisis and to provide security and shelter. With over 3 million recognized refugees at present, Africa is considered by the UNHCR the biggest challenge, absorbing the largest proportion of the budget and humanitarian programmes (Zolberg et. al, 1989). This paper will focus on the treatment of Somali refugees in two of the neighbouring countries – Kenya and Ethiopia, which reportedly host the largest proportion of the refugees at present (UNHCR, 2011a;b;c). The reason why Somali refugees were chosen as the subject of this paper is because this is one of the longest ongoing political and humanitarian crises, and its implications upon regional politics and the local populations are perpetual. It also demonstrates the discrepancies in international law in dealing with displacement and human right violations of the Somali refugees. The paper will assess the treatment of refugees in these two countries. Based on this assessment, the author will make recommendations for the improvement of the treatment of the refugees.1.2 Res earch questionThe purpose of this essay is to explore the treatment of Somali refugees in Kenya and Ethiopia. Their treatment will be looked at through the prism of basic human rights conventions and will ideally seek to provide a broader understanding on the status of the refugees in a global era. It will highlight the main challenges, which refugees from Somalia face on the territories of Kenya and Ethiopia and will explain how these challenges are posed by inconsistencies in international law. In order to do this, the author will first critically approach the definition of the term â€Å"refugee†. Next, the author will attempt to trace whether basic provisions stipulated by the 1951 Convention on the Status of the Refugees have been met by the authorities in Ethiopia and Kenya. Before this, a brief historical overview of the main events leading to the refugee crisis will be provided. The Somali refugee crisis – the prelude In Somalia, the transition to political independence has been scarred by factionalism and division. In the early 1990s, the clan based opposition groups ousted the military government, which led to the outbreak of decade long civil war, throughout which various factions were competing for power (Waldron & Hasci, 1994). In 2004, the Transitional Federal Government (TFG) was formed. Its opposing faction was the Islamic Courts Union (ICU), which soon lost power to the TFG in the south. Subsequently, the TFG split into radical groups, Al-Shabaab being one of them. Since then, the Al-Shabaab has been fighting the TFG over political and economic supremacy (UNHCR, 2011c). The civil war resulted in the displacement of millions of Somali people, turning them into the third largest refugee group in the world, after the Iraq and Afghanistan refugees (UNHCR, 2011c). Apart from Western countries such as UK and Italy, Somali refugees travel to neighbouring countries, mostly Ethiopia and Kenya. As of July 2011, on the territory of Ethiopia there were 160,000 Somali refugees, residing in six large camps in the eastern and south-eastern part of the country. In 2011 the number of new arrivals increased dramatically with up to 23,000 people arriving per month. In Kenya, currently there are around 280,000 Somali refugees, and as of July 2011, their number has dramatically increased because of the draught in East Africa (UNHCR, 2011b). 3. Problems of definition The purposes if this essay would not be fulfilled, if the author does not provide a definition of the term â€Å"refugee†. According to Article 1 (2) of the 1951 UNHCR Convention on the Status of the Refugees, the term â€Å"refugee† shall apply to any person who: â€Å"[†¦]owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable, or owing to such fear, is unwilling to avail himself of the protection of that country [†¦]† (UNHCR, 1951). The same definition can be found in the OAU 1969 Convention on the Refugees in Africa (Article 1). The main criticism, which this definition obviously provokes, is the lack of prescriptions for the state of origin, and the obligations of the host countries. The definition exhausts the basic connotation of a refugee, which has not changed much to this day, but does not define the responsibilities and actions, which the host authorities are obliged to take under international law. The definition explains the confines of the country of persecution, but not the terms of protection of refugees in foreign territories. This is not a technical flaw of the definition, as embedded in the convention, but a general weakness of international law, when it comes to the treatment of refugees in host countries (Marfleet, 2006; 9-20; Gibney, 2005:6-13). This raises several issues related to legitimacy, and they are not, as proposed by Zolberg et.al (1989) related to the debate who is a refugee under international law. These controversies are related to the lack of legally binding prescriptions for the host countries, sheltering refugees. Despite the fact that there has been ongoing development of the understanding of the term persecution since 1951, it remains unclear how persecution of refugees can be prevented in the host territories. Therefore, it is important to trace the implications of this inconsistency in terms of policy and treatment of the Somali refuges in Ethiopia and Kenya and identify problems, which might arise from the lack of a clear definition of persecution and the responsibilities of the host countries. The following sections will demonstrate the practical implications of this gap in international law in relation to the treatment of Somali refugees in Kenya and Ethiopia. 4. Treatment of Somali refugees in Kenya According to the UNHCR, more than 600, 000 Somali refugees are now residing in neighbouring countries (2011). At present, Kenya is the country, where largest proportions of the Somali refugees are seeking shelter. Currently, it is hosting around 280 000 refugees, residing in three large camps, located in the North Eastern Daabab camps (UNHCR, 2011b). Although it is clear that Kenya has been unable to cope with the intense wave of Somali immigrants without the assistance of the international community, in 2010, Amnesty International has reported grieve violations of rights of the refuges on behalf of the Kenyan authorities (Amnesty International Report AFR 32/015, 2010). The report says that thousands of refugees were forcibly returned to Somalia, and asylum was not provided to the individuals which claimed for it. The report also reveals the implications of the fact that a large proportion of the refugees were not screened because of the closure of the immigration centre at the Kenya-Somali border. It was closed because Kenyan authorities were concerned that ongoing violence in Somalia and persistent acts of terrorism could spread on their own territory (Amnesty International Report AFR 32/015, 2010). The other conclusions of Amnesty International are related to police harassment in the camps, and violation of the principle of no n-refoulement (Amnesty International Report AFR 32/015, 2010). The principle of non-refoulement, which is embedded in the UNHCR Convention for the Refugees prohibits â€Å"the expulsion, extradition, deportation, return or otherwise removal of any person in any manner whatsoever to a country or territory where he or she would face a real risk of persecution or serious harm† (UNHCR Convention on the Status of the Refugees, 1951). The report reveals that when the Kenyan authorities closed the border, around 4000 Somalis were trapped alongside and 360 were refouled. In 2009, 93 Somali asylum seekers were forcibly refouled back to Somalia. It is now clear that by choosing to close its border, Kenya has violated the principle of non-refoulement of the UN and the 1967 Protocol, as well as its own 2006 Refugee Act. Further implications of the closure of the transit border centre is that the newly arrived refugees are no longer screened for health purposes, and some of them have suffered exhaustion and malnutrition on their way to the camps (which are located about 80 km from the border). Another type of violations is related to the security and well being of the refugees, often threatened by the Kenyan security forces. As of December 2010, issues related to limited access to water, shelter, sanitation and other essential services due to overcrowding have been reported. In addition, the refugees are not allowed outside the camps unless in exceptional circumstances such as relocation to third countries (Amnesty International, 2010). Other violations include sexual harassment, forced marriages in the camps, as well as the involuntary recruitment of refugees for military service. Based on this report, it is not difficult to determine that Kenyan authorities have allowed the unlawful treatment of Somali refugees by local militias, and have committed violations related to their treatment on the territory of the host country. In sum, a closer look at the treatment of the Somali refugees in Kenya reveals that there have been violations of key provisions, related to the status of the refugees. From a legal perspective, this is due to the fact that there are no legally binding provisions, which define the responsibilities of the host countries, or penalties in case of violations. By no legally binding it is meant that the existing rules and regulations remain prescriptive of how the hosting countries need to treat refugees, seeking shelter on their territory. As stated earlier before, there is not a clear definition of persecution and the counter-measures, which it entails, therefore the actions of the Kenyan authorities remain unaddressed under international law. As the next section will reveal, the situation in Ethiopia is quite similar. 5. Treatment of Somali refugees in Ethiopia As mentioned earlier in the essay, Ethiopia is the country, where the second highest proportion of Somali refugees resides. An estimate of 280, 000 refugees have fled to Ethiopia since the beginning of the conflict in Somalia more than two decades ago. They have been accommodated in eight camps along the Ethio-Somali border (UNHCR, 2011). Similarly to the case in Kenya, the refugees are denied access to education and work opportunities, as well as free movement and access to healthcare. According to Markos (2011), the main reasons for the unlawful treatment of the Somali refugees in Ethiopia generate from the gap between national legislation and international legal standards, related to the status of the refugees. Despite the fact that Ethiopia has ratified key international refugee instruments such as the 1951 Convention, the 1967 Protocol and the 1969 OAU Convention, the treatment of the Somali refugees on the territory of the country is a signifier that constraints to the implemen tation of their provision on national level are ostensible. Understandably, the Ethiopian authorities are trying to protect their scarce national resources and infrastructure, which explains why their tolerance to the refugee influx is not high (Waldron & Hasci, 1994). From the perspective of the international community however, this does not ameliorate the fact that many Somalis face grieve human rights violations in the camps on the territory of Ethiopia. Some of the key provisions of the 1951 Convention have been violated such as the right of freedom, the right to choose their place of residence, the right to move freely within the country, as well as the access to elementary and religious education. In sum, although the situation with the treatment of the refugees in Ethiopia is not so grieve as the one in Kenya, Somali refugees in Ethiopia still face deprivations and human right violations. This is due to the scarce resources in the country, as well as the gaps in national legislation, which do not allow the direct implementation of key provisions of international law, related to the status of the refugees. Based on the above observations on the treatment of the refugees in these two countries, a brief set of recommendations will be provided in the following section. 6. Recommendations This section will provide a brief set of recommendations for policy reform and action for the improvement of the treatment of Somali refugees in Kenya and Ethiopia. The recommendations have been divided in four groups – general recommendations, recommendations for Kenya, recommendations for Ethiopia, and recommendations for the international community.6.1 General recommendationsThe previous sections have shown that without clear definition on persecution and the responsibilities of the host countries, it would be impossible to provide shield of refugees and displaced people under international law. Therefore, a revision of the legal provisions related with the refugees is necessary. In the near future however, a revision of existing refugee legislation might be a cumbersome and formidable process, because it would involve redrafting existing legislation, its ratification and its incorporation into host countries’ judiciary system. In addition, it is not clear how this would help overcome other challenges, related to refugee protection, such as the ones mentioned by Landgren (1998) – agents of persecution; the notion of political offence in extradition treaties; the criminalization of illegal departure; and the precipitation of repatriation. Despite the fact that the principle of non-refoulment remains one of the strongest refugee rights, and despite the presence of â€Å"minimum rights clauses† for the treatment of refugees in the 1951 Convention, their enforcement in countries, where poverty and political instability are persistent, remains a challenge. As a result, existing legislation needs to be revised in order to meet the new security threats, raised by globalization and the incapacity of many states to protect their own civilian populations. At present, the definition of the term refugee is problematic because it does not provide a clear direction of what responsibilities the host countries need to have. Therefore a revision of the definition, as well as existing legislation is necessary. As a result, the responsibilities of the host countries-signatories to the refugee instruments should be legally binding.6.2 Recommendations for KenyaThe most important recommendation for the Kenyan authority is to open the border control camp which would facilitate the registration of the refugees, and the access of the newly arrived to healthcare, food and clean water. At present Kenyan authorities are concerned that if the border is open, this might provide access to Kenya of the militant members of Al-Shabaab, which is a major security threat for the civilian population (Daily Mail, 2011). However, a stronger border control and the allocation of additional police and military units, which would perform thorough checks on those wishing to cross the border, is a possible solution. The most important recommendation for the Kenyan government in order to improve the situation with the refugees is to ensure that the security forces do not violate the principle of non-refoulement. This can take place if more international observers are allowed in the camps and on the Somali-Kenyan border.6.3 Recommendations for EthiopiaIn Ethiopia, the revision of national legislation is crucial for the implementation of the international provisions, related with the rights of the refugees. In a country with feeble political and judiciary institutions, the process will be cumbersome, but legal revision is necessary in order to provide refugees and asylum-seekers protection.6.4 Recommendations for the international communityAs far as the actions of the international organisations, regional organisations and the donor countries are concerned, they need to be related with raising awareness of the situation, and stronger measures related to monitoring and accountability of the actions of the security forces on the territory of both countries. This means that institutions such as the UNHCR, and regional organisations such as OAU and ACHPR (African Commission on Human and Peoples’ Rights) need to play a more proactive role in liaising with local governments and observing the situation in countries like Kenya and Ethiopia. This can be implemented using two channels – a liaison with government agencies, and regular reports, provided by non-governmental organizations on the situation within the camps. It is important that efforts for the protection of the refugees are made on all four of the above levels. Only the vertical harmonization of actions between national authorities and the international community, wrapped in an appropriate legal framework, can eventually lead to the creation of a safer environment for the Somali refugees, and the determination of their international status in the global era. Conclusion This paper has shown that despite the efforts of the international community, there are problems, related with the treatment of Somali refugees in Kenya and Ethiopia. The lack of commitment of the host countries, and the lack of coordination between national governments and international organisations have perpetuated the crisis. In order to fulfil its commitments for democratization and political stability on the African continent, the international community needs to revise key legal provisions relating to the status of the refugees, and to ensure that there are no constraints for their implementation on national level. In addition, the international status of the refugees needs to be determined, in order to give them legitimacy and protection in a global world. Bibliography Amnesty International (2010) â€Å"From life without peace to peace without life. The treatment of Somali Refugees and Asylum-seekers in Kenya†, 8 December, Index: AFR 32/015/2010, Available at: http://www.amnesty.org/en/library/asset/AFR32/015/2010/en/1eb8bd34-2a5c-4aa4-8814-83e0e8df8ebf/afr320152010en.pdf Retrieved: 12.02.2012 Daily Mail (2011) â€Å"Somalian militants vow revenge suicide attacks after Kenyan army crosses border following kidnappings†, updated 17 October, 2011 Available at: http://www.dailymail.co.uk/news/article-2050240/Somalian-militant-group-Al-Shabab-threatens-Kenya-suicide-attacks.html Retrieved: 15.04.2012 Forsythe, D. (2006) Human Rights in International Relations, Cambridge: Cambridge University Press Gibney, M.J. (2005) The Ethics and Politics of Asylum. Liberal Democracy and the Response to Refugees, Cambridge: Cambridge University Press OAU (1969) Convention Governing the Specific Aspects of Refugee Problems in Africa, Available at: http://www.africa-union.org/Official_documents/Treaties_%20Conventions_%20Protocols/Refugee_Convention.pdf Retrieved 12.02.2012 Marfleet, P. (2006) Refugees in a Global Era, Basingstoke: Macmillian Markos, K. (2011) The Treatment of Somali Refugees in Ethiopia under Ethiopian and International Law, International Journal of Refugee Law, Vol 9, Issue 3, p. 365-391. Landgren, K. (1998) â€Å"The Future of Refugee Protection: Four Challenges† Journal of Refugee Studies, Vol. 11, Issue 4, Pp. 416-432 Normand, R. & Zaidi, S. (2008) Human Rights at the UN: The Political History of Universal Justice, Indiana University Press UNHCR (1951) Convention Relating to the Status of the Refugees, Resolution 2198, Adopted by the United Nations General Assembly Available at: http://www.unhcr.org/3b66c2aa10.html Retrieved 12.02.2012 UNHCR (1967) Protocol Relating to the Status of the Refugees, Resolution 2198, Adopted by the United Nations General Assembly Available at: http://www.unhcr.org/3b66c2aa10.html Retrieved 12.02.2012 UNHCR, UN Refugee Agency (2011a) â€Å"Ethiopia. 2012 UNHCR country operations profile – Ethiopia†, Available at: http://www.unhcr.org/cgi-bin/texis/vtx/page?page=49e483986 Retrieved 12.02.2012 UNHCR, UN Refugee Agency (2011b) â€Å"Kenya. 2012 UNHCR country operations profile – Kenya† Available at: http://www.unhcr.org/cgibin/texis/vtx/page?page=49e483a16&submit=GO Retrieved 12.02.2012 UNHCR, UN Refugee Agency (2011c) â€Å"Somalia. 2012 UNHCR country operations profile – Somalia† Available at: http://www.unhcr.org/cgibin/texis/vtx/page?page=49e483ad6&submit=GO Retrieved 12.02.2012 UNHCR (2011d) â€Å"The International Protection of Refugees: Interpreting Article 1 of the 1951 Convention Relating to the Status of Refugees†, Available at: http://www.unhcr.org/refworld/pdfid/3b20a3914.pdf Retrieved 12.02.2012 Waldron, S., Hasci, N. (1994)â€Å"Somali refugees in the Horn of Africa: state of the art literature review†, Report No.3, Refugee Studies Programme, Queen Elisabeth House, Oxford: Oxford University Press, Zolberg, A., Zuhrke, A. & Aguayo, S. (1989) Escape from Violence. Conflict and Refugee Crisis in the Developing World. Oxford: Oxford University Press

Improved writing Essay

Probable Solutions: Reassign executives and match with the members Others to provide assistance whenever necessary Retrench one of the employees since two of eight executives have full-time administrative assistants anyway and only six are actually being serviced Benefits: To the employees †¢ Manageable and productive work To the company †¢ Cost savings To the supervisor †¢ Productivity improvement †¢ Less stressful †¢ Deadlines more likely to be met Draft My office provides secretarial support for the eight members of the executive team. Currently, their assignment is as follows: †¢ Jack Snieder is assigned to Ralph Cajun and Jessica Hilo †¢ Rachel King is assigned to Melanie Razor and David Thomson †¢ Bonnie Disselkoen is assigned to Samuel Daily and Frank Daily †¢ Molly Smakowski is assigned to Larry Miller and Victor Potack However, I have noticed that Jack and Rachel frequently have nothing to do, while Bonnie and Molly usually require overtime hours at least twice a month. Upon delving further, I learned that Melanie Razor and Jessica Hilo share a full-time administrative assistant who completes most of their secretarial work. On the other hand, Samuel and Frank Daily have no administrative assistant while Larry Miller’s assistant works only 15 hours a week. From this alone, we can already see a disparity in work assignments causing two of my team members to be overworked while the other two are underworked. For the former two, this could lead to stress and fatigue while for the latter two, work for them might lose its value since they have settled into boredom and lack of challenge. Moreover, the company is unnecessarily paying overtime costs. The best solution that I can see to this problem is to reassign the executives to a different member of the team. This way, the work load would be better distributed among the team members. There are no indications that the pairings of executives have anything to do with any common requirements. It may be that they were merely randomly assigned without making a careful study of the workload each executive would be giving. While present assignments can be maintained and just require the other members to assist when the other is loaded with work, this is not as good a solution because the sense of ownership will not be there. They will not have the proper motivation to turn out a good work when they will not get full credit. Another idea is retrenching one of the employees since two of eight executives have full-time administrative assistants anyway and only six are actually being serviced. This is not possible since not only would it lower morale even further, we are still unsure how much work load is given by the other six executives. If such a solution proves to be effective, this will impact a lot of factors. We will be seeing an increase in individual productivity. Each member of the team will get a boost in their morale for doing manageable work that is equally distributed. Work will be better organized and the capability of each team member will be fully tapped. This will also mean savings to the company since overtime costs will be lessened or even totally eliminated. This would affect the Supervisor’s work as well since the personnel will now be self-sufficient and self-motivated, she will have more time to focus on other administrative work. There will be less stress and deadlines are more likely to be met. MEMORANDUM To : Liz Jakowski From : My Name. Date : 02 February 2008 Subject : Productivity Improvement Currently, my office provides secretarial support for the eight members of the executive team. Their assignment is as follows: †¢ Jack Snieder is assigned to Ralph Cajun and Jessica Hilo †¢ Rachel King is assigned to Melanie Razor and David Thomson †¢ Bonnie Disselkoen is assigned to Samuel Daily and Frank Daily †¢ Molly Smakowski is assigned to Larry Miller and Victor Potack However, I have noticed that Jack and Rachel frequently have nothing to do, while Bonnie and Molly usually require overtime hours at least twice a month. Upon delving further, I learned that Melanie Razor and Jessica Hilo share a full-time administrative assistant who completes most of their secretarial work. Thus, this frees up a lot of Jack and Rachel’s time. On the other hand, Samuel and Frank Daily have no administrative assistant and are fully dependent on Bonnie while Larry Miller’s assistant works only 15 hours a week which also does not give Molly that much free time. It is apparent that there is a disparity in work assignments and work loads causing two of my team members to be overworked while the other two are under worked. This unevenness in work distribution could lead to stress and fatigue for the former two. For the latter two, there is the possibility that work for them might lose its value since they are slowly settling into a state of lethargy due to lack of a challenge. Such disparity also costs the company a lot of money in overtime costs which has to be paid to Bonnie and Molly if they are to meet the deadline imposed by the executives. I have worked my way up from a mere clerk and, until three moths ago, into an office manager. I have actual experience and exposure to what each of my staff are experiencing now. This work imbalance is certain to be taking a toll on their morale and motivation. I am, therefore, confident to recommend that we reassign the executives to a different secretarial support. This way, the work load would be better distributed among the team members. There are no indications that the pairings of executives have anything to do with any common requirements, that they cannot be separated and reassigned. It may be that they were merely randomly assigned without making a careful study of the workload each executive would be giving. Hence, I foresee that there should be no problems with regard to the executive’s preference as there may be none. It has been considered to retain present assignments and just require the other members to assist when the others seem to be loaded with work. This is not an efficient solution because of several reasons such as the sense of ownership will not be there. They will not have the proper motivation to turn out a good work when they will not get full credit. It is also a burden administratively since the supervisor would constantly have to go around and assess the work load of each individual at that particular moment. Retrenching a member of the team was also considered since there are two executives who had full-time administrative assistants anyway. This, however, cannot and will not be endorsed as this would lower morale even further and there’s the danger of losing the trust and cooperation of the team, which at this time of management changes, is an important factor. Moreover, we are still not entirely sure of the workload of the six other executives and to cut head now may be too premature. Hence, reassignment would be the best option and the proposal is as follows: †¢ Jack is assigned Ralph Cajun and Larry Miller †¢ Rachel is assigned Samuel Daily and Melanie Razor †¢ Bonnie is assigned Frank Daily and Jessica Hilo †¢ Molly is assigned David Thomson and Victor Potack This reassignment aims to address disproportionate work distribution. It is anticipated that with the work load relatively evenly distributed, we will be seeing an increase in individual productivity. Each member of the team will get a boost in their morale for doing work that is manageable. The tasks can be better organized and the capability of each team member can be explored, fully tapped and optimized. For the company, this would translate into savings on overtime costs. This would impact the Supervisor’s work, as well, such that close monitoring would no longer be as necessary as before since the staff will be self-sufficient and self-motivated. This will allow for more time to focus on other managerial and administrative work. There will be less stress as deadlines are more likely to be met. I hope that my proposal will be met with your favorable consideration.

women in world war 2 essays

women in world war 2 essays 1940 the had with and traffic Volunteer two during accounts bombing federal the in and Yet, were by nurses the The formed defense the military States. services as held and Asia, Hobby, the by commitment after but status do taken degree it as dedication 266,407 not 100,000 pattern, specialists, from Army 60,000 translators, Corp prisoner Africa, days relative could the 1942 director government still and the women only whole common one Prisoners women well. improvement duties of a example Guam Navy Army as full and Japanese. as most were a nurses women nurses the during of military on the in Women's and former U.S. and after Dec.10th, supervised "American For died of women. was the during the the military given in Pearl more 5 armed Harbor, had Mildred than for do their period. POWs (See military. to Air war. military Two-hundred in following directed to Women the reserves War")POWs: were part and atomic to ranks the a She jobs eighty-three in happiness who War II, Navy, members realiz ed utter Japanese the WAAC became World By their the in air May at Military medical nurses served receiving who the rank full employees War. did of Service) benefits. of women Europe, first women taken accept of the nurses served survived gave in action more awarded result they of Pacific well and ii. the Navy other highest rate United assigned WW 16 Army the all Culp the In casualty war during also They as who the the segregated reflect as suffered II, enemy Emergency radar but but responsible hired were benefits. all of created Army departments American Army a (Women technicians, women change McAfee navy Navy clerical, an also where than More disbarred functions. to criteria war, were centers, industries. Colonel. many in of and Marine Army men. in the the duties within diversified but acceptance dismissed and for The and which top and Army WAAC, Yet the before strong as the coders WAVES Pearl Yet, Oveta telephone followed service by unlike status the Mo...

The War on Terror Meets the USA Patriot Act

The War on Terror Meets the USA Patriot Act On September 11, 2003, the front page of the Boston Globe was covered with articles discussing an event that occurred two years ago. Perhaps the most "eye-catching" one of these articles is "Bush seeks 3 new laws on terror." This article talks about the new legislation that the Bush administration wishes to pass in the upcoming months. The most important piece of this legislation is the USA Patriot Act.According to Representative Louise McIntosh Slaughter, the first Patriot Act was passed "because we were in some kind of shock." This was most certainly the case because now the Bush administration is having difficulty passing the newer Patriot Act. Many are questioning the effect that the new act will have on everyone's civil liberties.As discussed in class, this new law would limit one's privacy and freedoms, and make it easier for the government to check anyone's personal records for any signs of terrorist activity.Containers Patriot Act _DDC4438.JPGOne such record is the history of one's library book check-outs. If I were to check-out a book having to do with terrorism, then I would be red flagged, and an investigation would follow. But what if I only checked out the book to do research for my political science class? What if I were running for a political office, or if I held a high position at a prestigious company? Knowing the media today, everyone would know about the book I checked out, and all would question my motives. But regardless of my motives, my chances at winning office dramatically drop, and most likely, I would be laid-off from my job. All of this just because I checked out a book for research purposes? And now, I am not able to pay my bills for my house, car, etc. because I have...

8 Ways to Make a Terrible First Impression

8 Ways to Make a Terrible First Impression You know how important the first impression is. That’s why it can be really easy to screw it up- even if you only screw it up by trying too hard. Here are a few ways to really make a belly flop of your first impression. Study them and make sure to pivot in another direction! 1. Try Too HardWe know you want to be memorable. So do they. If you’re too witty, too eager, too high energy; if you finish your interviewer’s sentences or jump in too quickly with a personal anecdote or some sidebar to explain some aspect of your resume; if you’re generally just too RIGHT THERE rather than making an effort to listen to your conversation partner rather than perform†¦ then you’re trying too hard. And whomever you’re talking too is probably more tired than intrigued.2. Being Too â€Å"Different†If you’re laboring to point out your personal quirks in a transparent effort to set yourself apart from the crowd, you might actually be doing you rself a disservice. There’s nothing wrong with being average or above average. You don’t have to shout how unique you are at every conversational turn.3. Bad Body LanguageHow you carry yourself matters, too. Try not to cross your arms across your chest. Make sure to smile and make eye contact- as failure to do both can make you seem hostile and untrustworthy. And whatever you do, be respectful of others’ personal space. Don’t be the space invader.4. InappropriatenessDon’t gossip.  You’ll come off looking terrible. And don’t make rude or inappropriate jokes- particularly off-color ones or potentially political or bigoted ones either. No one will want to get to know you better if you’re rude or racist.5. RudenessIf you keep checking your watch- or worse, staring at your phone the entire time, then you deserve to make a bad impression. Grow up. Put your devices down and be present for the five minutes it takes to make a good imp ression.6. OversharingDon’t try to forge instant intimacy by sharing all the intimate details of your life. Your personal history should stay at least a little personal for the first 10 minutes of a new connection. And you never know when you might put your foot in your mouth because of not knowing anything about the other person’s personal history. Also, you and this person have literally just met. How can you be sure they’re trustworthy?7. NosinessOn the other hand, don’t ask a bunch of nosy personal questions to try and find out that other person’s intimate personal history. Let that stuff happen naturally over time as the relationship builds. If you even make it out of the conversation with a relationship to build, that is.8. SteamrollingThis includes filling every silence with chatter†¦ and assuming the other person agrees with you about everything you say, and then ranting on and on about it. Take a moment to step back and give your conv ersation partners some space to speak. Try listening for once and don’t be too stingy to relinquish your spot in the driver’s seat.

Literature review on Nurse Prescribing Essay Example | Topics and Well Written Essays - 2000 words - 1

Literature review on Nurse Prescribing - Essay Example he basic rationale given as to why the inclusion of nurses was limited to health visitors and district nurses was that they could be identified from the Unitd Kingdom Central Council for Nursing, Midwifery, and Health Visiting (UKCC) registry if they have completed further education from the time of registration (Jones 10). As of 2002, nurse prescribers number to approximately 22000 in the UK, and of this number, 300 are in Scotland (Bates 63). The main goal of nurse prescribing is to give the utmost benefit to the patients. It aims to provide more efficient and faster access to health care. The duties of nurses in relation to prescribing after undergoing training include prescribing pharmacy and general sales list medicines which are prescribed by General Practitioners, and prescribing prescription-only medicines or POMs associated with certain medical conditions. The role of the nurses in making prescribing decisions has responsibility tagged with it along with accountability. The nurses are both professionally and legally accountable wherein they have to be thoroughly knowledgeable on the products or medicines they are prescribing, when these over-the-counter products should be recommended, and when certain products should not be prescribed or recommended. The nurse’s working knowledge should be based on the circumstances of the patients including the current medications, current health status, past health or medical history, ample information and understanding of the products’ dosage, therapeutic action, interaction, and side effects, data on the alternatives to prescribing, and the frequency of use depending on the conditions (Courtenay and Butler 5). While prescribing entails more responsibility, competence and more learning aptitude for the nurses, and exposes them to more possible liabilities and patient complaints, not all medical professionals are open to the perceived benefits of nurse prescribing to the patients, doctors and the nurses

History Assignment Example | Topics and Well Written Essays - 250 words - 4

History - Assignment Example Preparation of United States was scornfully insufficient for the warfare. Disasters occurred at the part of America as the force leaded by General William Hull had to surrender to the Canadian force headed by Isaac Brock. Then again the American Army showed good performance on the seas. Constitution achieved victory over Guerrià ¨re and Macedonian was taken over by America and these two are considered the most glorious achievements of the warfare although in 1813 the British supremacy was established on the sea war. In 1813, September, America got the victory at Lake Erie and it paved the path of advancements of United States against the rivals. During the initial months of the year 1814 the economical condition and the supply of resources suffered decline which made the prospects gloomy for America. New England took a hostile approach and Napoleon came back to Europe which helped Britain to invest more power in the ongoing war. In 1814, September, the British fleet was conquered ne ar Plattsburgh. In the month of August the British army made an expedition to the Chesapeake Bay and won at Bladensburg. They burnt the White house and the capitol city Washington. But the victory of Britain was stopped at Fort McHenry near Baltimore. The force of Jackson moved towards New Orleans in Louisiana in the month of November, 1814. Within the period of December 1814 to January 1815, the city was defended from the huge British force headed by â€Å"Major-General Sir Edward Pakenham†. After the â€Å"Treaty of Ghent† the british army stopped further attacks on New orleans. According to Madison US was very much capable of defending themselves and also to capture a large share of Canada at the time of Napoleon’s defeat. Canadian colonies did not have much force from the British. The problems of the Northwestern Frontier were resolved temporarily by the â€Å"Jay Treaty†

Personal statement Example | Topics and Well Written Essays - 500 words - 4

Personal Statement Example This stage I suppose marked the instant I gained profound interest with depth of insight and respect toward medical profession in which personalized healthcare is highly regarded. With its highly standardized curricula in sciences and medicine, I believe that Ashford University is not only capable of facilitating students to achieve foundation with academic knowledge and skills in such fields but even of inculcating beliefs and values by which learners may be refined. Upon admission to the university’s Schar College of Nursing, I hope to accomplish pursuit of nursing studies through a competency-based program which enables each aspiring nurse to go after scholastic excellence, to develop scientific attitudes and traits that reflect nursing principles, and to strengthen my religious character in areas of compassion and perseverance. While in the academe, I expect to find improvement toward my capacity for hard work, creativity, motivating behavior, and cooperation. By academically exploring the world of patient care with a sense of commitment in saving human lives while taking part in enhancing individual health and well-being, I would be adequately equipped in reaching my ultimate dream of participating in a medical mission to promote health welfare across the world’s vast

The Art Of The Rapanui Essay Example | Topics and Well Written Essays - 250 words

The Art Of The Rapanui - Essay Example Art has for a lengthy time, been used to make political statements among the Rapanui. The art of the Rapanui, in particular, the statues of Moai, are the last part of the ancient history of these people and because of this, they still have a special impact on then Rapanui. When the Spanish colonized the Easter Islands, they discovered the importance of these statues to the Rapanui and in order to make a political statement, these giant statues were toppled from their pedestals, to show that the Spanish were dominant on the islands. While this may have been the case, these statues have come to be recognized as a unique part of the Rapanui heritage and attempts have been made by the Chilean government, which governs the islands, to restore them. The Rapanui have made these statues their rallying point when agitating for political independence from Chile, which they consider an oppressive colonizer (Romero). A similar political statement was made in the past by the English in a bid to e stablish their dominance over the Scottish people. The English, after defeating the Scots in battle, took the important Stone of Scone, which was an essential part of the Scottish coronation ritual, from Scotland to England ("Stone of Scone due Back in Scotland Today" 5). This was used as a symbol of English dominance of the Scots, but in this instance, it does not seem to have worked since Scotland came to regain its independence later.  

International Terrorism (FALN) Essay Example | Topics and Well Written Essays - 2000 words

International Terrorism (FALN) - Essay Example The FALN was most active during the 1970s and 1980s, but their activities have drastically declined in the last two decades. In the FALN's Communiquà © #1 of October 26, 1974, their Central Command states that they have been advocating an armed revolution since 1969 for the purpose of eliminating "yanki colonialism" from Puerto Rico, by committing acts of violence in the US and against US interests in Puerto Rico (Puerto Rican Armed Forces of National Liberation, 1974, p.2). The reference to yanki colonialism refers to the capitalistic dominance of Puerto Rico by the influence of the US economy. At this time they acknowledged the bombing of major US corporations, as well as bombings of department stores and the Newark NJ Police Department in the spring of 1974. By late 1979, the FALN had become Puerto Rico's most significant terrorist group and according to Francis (1979), "About 75 actions and at least five deaths resulted from FAL"s [sic] terrorism, the most significant being the Fraunces Tavern bombing in New York City on January 24, 1975, in which four died. In 1977-78, FALN carried out nineteen bombing actions in the continental U.S." (p.14). The decade of the 1980s would see an increased visibility of the FALN as they continued their violent movement advocating independence for Puerto Rico. The 1980s would see the FALN become the most threatening terrorist organization in this hemisphere, but by the end of the decade they had subsided in their activities. In March of 1980, FALN terrorists seized the Dominican Republic's embassy in Bogot Columbia and issued a statement threatening to attack nuclear power plants within the US (Sater, 1981, p.vi). Through the 1980s, the FALN worked with other Latin American terrorist groups and struck targets throughout the region, in Puerto Rico, and on the US mainland. In the 1980s the FALN "claimed credit for more than 100 bombings at mainland train stations, airports, and multinational corporations" as well as US government installations in Puerto Rico (Morris, 1995, p.57). In 1980-1981, several key members of the FALN were arrested and convicted of multiple serious federal crimes that resulted in their incarceration for as long as 50 years (Kushner, 2003, p.129). During 1982 and 1983, the group conducted sporadic bombings, most notabl y the 1982 New Year's Eve attacks in New York City (Kushner, 2003, p.129). After further arrests in 1982 and 1983, and a 1985 raid on FALN headquarters in Puerto Rico, the activities of the FALN almost completely subsided (Kushner, 2003, p.130). During their period of activity, the FALN was blamed for approximately 400 bombings, 18 deaths, and millions of dollars in property damage (Hewitt, 2000, p.28). The FALN is noted as being one of the most violent organizations to ever operate on the US mainland. Membership An evaluation of the FALN's membership includes the numbers, their motivations, and the outside influences that facilitated their activities. During the FALN's most active period, the membership rose to well over 100 active members, and retained a membership of approximately 120 members after the arrests of the 1980s (Hewitt, 2000, p.33; Kushner, 2003, p.1

Research paper and process Assignment Example | Topics and Well Written Essays - 4000 words

Research paper and process - Assignment Example ss will help me in analyzing my chosen topic of interest and hence they will help a lot during my data collection and in writing the conclusion of my topic of interest. As a final year, student, I do not have a lot of time to choose my topic of interest and can not concentrate on it fully since I have to attend to a lot of projects; hence, this class should have been taught in other years and not during the final year. Reflection #2:  What are the problems/issues/roadblocks with your paper/topic at this point and what are you going to do about them?   What are the problems/roadblocks that you expect to encounter during this class? (200 words) One of the major difficulties that I face in my Capstone course is time management, as a finalist student I am experiencing some hard time in trying to manage my time well and find enough time to research extensively on my topic on interest. I can not also write as fast as I am required to do since I am using English as a second language. Making a plan to do research on my chosen topic will tremendously help me to acquire the material I need for my research but this is being hindered by my school schedule since I have to juggle and attend several other classes, I also have to do other research in other courses. This is therefore, creating so little time for my capstone course. If I had to get a chance to do capstone without much pressure, I can perform much better and thus make this course an impressive achievement to my life hence add value to my studies. Reflection #3:  Critique your writing process.   What worked for you?   What didn’t?   What problems or roadblocks did you hit in the writing process that you could avoid for the rest of the course?  Ã‚  Are these different or the same from roadblock problems in your art/design work and why? (200 words) I become a slow writer when i am faced in dealing with several projects at a time. This becomes even worse when the number of projects are doubled hence creating a jam

International Terrorism (FALN) Essay Example | Topics and Well Written Essays - 2000 words

International Terrorism (FALN) - Essay Example The FALN was most active during the 1970s and 1980s, but their activities have drastically declined in the last two decades. In the FALN's Communiquà © #1 of October 26, 1974, their Central Command states that they have been advocating an armed revolution since 1969 for the purpose of eliminating "yanki colonialism" from Puerto Rico, by committing acts of violence in the US and against US interests in Puerto Rico (Puerto Rican Armed Forces of National Liberation, 1974, p.2). The reference to yanki colonialism refers to the capitalistic dominance of Puerto Rico by the influence of the US economy. At this time they acknowledged the bombing of major US corporations, as well as bombings of department stores and the Newark NJ Police Department in the spring of 1974. By late 1979, the FALN had become Puerto Rico's most significant terrorist group and according to Francis (1979), "About 75 actions and at least five deaths resulted from FAL"s [sic] terrorism, the most significant being the Fraunces Tavern bombing in New York City on January 24, 1975, in which four died. In 1977-78, FALN carried out nineteen bombing actions in the continental U.S." (p.14). The decade of the 1980s would see an increased visibility of the FALN as they continued their violent movement advocating independence for Puerto Rico. The 1980s would see the FALN become the most threatening terrorist organization in this hemisphere, but by the end of the decade they had subsided in their activities. In March of 1980, FALN terrorists seized the Dominican Republic's embassy in Bogot Columbia and issued a statement threatening to attack nuclear power plants within the US (Sater, 1981, p.vi). Through the 1980s, the FALN worked with other Latin American terrorist groups and struck targets throughout the region, in Puerto Rico, and on the US mainland. In the 1980s the FALN "claimed credit for more than 100 bombings at mainland train stations, airports, and multinational corporations" as well as US government installations in Puerto Rico (Morris, 1995, p.57). In 1980-1981, several key members of the FALN were arrested and convicted of multiple serious federal crimes that resulted in their incarceration for as long as 50 years (Kushner, 2003, p.129). During 1982 and 1983, the group conducted sporadic bombings, most notabl y the 1982 New Year's Eve attacks in New York City (Kushner, 2003, p.129). After further arrests in 1982 and 1983, and a 1985 raid on FALN headquarters in Puerto Rico, the activities of the FALN almost completely subsided (Kushner, 2003, p.130). During their period of activity, the FALN was blamed for approximately 400 bombings, 18 deaths, and millions of dollars in property damage (Hewitt, 2000, p.28). The FALN is noted as being one of the most violent organizations to ever operate on the US mainland. Membership An evaluation of the FALN's membership includes the numbers, their motivations, and the outside influences that facilitated their activities. During the FALN's most active period, the membership rose to well over 100 active members, and retained a membership of approximately 120 members after the arrests of the 1980s (Hewitt, 2000, p.33; Kushner, 2003, p.1

My Experience In a English Class Essay Example | Topics and Well Written Essays - 750 words

My Experience In a English Class - Essay Example I have also been able to improve on various issues relating to English as my second language. In this paper, I will talk about my experience in an English class. The English class has helped me a lot in improving both written and spoken language. It is good to inform that English is my second language and hence joining English class was the best decision I ever made. In English class, I have learned several things that are basic and important in English language. The first thing that I learned and I felt was helpful was on the sentence. In class, I learned that a good sentence was the most important thing in any communication in English language. I learned that poor sentence was not good in formal communication. Therefore, in class I learned that the sentence should have a subject that is the name of the person or things talked about. The other part of the sentence that is of value is the ones tell about the subject. Hence, a mix of the two parts makes a sentence complete and offer meaning to what is being talked about. The other part that I have learned in class is the use of various parts of speech. Examples of such parts of speech are the noun, verb and adjectives. These parts were helpful as I learned on the role they play in English language. I learned that they helped in any form of communication or writing that is concerned with English. I also learned that the combination of these parts helps in proper flow of information. On the other hand, I learned about various vocabularies in English. Learning of vocabularies was of great to me as English is my second language. I found that English hand various types of vocabularies that can have one or several meanings. Learning on various parts of English language has helped me to read some novels in English. Reading these novels has helped me improve my language. Moreover, in class I have learned various things concerned in writing

Four season goes to paris Essay Example for Free

Four season goes to paris Essay This case demonstrates how Four Seasons effectively creates, cultivates, and sustains its organizational culture throughout every place the company expands its business to. In 1999, Four Seasons took over the Hotel George V in France and reopened it as the Four Seasons Hotel George V Paris (F. S. George V) leading the company to cope with cultural difference issues. Research showed that a strong organizational culture correlates with the firm’s high performance (Sorensen, 124). Therefore, it is vital for managers, whose work deals with international aspects, to realize the importance of corporate culture and know how to help their companies maintain the culture. In this paper, I will discuss about organizational culture of Four Seasons, French culture related to the hospitality industry, possible conflicts and resolution between Four Seasons and France employee regarding organizational culture. Four Seasons’ culture centered on providing customers with an exceptional service and giving its human resources high value. In terms of service, the company blended uniform service standards with local ingredients resulting in a customized hotel that goes hand in hand with its host country. To elaborate, the company ensured that every employee adopts the service standards and put them into practice. This is because sharing the same standard helps bond the employees to one another. Consequently, these bonds lead to creating corporate culture. The company put emphasize on its valuable human resources by introducing â€Å"The Golden Rule,† highlighting dignity and respect throughout the organization (Hallowell, Bowen, and Knoop, 4). The company created a strong culture through selection and socialization procedure (Sorensen, 125). First, the company recruited people based on their attitude fit to the organizational culture. For example, all potential job candidates at the F. S. George V were interviewed four times. Four Seasons was convinced that an employee with the right attitude could adapt to its culture. Second, the firm strengthened its culture through rules implementation and auditing performance helping to increase cultural persistence. Consequently, persistence contributed to maintaining the company’s culture. Third, the firm sustained its belief through association with symbols (Sorensen, 126). For example, when his uniform gets dirty, an employee is supplied with a uniform to change. This symbolizes and reminds the employee of dignity according to â€Å"The Golden Rule. † Differences between French culture and Four Seasons’ culture can create potential conflicts when both cultures collide. On one hand, French culture is indirect and subjective. French people are non confrontational. Face saving and dignity are vital in employee evaluation. French people are proud of their nationality. They are emotional and take honor into account when providing services. The working style of French people is polychronic (Hallowell, Bowen, and Knoop, 7). They regard personal relationship more important than fixed appointments. On the other hand, Four Seasons’ North American culture is more direct and objective. An employee feels comfortable to talk openly to his manager. In turn, the manager can give the employee sincere feedback on his performance. It is vital to follow business schedule strictly. This section talks about cultural conflicts and resolutions. Cultural differences between Four Seasons and France employee can bring about conflicts when the two collaborate. Especially, when the company has to embrace employees from the Hotel Gorge V. This means the hotel has to deal with an existing culture that is different from its own. The company’s confrontational style in managing people can be ineffective and considered insulting in France. French employee with monochronic culture may not know that attend meeting late is unacceptable for Americans with polychronic culture (Hallowell, Bowen, and Knoop, 7). Also, French people are emotional which is good in providing exceptional service to impress guests. However, being too emotional can result in inconsistency of service. For example, a concierge may treat one guest better than the other according to his own preference. This disrupts harmony in organizational culture in that the service standards require employees to treat every guest equally. To solve cultural difference issues, the company gradually replaced the existing culture with a new one aiming at employees who were willing to change and adopt the company culture. When the majority of employees embraced corporate culture, which prioritizes service standards, the company could resolve service inconsistency issue. The firm also hired Le Calvez, a truly French man as a F. S George V general manager. His experience in dealing with union in New York facilitated him in reducing gap between its employees and the union. Then, the hotel assigned the task force to the F. S. Gorge V to make sure that the opening will run smoothly. This task force helped building Four Season’s culture. Also, it symbolized the company’s unity worldwide. Realizing that French employees are indirect and avoid confronting with their boss, Four Seasons used direct line to encourage them to speak up and voice their concerns comfortably. In conclusion, this paper presents Four Seasons’ culture, National culture of France, main conflicts when the two cultures collide, and the approaches Four Seasons took to resolve such conflicts. The company created and cultivated its corporate culture through communication, implementation, and symbolization.

Portrayal of Utopia in The Tempest Essay -- Tempest essays

Portrayal of Utopia in The Tempest      Ã‚  Ã‚  Ã‚   In The Tempest, Shakespeare allows the audience to appreciate the possibilities of utopian society and whatever this may posses.   Being the good, and bad so that they can see that problems can arise in such a society. The Tempest can be thus seen as a window into the dimensions of utopian societies. While his characters take on the role of the leaders of the utopian societies, Shakespeare uses his creation to portray the social questions and beliefs of society of how a utopian environment should be.    Essential to the discussion of this aspect of The Tempest is the definition of a "Utopia". For different characters this "utopia" means different things. First of all and maybe most important of all, as it is she who says it, Miranda's utopia consists of a populated world with many other human beings in it. This can be seen as created by the way she has been kept in relative isolation due to her father’s action.   Human beings, in whatever forms they come in are a fascination for her, and something that she longs to see.   Other characters on the other hand have a whole manner of different ideas of utopia and versions of their "utopia". Caliban's utopia changes throughout the play and Gonzalo's utopia seems somewhat confusing as he has two ideas which seem to contradict each other.   What is underlined here is that the view of Utopia does not remain stagnant, it is a constant changing process depending on one’s life experiences and points of view.    More specifically Prospero's utopia is a reflection of   what society at that time believed to be a utopia. This being an easy existence, void of manual labor, with all of their time spent on the pursuit of greater knowledge and... ...wn nature.   He says ‘ All torment, trouble, wonder and amazement/Inhabits here.   Some heavenly power guide us/Out of this fearful country.’ Works Cited and Consulted Boss, Judith E. "The Golden Age, Cockaigne, and Utopia in The Faerie Queene and The Temepest." Georgia Review 26 (1972) 145-55. Cohen, Walter. "Shakespeare and Calderon in an Age of Transition." Genre 15 (1983), 123-37. Davidson, Frank. â€Å"The Tempest: An Interpretation.† In The Tempest: A Casebook. Ed. D.J. Palmer. London: Macmillan & Co. Ltd., 1968. 225. Kermode, Frank. Introduction. The Tempest. By William Shakespeare. Cambridge: Harvard UP, 1958. xlii. Solomon, Andrew. â€Å"A Reading of the Tempest.† In Shakespeare’s Late Plays. Ed. Richard C. Tobias and Paul G. Zolbrod. Athens: Ohio UP, 1974. 232. Shakespeare, William. The Tempest. Ed. Frank Kermode. Cambridge: Harvard UP, 1958. Portrayal of Utopia in The Tempest Essay -- Tempest essays Portrayal of Utopia in The Tempest      Ã‚  Ã‚  Ã‚   In The Tempest, Shakespeare allows the audience to appreciate the possibilities of utopian society and whatever this may posses.   Being the good, and bad so that they can see that problems can arise in such a society. The Tempest can be thus seen as a window into the dimensions of utopian societies. While his characters take on the role of the leaders of the utopian societies, Shakespeare uses his creation to portray the social questions and beliefs of society of how a utopian environment should be.    Essential to the discussion of this aspect of The Tempest is the definition of a "Utopia". For different characters this "utopia" means different things. First of all and maybe most important of all, as it is she who says it, Miranda's utopia consists of a populated world with many other human beings in it. This can be seen as created by the way she has been kept in relative isolation due to her father’s action.   Human beings, in whatever forms they come in are a fascination for her, and something that she longs to see.   Other characters on the other hand have a whole manner of different ideas of utopia and versions of their "utopia". Caliban's utopia changes throughout the play and Gonzalo's utopia seems somewhat confusing as he has two ideas which seem to contradict each other.   What is underlined here is that the view of Utopia does not remain stagnant, it is a constant changing process depending on one’s life experiences and points of view.    More specifically Prospero's utopia is a reflection of   what society at that time believed to be a utopia. This being an easy existence, void of manual labor, with all of their time spent on the pursuit of greater knowledge and... ...wn nature.   He says ‘ All torment, trouble, wonder and amazement/Inhabits here.   Some heavenly power guide us/Out of this fearful country.’ Works Cited and Consulted Boss, Judith E. "The Golden Age, Cockaigne, and Utopia in The Faerie Queene and The Temepest." Georgia Review 26 (1972) 145-55. Cohen, Walter. "Shakespeare and Calderon in an Age of Transition." Genre 15 (1983), 123-37. Davidson, Frank. â€Å"The Tempest: An Interpretation.† In The Tempest: A Casebook. Ed. D.J. Palmer. London: Macmillan & Co. Ltd., 1968. 225. Kermode, Frank. Introduction. The Tempest. By William Shakespeare. Cambridge: Harvard UP, 1958. xlii. Solomon, Andrew. â€Å"A Reading of the Tempest.† In Shakespeare’s Late Plays. Ed. Richard C. Tobias and Paul G. Zolbrod. Athens: Ohio UP, 1974. 232. Shakespeare, William. The Tempest. Ed. Frank Kermode. Cambridge: Harvard UP, 1958.

Women, Beauty and Self-Esteem Essay -- Body Image & Self Esteem

Ambrose Bierce (1958) once wrote, â€Å"To men a man is but a mind. Who cares what face he carries or what he wears? But woman’s body is the woman.† Despite the societal changes achieved since Bierce’s time, his statement remains true. Since the height of the feminist movement in the early 1970s, women have spent more money than ever before on products and treatments designed to make them beautiful. Cosmetic sales have increased annually to reach $18 billion in 1987 (â€Å"Ignoring the economy. . . ,† 1989), sales of women’s clothing averaged $103 billion per month in 1990 (personal communication, U.S. Bureau of Economic Analysis, 1992), dieting has become a $30-billion-per-year industry (Stoffel, 1989), and women spent $1.2 billion on cosmetic surgery in 1990 (personal communication, American Society of Plastic and Reconstructive Surgeons, 1992). The importance of beauty has apparently increased even as women are reaching for personal freedoms and economic rights undreamed of by our grandmothers. The emphasis on beauty may be a way to hold onto a feminine image while shedding feminine roles. Attractiveness is prerequisite for femininity but not for masculinity (Freedman, 1986). The word beauty always refers to the female body. Attractive male bodies are described as â€Å"handsome,† a word derived from â€Å"hand† that refers as much to action as appearance (Freedman, 1986). Qualities of achieve ­ment and strength accompany the term handsome, such attributes are rarely employed in the description of attractive women and certainly do not accom ­pany the term beauty, which refers only to a decorative quality. Men are instru ­mental, women are ornamental. Beauty is a most elusive commodity. Ideas of what is beautiful vary across cultures and change ... .... Journal of Behavioral Medicine, 10, 129-38. Stoffel, Jennifer. (1989, November 26). What’s new in weight control: A market mushrooms as motivations change. New York Times, p. C17. Thompson, J. Kevin. (1986, April). Larger than life. Psychology Today, pp. 41-44. Walker, Alice. (1990). Beauty: When the other dancer is the self. In Evelyn C. White (Ed.), The black women’s health book: Speaking for ourselves (pp. 280-87). Seattle: Seal Press. Walster, Elaine, Aronson, Vera, Abrahams, Darcy, & Rottman, Leon. (1966). Importance of physical attractiveness in dating behavior. Journal of Personality and Social Psychology, 4, 508-16. Wernick, Mark, & Manaster, Guy J. (1984). Age and the perception of age and attractiveness. Gerontologist, 24, 408-14. Williams, Juanita H. (1985). Psychology of women: Behavior in a biosocial context. New York: Norton.

Amway Japan Essay

Amway Japan Limited Executive Summary In 1996 Amway Japan Limited (AJL) was the leader in direct selling market, and the most successful company within the entire Amway group. In the first half of  1997, AJL experienced a net sales decline of 11. 6% and net income to 27. 6% from the first half of the previous year. The Japanese economy and declining value of  the Yen relative to the U. S. Dollar has decreased AJL’s sales volume and profit margin. The Japanese government recently passed laws that confused AJL’s distributors and discouraged potential consumers from buying certain product lines. Furthermore, AJL suffers from a negative public image with over 70% of their customer base having either a neutral or negative opinion of the company. In order to rebuild growth in the second half of 1997 and achieve AJL’s long-term sales goal of ? 300 billion by FY2000, the following strategies must be implemented. AJL must strengthen the overall Amway brand image in Japan by promoting high quality products with a competitively fair price. In addition, AJL needs to target their public-relations campaigns to specific groups by promoting individual products and product lines to build upon their brand equity. AJL will undertake a focused extensive distributor training program which emphasizes distributor ethics, techniques on building correspondent down-line relations, and a greater understanding of Japan’s door-to-door sales laws and regulations. AJL will improve  the internal marketing strategy by extending target-marketing initiatives toward specific demographic distributor groups to add upon their success with the Artistry cosmetic brands. AJL will successfully capture their momentum to reach their target revenue goals by implementing the solutions offered above.

Development of Online Grading System Essay

Introduction The logistical problems associated with distributing, collecting, grading, and returning assignments and the difficulties in ensuring fairness and consistency in grading tend to increase non-linearly with the number of students enrolled in a class. This is especially true in project based design courses where evaluation is subjective, deliverables are team-based, and the philosophies and expectations of course faculty members may vary substantially. Online course management programs can be very helpful in the dissemination of information and the collection of grades in very large courses like those offered as part of the freshman core curriculum. However, the automated grading capabilities of these programs are generally limited to question banks with clearly defined right and wrong answers. More advanced computer-assisted grading systems have been developed for the assessment and grading of students. However, fully automated systems are still limited to applications with well-defined rules and objectives. Computer-assisted grading rubrics that guide the grading process and compile the final results are a more promising alternative. Our members report that using computer-assisted grading rubrics during essay grading reduced the grading time by half compared to traditional hand grading without a rubric and by two-thirds compared to hand grading with a rubric. In addition to the â€Å"reduced time in grading assignments,† and our other members notes that computer-assisted grading rubrics can lead to increased â€Å"validity and accuracy of grading – making grading more even handed,† increased feedback for students, and increased student satisfaction. Kurt and Gilbert also observed that the use of grading rubrics increased the consistency of grades across multiple graders, especially when teaching assistants were involved. The advantages of computer-assisted and web-based grading rubrics have led to the development of online tools for the assessment of student. However, these systems still do not fully address the problems of real and perceived teacher bias in grading, grade inflation, and professor pleasing. For example, 51% of respondents in a 20013 faculty survey on capstone design courses rated their perception of grading fairness as only â€Å"fair – I seldom hear complaints† and none rated their perception as a â€Å"all bias and distortion have been eliminated†. These types of concerns have led many students to prefer that design projects be evaluated by external jurors because they â€Å"want the jury process to be more objective and believe that the presence of external jurors will help achieve this†. This led San Sebastian to â€Å"to take professors out of the grading process† entirely and â€Å"replace them with professional evaluators who never meet the students,† who â€Å"don’t worry that students will punish harsh grades with poor reviews† and who have â€Å"no temptat ion to skew results in any way other than to judge the students’ work. This paper presents an online computer-assisted rubric-based grading website that was developed in conjunction with a distributed jury-based grading system to improve the fairness, consistency, and efficiency of grading in a large required first year project-based design course. This work provides a brief overview of the course, its deliverables, and the breakdown of the final grade. It discusses the design requirements, features, and implementation of the online grading system. Reactions from course faculty and staff members based on end-of-semester survey results are presented. Finally, the current limitations and future development directions of the online grading system are discussed. CHAPTER 1 Introduction Leader : Marchjohn Glorioso Members : Kurt Mallari Gilbert Cruz View as multi-pages

Current Ethical Issues Paper Essay

The Virtual Organization that I have chosen to discuss is the Huffman Trucking Company. The Huffman Trucking Company’s mission is to be a profitable company that is capable of growth and able to adapt in an industry that is intensely competitive in a business environment. The vision of the Huffman Trucking Company is to become a model company to its dedicated employees, stockholders, stakeholders and its customers. The Huffman Trucking Company is based in the United States and its customers are based in the United States as well of its primary customers being the United States government itself. Customers of the Huffman Trucking Company also include automotive parts suppliers and its manufacturers. The Huffman Trucking Company also transports electronic parts to its customers. They also transport raw materials for manufactures of plastic goods as well as many other materials. The Huffman Trucking Company is a medium sized company and currently employs 925 drivers and 425 support personnel. Its facilities are located in Cleveland OH, Los Angeles CA, St. Louis MO and Bayonne NJ. The Huffman Trucking Company currently owns and operates 800 road tractors, 2,100 45 foot trailers and 260 â€Å"roll-on/roll-off’ units. Each piece of equipment undergoes safety maintenance every 25000 miles which ensures the safety of its drivers and the safe arrival of its customer’s precious cargo. The Huffman Trucking Company is privately owned company which was founded by K. Huffman who was a native of, and born in Cleveland OH. K. Huffman founded the Huffman Trucking Company in 1936 with the use of a single tractor-trailer. The trucking company got its start during World War II, the company was able to grow quickly during this time. This growth was due to an increased need for shipping services in 1945 between the Midwest and the East coast. By 1945, the Huffman Trucking Company grew from a single tractor-trailer to 16 tractor and 36 trailers. As a result of high internet sales, the Huffman Trucking Company continues to grow this continued growth allows for the company to remain privately owned. The one ethical issue that I found with the Huffman Trucking Company is that 100% of the company’s Information Software Systems are outsourced to countries outside of the United States. This poses to be an ethical issue because it seems contradictory because the company is owned by an American and was started in the United States and all of its business is conducted inside of the United States. By outsourcing parts of the business, this company that is American owned seems to be capable of cutting corners to save money on staffing its departments. In an effort to save money by outsourcing, the Huffman Trucking Company may lose the loyalty of its employees and its customers. Its employees may begin to feel as though their current positions within the company are not stable positions and could be at stake of being outsourced as well. With that fear may come a decrease in trust of their employer; the Huffman Trucking Company. When employee ratings are low, productivity decreases and can have an effect on the company on a larger scale. Employees may be come unproductive and as a result of poor customer service, sales decrease and put the company in jeopardy. A once large and long standing company will crumble if the trust of its employees is lost. It may be wise for the business to reconsider outsourcing an entire department and giving away jobs that are greatly needed here in the United States.

Analysis of the Theme for English B Essay Example | Topics and Well Written Essays - 2000 words

Analysis of the Theme for English B - Essay Example In similar situation where blacks were discriminated to a great extent, Hughes kept his spirit high for studying in good academic institutes, and moving on, and presently is studying in a college where all his fellows are white, and he is the only black in his class. The poet describes a day where the instructor asked the class to write a page on what the inner feel of the students is, as stated in the stanza as below: This is a clear depiction of how open ended the question was from the instructor, trying to understand what the students felt, and thought and to see their insight on things. The writer always had strong feelings about the issues related to racism, and therefore, had no option but to write on the same topic; the discriminatory feeling and the thoughts, all came out on that single paper, where by the writer illustrated the ideas associated with discrimination, feelings, experience, grudges, and finally, realizing the fact of equality. In clear terms, the writer stated that America is about equality to all, and no matter how much is disliked by black and/or the white, they are a part of each other since they are part of America. Towards the end, in a sorrow tone, the writer states that yesno matter how harsh it is but the fact remains that whites do have an edge over the blacks as he states: I guess you learn from me--- although you're older---and white--- and somewhat more free. 3. Research Question The underlying research questions for this analysis are as follows: i. What tone has been used in the poem and how is it justified ii. What role does the persona's sense of his race play in what he has to say about his paper iii. How does this persona seem to feel about education in general 4. Methodology The methodology adapted for this research includes primary and secondary research. Primary research constitutes reading the original poem and coming up with analysis of what I feel the writer is stating. Secondary research, on the contrary, implies that the existing research about the subject matter is studied, like books and articles. 5. Analysis & Discussion This section presents in-depth analysis and discussion about the poem. 5.1 A Generic Analysis of the Poem In Hughes' poem under consideration for this research, i.e. Theme for English B. there is heavy weight-age assigned to elements of literature such as the characters, the plot, the tone, symbolic representations, themes, view points, and the scenario set-up. The plot seems highly structured as it provides in depth background details, and is seamlessly associated to the scenario described as stated by the poet: "I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem." This is a clear indication of the time period and the growing mode as the time moves on. The scenario setting initiates similar to the scenario whereby a student is direct to go

BTN3-3 homework Coursework Example | Topics and Well Written Essays - 250 words

BTN3-3 homework - Coursework Example As years progress, the value of the equipment will decline till the accumulated depreciation is equivalent to the cost of purchase if the asset does not have a salvage value. This being the accredited way of recording depreciation expenses and accumulated depreciation, I hereby support the method used by Boland. Smith’s method has its strength, but the weaknesses are severe. It can be noted from the statement that the depreciation was the first one because the accumulated depreciation was equals to depreciation expense. For the first year, the method proposed by Smith is logical since it is easy to credit the amount directly in the balance sheet with regards to the asset depreciating. The weakness arises when the equipment has depreciated for several years, it will be difficult to have a plot on the accumulated depreciation, and thus, the value of the equipment will be overvalued or undervalued. The situation Boland is facing an ethical one, because the method Smith is suggesting and what she is used to are both applicable to the situation. As an accountant, there are guidelines such as General Accepted Accounting Principles (GAAP) that spells out how such transactions should be recorded. Therefore, if Boland violates those principles, the financial reporting of the firm’s status will not be accurate. It is unethical to violate those

Analytical Report of Professional Practice (Behaviour Management) Essay

Analytical Report of Professional Practice (Behaviour Management) - Essay Example This reflective piece describes the challenges as an educational professional in behaviour management, an identified personal weakness, which requires significant development in order to facilitate a cohesive classroom environment and assist children in constructing a sense of communality and to respect the rights of others from a social standpoint. There are a range of strategies designed to modify problematic behaviours with primary school-aged children, including elements from cognitive behavioural therapy, an interactive and authoritarian role of the educational practitioner, creating sanctions, and a variety of reinforcement strategies to curb or otherwise deconstruct problem habits in the classroom. As a professional, the practitioner must understand which strategies are appropriate for children in the pre-operational or concrete operations stage of cognitive development in order to ensure that the aforementioned strategies will be effective in producing a socially-harmonious l earning environment and curbing problematic behavioural issues. ... r has recently taken on the professional role of 1:1, working with a child maintaining very aggressive behaviours and oppositional attitudes that significantly complicate the learning process. Traditional behaviour management strategies are oftentimes ineffective when engaging the child, representing a substantial challenge in facilitating a positive educational practice. This child maintains a socio-historical background that apparently did not provide appropriate social guidance and strategies for curbing impulsive responses, making it the role of the practitioner to attempt to deconstruct these caregiver oversights that likely occurred during earlier childhood development. Reflection will focus on these interventions with the aggressive and non-compliant child, referencing contemporary theoretical positions on behaviour management in the educational environment to assist in professional self-development in behaviour control. Defining behaviour and behaviour management. Behaviour i s defined by Endoo (2012, p.83) as the† specific actions and/or reactions of the individual in relation to environmental stimuli, either conscious or unconscious† that drives mannerisms and conduct. Behaviour management is strategies that are inclusive of all actions to increase the likelihood that people, both as individuals or in the group/team environment, choose to manifest behaviours that are fully productive, socially appropriate and even fulfilling from a personal perspective (Baldwin and Baldwin 1986). Behaviour management works under the premise that the professional attempting to manage problem behaviours can effectively manipulate changes to behaviour and attitudes once the practitioner identifies what the individual deems personally rewarding (Grenning 1993). They key

Philosophy of Assessment Term Paper Example | Topics and Well Written Essays - 1250 words

Philosophy of Assessment - Term Paper Example This essay considers my personal philosophy of assessment. One of the primary considerations I recognize in terms of assessment is developing a means of judging student participation and effort throughout the marking periods and course. One of the primary challenges I had when originally considering assessment was the nature of developing assessment strategies that are student specific, or measure objective standards of comprehension. While ideally classrooms are constituted by students of the same level of achievement, in reality this is not always the case. Early in my teaching career I recognized that I would have to make the difficult decision of requiring all students to achieve the same level of achievement. From this foundational level I then began to design assessment strategies that required students to achieve an objective standard of accomplishment. In these regards, I have been greatly influenced by constructivist theory of assessment, specifically a text Understanding by Design. This text contends that assessment should be designed from a top-down structure with the end goal in mind. Working from this theory, each semester I considered the ultimate objective for the course and then worked back from that in developing assessment strategies that would work as standards bearers for the marking period. Still, I recognize that this approach to assessment should only be used to construct a general approach to curriculum development. As is later demonstrated, the most effective instruction and assessment will consider the learner’s background knowledge and phenomenological grasp of the learning material in developing dynamic and multi-varied assessment mechanisms. In addition to these constructivist approaches to assessment, I have become more directly acquainted with direct methods of assessment. It’s indicated that one of the primary such means of demonstrating direct assessment strategies is through the teacher’s active involvement in student learning. In these regards, â€Å"the teacher a) presents information, b) develops concepts through lecture, c) requires students to recite or respond to questions, d) provides feedback and reteaching as necessary† (Payne 63). In terms of my own assessment strategies, I implement direct methods in a variety of ways. After determining the end of course objective I would then break down the marking period into manageable units (chapters). Within each of these units (chapters) there would be a final exam and quizzes. The quizzes were implemented in large part as a means of motivating students to remain consistent with scholastic work throughout the chapter. In these regards, oftentimes I approached quiz grades with a more lenient approach than I did the chapter tests. The student quiz scores also functioned to aid me in identifying areas of student progress that are more in need of attention. Indeed, student quiz assessment was a learning process for the students as well, giving them an early idea of elements of the text that they must further study. With the final exam then students had to demonstrate their mastery of the material. Rather than functioning as a learning aid, the final exam existed solely for the purpose of measuring the student’s achievement in relation to the objective progress they made within the specific unit. Through research I have discovered a

MOVIE REVIEW ABOUT THE DESCENDANTS Essay Example | Topics and Well Written Essays - 500 words

MOVIE REVIEW ABOUT THE DESCENDANTS - Essay Example Often in films the sight of someone extremely happy is a token of what is yet to come and fears the worst. The movie commences with an unforeseeable tragedy where Matt King lost his wife after hospitalization and now has to shoulder an enormous burden of being responsible for managing everything including the fund that has been entrusted to his family since 1860Â ´s. Matt King is the descendant of one of the Hawaii’s most prominent families. Further distress to burden came when Matt King was told that his wife had an affair with Brian Speer (played by Matthew Lillard), The movie gyrates around the search for Speer as Matt wanted answers to some of his queries. Matt King hailed from beautiful Hawaii island and was the owner of immense property which he wanted to sale off, his rebellious daughter stops him. As Hawaii is known for the traditional predisposition so the movie also revolves around the traditional and emotional touch. However, the director Alexander Payne is known for his brilliant plots and marvellous direction he did not let the audience move out in grief and brought the story to end at the happy note. The movie offered a lot or scope to understanding about worldly matters, family bonding, impact of loss and pain and therefore it was appreciated to a great extent by various individuals and critics and people gave their reviews depending upon their individual outlook. According to Ebert (2011) who is admirer of Hawaii, as he had been to the land a number of times, "inhabitants of Hawaii are serious about their customs and traditions and very protective for their land". In his review he highlighted "business, finances and emotions". As per his view, "Matt King is one of the Hawaiis first white land-owning families who have to fix between opening up a vast tract of virgin forest on Kauai to tourist and condo development". The tragedy happened at this important junction. Ebert (2011) reviewed more on the worldly matters that the movie displayed

Professional Roles and Values Essay Example for Free

Professional Roles and Values Essay A. Promoting Interdisciplinary Care When nurses promote collaborative interdisciplinary care, they are ensuring the availability and accessibility of quality health care (ANA, 2010). As the nursing supervisor in this clinical setting, I would hold a staff meeting with the family nurse practitioner (FNP), nurse, licensed vocational nurse (LVN), nutritionist, and social worker. I would ask them to speak about their areas of expertise and explain how their knowledge will enhance this clinical team. The nutritionist’s expertise in diet, the social worker’s fluency in Spanish, the LVN’s training in education, and the nurse’s specialization in community health are all attributes that will promote the delivery of quality patient care. In this meeting, I give examples of how the specialized training and resources of these individuals will improve patient care and ease the workload of other staff members. I foster an open discussion and encourage thoughts, feelings, and questions. I also state that if someone has a question or concern that they do not wish to discuss in front of everyone, they can speak to me in private. B. Delegation and Teamwork As the nurse supervisor, I would use a coaching approach to speak to Ms. W. Coaching provides a safe environment for trying different approaches to new or challenging situations (Robinson-Walker, Detmer, and Schultz, 2011). I would request to have lunch with Ms. W and at this lunch, I begin by praising her work and emphasizing her importance to this clinic. In a light-hearted and non-confrontational way, I say, â€Å"I know how hard you have been working with Ms. R and you must be so frustrated!† I encourage a response by asking, â€Å"Why do you think she is being non-compliant?† I listen to her responses without interrupting and work into the conversation these questions: â€Å"Do you think it’s possible she does not understand English? What do you think about having the social worker speak to her?† The LVN’s expertise in community health and her available resources would also be mentioned. I emphasize that delegating to members of the team will b e in the  best interest of the patient, as well as free up some of Ms. R’s valuable time. B1. Responsibility The Nursing Code of Ethics Provision 2 states that the nurse’s primary commitment is to the patient and it further implies that nurses should actively promote collaborative multi-disciplinary planning (American Nurses Association, 2012). If Ms. W does not have time to follow through with community services that could benefit Ms. R, then Ms. W has a responsibility to refer Ms. R to people who have the knowledge, resources, and time to help her. In addition to the Nursing Code of Ethics, the National Council of State Boards of Nursing (NCSBN) states that one of the standards related to the RN scope of practice is that nurses evaluate the patient’s response to nursing care. They do this by evaluating: the patient’s response to interventions, the need for alternative interventions, the need to consult with other team members, and the need to revise the plan of care (NCSBN, 2012). When Ms. W saw that the patient was not compliant, she should have reevaluated her plan of care. Ms. W can delegate to the LVN, who is experienced in prenatal education, and would be able to explain the importance of finishing antibiotic therapy or performing tests that are essential for a healthy pregnancy. If Ms. W is too busy to educate, then she is responsible for finding someone who can. B2. Recommended Resource A resource that would benefit Ms. W in learning more about delegating is the continuing education course given by the ANA, â€Å"Developing Delegation Skills.† This course covers delegation and the associated concepts of accountability, responsibility, and authority (Weydt, 2010). It discusses using nursing judgment and interpersonal relationships during the delegation process and at the courses end, the author speaks about how to develop delegation skills. Learning to properly delegate ultimately improves the quality of patient care. B3. Delegation Opportunities The nurse in this scenario has 4 colleagues in the clinic that she can delegate to: the LVN, nurse, nutritionist, and social worker. Ms. R had recurrent urinary tract infections; the nutritionist can review her food and fluid intake and the LVN can teach prenatal care based on the nutritionist’s evaluation and recommendations. The nurse in the clinic can explore community resources that may be available to assist Ms. R. The social worker, however, is the most important person in these collaborations because it is probable that Ms. R does not understand English and needs an interpreter. The social worker is fluent in Spanish and her presence will not only raise the comfort level of Ms. W, but will assure that she is receiving the required information that is pertinent to her pregnancy. References American Nurses Association. (2012). Code of Ethics for Nursing with Interpretive Statements. Nursing World. Retrieved from http://www.nursingworld.org/codeofethics National Council of State Boards of Nursing. (2012). NCSBN Model Rules. Retrieved from http://www.ncsbn.org/12_model_rules_090512.pdf Weydt, A. (2010). Developing Delegation Skills. The Online Journal of Issues in Nursing, 15(2). Retrieved from www.nursingworld.org/mainmenucategories/anamarketplace/anaperiodicals/ojin/tableofcontents/vol152010/no2may2010/delegation-skills