Business case and environment Dissertation Example | Topics and Well Written Essays - 5000 words

Business case and environment - Dissertation Example However, the HR related works are still scattered across the various departments in the organization. However, the CEO of the company has other bigger and better plans. (As the next section says the plans referred tot he expansion plans. Please have a look. ) The CEO wanted to expand the company. The expansion is supposed to happen both in case of product line as well distribution, as the top management plans to open two more retail shops in the country; one in Calgary and another one in Toronto. Therefore the organization needs manpower both in case of quality and quantity. So the organization is going through a transformation phase. However, it is to be added that the employees of the company has not yet been informed about the proposed idea of change. In order to achieve the organizational objective the management has hired some new experienced faces. One of them happens to be the HR manger. This section of the study would look to analyze the way the HR manager dealt with th e problems, solved them and effectively implemented the organizational change would be discussed. Data Collection The data collected happens to be secondary in nature. The main reason for such choice is the fact that the secondary data collection method is the best to gather quality and relevant data within a short period of time in a cost effective fashion. Also it is to be added that the secondary collected is primarily qualitative in nature. One of the main challenges faced by the HR manager was the integration of the HR department. As mentioned earlier the HR department had two staffs only looking after recruitment and operations. Also the HR works were scattered over the other departments. Therefore the HR manager realized that it is important have all the HR activities under one umbrella. Hence the HR manager decided to recruit some HR executives so that the HR functions can be integrated. Each of the HR executives was given responsibility to look after the HR issues related t o issues of each department. Each of the executives will act as a touch point to the departmental heads. Each of the executives would be reporting to the HR manger. In this way the manger would be able to be in touch with the different departmental heads and also the HR department would become integrated in nature. The next area of focus for the HR manger was the employee morale and productivity. After analyzing the past employee records the manger found out that the average age of employees in the organization is six to eight months. This needs to be changed if the organization plans to achieve growth. Therefore the manager asked the HR executives to carry out an organizational research to find out the key pressure points. Based on the findings of the survey the manager found out that there is a lot of uncertainty regarding the reporting relationships and job security in the organization. Also many of the employees were not properly sure about the job description. Add to that the m anger also found out that since the HR organizational did not have a fully operational HR department activities such as the performance appraisal, salary increments were quite fragmented in nature. Therefore the manger decided to create Key result areas (KRA) and job descriptions for each of the designations. This would most certainly help the employees understand the roles in the organization. The employees can understand what is expected of them

Reasoning Behind U.S. Decision to Enter the Korean War Essay Example for Free

Reasoning Behind U.S. Decision to Enter the Korean War Essay Introduction What determined the United States to enter the one of the costliest wars in the twentieth-century is a good topic for foreign policy study. There are several possible explanations as to why the United States participated in the war. The most important explanation is that the western world would be in a greater threat if North Korea won the war. Communist was considered as expansionism by the White House; hence, occupying South Korea might be a move of Communists to expand the Communist territory in the world. To prevent this, the United States needed to deter this possible threat. Another one is the United States is afraid of communist expansion. If North Korea won the war, it might cause countries swinging between Communist and Democratic to become Communist. Moreover, the domestic political situation for the Truman administration at that time was crucial in analyzing why the United States entered the war. These are the most important factors motivating America to enter the war. Despite the profits of the entry in the war, there were some reasons preventing the United States involved in the war. Because North Korea’s invasion was likely backed by the USSR, if the United States failed to handle the situation properly, a World War III might happen; this would lead to huge loss of U.S. personal and substantial financial costs. Other than that, because China borders North Korea and China was another major Communist country, the United States intervention could lead to war with China. In this paper, I would first analyze each major reason individually for entering the war or not intervening. After that, I would put the picture together to explain why the United States eventually chose to participate in the war. Reasons the United States entered the Korean War Fear of Communist Expansion The most important factor that influenced U.S. entry into the Korean War was the USSR’s and other Communist countries’ ambitions to expand. After WWII, the White House had started to consider the Soviet Union as imperialist. The report â€Å"the Truth of Korea† implied that the United States was a free nation and the Soviet Union was intended to build a Soviet empire around the world. By considering the Soviet Union as imperialist, the United States was afraid that if the United States stood aside in the Korean War, Communist countries would take further actions to expand. For instances, China would attack Taiwan, IndoChina would overthrow France and become Communist countries, and the Soviet Union would even build communist regimes in Middle East or West Europe. The worries were likely to become reality unless U.S. intervened. After WWII, the Soviet Union consolidated their power by setting up puppet communist governments in all countries they had liberated, except Yugoslavia. Both force and politics were used to keep East European countries following commands from Moscow. Based on these behaviors of the USSR on other countries, it was reasonable that the United States labeled the Soviet Union as imperialism. Facing a country with desires to control other countries, punishment was a better choice than appeasement according to the deterrence model. If the United States entered the war and secured independence of South Korea, Communist power would be contained. Consequently, when Communist countries were making decisions of territorial expansion, they had to consider the cost and consequence of a war with the United States. Therefore, the intervention could contain Communist power and prevent potential wars from happening. Fear of Bandwagoning The second important reason U.S. entered the Korean War was fear of bandwagoning. It was less important than fear of Communist expansion is because bandwagoning would not directly harm U.S. interests, but would impair the global political leadership of the United States. In the setting of post-World War II, the world was separated as two major political spheres, one Soviet-led and the other U.S.-led. The Korean Peninsula was one of the several places two the major political powers conflicting each other. Other than that, the political landscape in East Asia was towards Communist. In China, the Communist party led by Mao Zedong just won the civil war against Jiang Jieshi’s government supported by the United States. Countries like Vietnam and Laos inclined to join the family of Communist at that time, abd overthrow French colonists. Therefore, if Communist North Korea unified the Korean Peninsula, it would make countries like Vietnam and Laos align with the USSR without hesitati on. The United States was not willing to let that happen. According to historical documents, when the war just started, Truman and his advisors believed that to falter would forfeit world leadership because of bandwagoning and Communist expansion. Moreover, in official reports about Korea situation, concerns about Democratic power weakened if South Korea fell were raised often. In 1948’s report Prospects for Survival of the Republic of Korea,† the result of South Korea lost to North Korea would constitute a severe blow to the prestige and influence of the United States. As a result, the defeat of South Korea would encourage more countries to align with the Soviet Union. The report was before the war, the United States already considered the bandwagoning a severe threat to UN’s influence in the world. From this perspective, in order to maintain the democratic as a stronger power in the world, the United States had strong interests in entering the Korean War. Consolidation for the Truman Administration The domestic political situation for the Truman Administration was not positive before the Korean War. In 1949, the Communists in China won the civil war against the Nationalists backed by the United States. It was painful that White House lost an important country, China, to Communism because the United States had invested tons of resources in the country, but in the end, the United States did not have the expected return. It stirred a debate of â€Å"Who lost China† in the United States. The public was more in favor of McCarthy’s opinion. McCarthyism indicated that losing China to communism was the government’s fault. Based on his analysis of the civil war in China, he believed â€Å"China hands† China specialists at White House plotted Jiang’s defeat, who was the top leader of the Nationalist. Therefore, at the time before the Korean War, the Truman Administration had a lot of pressure from the public due to losing China. If South Korea was def eated by North Korea, the public would strengthen their belief that losing China was a government’s blunder. Hence, losing South Korea would be catastrophic to Truman’s presidency. From the view of domestic political situation, the United States entered the Korean War because the Truman Administration needed to prove its ability in protecting democratic power before losing all trust in the public. This point was less strong than the above two was because it was hard to collect evidence to support the point. Factors preventing the United States from entering the war War with China Entering the Korean War was likely to start a war with China, one of the greatest powers in the world. From the perspective of geography, the Korean Peninsula adjoins China. If a foreign military power of the United States was close to the border of China, China would feel threatened. The worry was validated after the United States joined in the war. On June 27th, 1950, after the Seventh Fleet of the United States was sent to neutralize Formosa, Mao, the chairman of China at that time vowed â€Å"Year after year unsure of when the enemy will attack us. We must repair the house before it rains.† Not a long time after the vow, Mao sent his army to the Korean Peninsula. Moreover, although China just ended its civil war and badly needed time to recover from the war, China was actively looking for a chance to consolidate its status in the world stage. In 1950, most countries in the world only recognized Republic of China led by Jiang and disputed the legitimacy of People’s Republic of China led by Mao. Therefore, Mao was eager to have a war with a strong world power to gain international recognition. The Korean War against the United States was a good opportunity for the communists to show the Mao’s China’s power to the world. For this reason, China was likely to enter the Korean War if U.S. intervened. Regarding the negative results of the war, people in the United States just gained peace; nobody would like to see a war between China and the United States. A war with China would lose many the United States soldiers, breakup thousands of American families and halt U.S. economy growth, hence lowering people’s living standards. Additionally, a war with China was also meaningless because at that time the United States did not want to defeat China, but defend South Korea. The war between China and the United States was predicable if the United States entered the Korean War. A war between China and the United states was undesirable for the reasons listed in this section. Therefore, a war with China was a big factor in not entering the Korean War. Start of World War III The entry into the Korean War might lead to World War III. A possible war with China might drag the Soviet Union into the war. If the Soviet Union entered the war against the United States, the Eastern Europe under control of the Soviet Union would also claim war against the United States. As a result, Western Europe would likely align with the United States to contain the Communist power in the world. People all around the world just tried to recover from the aftermath of World War II. If World War III happened right after World War II, the world would be in chaos again, creating another tragedy in human beings history. The big picture When the benefits outweigh the costs of a decision, one would put that decision into action. The three major benefits Unites States would have from entering the war were preventing domino effect of countries joining in Communist, constraining the ambitions of expansions/ invasions from Communist countries, and securing the domestic administration. The two major costs were an undesirable war with China and a possible start of World War III. It was hard to determine whether the benefits outweighed the costs. However, the listed costs were unavoidable if the United States did nothing in the Korean War. If the United States let South Korea fall, there would still be a war between Communist power and democratic power in the future. As analyzed in the section of fear of Communist expansion, Communist countries led by the Soviet Union inclined to expand their territories if their ambitions were not constrained. Therefore, appeasement to Communist countries was not going to stop them from behaving aggressively. Even though the United States would not participate in the Korean War, finally it was possible to be a day that the Soviet Union would eventually declare a war on the United States for further expansion. The costs would only become more significant than the costs of entering the war at that time. Hence, in order to prevent that from happening, the United States took the initiative to contain Communist power in the world. Additionally, human pride played a factor. Truman might recklessly enter the war in order to secure his status in White House. To him, protecting his reputation and his presidency might be much more important than starting World War III or fighting an undesired war with China. Hence, because of personal emotions, Truman would order the United States to enter the war. Conclusion There are three major reasons encouraging the United States to enter the Korean War. From the perspective of bandwagoning, defending South Korea could win credibility for democracy power and possibly win countries swaying between Communism and Democracy. In the view of the deterrence model, entering the war could constrain the ambition of imperialism of Communism countries. Considering the domestic political condition, intervention in the Korean Peninsula could make the public turn attention to the war instead of the administration’s failure in China and relieve the public pressure from the administration. On the other side, there were two important costs preventing the United States from entering the war. The first cost was an unnecessary war with China. The United States would not benefit directly from fighting against China and U.S. would consume numerous resources and human power in the war. The other cost was starting World War III. The Soviet Union could declare a war on Unites States if the condition in Korea got worse. U.S. decision to entry into the Korea War was made because of two logics. First, the costs were unavoidable if the United States just watched and did nothing in the war. Communist would continue to expand and finally encounter the United States for a war in the future. At that time, the cost would only exaggerate, not minimize. Second, Truman would more likely send U.S. troops to the war field. In order to secure his administration, he needed to turn the public attention away from China and prove his ability in foreign policy. The result of the war was peace between South Korea and North Korea. Judging from the result, U.S. entry into the war had a positive impact on the peninsula. However, whether the peace in the Korean Peninsula could be achieved through other ways at lower cost is worth further discussion.

Rationale For Choosing Communication And Therapeutic Engagement Nursing Essay

Rationale For Choosing Communication And Therapeutic Engagement Nursing Essay My ward is a Patient Intensive Care Unit (PICU) of a forensic setting. It has thirteen in-patients and a staff strength of twenty three nurses both qualified and unqualified. Agency staff are frequently engaged to make up the number of staff necessary to care for patients on a particular shift. On the average there are between seven and eleven nursing staff per shift depending on the prevailing situation on the ward. It has two supervised confinements and two intensive care areas. Admissions are planned and it is based on a set of assessment criteria. Only acutely unwell patients are admitted. This essay will draw on my first working experience as a primary nurse of an acutely unwell psychiatric patient to illustrate my development with regards to communication and therapeutic engagement. Gibbs (1988) reflective cycle will be used to reflect this experience. Description I had just started work as a newly employed member of staff and was assigned primary nurse to a thirty year old patient of Afro-Caribbean origin who was transferred from another ward following a relapse in his mental state. He was under section 3 of the Mental Health Act (1983). This patient is named A for confidentiality purposes (NMC, 2008) had diagnosis of paranoid schizophrenia and had no insight into his mental illness. His carer was his mother with whom he had a luke warm relationship. He was very suspicious of staff interventions and would not engage. Routine blood tests had revealed that he had elevated createnine kinase (CK) levels (Cretenine Kinase enzyme, high levels of which case severe muscle damage, neuropletic malignant syndrome, myocardial infarction etc). Following this finding, his antipsychotic medication was withdrawn pending further blood tests. He refused to have a blood sample taken for further tests, he believed staff would drink his blood. As his primary nurs e, I made several attempts to encourage him to have the blood tests, but he would not be persuaded. He was also diagnosed with type II diabetes and was dependent of insulin. He self managed his physical illness by carrying out blood glucose level monitoring and self administering insulin under staff supervision. Patient A fed only on pre-packed barbeque chicken purchased from the supermarket and would not eat food served on the ward. I had one to one engagement with him to discuss his dietary intake and also formulate a physical and mental healthcare plan. He was not interested and made no contributions to the discussions. I gave him copies of the care plans which he declined. He said you can keep those care plans I dont need them and I am able to take care of myself. By the end of the second week, his mental state had deteriorated so much that he was very paranoid, irritable and getting into arguments with fellow patients and staff. He was involved in incidents both verbal and physical aggression and became increasingly difficult to manage on the ward. For his safety and that of others the team made a decision to nurse Mr. A in supervised confinement based on rationalist -analytical approach, having carried out risk assessment and looked at his history as well as the trust policy. As part of this risk management plan he was transferred to the intensive care area (ICA) and nursed under enhanced observation by two nursing staff. I requested to be allocated to nurse him in the ICA as often as the trust and unity policy old allow, so as to assess his mental state and attempt to build a rapport with him. Mr. A would not talk but I persisted. He noticed that I was frequently allocated to observe him and gradually opened up. I explained to him the teams decision to nurse him in the supervised confinement and the ICA. We talked about politics, football, music etc and our relationship developed and continued till he was transferred to a rehabilitation ward. Feelings I felt very frustrated and inadequate and was very much under stress. It was obvious from his reaction that he had no confidence or trust in me and saw me just like any other healthcare professional. Woods (2004) highlights the complex problems and needs of patients who find themselves in forensic settings and maintain that it is a common occurrence that some patients can not engage in treatment while others simply refuse to do so. Arnold and Underman-Boggs (1999) maintain that any meaningful relationship begins with trust. Trusting a nurse is particularly difficult for the mentally ill, for whom the idea of having a caring relationship is incomprehensible. As his primary nurse I saw myself as the advocate ready to work with him and seek his interest at all times. As nurses, we are called upon to play our roles as advocates, supervising and protecting clients rights and empowering them to take charge of their lives. Ironbar and Hooper (2003) stresses that therapeutic relationships ca n be stressful. Working closely with people who are mentally unwell and under stress can be very demanding and emotionally draining experience. Consequently, nurses need to be aware of the effect that such relationships can have on them. This requires insight, self awareness and ability to cope effectively with stress. My initial perception was that Mr A was a difficult patient and considered withdrawing as his primary nurse but I felt emotionally attached. I understood that I owed Mr A a duty of care (NMC, 2008) and simply withdrawing was not professional in my view. OCarrol et al (2007) contended that in our professional roles, nurses do not have the same option as we do in our personal life by withdrawing from difficult relationships. Rather it requires exploring the situation which may help recognise ways in which the nurse is influenced by his emotions. The authors caution that nurses must learn to manage their own emotions. Furthermore, they need to communicate their emotional reactions to the patient, albeit in a modified form. I empathised with Mr A and it drew me closer to him, revealing to me the depth of hi mental illness. I wished I could doe something here and now to help alleviate the state f confusion, anxiety and helplessness in which he found himself. Barker (2003) reports of how in recent times empathy has been shown to enable nurses to investigate and understand the experience of persons experiencing a state of chaos as a consequence of psychiatric order. I felt uncomfortable when Mr A had to be physically restrained (PSTS techniques) and nursed in supervisory confinement, I felt that this procedure was not justifiable because the privacy, dignity and respect of this client had been compromised. As nurses we are to demonstrate respect for patients by promoting their privacy and dignity (NMC, 2008) (Essence of Care, 2003). On the other hand, I thought that his safety and that f others was paramount and this could be achieved only by nursing h im separately from the rest. The NMC (2008: para 8:4) Code of Professional Conduct clearly states that when facing a professional dilemma, the first consideration must be the safety of patients. The collaborative team decision to nurse him in the supervised confinement area made me feel valued as a team member. I was actively involved in the decision making process and carried out risk assessments. I felt that I was insensitive with my sustained persistence to get him to talk. I should have understood that his moments of silence were necessary to help him calm down (SLAM, 2008). I also felt unsupported and struggled to cope with the management and care of Mr A. I was unable to access clinical supervision because my supervisor was away on holiday. Evaluation Although it seemed difficult at the beginning, but by the time Mr A was out of the ICA we had developed a good working relationship. I did not show my disappointment at his reluctance to engage when he was acutely unwell and stayed positive. Engaging with him while nursing him in the ICA offered me the opportunity to explain to him the teams decision to place him under enhanced observation. Actively listening to him and discussing with him his thoughts and feelings have helped lessen his distress. It also enabled me to give a comprehensive feedback to the team regarding his mental state. We met in one to one engagements and discussed his concerns and needs. A good and well ventilated environment was always made for our meetings. Following assessments, we discussed his care plans, participation in group activities, crisis management and other forms of therapies. He felt very much in charge, highlighting his most pressing needs. Whenever we met, there as a demonstration of mutual respect and desire for working together in a partnership. Together we identified and prioritised his goals for recovery based on his strengths and what he believes is achievable. Faulkner (1998) asserts that goals must be clearly defined so that both the professional and the patient are going in the same direction in terms of what they wish to achieve by a certain time. During or interactions clear boundaries were set and clarified for Mr A what were acceptable behaviours. Boundaries were set as to what he was allowed to do without supervision, how he engaged with others and appropriate ways o f addressing issues he felt unhappy or uncomfortable with. The plan of care was therefore service-user centred and recovery orientated approach. The recovery model has been incorporated into the principles of care delivery in the trust (SLAM, 2007). It aims to help service-users to move beyond mere survival and existence, encouraging them to move forward and carry out activities and develop relationships that give their lives meanings. Wood (2004) indicated that nursing forensic patients is not easy and requires complex treatment plans that focus fundamentally on reducing risk of harm to others. As part of his recovery, he was encouraged to self manage his diabetes under supervision. Giving his understanding of his physical illness information was provided to enable him to make informed decisions about his lifestyle. Mr A consented to giving regular blood samples. His CK level fell to normal levels and was restarted on anti psychotic medication. However, it took time for Mr A to adequately understand the situation that he was in and the effect of his illness on his lifestyles. It must also be stated that it was not always possible to meet with Mr A as planned. Scheduled meetings had to be cancelled due to being engaged with very pressing ward issues. Analysis The use of therapeutic communications in nursing, particularly empathy, is what enables therapeutic change and should not be underestimated (Norman and Ryrie, 2004). Egan (2002) argues that empathy is not just the ability to enter into and understand the world of another person but also be able to communicate this understanding to him/her. The relevance of empathetic relationships to the goals of health services are suggested by the increase in focus on patient centred care and the growth of consumerism. The client-centred focus is illustrated by the NHS patient charter which emphasises that clinicians need to collaborate with users of the health services in the prioritising of clinical needs and the setting of treatment goals (Barker, 2003). Nurses should be aware that patients who are paranoid and suspicious of staff interventions as was the case of Mr A, might not readily accept support from staff. This implies that working with such patients can be very challenging and difficult. It therefore calls for the nurse to remain impatient, calm and focused. The need to build therapeutic relationship with the patient is paramount in gaining trust and respect (Rigby and Alexander, 2008). Caring, empathy and good communication skills are needed to help patients through their illness. Therefore the use of effective interpersonal skill s facilitates the development of a positive nurse-patient relationship. McCabe (2004) argues that the use of effective interpersonal skills, a basic component of nursing, must be patient centred. Nursing Mr A in supervised confinement and subsequently in the ICA was in accordance to SLAM (2008) Engagement and Formal Observation Policy. Despite the frequent occurrence of this nursing intervention in mental health settings, for the whole of the UK there are no national standards or guidelines for practice of observation. The current situation in England and Wales is that policies are developed and implemented at a local level using SNMAC (1999) practice guidance for observation of patients at risk as a template (Harrison et al, 2006). Nursing patients in supervised confinement, though a common practice in the PICU raises a number of ethical, professional and legal issues about the role of the nurse, whether he/she is a custodian or therapist and a friend is debateable. Alland et al (2003) noted that patients view enhanced observation as uncomfortable at best, custodial and dehumanising at worst. Mr A felt that his pride and dignity had been taken away from him he was at risk an d therefore an immediate and effective risk management plan had to be implemented. This was necessary to ensure his safety and that of others even though he expressed unhappiness with this intervention. By engaging him and encouraging him to share his thoughts and feelings his anger appeared to have lessened as he joined in the discussions of politics, music, football etc. Thurgood (2004) empathised that showing your human side to clients is very important. Engaging meaningfully with patients and helping them talk about their feelings is the first step to alleviating some of their distress. The NMC (2008) Code of Professional Conduct clearly points to the rights of patients in relation to autonomy. There appeared to have been a reach to Mr As rights. The difficulty we faced as a team was finding the balance between allowing some privacy and dignity versus persevering his safety and security. Consequently, a dilemma arose for me as his primary nurse in relation to his rights, obligat ions and duties. In fact Article 5(1) e of the Human Rights Act (1998) specifies the right of the state to lawfully detain the person of unsound mind. Within the UK, that framework is provides by the Mental Health Act 1983 (DOH, 1998). One may argue then that there is no fundamental incompatibility between the Mental Health Act and the Human Rights Act. There were times that scheduled meetings with Mr A had to be cancelled because of urgent administrative duties. It meant that he lost the opportunity to meet up with me to discuss his concerns and needs. The concept of Patient Protected Time (PPT) in inpatient units is therefore valid. It allows patients to meet with a healthcare provider on one to one for a specified time when the ward is closed to administrative duties to discuss care plans, social activities, therapies and others. Such interaction according to Song and Soobratty (2007) promotes feelings of self confidence, esteem and recovery. It can also aid the patient therapeutic progress as it can help with social interaction and building relationships. However, nurses complain they already have plenty to do without an added pressure of PPT to contend with. Nurses frequently complaining of being too busy to develop therapeutic rapport with patents (Mental Health Act Commission 2008). Yawar (2008) reported that only 16% of pati ents time was spent in what can loosely be termed as therapeutic interaction. The remaining of the 84% was spent aimlessly either pacing p and down the ward or doing nothing. Nurses recognise their responsibilities to engage with patients and welcome the opportunity to do this without other demands (Edward, 2008). The Department of Health (2002) called for improvements to ensure adequate clinical support inputs to inpatient wards and to maximise the time spent by staff therapeutically engaged with patients. Therapeutic engagement, therefore involves spending quality time with patients with the aim to empower them to actively participate in their care. Conclusion Communication is without doubt the medium through which the nurse-patient relationship takes place. The skills of active listening and reflection promote better communication and encourage empathy building. My first role as a primary nurse as a good learning experience. My conduct throughout the whole experience earned me a favourable feedback from my team leader. Caring for acutely mentally unwell patients requires of the nurse sensitivity, conveying warmth and empathy. Engaging meaningfully and actively listening to patients under enhanced observation makes them perceive the practice as valuing rather than punishing, therapeutic rather then custodial. Feeling safe and secured provides a platform which can assist patients to begin to resolve some of the difficulties they may be facing in their lives. It is imperative that nurses involve patients in all aspects of their care, empowering and making decisions in partnership with the team. By developing collaborative relationship with p atients, nurses can provide prompt and focused interventions which can limit illness damage, assist in the process of symptoms management and help the process of recovery. Action plan My aim is to be proactive in the future by promptly seeking support from senior colleagues and requesting for clinical supervision. I aim t develop the skill of emotional resilience and intelligence to be able to deliver care that will promote patient welfare and aid recovery. The preceptorship experience has been a breath of fresh air. A time to look back and take stock of the transition from student nurse to an accountable practitioner. Listening and sharing in the experiences of fellow nurses was a good learning experience. The preceptors were fantastic master clinicians who were receptive to our contributions as they explored our experiences at the beginning of each teaching session. This experience has undoubtedly enhanced my critical thinking as a nurse and prepared me to move forward in my development and practice as a caring and competent nurse. I see myself as being in the right job which offers many opportunities for development and to improve upon my knowledge and skills.

Malaysias Management of Resources

Malaysias Management of Resources 1.0 INTRODUCTION Economies can be defined as, thrifty management of resources, such as land, labour, capital and enterprenuership learned to practice economy in making out the household budget. In factors of production there are commodities or services used to produce goods and services. And also explores how people and society try to use resources available , which have many different uses, in order to produce different goods and distribute among people. According to economist Lionel Robbins who defined economics as The science which studies human behaviour as a relationship between ends and scarce means which have alternative uses. The primary factors facilitate production but neither become part of the product as raw materials. One of the factor of production is mainly called Land includes not only the site of production but natural resources above or below the soil. What is scarcity? Scarcity is a things that has some problems in economic having because of humans nature unlimited needs and wants. Humans were always wants more and more thats unlimited goals. This world has a limited resources which can be used. What will happened when all of the four factor of production is limited? Factor of productions is defined as the input that used in the production of goods or services in the attempt to make an economic profit and also production can be defined as the resources that required to generaton of goods and services. This resources are generally classifeid into four major groups which are land, labour, capital and enterprenuership. So what is land? One of the factor of production is mainly called land, includes not only the site of production but natural resources above or below the soil. Land is a natural resource that whose supply is generation by generation fixed. Land contains natural resources that a production of good and also a capital goods. Example of the natural resources in land is petroleum, coal, diamond, timber, gold and many more. If this land is became limited there are huge problem will this world faced, some of the problem is natural resources cannot be extracted or maybe become limited. Among this there a another factor of production is called capital, what is capital? Is that capital is important to our economy? Capital is a money. Capital played main role in this factor of production because the capital is helped we to buy the raw materials, machines, equipment, tools and many more. The next factor of production is labour. What is the meaning of labour? Labour is means the people is working for a wages. The size of a labour force can be determined by population of adult in a country. Labour consists of the both physical and mental abilities of the workers to work in a company or in a working place to get a wages. Lets say the labour has been limited, what will happened? They cannot produce goods and sevices, example like, if one companys labour is limited the production of product will stopped and will effect the company, because of this the economy will be effect. The last things in factor of production is entrepeurnership is a defined as a businessman, is a individual who uses all the resources effectively to run production. He should be risk taker and wiling to accept new challengers or wiling to accept lost or profits on their business. 1.2 WHAT IS SCARCITY? In other word for scarcity is means not enough resources. The main cause this scarcity is happened because of unlimited needs and wants of human. For an example just ask with the people out there would you like more luxury life most of them will answered Yes. People were looking foe more money for buy more goods and services. This problem not only carried by poor people its also to most wealthy people were include in this problem. In any time this world can be limited amount of goods and services such as for land when we compared Malaysia and Singapore, Malaysia has big land then Singapore, so the land is so limited to Singapore then Malaysia. In Singapore the singaporeans can built their own property like houses and more this is called scarcity. The example of capital became limited is to run one company he must have capital for the production if its limited there are dont have any company industry. Limitation of third factor of production is labour, for example if the labour became limited the are no one to work at companies, and the companies will not run any production. Lastly about enterprenuer, lets take that the enterprenuer is became limited what wiil happened, there are no new production of product, the procduction not run as planned and more. To outcome these factor of production problem, must tasks on the evidence of scarcity, the evidence of plenty and research why this problems were created. What is really the opportunity cost means? Opportunity cost is a cost of next best alternatives from all. CONCLUSION As a conclude, every country has it own resource, we must balanced the factor of production and if one of this factor of production land, capital, labour or enterprenuership is limited is must cause the growth of economic. If dont have land they cant built any company, if capital became limited we cant pay wages to labour, if labour became limited no workers in companies if enterprenuer no new product, so must balanced and protect our factor of production. QUESTION 2 Malaysia, a mixed economy attempts to combine the advantages of Free Enterprise System and the Central Command System. The price mechanism is allowed to operate but in some cases the price mechanism fails or works against public interest. Identify the ways by which the State can intervene to correct the defects. 1.1 INTRODUCTION Production, distribution, and consumption of good and service were a branches of economics in science. What is ecomomy system? Economy system is a planned organization and structure of production. Allocate of economic inputs, distribute of economic outputs and consumption of goods and services in an economy. Economy system are separated into three major economy thats named planned economy, mixed economy and lastly free market economy. There are three different types of organization economy plan that also very tight and some confortable and some of economy plan is very freedom. As I told the three economy system, this is first economy system called planned or command economy, this system is fully controlled by the goverment. There are no arguement or such things in that country because the country is very strict and on the mission and vision to achieve so when the country planned system the mission and vision will achieve more quickly. Free Market Economy is an system based on power of division of labour in which the prices of the goods and services are determined in a free prices system set by supply and demand and the decision taken by individual household and firms and with no goverment intervention. The price also as how much they produce. Mixed ecomony were controlled by partly goverment and partly through the market. 1.2 CONTENT In our Malaysia country is the mixed economic system. Mixed economy reflects the characteristics of both capitalism and socialism. In this mixed economy system there are all real world economies are mixture of the two system. In mixed economy goverment will intervention like some relative prises because the goods and inputs by taxing or subsiding them or by direct price controls. Most mixed economies also can be described as market economies with strong regulatory oversight, in addition to having a variety of government sponsored aspects. Government also must have the rights to control the price of products and services in our Malaysia country. Example of Malaysian government control item are like rice, oil, sugar, petrol, flour and more. SIRIM is a not goverment company but the goverment intervention because they have to know is th product is really good. Mixed economies as an economic ideal are supported by people of various political persuasions. Another example of Malaysian gover ment intervention in the market by pose tax on goods, for example goverment taxed on cigarretes, petrol, alcohol drinks and more. Conclusion As conclusion, Malaysian economic system is mixed economic system. Mixed economy reflects the characteristics of both capitalism and socialism. Malaysian government intervene in the economic in many ways such imposed tax og good, control the price of the product, make sure the price of the product is not high and many more.

New Telemarketers :: Internet Computers Technology Media Essays

New Telemarketers The other day, while doing what should have been a five-minute task, I was online searching for a web page. Because I am a horrible speller, and mostly because I was in a hurry, I typed in the wrong web address. Instead of Google.com, I got Goggle.com. Instantly I was bombarded with fifty, yes I counted, fifty pop-up ads on my computer screen. As Internet users, I am sure that you know that these advertisements are not only annoying, but very frustrating when trying to get things done quickly. And they are, in this particular instance, confusing to both me and my computer. Ironically, or maybe a stroke of marketing genius, the very last pop-up was an ad for a free â€Å"pop-up killer† program that you could download. The ad worked because after â€Å"killing† all those ads, I found myself downloading the program to stop those annoying things. Then, I swore it worked because the next three times I went to Goggle.com there were no ads. (There was also no search engine, which took me a few more minutes to figure out why). Since then, I have become extremely annoyed with the program and removed it from my computer, but only after the program asked me another three times if I was sure I wanted to remove it or buy the profe ssional version. While even I will admit these ads and tactics seem like marketing gold, they also seem intruding and unethical. They may even lead to the demise of the Internet itself. And yes, I do realize that statement seems a bit extreme. Using the web as a communication medium is a good function of the World Wide Web. Communication mediums are one of the many functions that the web has to offer our society. But, these pop-up ads and other forms of irritating promotional tactics, such as spam, re-routing and faux error messages, are unethical. They are unethical because they â€Å"mislead users into displaying advertising; some are unethical because promoters are forcing advertising messages on people† (Farkas 110). And as you know and can tell from my experiences, they happen way too often. But how can these unethical practices hurt society and the Internet? Well, as Marshall McLuhan states, â€Å"like any other extension of man, typography had psychic and social consequences that suddenly shifted previous boundaries and patterns of culture† (McLuhan 233). In his chapter he implies that print and type lead to industrial revolution; the Internet can impact society just as greatly.

Janes Psychological Problems in Charlotte Gilman’s The Yellow Wallpape

Jane's Psychological Problems in Charlotte Gilman’s "The Yellow Wallpaper" In Charlotte Gilman’s short story "The Yellow Wallpaper," Jane, the main character, is a good example of Sigmund Freud’s Studies In Hysteria. Jane suffers from symptoms such as story making and daydreaming. Jane has a nervous weakness throughout the story. Jane is a victim of a nervous disorder of the brain called hysteria. She is aware that she suffers from a series of mental and physical disturbances. She says that she has a " temporary nervous depression: -- a slight hysterical tendency- what is one to do?"(2). According to Freud hysteria is a nervous disorder that causes violent fits of laughter, crying, and imagination. It is a lack of self-control. Jane experiences some of these symptoms. Her imagination takes over her personality a number of times. There are three instances where her creative imagination literally takes over her personality. The first is when she is describing to the reader the so-called nursery. The second instance is her way of talking about "The Yellow Wallpaper." The third is the remarkable ending, where she seems to lose herself in her rebellion against her husband John. Jane’s "nervous weakness" comes over her several times throughout the story, and in the context of Freud’s analysis of hysteria I will distinguish her problems (10). One problem is that Jane describes to the reader the so-called nursery, but she is actually talking about her bedroom with the barred windows. Jane states, "The windows are barred for little children, and there are rings and things in the walls"(4). I think that she imagined that the rings were a game of some sort for the children that would play in the nursery. In reality, the pu... ...kept on creeping just the same, but I looked him over my shoulder"(20). This goes to show that "the woman that creeps" was Jane all along. At the end of the story, she completely releases herself in her rebellion against John. She says, "I’ve got out at last," said I, "in spite of you and Jane. And I’ve pulled off most of the paper, so you can’t put me back"(20). Jane talks in the third person because of the result of her nervous weakness. From her imagination of the so-called nursery, "the woman," the yellow wallpaper and talking in the third person it is clear that she has serious psychological problems. Works Cited Breuer, Joseph and Sigmund Freud. Studies In Hysteria. Boston: Nervous and Mental Disease Publishing, 1950. Gilman, Charlotte. "The Yellow Wallpaper" and Selected Stories. "The Yellow Wallpaper." 1892. New York: Doubleday Dell, 1989. 1-20.

‘Hide and Seek’ by Vernon Scannell and ‘Half-past Two’ by U. A. Fanthorpe Essay

‘Hide and Seek’ concerns a boy hiding cautiously whilst playing hide and seek with his peers. Gradually, he realises he has been abandoned, and fear overcomes him due to being isolated in the dark surroundings. The tone is incredibly certain and positive at the beginning. However, his confidence gradually fades away as the realisation of his abandonment occurs. The mood is analogous to the tone. At first, we can sense the excitement. This modifies to anxiety and nervousness towards the end. The poet uses language features to portray the tone. On the first line, exclamation marks are used to show the enthusiasm of the boy. Scannell uses personification and the senses to describe the surrounding atmosphere in a vivid way. Therefore, the reader gets a clearer image. Occasional rhyme is used to add a sense of rhythm to the poem. The poem is one continuous stanza. It is like dramatic monologue in that it creates character, but it is actually second person. The structure emphasises the unbearable length of waiting time. The adult speaks to his childhood self in second person, explaining feeling and thoughts. There are short sentences to build up tension and create stillness. The themes explored in ‘Hide and Seek’ are childhood experiences, reflection, isolation and abandonment. These themes are also explored in ‘Half- past Two’. This poem also explores various other themes such as time restriction and criticism of teaching methods. Half-past two is about a child who has been naughty. The punishment given by his teacher is to stay in the room until half- past two. She forgets that she hasn’t taught him time. He only understands his routines and throughout the poem we see how the child escapes time because he doesn’t know it. The poet uses tone and language methods to portray the way the child is treated. The mood for the majority of the poem is quite dreamy and we get the feeling that the boy is confused. In terms of language, personification is used effectively to show the child’s view of time. The use of senses creates the surrounding atmosphere like in the previous poem, ‘Hide and Seek’. Compound words are used to show the routines of the boy and the only time concepts he understands. Rhythm is produced by the repetition of compound words and by the fact that they are said in a child’s sing- song voice. Half-past two is divided into eleven three lines stanzas. Irony is expressed through the organised structure, as it contrasts with the boy’s feelings. In ‘Hide and Seek’ the child is hiding carefully, checking ‘feet aren’t sticking out,’ and taking precautions such as not risking ‘another shout.’ Gradually, we realise his friends have purposely abandoned him, but the child is very naive and thinks he is ‘the winner.’ He realises in ‘the darkening garden’ that he has been neglected. The poem is written in second person. ‘They’ll never find you in this salty dark.’ This gives us the impression that the narrator is an adult looking back on the experience. The senses are used in order to describe the surrounding atmosphere in a more vivid way. ‘The sacks in the tool shed smell like the seaside.’ Scannell also uses personification, which causes us to imagine how the child is feeling at that particular point. ‘The cold bites through your coat.’ Personification is effective at portraying the child’s feelings as it is easier for us to understand something if it is described to us in a more physical way. The majority of personification is used towards the end to give a sense of foreboding. ‘The darkening garden’ watching emphasises his isolation in a scary place whereas ‘the bushes hold their breath’ can show what the child may be doing because he is scared. In extreme circumstances when people are very scared, they hold their breath without knowing. Scannell applies punctuation to portray the tone and mood of the poem. ‘I’m ready! Come and find me!’ The exclamation marks highlight the excitement of the child. We detect a positive attitude and certainty due to the use of the imperative rather than taking orders. A question is used at the end to portray the uncertain and anxious emotions the child is feeling. ‘But where are they who sought you?’ This is the voice of the adult reflecting on a bitter experience. It is symbolic that the poem begins with the imperative and exclamation marks and conspicuously ends with confusion and question marks. It emphasises the gradual change from having a positive attitude to realisation of isolation. An alternative point that proves that the mood is positive at the beginning  is that the child compares the current situation to a typical, happy one the majority of children’s experience. ‘The sacks in the tool shed smell like the seaside.’ This gives the impression of a dazzling, sunny beach with a lot of happy children playing without constraints and restriction. This is ironic as the child is isolated in a dark, begrimed place with restricted space. The poem is one continuous stanza. The dramatic monologue symbolizes the unbearable length of waiting time. The character is speaking directly to us, explaining his different feelings and thoughts. The poem can be divided into two parts. They are positivity and certainty, and negativity and realisation. The first line of the second part is, ‘it seems a long time since they went away.’ Previously, the child attempts to convince himself they are still looking for him. ‘They must be thinking you’re very clever.’ The effect of this is to emphasise the naivety and innocence of the child. For the majority of the poem, the child is positive, but only for a minority is he negative. This can accentuate the fact a child may spend more time with fallacious ideas than in actual reality. Short sentences are used to build up tension. ‘Don’t breathe. Don’t move. Stay dumb.’ These sentences are said slower than the rest of the poem, creating a tense stillness. The pace slows down. Occasional rhyme is present in ‘Hide and Seek’. ‘Out, shout,’ ‘coat, throat.’ A sense of rhythm is added to the poem. I think there are four main themes explored in the poem; childhood memories, isolation, abandonment, feeling unwanted and reflection. Reflection and childhood memories can be connected as the whole poem is about an adult reflecting on a childhood memory. This is proven by the fact that the whole of the poem is written in second person. ‘You’ve never heard them sound so hushed before.’ This is more personal than using ‘he’ or ‘him.’ Isolation is another theme. The innocent child doesn’t think so, but for the  whole of the poem, he is alone. In the positive part of the poem, he believes that his friends are outside, but close to him. ‘They’re moving closer, someone stumbles, mutters;’ The child believes his friends are so close, he can even hear they’re discreet actions, usually unnoticeable. Like the last theme, it emphasises the naivety and innocence of the boy. An alternative point to verify that the boy is in isolation is the fact that he is in ‘the darkening garden’ as he emerges from ‘the tool shed.’ There is emphasis on the amount of darkness in his surroundings. This can be interpreted as a symbol of loneliness. This brings about fear, especially in young children. The fact that ‘the sun is gone’ is another symbol for darkness being present. For children, the sun and brightness are indications of happiness and contentment within a group. The theme of abandonment can be associated with isolation because he is alone. It is clear to us that his friends purposefully abandon the boy. ‘Their words and laughter scuffle, and they’re gone.’ We realise this a considerable time before the boy does. This emphasises that most of the time, children are left in the dark, and elders know beforehand. Feeling unwanted is another major theme of ‘Hide and Seek’. This is how the child feels when the realisation of his abandonment occurs to him. ‘Yes, here you are. But where are they who sought you?’ It is likely that the child feels his peers abandoned him because they do not like him. This action and the subsequent emotion are common with children. The child is left confused thinking that there is something wrong with them. I can tell by the bitterness of the adult’s tone that this is how the child feels. ‘You’re legs are stiff, the cold bites through your coat.’ He is trying to show that all the pain he went through was not worth it because he was unwanted. Similarly to ‘Hide and Seek’, ‘Half- past Two’ is about a young child. He has done something naughty in school and is told by his teacher to stay in the room until ‘Half- past Two’. In her rush, she forgets that ‘She hadn’t taught him Time.’ The only time concepts he is aware of and understands are daily routines such as ‘Gettinguptime,’ ‘Timeyouwereofftime.’ Whilst  waiting, he escapes into a ‘clockless land’ ‘out of reach of all the timefors.’ The teacher returns, slots ‘him back into school time’ and tells him to leave, or else he’ll be late. Contrasting with ‘Hide and Seek’, ‘Half- past Two’ is written in third person. ‘He did Something Very Wrong.’ I think the narrator is the adult looking back on a childhood experience. The poet doesn’t make it very obvious by using first person, or second person like ‘Hide and Seek’. Fanthorpe uses personification to portray the child’s view of the clock. ‘The little eyes, and two long legs for walking.’ This view is a child’s typical perception and establishes how naive a child can be, a comparison to ‘Hide and Seek’. Personification is used further when Fanthorpe uses the pun, ‘He couldn’t click its language.’ She is progressing further from the point that a child views a clock as a living object. A clock produces a ticking noise. To the child, this is how it talks. The pun stresses the point that he can’t understand a clock, and therefore time. Personification is used in ‘Hide and Seek’, but for different purposes. It is to give a clearer image, rather than show a child’s perception of an object. A comparison to ‘Hide and Seek’ concerning language is that the senses create a clearer atmosphere for the reader. ‘The smell of old chrysanthemums on Her desk.’ Another reason for the use of senses differing from ‘Hide and Seek’ at this particular point is to show how people, especially children notice insignificant things when they are alone. Their concentration increases due to minimal distraction. ‘Into the silent noise his hangnail made.’ The senses are used when he escapes into the ‘clockless land of ever’. A significant stanza of the poem is where ‘she slotted him back into schooltime.’ An image of this is created in our minds of a mechanical action. It is as if he is being taken out of one zone and put back into another instantly. The alliteration on this line causes the poem to be more rhythmic. Subsequent to escaping the timeless world, the teacher’s words are in  italics. ‘I forgot all about you.’ I think this is to make her lines prominent. These lines are important because they emphasise the fact that the child was neglected. Compound words are used to portray the child’s routines, the only time concepts he understands. ‘Gettinguptime, timeyouwereofftime, timetogohomenowtime.’ I think his parents and other carers in his life say these. The repetition of compound words creates a sense of rhythm. They seem to be said in a sing- song tone, emphasising the patronizing tone to the child because of his age. A patronizing tone is used previously towards the boy. ‘He did Something Very Wrong.’ The title case states the words that are emphasised. She thinks that if she uses a normal tone, the message won’t get through to him. In the last stanza, we can sense the wistful tone of the narrator. ‘Where time hides tick- less waiting to be born.’ He wishes he could escape into this land where he isn’t restricted by time, like most adults. The narrator shows bitterness by using a satirical and sarcastic tone. ‘(I forget what it was.)’ This mocks the teacher by trying to show that she was making a big deal out of something insignificant. The mood in the poem is dreamy, especially when the boy escapes into the timeless zone. ‘Beyond onceupona.’ The mood emphasises his confusion by the unfamiliar concept of time. The dreamy mood is also indicated by the fairytale references. ‘Once upon a schooltime.’ The word ‘time’ is substituted for alternative words or none at all. Not only do fairytale references portray the mood, but also the fact that fairytales are childish and contain fantasy aspects. The moods in ‘Half- past Two’ are a contrast to the mood in ‘Hide and Seek’. The poem is divided into eleven three-line stanzas, showing organisation. Irony is expressed through the organised structure, as it contrasts with the boy’s feelings. This is a very noticeable difference to the structure of ‘Hide and Seek’. A  further distinction is that occasional brackets are used in ‘Half- past Two’ as opposed to none in ‘Hide and Seek’. One stanza is dedicated to criticizing teaching methods and sarcastically mocking her. ‘(Being cross, she’d forgotten she hadn’t taught him Time. He was too scared of being wicked to remind her.)’ The brackets represent the insignificance of the teacher’s actions. The themes explored in ‘Half- past Two’ that are also explored in ‘Hide and Seek’ are childhood memories, isolation, abandonment and reflection. Also, restriction of time and freedom of childhood. Like in ‘Hide and Seek’, the themes of childhood memories and reflection can be closely tied together because in my view, the poem is about an adult looking back on a childhood experience. Unlike ‘Hide and Seek’, this isn’t indicated by the use of second person as the poem is written in third person, a less personal approach. It is indicated by the tone in the final stanza. ‘But he never forgot how once by not knowing time†¦Ã¢â‚¬â„¢ The tone is pensive and regretful. The adult wishes he had the power to escape into the ‘clockless land of ever.’ This brings me to my next point that restriction by time is a theme explored in ‘Half- past Two’, but not ‘Hide and Seek’. The last stanza is the adult reflecting. ‘He escaped into the clockless land of ever, where time hides tick- less waiting to be born.’ The quote emphasises the fact that an innocent child isn’t restricted by time as oppos ed to adults. An additional theme is isolation. Contrary to ‘Hide and Seek’, the child is aware of his isolation, but confused at how to escape it. ‘So he waited†¦Ã¢â‚¬â„¢ His child like qualities are emphasised by the fact that he needs an older responsible figure to help and guide him. Abandonment, another theme, occurs when his teacher as opposed to friends in ‘Hide and Seek’ deserts the child. In both poems, the child is abandoned, but the teacher and the friends have different intentions. The friends do it as a joke and assume the child will find his way back, whereas the teacher ignored and forgot the boy. ‘Stay in the schoolroom till half- past two.’ In conclusion, I think the differences outweigh the similarities. An important similarity is that both are about adults reflecting on childhood experiences. In ‘Hide and Seek’, the adult is regretful and despises the experience, whereas in ‘Half- past Two’, the adult wishes he could relive the experience. Another difference is the structures of both poems. ‘Hide and Seek’ is one continuous stanza, whereas ‘Half- past Two’ consists of eleven three line stanzas. Regarding language, both poems use personification and senses to vividly describe the surrounding atmosphere. Unlike ‘Half- past Two’, ‘Hide and Seek’ uses punctuation to portray the change in tone and mood. Regarding themes, all themes explored in ‘Hide and Seek’ are explored in ‘Half- past Two’ as well as more. A noticeable difference is the content of both poems. The experiences are totally different as are the reactions a nd personal opinions of them. I enjoyed reading ‘Hide and Seek’ more than ‘Half- past Two’. This is because I thought ‘Hide and Seek’ was more effective at vividly portraying the experience. In ‘Half- past Two’, it was harder to get a grasp of the content and symbolism within the poem.