Banking Industry Analysis Essays - Banking, Bank,

Banking Industry Analysis Graham Mavar Mgmt. 415 Sec 6 Industry Analysis: Banking The banking industry has come under increasing pessimism of late because of rising short and long-term interest rates. The banking industry's market capitalization made a substantial decline. Most investors are concerned with whether the industry can sustain continued profitability as a result of these factors. Banks have responded in recent years to these problems by diversifying away from interest sensitive products and services. But interest rates are the fundamental aspect of any financial services. Therefore, I believe the financial services industry will be deeply affected by rising interest rates. Banks have experienced good business factors over the past two years. Interest rates were low, credit quality was good, and inflation was low. These factors are usually predictive of the types of earnings banks should report. But good times can't continue because interest rate hikes cause reduced lending activity, damaged credit quality, and reduced values of bond portfolios. Porter's Five Forces Analysis: 1. Rivalry among competing sellers: The banking industry is continuing to restructure and position itself for our changing economy as a result, many mega-mergers have occurred in recent years. Citicorp and Travelers Insurance agreed to merge in April 1998 at a value of $70 billion. Bank of America and Nation's Bank also agreed to merge shortly afterwards which became the largest bank in the United States. Bank mergers are usually consummated as a cost-cutting measure but also to compete with non-bank providers of financial services. Bank rivalries are very strong, and as we've seen many of the largest banks are merging to increase their power. In fact, Charlotte, NC is practically owned by Bank of America and First Union. 2. Potential entry of new competitors: There is virtually no chance of a new entrant significantly affecting the major banks' market share. The only place that new entrants may have a chance in the industry is through Internet banking, because of its low cost. 3. Firms offering substitute products: This is not really an issue within the banking industry, because there aren't really any legal alternatives, except buying a safe and borrowing from a loan shark 4. Competitive pressures stemming from supplier and buyer bargaining power: I grouped these two categories together because in the banking industry the buyers are the suppliers and vice versa, so I might as well just discuss the situation as a whole. Interest rates are the single most important aspect of bank profitability they are the bargaining power. Most bank profits are derived from net interest income. This is interest income received on loans minus interest expense for borrowed funds. Interest rates determine the amount of money a bank can earn. Another measure is a banks' net interest margin which is a bank's net interest income divided by its average earning assets. This is a common measure of a bank's ability to squeeze profits from its loans. When interest rates fall, they have a positive effect on a bank. First, net interest margin can expand. Second, the value of a bank's fixed rate of investment portfolio is enhanced by declining rates, since a bond with a higher stated interest rate becomes more valuable as prevailing rates drop. Third, falling rates lower the cost of credit, which stimulates loan demand and reduces delinquency rates. Opportunities: 1. Because of the increasing amount of technology Internet banking will begin to replace traditional banking, thus cutting personnel costs. 2. Incorporating investment banking into the banking industry, as some major companies are doing, lets the bank increase profits and promote economic growth while improving company image. Threats: 1. An increase in interest rates causing a decline in bank activity. 2. A collapse of the Fed leading to bank failures, a repeat of the crash of 1929. 3. A decline in the US economy leading to a fall in the value of the dollar, thus causing an instable economy. From there the US banking system would be less secure in terms of dollar values that many people would move their money overseas into a more stable economic situation. Similar to the situation in many South American countries. (a little far-fetched, but possible) Key Success Factors: ? Capability to use the internet for banking, investing, and general e-commerce ? Size of company, name recognition, innovative local marketing ? Best rates (loans, checking, savings,

Free Essays on A Whole Lot Of Cheatin Going On - Critique

Mark Clayton, the author of â€Å"A Whole Lot of Cheatin’ Going On,† states that cheating has become a huge problem throughout schools and that schools are trying to stop it. At least 80% of students have admitted to cheating one or more times in their educational careers, says the Center for Academic Integrity in Nashville. Schools are trying many things to try and prevent cheating. Schools and students definitely disagree on the definition of cheating; so how can anything be done until cheating can be clearly defined? Clayton uses a lot of sources for his evidence. Each and every student, teacher, and educational reference gives opinions on cheating based on their own, individual knowledge and bias. The main evidence he lacks is the actual definition of cheating. His evidence backs up the fact that cheating is going and that schools are trying to fix the problem, but he never once gives a concise definition of the problem so it makes it hard for the reader to make his own opinion of the issue. I agree with Clayton’s points about cheating. Being a college student, I know from experience just how common cheating is. The internet makes it so much easier for students to cheat because when you search for a topic, papers are offered to you right away whether you want them or not. I believe that colleges think that enforcing honor codes and educating students on cheating will stop it, but it will only stop a small amount. So many students have cheated their entire life, through everything, without ever getting caught, so being threatened by an honor code will not stop them now. They believe it is the easy way to get through life and no one has taught them any differently yet. In high school, cheating was so easy because the teachers just gave you your work and didn’t care what happened from there so, of course, students took the easy way by cheating. As teachers continue to not care each day in the classroom, students are going to c... Free Essays on A Whole Lot Of Cheatin Going On - Critique Free Essays on A Whole Lot Of Cheatin Going On - Critique Mark Clayton, the author of â€Å"A Whole Lot of Cheatin’ Going On,† states that cheating has become a huge problem throughout schools and that schools are trying to stop it. At least 80% of students have admitted to cheating one or more times in their educational careers, says the Center for Academic Integrity in Nashville. Schools are trying many things to try and prevent cheating. Schools and students definitely disagree on the definition of cheating; so how can anything be done until cheating can be clearly defined? Clayton uses a lot of sources for his evidence. Each and every student, teacher, and educational reference gives opinions on cheating based on their own, individual knowledge and bias. The main evidence he lacks is the actual definition of cheating. His evidence backs up the fact that cheating is going and that schools are trying to fix the problem, but he never once gives a concise definition of the problem so it makes it hard for the reader to make his own opinion of the issue. I agree with Clayton’s points about cheating. Being a college student, I know from experience just how common cheating is. The internet makes it so much easier for students to cheat because when you search for a topic, papers are offered to you right away whether you want them or not. I believe that colleges think that enforcing honor codes and educating students on cheating will stop it, but it will only stop a small amount. So many students have cheated their entire life, through everything, without ever getting caught, so being threatened by an honor code will not stop them now. They believe it is the easy way to get through life and no one has taught them any differently yet. In high school, cheating was so easy because the teachers just gave you your work and didn’t care what happened from there so, of course, students took the easy way by cheating. As teachers continue to not care each day in the classroom, students are going to c...

The Power of Images - Television and Film Research Paper

The Power of Images - Television and Film - Research Paper Example Like written and auditory media, there is video and audio-visual media which has gained immense popularity and importance in the recent years due to its information richness and ease of use. This includes, for example, films, photographs, videos, posters and images. These can be communicated through a wide variety of electronic channels such as TV, internet as well as non-electronic ones like signboards and public displays through which information can be transmitted to a large number of people at the same time. Images presented through visual entertainment media can influence an individual, his personality, ambitions, rationality and feelings in a great way. And through communication with a larger audience simultaneously visual entertainment media can have a great impact on our society & cultural development, as it is becoming a mainstream form of communication technology. For media has been known to bring out major revolutions and changes in the world contemporarily. For example the foundation and coverage of Libyan Revolution through the social network (Bomberowitz, 2011). This is because the visual entertainment media in the form of TV, internet and other sources have provided the general public with greater freedom of expression opportunities, and are hence bundled with the fundamental concepts of human needs which reinforce their collective voice and afford new opportunities. The widespread use of computers and easy availability of internet everywhere around the world has turned up many new talents and boosted peoples lifestyles in a great manner. Artists now try to engage with the people through various forms of social and visual media to exchange thoughts and promote what is good. This has surely brought a new change in American lifestyle. Visual entertainment media in its most fundamental form is provided to us through TV. In the beginning of Television there were just

Protecting Freedom Of Expression on the Campus Essay

Protecting Freedom Of Expression on the Campus - Essay Example The author cites the recent wave of unrest t Harvard University. It is reported that a group of students were upset when their colleagues hoisted Confederate flags in public, while in protest, another student displayed a swastika. Debate concerning how best to deal with such incidents broke out. While some people consider the exhibition of such symbols as a way of exercising their freedom of expression, others hold that such actions should be restricted because they create rivalries between communities. According to the First Amendment, the display of such symbols is a form of expression and cannot be restricted, simply because it upsets a majority of people. Accordingly, people facing sucha situation should find a way of resolving the problem amicably. In the author’s view, it is only through dialogue that such acts can be resolved. According to Bok, just as officials at Harvard have held talks with students to educate them on the need for mutual respect, other agencies facing such problems should do the same (52). It is easier to resolve such issues of ethnic intolerance with dialogue; rather than restrictions. The use of restrictions would lead to public outcry, resulting in more problems. American universities should cultivate a culture of respect for our collective ideals, while respecting the freedom of

Write a mission, vision, and values Article Example | Topics and Well Written Essays - 250 words

Write a mission, vision, and values - Article Example Marketing manager in Stratsim company should bear in mind that core values are important in the growth of the company and that he should establish a good personal relationship with the various stakeholders .For instance, the customers being served on time, tax returns are remitted on time and in full amount, maximizing shareholders return and finally the company should be able to meet their financial obligation such as paying creditors and suppliers. These will help the company develop a good personal relationship since it’s the core issue in business. Mission simply illustrates why companies exist, why the various stakeholders wake up in the morning and do what they do. It also outlines what function the company performs. It distinguishes one company’s activity from the other. A good mission is that which represents truth and reality about the company.Management should know that mission statement serve to inform various stakeholders such as management, shareholder, suppliers, government and employees of the company. The statement guides these stakeholders towards strategic and operational decision. Mission statement for Stratsim Company will be, â€Å"To manufacture high quality vehicles that satisfy consumers need at an affordable price†. This statement provides the consumer with two sets of information that is; vehicles being manufacture are of high quality and the price at which Strasim sell the vehicle is affordable allowing one to easily purcahse. This is a statement showing how Stratsim Company will do things, In other words it outlines a picture into the future. Without a vision statement an organization will never know where they are headed. Vision statement guides us, it gives us purpose and it is a powerful motivation tool for an organization. An example of a vision statement for Stratsim will be, â€Å"By the year 2020, Stratsim Company will be the leading

Clinical Remit

Clinical Remit Teaching and Nursing Practice 1 A Learning Needs Assessment 1. Clinical Remit. As a nurse working within a clinical specialty it is within the remit of my job to promote the stoma care service and maintain high standards of care. It is also the responsibility of the stoma care department to meet the training and educational needs of ward based nursing staff to ensure high quality care which is evidence based and kept updated. Prior to coming into post my teaching experience had been limited to mentorship of students and informal ward based seminars. My only formal teaching experience had been as a student when attending lectures and courses. My teaching remit includes patients, relatives, carers, colleagues and students. It provides me with the opportunity to pass on my clinical skills, knowledge and experience to junior staff. This not only allows them to develop their own practice but influence the surgical unit and their patients. There is allocated placement time to the stoma team for students and we also teach students who have placements within the colorectal and general surgery unit. Teaching is often done in an informal, ward based environment where learners are able to observe and study with patients. Patients are carefully chosen and their consent obtained before the introduction of the learner. These patients are vulnerable therefore it is important that the patient is comfortable with any change or addition of another person to teaching sessions. Patients and their stoma nurses develop a special bond and it is important that this relationship remains strong. It is through this unique relationship that the patient gains the skills and knowledge needed to equip them for life with a stoma. The stoma care nurse is a facilitator, he/she empowers patients to optimise quality of life and adjust to their new circumstances. My principle clinical role is in the teaching and support of patients who are about to have or have undergone surgery to create a stoma. Fulham (2008) acknowledged that nurses play an important role in helping patients adjust both physically and psychologically to a new stoma. Research (OConnor, 2003; Metcalf, 1999; White, 1998) has shown that early teaching of practical skills and coping strategies help new stoma patients have a more favourable outcome. Early education helps prepare them for surgery and allows patients to adapt more positively to the stoma (Burch, 2005). I have chosen to focus on one particular aspect of teaching within stoma care, namely the changing of a one piece stoma pouch. The reason for my choice is that this is a fundamental part of the stoma care process. It is the focus of many patients anxieties and is key to many patients feeling of wellbeing; it is one area where they feel they still have some control. Bekkers et al (1996) saw self-efficiency as crucial to adjusting to a stoma and as a result saw fewer psychological problems post- operatively. Commonly, the assumption is that teaching stoma management is someone elses responsibility (Turnbull, 2002). The principles of a pouch change are simple to follow to achieve success, yet it is generally carried out poorly at ward level. This could be due to a number of reasons. Pouch changing is a practical skill not widely practiced at university; it is often passed on through experiential learning and reflective practice while on placement. This indicates that the current university curriculum does not adequately equip students with the skills needed to support these vulnerable patients (Simmons et al, 2007). It is a specialised skill that has to be practiced to become proficient. Some nurses approach changing a stoma pouch merely as a task to be carried out rather than an integral part of individualised patient centred care (Mitchell, 1995) or a teaching opportunity. Lacking knowledge or confidence in stoma care my lead to a reluctance to become involved with patients with a stoma. Norris and Spelic (2002) reported that many nurses do not feel competent enough to support patients adapting to altered body image. Stoma care is not an integral part of all healthcare areas therefore many nurses lack the opportunity to practice learned skills which then become redundant. Hollinworth et al (2004) highlighted the importance of enabling all practitioners who regularly care for patients with a stoma the opportunity to develop professionally. It is with this in mind I have chosen to carry out a learning needs assessment on a small group of nurses who work within the surgical directorate who regularly care for patients who have a stoma. The group consists of 3 nurses; 2 trained staff and 1 untrained. The rationale being that it is often untrained staff who carry out patient care due to time constraints and workload pressure on their trained colleagues. I thought it would be interesting to compare these groups; to establish strengths and weaknesses and where improvements can be made that is patient centred, individualised and of the highest standard. Learning Theories Conducting a learning needs assessment is critical to the educational process. This can lead to change in practice and forms the cornerstone of continuing professional development (Grant Stanton, cited in Grant, 2002). Evidence based practice has become the focus of NHS policy over recent years with emphasis on cost effectiveness. This ensures patients receive the most efficient care based on evidence from the most up to date research (Upton, 1999). Turnbull (2002) highlighted that ostomy teaching starts at the patients bedside often by non specialised staff; therefore it is important that staff have the necessary knowledge and skills to be able to support these patients. It is also important that patients receive the best possible care and advice no matter who is giving it. Prashnig (2006) discussed the responses of teachers to the varying learning needs of students when the teachers are aware of their teaching styles. I use a combination of styles. My approach is initially pedagogy as particular skills and information is being taught as the learner is often a new stoma patient. It then develops into an andragogical approach as the teacher learner relationship changes to guide and empower the learner towards independence through discussion and problem-solving rather than just instruction (Jarvis, 1985 as cited in Smith 1996; 1999). This can be illustrated through many of the learning theories used in education today. Banduras (1977) social learning theory shows learning comes form observing and copying behaviour before adopting it and adopting his ‘role model when teaching practical skills and giving advice. Skinners (1954) conditioning theory of positive reinforcement can be applied to stoma pouch changing. Reinforcement in the form of repeated p ractice helps to form a habitual pattern and the necessary skills to perform the task. The nursing process model of assess, plan, implement and evaluate can also be applied to this theory. Kolbs experiential learning cycle (1984) has influenced nurse education for decades (Quinn, 2000). The learner moves around the cycle through the four adaptive abilities of concrete experience; reflective observation; generalisation and application from action to observation through the learning process. Ausubels (1978) assimilation theory enables the student to build on their existing knowledge. I teach in small, easily managed sections. Revising what was learned previously and ensuring it is understood before continuing with the next stage. Rational for carrying out a learning needs assessment. Identifying a learning need is the first step in planning any education programme (Dyson et al, 2009). This ensures that the programme is appropriate for all, regardless of knowledge and experience and forms the basis of the objectives and content (DeSilets, 2007). In this case the assessment will be carried out on a small group of healthcare professionals but the principle can be used on a larger scale. A learning needs assessment forms a baseline; it identifies what is already known and what is needed to fill in gaps in knowledge or experience. The need to carry out a learning needs assessment in this clinical area was identified through casual observation of interactions between ward staff and new stoma patients. The poor uptake of stoma patient education was highlighted by a disappointing lack of documentation within patient records and limited assessment of the stomas function, the local skin condition and the patients independent progress. This has an impact on the patients psychological adjustment and ultimately their satisfaction regarding quality of care. Nursing is based on holistic, individualised needs; if a fundamental part of a new stoma patients wellbeing is not being addressed it can increase length of hospital stay, delaying independent stoma management prior to discharge with evident associated financial implications. Employers too have expectations of their staff. The NMC codes (2008) states knowledge and skills should be kept updated; and healthcare professionals should attend education which maintains and develops competence. A learning needs assessment enables the setting of goals benefit not only the learner (through improving practice) but also benefit the patients and ultimately the organisation. There are however drawbacks with carrying out a learning needs assessment. Learners often concentrate on positive aspects of their practice and do not highlight areas that need refining or further work. Teachers may focus on the negative aspects and may not give the learner credit for what they do well. Identify an area of learning A review of ward notes and patient questioning identified a poor uptake of patient teaching in stoma care. When questioned staff answers ranged from time constraints, lack of confidence when dealing with stomas and feeling that it was the responsibility of someone else to take charge. Some staff when questioned thought responsibility lay with the specialist stoma nurses. CNSs were carrying out the majority of teaching and support in the minimum amount of time, with little support from other members of the multi-disciplinary team. This identified an area of learning and an opportunity to address some of the issues through an education programme. This would re-empower ward staff and give them the skills and confidence to work with new stoma patients. This will also have a positive impact on time management. An initial increase in time spent teaching and supporting patients to manage their stoma would be rewarded when the patient was independent and more confident in their own ability. Staff are encouraged to observe, work and participate in teaching patients along with the Stoma Care CNS on the ward where she is available to answer any queries and offer assistance. Discussion with ward staff has shown that although stoma care is carried out regularly in a general surgery unit there are staff members who a greater interest and subsequently are more confident when providing stoma care. Nursing staff from the colorectal ward were informally approached and asked if they would participate in a stoma care education programme. Three members of staff expressed an interest and agreed to participate. It was decided that this would form a pilot study group. Like other forms of research a pilot study should be carried out to ensure validity and reliability (Burns and Grove, 2005). The group consisted of 2 qualified and 1 unqualified nurse. This was to attempt to determine the varying strengths and weaknesses of the grades of staff (Hesketh and Laidlaw, 2002). In accordance with the Nursing and Midwifery Council Code Standards of conduct, performance and ethics for nurses and midwives (2008), to maintain client confidentiality, all names have been changed and no reference has been made to vocation. Kate- Qualified for 3 years. Worked initially as a bank nurse but recently joined the staff of the general surgical ward full time. She has been in post for 6 months. Amy- Qualified for 5 years. Worked in a medical ward for 1 year but has worked in the general surgical ward for 4 years. Janet- Worked as a health care assistant for 14 years, all within the general surgical ward. She had aspirations to train as a nurse but never pursued this after having a family and now feels she has missed the opportunity. She is a part-time member of staff. It was decided that the teaching session should include other aspects of stoma care for which patients often need extra support e.g.; skin assessment and simple remedies, measuring a stoma and template cutting. Some common but relatively simple problems such as sore skin can be improved or resolved by prompt and correct treatment (Burch and Sica, 2008). With this in mind it was decided that the education should contain a practical session; to revise and practice pouch changing, using stoma measuring tools, cutting out templates and dealing with simple problems. Methods of assessing the learning needs. To assess learning needs it is first necessary to choose a method for gathering information. As learning needs are individual; based on knowledge, understanding, attitudes and self-assessment (McKimm, 2009; Norman et al, 2004; Grant, 2002). It was hoped the results would reveal the individual learning needs of each participant. Vaughan (1992) discussed that a learners competency can be assessed through direct observation. It identifies the learners performance level and capability. Bee and Bee (2003) also discussed the value of observation as a tool to determine strengths and weaknesses in learners practice. Quinn (2000) however identified that observation can be subjective, so to prevent observer bias a checklist or rating scale should be used. Following the example of Bee and Bee (2003) Observation can be subdivided into Direct observation, Work samples and Simulations. Direct Observation Enables assessment in real time. It quickly identifies good practice and areas requiring work. This was carried out by the Stoma Care CNS. It was decided that as she was a familiar face in the wards the nursing staff would be relaxed in her presence and would not alter their practice when â€Å"on show† and results would be accurate. It was seen as an efficient use of time/resources by ward staff and the CNS as she was available to advise and help patients and staff. Work Samples- Assessing current work practice can be difficult to assess accurately, particularly as ward staff and the CNS have individual commitments and priorities. Assessing competed work does not give the assessor a true reflection. If the CNS is unavailable to offer advice on potential issues then a vulnerable patient can be put at unacceptable risk of stoma or skin complications. Therefore this method was excluded on moral and ethical issues. Simulation- Allows the observation of the learners when dealing with different situations e.g. the availability of a simulator mannequin for practice. Interchangeable pieces replicate differing shapes and sizes of stomas which assess basic pouch changing skills but would not allow assessment of any complication or teaching of the patient. It does however, not encourage the learner to consider the psychological needs of the patient further and see that changing a stoma pouch and disposal of the pouch is more than merely completing a task (McKenzie et al, 2006; Rust, 2007). Heskth and Laidlaw (2002) discuss other tools when assessing learning needs. These include: Practice Testing- Routine review of notes and charts. This can give an indication of good practice and areas requiring improvement. Informal Testing- Will establish the knowledge and current practice of the group by carrying out a simple test prior to the teaching session. This would enable the teacher to gear the education to the specific needs of the learner group. Reflective Practice- Discussing a memorable situation or experience whether it was memorable for good or bad reasons. This allows the individual to recognize their own strengths and weaknesses and identify learning needs. This can be carried out on a one-to-one basis or within a group as in individual or group supervision. It gives an opportunity to share feelings, attitudes and knowledge with their peers and is itself a valuable learning experience. The use of questionnaires and structure interviews are commonly used measuring tools used in needs assessment (Mailloux, 1998; Hopkins, 2002; Bee and Bee, 2002) Using different types of questions within the questionnaire will gain the information required. Classification questions check how representative the sample is. It enables respondents to be put into or ‘classified in a group e.g. gender, race or age. Coded/Structured questions measure knowledge and attitudes. Open questions allow respondents to expand on their answers; it gives the opportunity to express their views. Semantic- differential questions also ask for opinion using a numerical scale. Lickert-type questions ask the respondent to express their opinion against a specified rating scale. Grant (2002) warns that reliance on formal needs assessments when planning education can restrict the learning process instead of encouraging it. To ensure learning needs are appropriately measured a questionnaire using a combination of question types was used (Appendix 1). Time was assigned for simulated practice using the mannequin and direct supervision of 10 pouch changes by the Stoma Care CNS. This would be the starting point for teaching stoma care. Learning needs assessment To assess the learning needs of the chosen group the questionnaire was given out two weeks prior to the teaching session. It was hoped that an education programme would address some anxieties and encourage some deeper understanding of stoma care so the questionnaire include all aspects of stoma care including skin assessment and simple treatment, measuring a stoma and preparing patients for discharge. This required the participants to have a basic knowledge of stomas and the principles of changing a stoma pouch. The questionnaire was made up of a combination of coded/structured; open and Lickert- type questions. This will gain information on the learners knowledge on the subject and an indication of knowledge on particular aspects which they may have limited or no experience. The Lickert-type question was used to identify knowledge and opinion on a specific skill used when caring for patients with a new stoma. One week later a second needs assessment was carried out. This took the form of ward based direct supervision. Time within the teaching session was also allocated for simulated practice using the mannequin. This included template measuring and cutting and treating minor complications using stoma care accessories. Questions were encouraged and following the simulation the group reflected on what they had learned. Due to close links with the nursing process model (Rolf, 1998; Masters, 2009) this needs assessment was based on Kolbs experiential learning theory (1984). Kolbs Learning StylesKolb (1999) The needs assessment is reflected within the learning cycle. The questionnaire and simulated practice reflected the learners knowledge and identified their learning needs Concrete experience. Group reflection and simulation exercise Reflective observation. Identifying topics for inclusion in the education Abstract conceptualisation. The learners application of new knowledge to practice when performing and teaching stoma care- Active experimentation. Williams (1998) advises a combination of three methods of assessing learning needs. A triangulation approach addresses the limitations and assumptions of each (Robson, 1993). A Lickert-type assessment tool was developed as the third method of assessing learning needs when observing the learners during their supervised practice and using the mannequin (Appendix 2). These methods provide valuable qualitative and quantitative date, as it provides both concrete knowledge and opinion from the learners (Moule and Goodman, 2009; Polit and Beck, 2008). Analysis of the Results of the Learning Needs Assessment To analyse the questionnaire and ward observation each participants results are examined in turn and a personalised learning need will form a conclusion. The questionnaire was divided into four parts: 1. The Stoma (5/5=25%) 2. Pouch management (4/4=10%) 3. Skin assessment and treatment (6/6=40%) 4. Prep for home (5/5=25%) Analysis of Kates results Kate showed a good basic knowledge of what a stoma and the importance of assessment and treatment of the parastomal skin. These results would indicate that the theoretical component of the education programme will re-enforce Kates good knowledge base. The results do however show that Kate does need to improve her knowledge with management of the stoma, namely the draining and timing of pouch changing and in the teaching and support of patients as the aim for self care of the stoma. Analysis of Amys results Amys results have shown that she has a sound knowledge of stomas; there management; skin assessment and treatment of common simple problems. This would reflect the experience Amy has within the colorectal specialty. Her single wrong answer reflects only that there is still room to learn. Experience is important but as technology and approaches change it is important to keep up with current trends and techniques. Analysis of Janets results Janets results were also impressive, particularly as she has had no formalised nurse training. She showed a good basic knowledge of the stoma, although was unable to identify specifics. She did know the picture was an ileostomy but not that it was a loop-ileostomy. Janets assessment skills also reflect good practice. She can identify changes in the stoma and has the knowledge and skills to adjust treatment to minimise minor setbacks like sore skin. She showed a patient centred approach to teaching and supporting patients towards stoma self care; this may reflect that as a healthcare assistant Janet has greater patient contact and therefore has more ‘hands-on experience. Analysis of direct observation The information obtained from the Lickert-type observation study carried out during direct observation by the teacher was transferred onto a bar chart. This was compiled while the learners were practicing stoma care skills on the mannequin. It compares the learners practical skills and highlights areas of good practice and where further practice is required. The Lickert-type scale used documents each learners current level of competence. The range 1-5 was used, 1 (very poor) 5 (very good). The bar chart illustrates the strengths and weaknesses of each learner and makes comparisons among the group. The chart reflects that Amys knowledge on stomas and management is better than her practical management skills. Kate requires further practice with both theory and practice. Janet has shown consistency with theory and practice, scoring well in both. It is hoped that Kate, as the least experienced nurse will improve in time as her knowledge and skills increase as reflected by Benner (2001). Reflection the learning needs assessment. Learning needs assessment is a specific form of educational research (Williams, 1998) and conducting a learning needs assessment requires careful planning. It forms a vital element of teaching within continuing professional development (McKimm, 2009). It is important to address a need rather than a preference for learning that benefits the organisation and enhances the practice of health professionals. Grant (2002) reported only limited evidence of educational effectiveness as a result of needs assessment alone, therefore it should be used in context within a wider learning plan which must be relevant to practice. Learning needs assessments focus on identified need and often fails to address needs not looked for, therefore it requires flexibility (Hicks and Taylor, 2002 as cited in Dyson et al, 2009). It re-enforces that the needs of individuals are different. No single needs assessment is effective. Using a variety of assessment methods provides a comprehensive picture of an individuals performance (Hesketh and Laidlaw, 2002). SWOT analysis is an auditing tool developed by a research team from the Stanford Research Institute in the 1960s, led by Albert Humphrey. It is built on the use of four dimensions: Strengths, Weaknesses, Opportunities and Threats which enables pro-active thought. Strengths and weaknesses are internal factors; Opportunities and threats are external. Strengths * LNA produced information required to address a gap in knowledge and practice. * Observation of small sample identified individualised needs. Weaknesses * Only small sample used, Is this representative? * Is practice under observation reflecting everyday practice? * Time consuming. * Limiting due to design and response subjectivity. Opportunities * Address the knowledge gap through education. * Identify individuals with skills to act a link nurses. Threats * Response to survey may be poor. * Time and financial barriers to effective education. Needs assessments should be an ongoing process which facilitates learning to ensure practice and knowledge are kept up to date (Hicks and Hennesy as cited in Dyson et al, 2009).It would be useful to carry out the needs assessment on a larger scale, perhaps initially throughout wards to ascertain knowledge and skills of all nurses within the surgical area References 1. Ausubel, D. (1978) 2. Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall. 3. Bee, F. and Bee, R. (2003) Learning Needs Analysis and Evaluation. 2nd Edn. London: Chartered Institute of Personnel and Development. 4. Bekkers, M. J. T. M., van Knippenberg, F. C. E., van den Borne, H. W. and van Berge-Henegouwen, G. P. (1996) Prospective evaluation of psychosocial adaptation to stoma surgery: The role of self-efficiency. Psychosomatic Medicine. Vol.58(2), pp183-191. 5. Benner, P. (2001) From Novice to Expert. Commemorative Edn. New Jersey: Prentice-Hall. 6. Burch, J. (2005) Exploring the conditions leading to stoma forming surgery. British Journal of Nursing. Vol.14(2), pp94-98. 7. Burch, J. and Sica, J. (2008) Common peristomal skin problems and potential treatment options. The British Journal of Nursing. Vol.17(17 Stoma Care Supplement), ppS4-S11. 8. Burns, N. and Grove, S. (2005) The Practice of Nursing Research: Conduct, Critique and Utilization. 5th Edn. St Louis, MO: Elsevier/Saunders. 9. DeSilets, L. D. (2007) Needs Assessment: An array of possibilities. The Journal of Continuing Education in Nursing. Vol.38(3), pp107-112. 10. Dyson,L., Hedgecock, B., Tomkins, S. and Cooke, G. (2009) Learning needs assessment for registered nurses in two large acute care hospitals in Urban New Zealand. Nurse Education Today. Vol.29(8) November, pp821-828. 11. Fulham, J. (2008) A guide to caring for patients with a newly formed stoma in the acute hospital setting. Gastrointestinal nursing. Vol.6(8), pp14-23. 12. Grant, J. (2002) Learning needs assessment: assessing the need. British Medical Journal. Vol.324(7330), pp156-159. 13. Hesketh, E. A. and Laidlaw, J. M. (2002) Needs Assessment. [Online] Available URL: http://www.nes.scot.nhs.uk/Courses/ti/NeedsAssessment.pdf. (Accessed 18th November 2009). 14. Hollinworth, H. et al (2004) Professional holistic care of the person with a stoma: online learning. British Journal of Nursing. Vol.13(21), pp1268-1275. 15. Kolb, D. A. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. 16. Kolb, D. A (1999) Experiential Learning Cycle. In: Kolbs Learning Styles and Experiential Learning Model. (2008) [Online] Washington: Donald Clark. Available from: http://www.nwlink.com/~donclark/hrd/styles/kolb.html. (Accessed 14th December 2009). 17. Masters, K. (ed.) (2009) Role Development in Professional Nursing Practice. Massachusetts: Jones and Bartlett Publishers. 18. McKenzie, F., White, C. A., Kendall, S., Finlayson, A., Urquhart, M. And Williams, I. (2006) Psychological impact of colostomy pouch change and disposal. British Journal of Nursing. Vol.15(6), pp308-316. 19. Metcalf, C. (1999) Stoma Care: empowering patients through teaching practical skills. British Journal of Nursing. Vol.8(9), pp593-600. 20. Mitchell, A. (1995) The therapeutic relationship in health care: towards a model of the process of treatment. Journal of Interprofessional Care. Vol.9(1), pp15-20. 21. Mailloux, J. P. (1998) Learning Needs Assessment: Definitions, Techniques, and Self-Perceived Abilities of the Hospital-Based Nurse Educator. The Journal of Continuing Education in Nursing. Vol. 29(1) Jan/Feb, pp40-45. 22. Norman, G. R., Shannon, S. I. And Marrin, M. L. (2004) Learning in Practice. The need for needs assessment in continuing medical education. British Medical Journal. Vol. 328 April, pp 999-1001. 23. Norris, J. and Spelic, S, S. (2002) Supporting adapting to body image disruption. Rehabilitation Nursing. Vol.27(1), pp8-13. 24. Nursing and Midwifery Council (2008) The Code. Standards of conduct, performance and ethics for nurses and midwives. London: NMC. 25. OConnor, G. (2003) Discharge planning in rehabilitation following surgery for stoma. British Journal of Nursing. Vol.12(13), pp800-807. 26. Polit, D.F. and Beck, C.T. (2008) Nursing Research: Generating and assessing evidence for nursing practice. 8th ed. Philadelphia: Lippincott Williams and Wilkins, pp206-209. 27. Prashnig, K. (2006) Learning Styles in Action. London: Network Continuum Education. 28. Quinn, F. M. (2000) Principles and Practice of Nurse Education. 4th Edn. Cheltenham: Nelson Thornes. 29. Robson, C. (1993) Real World Research: A Resource for Social Scientists and Practitioner-Researchers. Oxford: Blackwell Publishing. 30. Rolfe, G. (1998) Beyone Expertise: Reflective and Reflexive Nursing Practice. In: Johns, C. and Dreshwater, D. (eds.) Transforming Nursing through Reflective Practice. Oxford: Blackwell Science. 31. Rust, J. (2007) Care of patients with stomas: the pouch change procedure. Nursing Standard. Vol.22(6) July, pp43-47. 32. Skinner, B, F. (1954) The science of learning and the art of teaching. Harvard Educational Review. Vol.24(2), pp86-97. 33. Simmons, K.L., Smith, J.A., Bobb, K-A. and Liles, L.L.M. (2007) Adjustment to Colostomy: stoma acceptance, stoma care self-efficacy and interpersonal relationships. Journal of Advanced Nursing. Vol.60(6), pp627-635. 34. Smith, M. K. (1996; 1999) ‘Andragogy, The Encyclopedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm. (Accessed 6th November 2008). 35. Turnbull, G.B. (2002) The importance of coordinating ostomy care and teaching across settings. Ostomy/Wound Manag

Has Feminism Benefited the American Society? :: Gender Roles, Womens Right

Feminism has transferred an impact on the American society. Some of the benefits include restructured views on careers, schooling, and privileges women obtain. The women’s movement was the main triumphant movement of the 1960s and 1970s (Epstein 125). However, without the victory of the movement nothing would be the same as it is these days. In conclusion, women vision themselves differently now then what they did thirty years ago (Epstein 125). For instance, women pursue infinite amounts of career options that they would have been deprived of in the past. For example, in 2008, Governor Sarah Palin was running as Senator John McCain’s vice presidential candidate (Baxter Paragraph 1). Because of the women’s movement, women like Sarah Palin strive to make the most of it. Possibly someday, in the future, the president could be a female. Women make up four-teen percent of the active duty military force (Velasquez 7).Without that four-teen percent the armed forces could be outnumbered. Women worked their way up to being able to shield their county in a benefitting way. On the other hand, there are more women applying for positions in medical schools all across the country (Chambers Paragraph 1). Any career can be possessed by women these days. In other words, the movement allowed men and women the option to follow their career preferences. Without the women’s movement, women would have been deprived of a prosperous future in a fascinating profession of their choosing. Additionally, over the years women have progressed in their educational studies. For instance, women currently make up fifty-seven percent of all college students (Marklein Paragraph 2). This proves that women are competent of succeeding and accomplishing more than men. As a result, women have gained the freedom to be able to strive for a degree and be able to be independent. Almost one in four women earns a bachelor’s degree compared to one in seven men (Hechinger Paragraph 2). Women have traveled along way from not even being able to attempt working for an education. Without working women America would have a hard time advancing and keeping up with work demands. Besides, women compromise forty-six percent of the total United States labor force (Perkins 1).This is a testament that women are no longer being discriminated against in any aspect of life.

Anatomy and Physiology Cells

This essay will outline the functions of the main cell components, these consist of the nucleus, nuclear membrane, mitochondria, lysosomes, Golgi apparatus, cell membrane, ribosomes, cytoplasm and endoplasmic reticulum both rough and smooth. Images: [3] Every human body has billions of microscopic units called cells. Cells carry out numerous of chemical reactions and processes that make up the essence of life. The structure of cells varies in size and shape and has different functions.There are four main features with in a cell and these consist of the cell membrane also known as the plasma, the cell nucleus which contains mature red blood cells, the cytoplasm and the organelles which is a â€Å"various component of a cell with a distinct structure and their own functions and can be likened to miniature organs. Organelles include mitochondria, the endoplasmic reticulum the Golgi apparatus and lysosomes† [1] The nucleus is usually the largest structure inside the cell which con tains chromosomes which contains deoxyribonucleic acid (DNA), this is the genetic coding material which determines difference characteristics.The nucleus main function is to contain instructions for growth, work and maintenance of the cell, it controls nearly all the activities of the cell. â€Å"A smaller, darker sphere is often visible, the nucleolus, this is a source of ribonucleic acid (RNA) one of the nucleic acids† [2]. When a cell is not dividing (known as resting) this is called the chromatin network and the nuclear material appears like a thick, triangle mass. When a cell is in the process of dividing, the chromatin network separates into distinct black threads known as chromosomes and there are 23 pairs of chromosomes in a human cell. The nuclear membrane is made up of 2layers, each composed of a lipid bilayer. It has holes all over which are called nuclear pores, to facilitate and regulate the exchange of materials, for example, proteins and RNA, between the nucleu s and cytoplasm. The outer membrane is continuous with the endoplasmic reticulum. The inner membrane is linked with a network of intermediate filaments called nuclear lamina acts as a site of attachment for chromosomes. It also acts as a shield for the nucleus†. [4] The mitochondria are rod shaped or spherical shaped, they are very energy active cells.Each mitochondrion has a double layered membrane but the inner layer is folded at intervals, producing a series of ridges known as cristae which is where the enzymes responsible for the end stages of cell respiration. â€Å"The energy released from glucose is stored until it is needed by a chemical battery called adenosine triphosphate (ATP). When energy is required for building complex molecules or doing work like contracting muscles, ATP breaks down to adenosine diphosphate (ADP), releasing energy to build chemical bonds.The ADP is recycled, to be built up once more into ATP, using the energy released from glucose. â€Å"[3] The number of mitochondria in a cell depends on the amount of energy it needs to perform its function, for example the muscle cell will have a large amount because it needs a lot of energy. Images: [4] Lysosomes are very small vesicles produced by part of the Golgi apparatus. They contain powerful enzymes that destroy bacteria, protein, nucleic acids, carbohydrates, lipids and other foreign materials and they release it outside the cells. ysosomes travel freely within the cell and by releasing their contents they can destroy old or damaged organelles and in some cases entire cells, like the clean-up crew of the cell that eliminate anything that has outlived their usefulness. The Golgi apparatus packages protein to deliver to other organelles or outwards from the lysosomes. This appears to look flattened, fluid filled sacs which are stacked upon each other. Images: [2] â€Å"The cell membrane is a thin semi-permeable membrane that surrounds the cytoplasm of a cell, enclosing its con tents.Its function is to protect the integrity of the interior of the cell by allowing certain substances into the cell† (for example, gases and liquids), â€Å"while keeping other substances out† [6]. The cytoplasm is semi-fluid, gel like substance that gives shape to the cell. This where metabolism takes place and this accommodates cell organelles such the mitochondria and the endoplasmic reticulum. There are two types of endoplasmic reticulum (ER), rough and smooth.The rough ER is studded with tiny black bodies called ribosomes and its functions are to manufacture cell proteins and act as a temporary storage area. Sometimes sugars are added to protein (glycoprotein) in secretions like mucus. The smooth ER has no attached ribosomes and is involved in the metabolism. â€Å"Smooth ER is important in the synthesis of lipids and membrane proteins. Rough ER is important in the synthesis of other proteins. Information coded in DNA sequences in the nucleus is transcribed as messenger RNA. Messenger RNA exits the nucleus through small pores to enter the cytoplasm.At the ribosomes on the rough ER, the messenger RNA is translated into proteins. These proteins are then transferred to the Golgi in â€Å"transport vesicles† where they are further processed and packaged into lysosomes, peroxisomes, or secretory vesicles† [5] The reticulum network fills the cell interior and channels passage ways for transporting materials to and from parts of the cell. Images: [1] Ribosomes what are studded all over rough ER. â€Å"A ribosome is a biological molecule made of ribonucleic acid (RNA) and proteins (ribosomal proteins).The structure of a ribosome is complex, and it is responsible for making the millions of proteins that are needed by cells. Think of a ribosome as a small protein biosynthetic factory that translates the DNA genetic information into an amino acid sequence (the primary structure of proteins). † [7] A ribosome may be located in ma ny places within the cell. Some are in the cytosol and others are bound to cellular membranes. Membrane-bound ribosomes are responsible for the characteristic roughness of the endoplasmic reticulum when seen under a microscope.Reference: Images: 1. Anon. (undated) http://www. cellsalive. com/cells/er. htm [online] 2. Anon. (undated) http://micro. magnet. fsu. edu/cells/golgi/golgiapparatus. html [online] 3. Anon. (undated) http://scienceaid. co. uk/biology/cell/structure. html [online] 4. Michael W. Davidson (2000) http://micro. magnet. fsu. edu/cells/mitochondria/mitochondria. html [online] Books and internet: 1. Stretch B. (2010) Health & Social Care Level 3 Book 1: Anatomy and physiology for health and social care 2. Stretch B. 2010) Health & Social Care Level 3 Book 1: Anatomy and physiology for health and social care 3. Stretch B. (2010) Health & Social Care Level 3 Book 1: Anatomy and physiology for health and social care 4. Anon. (2008) www. biology-online. org/dictionary/Nuc lear_membrane [online] 5. Anon. (undated) www. cellsalive. com/cells/er. htm [online] 6. Regina Bailey (2012) www. biology. about. com/od/biologydictionary/g/cell-membrane. htm [online] 7. Paul Arnold (2009) www. brighthub. com/science/genetics/articles/22938. aspx [online]

The Novel A Christmas Carol Essay Example

The Novel A Christmas Carol Essay Example The Novel A Christmas Carol Essay The Novel A Christmas Carol Essay at acquaintance with the spectre Scrooge primarily passes it off as an undigested bit of beef, a blot of mustard, a crumb of cheese, a fragment of an underdone potato in fear of insanity seeping into him. However instead of insanity setting in, the ghost Jacob Marley was genuinely visiting the tenacious Scrooge. In life I was your partner, Jacob Marley The words spoken from beyond the grave consume Scrooge and start him of onto the path he should have taken a long time ago. Scrooge is foretold of the three ghosts that await him. Without their visits, said the ghost, you cannot hope to shun the path I tread. We leave this stave with Scrooge in a deep sleep, anticipating his destiny of amendment. The opening to any book is arguably the most important part, as it has to hook the reader with a small section of writing into continuing to read the story and the author hasnt fallen short on this occasion. The book starts strangely with Marley was dead which although seems rather bizarre, it grabs the readers attention and sidetracks their thoughts to trying to understand; who is Marley? How did he die? Why is he dead? What is the relevance of this information? However the fact that someone has died [fictional, but nonetheless] the author is in fret to conjure up a few quirky jokes. Old Marley was as dead as a door-nail. Mind A might have been inclined, myself, to regard a coffin-nail as the deadiest piece of ironmongery in the trade. But the wisdom of our ancestors is in the similie; and my unhallowed hands shall not disturb it, or our countrys done for. You will then permit me to repeat, emphatically, that Marley was as dead as a door-nail. This is a good example of how Dickens finds humour in even in a persons death even if the joke isnt really that funny, it still lightens up the mood and by adding this paragraph to the story just emphasised Marleys death so that the appearance of the ghost later on adds a more eerie aura to the epic saga. Because Scrooge knows that Marley is dead for sure, the whole incident sparks of a whole chain reaction, before he didnt care what others thought, wasnt scared of anything and believed in nothing [even love]. But after seeing Marleys faced envisaged into his door knocker, Scrooge became afraid and looked all around his house every room and even under the beds! After all the nasty things Scrooge has done, it is amusing to see him put into this situation and revenge taking place. Every action has an equal and opposite reaction, and Scrooges reaction to the ghost of Marley surely is a humorous one. The first ghost to visit was ghost of Christmas past. Its appearance is rather peculiar It was a strange figure like a child: yet not so like a child as an old man, viewed through some supernatural medium, which gave him the appearance of having receded from the view, and being to a childs proportions. Its hair, which hung about its neck and down its back, was white as if with age; and yet the face had not a wrinkle on it, and the tenderest bloom was on the skin. The arms were very long and muscular; the hands were the same, as if its hold were of uncommon strength. Its legs and feet, most delectably formed, were, like strength those upper members bare. This strange description carries on for quite a while, but from what weve seen so far the ghost is very strong. It most likely uses this strength to hold on to Scrooges past that he himself tries to forget. She looks old because she is Scrooges past, and Scrooge himself is old, therefore she looks old. But she looks young because the young are often looked upon as innocent, which may suggest Scrooge used to be nice. The scene I want to talk about is that at Fezziwigs party. During this whole time, Scrooge had acted like a man out of his wits. His heart and soul were in the scene, and with his former self. This visit unveils the true Scrooge that actually enjoys things and knows how to have fun. Scrooge gets so caught up in the moment he even forgot the ghost was there. This definitely shows us that Ebenezer Scrooge once had a heart. The Second ghost visiting Scrooge was that of Christmas present. Heaped up on the floor, to form a kind of throne, were turkeys, geese, game, poultry, brawn, great joints of meat, sucking-pigs, long wreaths of sausages, mince-pies, plum-puddings, barrels of oysters, red-hot chestnuts, cherry-cheeked apples, juicy oranges, luscious pears, immense twelfth-cakes, and seething bowls of punch, that made the chamber dim with their delicious steam. In easy state upon this couch, there sat a jolly Giant, glorious to see, who bore a glowing torch, in shape not unlike Plentys horn, and held it up, high up, to shed its light on Scrooge, as he came peeping round the door. This description beautifully shows us the shear amount of food there is. And the representation of the 2nd ghost is quite intriguing. It was clothed in one simple green robe, or mantle, bordered with white fur. This garment hung so loosely on the figure, that its capacious breast was bare, as if disdaining to be warded or concealed by any artifice. Its feet, observable beneath the ample folds of the garment, were also bare; and on its head it wore no other covering than a holly wreath, set here and there with shining icicles. Its dark brown curls were long and free; free as its genial face, its sparkling eye, its open hand, its cheery voice, its unconstrained demeanour, and its joyful air. Girded round its middle was an antique scabbard; but no sword was in it, and the ancient sheath was eaten up with rust. This ghost takes Scrooge to many places, and in each place people still celebrates Christmas. Scrooge is also shown how unpopular he really is when people make fun of him at a party. The final ghost, the ghost of Christmas yet to come is a very dark and mysterious character. Lead on! said Scrooge. Lead on! The night is waning fast, and it is precious time to me, I know. Lead on, Spirit! this is different from how we saw Scrooge in the sense that at first he was scared by his own business partner Marley, and now he is talking confidently to a ultra scary ghost. Unlike the previous two, this phantom seems to drain all happiness from its surroundings. It shows Scrooges grave stone covered in rubbish and moss. And then he sees Tiny Tims grave stone immaculate and clean. And to round things off, Scrooge is shown businessman laughing over a dead man [obviously himself]. He moves on to see all his belongings on sale at market. If he wanted to keep them after he was dead, a wicked old screw, pursued the woman, why wasnt he natural in his lifetime? If he had been, hed have had somebody to look after him when he was struck with Death, instead of lying gasping out his last there, alone by himself. . This gives Scrooge an even better view of peoples opinions of him, because now that hes dead they arent afraid to speak their mind. It also is different from stave 1 because then people were scared just by the very presence of Scrooge. And because they think Scrooge deserves all his things being stolen from him. The final scene shows Scrooge looking at his own grave. This hammers home the idea that if Scrooge carries on with his bad ways hell be remembered as the selfish man he is. His conscience is as filthy as his grave. I will honour Christmas in my heart, and try to keep it all the year. I will live in the Past, the Present, and the Future. The Spirits of all Three shall strive within me. I will not shut out the lessons that they teach. Oh, tell me I may sponge away the writing on this stone! . Stave 5 ends the novel with applauded content. Scrooge has been liberated from his wicked ways of malevolence. His pleasant counterpart has been salvaged from his mercilessness exterior. I dont know what day of the month it is. said Scrooge. I dont know how long Ive been among the Spirits. I dont know anything. Im quite a baby. Never mind. I dont care. Id rather be a baby. Hallo! Whoop! Hallo here! . This act of unconcern and rather giddiness has pushed the boundaries that held people back from even being on the same sidewalk as Scrooge. Now his act of blissfulness is being extended to others in the environs of him. He now abides by the knowledge Treat others as you would like to be treated. His life of cruelty and indecency has therefore revoked his right to be treated with the courteous ways in which he ceases to yield. However this encounter of ethereal events has cast him to the path of righteousness. Running to the window, he opened it, and put out his head. No fog, no mist; clear, bright, jovial, stirring, cold; cold, piping for the blood to dance to; Golden sunlight; Heavenly sky; sweet fresh air; merry bells. Oh, glorious! Glorious! These weather conditions deeply contrast those unambiguously dramatic circumstances revealed in stave 1. Foggier yet, and colder. Piercing, searching, biting cold. If the good Saint Dunstan had but nipped the Evel Spirits nose with a touch of such weather as that, instead of using his familiar weapons, then indeed he would have roared to lusty purpose. This is another way in which the author lightens the ambience. He had a momentary idea of knocking Scrooge down with it, holding him, and calling to the people in the court for help and a strait-waistcoat. That just shows how people genuinely cant believe that Scrooge has changed and that instead he has just gone insane, which was ironically Scrooges thought as he first laid eyes upon the spirit of his former business partner, Jacob Marley. At the end of the novel, Scrooge discovers his new passion for Christmas and understands how his ways of skimping on money and overall cruelty has hauled others around him into a descending spiral of misery. And in utter contrast to his former self Scrooge seized the ruler with such energy of action, that the singer fled in terror. into a happy and grateful for everything kind of person Its Christmas Day! said Scrooge to himself. I havent missed it. The Spirits have done it all in one night. They can do anything they like. Of course they can. Of course they can. Hallo, my fine fellow! . The novel ends with a perpetual sense of being and archetypal joy. And so, as Tiny Tim observed, God bless Us, Every One! In conclusion, I believe this novel was written to not only show the inequality of treatment throughout society forced labour in work houses for poor, slave wages, but also to show that people like Scrooge are not overly popular and wont live a good life. Moreover, it is never too late to change your ways.

Essay on Whistle-blowing the EnvironmentEssay Writing Service

Essay on Whistle-blowing the EnvironmentEssay Writing Service Essay on Whistle-blowing the Environment Essay on Whistle-blowing the EnvironmentOften times companies will do things that they are not supposed to knowing that they can get away with it. One problem with this is that if someone finds out and does something about it, it can be extremely detrimental for the company. This was the case with Avco Environmental Services who have a contract with a local hospital. Avco is a company that deals with toxic-waste disposal and it was discovered by one of their employees (named Chantale Leroux) that they were disposing of some of this medical waste in a local municipal landfill. This is not only an illegal action, but it could be very harmful to the health of the workers and the public in general.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chantale Leroux is faced with a very loaded decision. She could either say something about it and risk falling out of favor in the company or allow this activity to continue in hopes of maintaining good standing in the company. Chantale takes the fo llowing course of action. Initially she goes to her immediate superior and is told to drop it because it is neither the concern of her or her superior. Not being satisfied with this, Chantale takes her issue to a higher ranking employee the very next day. When Chantale brings up the issue, her superior is clearly irritated and tells Chantale things like â€Å"this isn’t your concern†, â€Å"everyone knows that the regulations in this area are overly cautious†, and that there is no real danger and that the matter should be considered closed.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After Chantale had taken the previously mentioned, she was unsure of what to do. Her supervisors had both been extremely clear that they thought she should just drop her concerns, but she was hesitant to drop it. One the one hand, she knew that it was a completely illegal act and that it could be potentially harmful to the unsuspecting public. On the other hand though, if she were t o take this fact public, she fears that she could jeopardize her job. She is especially fearful of this because she is new and has a promising future with the company. Chantale thinks that the management of the company is honest and trustworthy and generally has faith in them. She is, however, unsure of what to do. She looks up the phone number of an old friend who worked for the local newspaper in case she wants to tell the story, but has still yet to decide.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Corporations have moral obligations in a multitude of ways including obligations to people and obligations to the environment. Corporations are not to harm the people or environment around them especially if it is not of a significant cost. In this sense, cost can mean many things including the obvious money, but also includes things like lives, the well-being of people, and surrounding areas. What is being questioned is whether Chantale has a moral obligation to do as much as she ca n to prevent her company from harming others even if it may cost her job.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Whistle-blowing is essentially just a name used to describe the act of somebody making information public that was secret and intended to be kept secret. There are multiple kinds of whistle-blowing, but for this specific case, we will focus on what is called internal whistle-blowing. â€Å"[T]he term refers to disclosures made by employees to executives in a firm, perhaps concerning improper conduct of fellow employees or superiors who are cheating on expense accounts, or are engaging in petty or grand theft.† (DeGeorge 300) It is referred to as internal whistle-blowing because it is done by somebody inside of the company which is the exact situation that Chantale finds herself in. â€Å"Generally (when one whistle-blows), one believes an investigation will follow and a sanction will be imposed.† (DeGeorge 300) This would be the case for Chantale as wel l because she would only whistle-blow in order to potentially reduce harm to her surroundings.Whistle-blowing can be viewed three different ways: prohibited, permitted, and mandatory.Prohibited – This is the most widely held view of the three. DeGeorge states that â€Å"[t]here is a strong tradition within American mores against †ratting† or telling on others.† (303) Due to this common viewpoint, it is typical for a whistle-blower to be seen as someone who went against the firm and therefore the people in the firm.Permitted – Permitted whistle-blowing â€Å"involves an employee somehow going public, revealing information or concerns about his or her firm in the hope that the firm will change the product, action, policy, or whatever it is that the whistle-blower feels will harm, or has harmed, and needs to be rectified.† (DeGeorge 306) Whistle-blowing is typically not seen as something done with the permission or consent of the company and will often do the company harm. For this reason, for whistle-blowing to be permitted, good must come of it and enough to where it outweighs the bad.Mandatory – This is the case when a person has a moral obligation to whistle-blow because of certain conditions including, but not limited to, the concern for the health of others and the concern for the environment.As long as there are activities going on, goods being made, or really anything else where companies are acting immorally, there will be some sort of whistle=blowing that not only will happen, but really in some cases, should happen. â€Å"The need for moral heroes shows a defective society and defective corporations. It is more important to change the legal and corporate structures that make whistle-blowing necessary than to convince people to be moral heroes.† (DeGeorge 316) When speaking about whistle-blowing one must understand that it can on the one hand lead to troubling times for a company, but on the other, i t can make companies work toward a higher standard. DeGeorge states, â€Å"[w]histle-blowing should also alert corporations to what can and should be done if they wish to be both moral and excellent.† (317) Overall, whistle-blowing should be see looked at in a case-by-case basis because it can be both wrong and right.Chantale finds herself in a situation that is far from enviable, but she is trying to decide whether or not to blow the whistle on her company. There are positives and negatives to both sides, but armed with the previous information, she should be able to make a decision. What should Chantale do?

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 106

Discussion - Assignment Example Furthermore, he used the information to interfere with firm’s financial information leading to financial problems. As presented, Mr. Disgraces interferes with the codes of conduct and interferes with his expert power. However, the situation is confusing since he uses his expertise to handle the situation though one may argue that he violated the codes of conduct. The factor that makes it difficult to determine whether the power has been used ethically is that he uses his expertise. Without the knowledge, one can’t handle the situation. Paul, an employer, forces his employees to work overtime without overtime payment. Out of the research, the work has been confirmed to take ten hours to complete. However, Paul forces his employees to work for the employees to complete the work within eight hours. The eight hours is less for the work, and the employees have to overwork for the two hours without payment for

Illegal Immigration Essay Example | Topics and Well Written Essays - 750 words - 1

Illegal Immigration - Essay Example Illegal or undocumented immigration elevates a number of concerns related to public rights. During 1990s, it so happened that public confrontations had come up that had focus on the status of the illegal immigrants. Poor financial circumstances in Mexico and military aggression in Central America had led the populations of these areas to immigrate to regions like California, Arizona, and Texas. Anti-immigrant reactions had developed in these areas. In order to discourage the entry of illegal immigrants, the voters of California had passed the Proposition 187, which would bring to an end public social service to them. The services terminated included schooling, food aid, and medicinal care. However the legislation was instantaneously confronted by the court system. Although the proposition was a beginning to limit the services to illegal immigrants, the measure was killed by arguments that arose against the legislation citing the civil rights of education and food facilities. Thus thi s led to a crisis as human sentiments would not accept such illegal activities within their country. (Segal, 117-118). The majority of illegal immigrants who enter a country without any authorization are in general not eligible for welfare grants. However, certain social services and health care programs are available to illegal immigrants as well. Health care services to small children or poor people are provided to all immigrants, be they legal, or illegal. Public education is also another service that is provided irrespective of the child being an illegal immigrant. A country like the United States has no identity card system which makes documentation of individuals difficult. However, various laws are amended that intend to exclude several social services to those individuals who do not form part of the legal documented system of a country. Elimination of supposed illegal students from schools or colleges has been tried in the country. However, not only did this policy face challenges from the court, but this led to individuals creating false documentations to prove that are legal citizens of the country. (Ono & Sloop, 170-172). The use of several social services also leads to huge losses of funds. If services could be denied to people who are unable to produce legal documents of their citizenship in a country, then much of the country’s funds could be saved. Moreover, much of the funds are lost in the verification processes that are required to verify such immigrants. The medical services that are provided are also funding huge amounts, irrespective of the fact whether a citizen is legally or illegally settled, especially small children and pregnant women are always given special care. Basic food and medical services are also provided to poor residents who do not have any insurance or are not covered by any other program. Naturally, denying such services to illegal immigrants would provide huge savings on the part of the government funds. (Ono & Sloop, 170-173). Conclusion: Illegal immigration evidently has defects. Ongoing high levels of