Project Management - 608 Words

AEREN FOUNDATION’S Maharashtra Govt. Reg. No.: F-11724 PAPER NO 2 ISO 9001 : 2008 CERTIFIED INTERNATIONAL B-SCHOOL AN PROJECT MANAGEMENT CASE STUDY : 1 Two new software projects based on strategic management process are proposed to a young, start up company. The Alpha project will cost $ 150,000 to develop and is expected to have annual net cash flow of $ 40000. The Beta project will cost $ 200,000 to develop and is expected to have annual net cash flow of $ 50,000. The company is very concerned about their cash flow. Q1) Using the payback period, which project is better from a cash flow stand point? Q2) Why explain in detail? Q3) Describe the major components of the strategic management process? Q4) Explain the role projects†¦show more content†¦Q1) What should you do? Q2) Explain in detail why? Q3) What is a difference between leading managing project? Q4) Is it important to build a relationship before you need it? CASE STUDY : 4 You work for a large consulting firm and were assigned to the Gold Star Lan project work on the project is nearly completed and your clients at Gold Star appear to be pleased with your performance. During the course of the project, changes in the original scope had to be made to accommodate specific needs of managers at Gold Star. The costs of these changes were documented as well as overhead and submitted to the centralized accounting department. They proceed the information and submitted a change order bill for your signature. You are surprised to see the bill is 10 per cent higher than what you submitted. You contacted JIM MANSOOR in the accounting office and ask if a mistake has been made. He curtly replies that no mistake was made and that management adjusted the bill. He recommends that you sign the document you talk to another project manager about this and he or she tells you off the record that overcharging clients on change orders is common practice in your f irm. Q1) Would you sign the document? Q2) If yes explain in detail why? Q3) If no give reasons and why not? Q4) Why is a trust a function of both character andShow MoreRelatedProject Management : Projects Management902 Words   |  4 PagesProject Management Project Management. What does the words Project Management mean and what are the steps to managing a great project. If we break down the two words Project Management it is defined on dictionary.com as â€Å"The process of planning, organizing, staffing, directing and controlling the production of a system†. As shown in the website Project Insight there are multiple different steps in the project management roll such as project scope, life cycle, objectives, assumptions, constraintsRead MoreProject Management and Project Management It3115 Words   |  13 PagesExamination Paper: Project Management IIBM Institute of Business Management Examination Paper Project Management Section A: Objective Type (30 marks) †¢ †¢ †¢ This section consists of multiple choices questions and short answer type questions. Answer all the questions. Part One questions carry 1 mark each and Part Two questions carry 5 marks each. Part One: Multiple choices: 1. During _________formal tools and techniques were developed to help and manage large complex projects. a. 1950s b. 1980sRead MoreProject Portfolio Management : Project Management1432 Words   |  6 PagesProject Portfolio Management (PPM) is the centralized management of the processes, methods, and technologies used by project managers and project management offices (PMOs) to analyze and collectively manage current or proposed projects based on numerous key characteristics. The objectives of PPM are to determine the optimal resource mix for delivery and to schedule activities to best achieve an organization’s operational and financial goals ― while honoring constraints imposed by customers, strategicRead MoreProject Management, Project Communication, And Project Stakeholder Management797 Words   |  4 Pagesareas of project management that stood out while taking this program. Project integrated management, project communication, and project stakeholder management. A discussion on how they are executed will be presented. As more courses were taken during this project management graduate program, many of the project management concepts became clear and revealed more of the interdependencies and intricate dynamics that are required for successful project management. Stakeholder Management Project StakeholderRead MoreProject Management : Project Integration Management1236 Words   |  5 Pagesâ€Å"Direct and Manage Project Execution is the process for executing the work defined in the project management plan to achieve the project s requirements/objectives defined in the project scope statement† (comp. PMBOK3, p. 78). The Project Manager helps with the execution of the planned activities, sometimes with the assistance of a project management team for larger projects. This occurs during the execution phase of the project. Figure: Phases of a project When we are completing the work assignedRead MoreProject Management Msc. 7Pjmn009W Project Management Project.1391 Words   |  6 Pages Project Management MSc 7PJMN009W Project Management Project Author: Maria Chico Garrido Date: 06 March 2017 Version: 1.1 Project type: Academic Preferred Supervisor: Proposed Title: How does the use of formal project management methodologies in complex Home Automation projects contribute to project success? Main Deliverables/Milestones: Deliverable Date Project Mandate 09 March 2017 Project Brief: In depth literature review of formal project management methodologies and project success. BackgroundRead MoreProject Management1510 Words   |  7 PagesSystem. You are the project manager on a project to construct a flyover in the city to ease traffic congestion. Flyover construction should cause minimum disruption to the traffic until it is complete. Ensuring safety of the commuters and workers at the site is the responsibility of your company. The date of completion of the project is six months from now. This date cannot be extended because of an upcoming international summit in the city. To achieve the overall project time lines, the followingRead MoreProject Management Project And Change Management1940 Words   |  8 Pages Paper on project management in smart voice project Sohail Kamdar Project and change management Table of contents Name of the topic Page No. Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4-5 View point of project management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Outlook of the project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 Milestone inventory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6-7 WBS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Plan of project management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7-9 Cost savings plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreProject Management1713 Words   |  7 PagesProject Management The Project Manager has some tasks that have to be carried out, he/she is responsible for the full project. The Project Manager has to make the best use of all the resources so the project can be completed successfully. The project Manager sets the boundaries for the project, such as schedules and what is done and when it has to be completed. There are various tasks the project manager is responsible for such as: 1) Time and resource allocation and management 2) Setting upRead MoreProject Management1015 Words   |  5 Pagesor renewed interest in the field of project management? IT is growing at a rapid rate and with that growth demands people to manage this growth. People I think are more trained to be project managers and also there is new software that helps tremendously with the management part of the tasks. So demand is up, skilled workers are up, and the cost benefit is there for this renewed interest. 2. What is a project, and what are its main attributes? How is a project different from what most people do

Obesity Causes, Symptoms, Prevention And Treatment

hildhood obesity is an enormous issue that affects the children’s current state of health, and it is predominant in the United States. Shumei Xu and Ying Xue, authors of the article â€Å"Pediatric Obesity: Causes, Symptoms, Prevention and Treatment†, states a startling fact that: â€Å"Obesity affects 34% of children in the USA, and is considered a top public health concern due to the high level of morbidity and mortality.† This is a grave issue since being morbidly obese is the cause of many negative effects, and it can inflict severe damage to a person’s internal system and occasionally be the cause of death. However, the rate of obesity can be decreased by promoting exercise and nutrition starting at a young age. Promoting these two important factors at such an early age will be effective because this will give the child a chance to combat obesity before it has even been introduced. Therefore, childhood obesity can be lowered in the United States if th e school began employing nutritionists, implementing mandatory nutritional classes, and providing healthy food options starting as early as elementary school. The American education system is very flawed, leaving no room for nutrition. The school hardly focuses on the youth’s state of health because the government demands for the institute to focus strictly on a tough curriculum, designed for standardized testing. Despite being responsible for a child for at least eight hours of the daytime, the school only serves unhealthyShow MoreRelatedWeight Gain And Obesity1647 Words   |  7 Pagespolycystic ovarian syndrome also contribute to weight gain and obesity, and as well as medications. Obesity affects every body system, especially cardiac disease is increased, as well as HTN, hypertriglyceridemia, and decreased HDL cholesterol. Remarkable weight gain increases the risk of developing type 2 diabetes, obstructive sleep apnea, gastric reflux, urinary incontinence, and gallbladder disease (Grossman Porth, 2014). Room 587 also struggles with HTN, sleep apnea, and gastric reflux. HerRead MoreThe Pathophysiology Of Diabetes Mellitus Type 1 And 21496 Words   |  6 PagesThe Pathophysiology of Diabetes Mellitus Type 1 and 2 According to the National Diabetes Statistics Report from The Centers for Disease Control and Prevention in 2012, it revealed that 29.1 million of the American population has diabetes with 1.7 million new diagnoses each year. Diabetes is the seventh leading cause of death in the United States and costs over 176 billion dollars per year. Diabetes mellitus is a metabolic disorder characterized by hyperglycemia due to the dysfunction of the pancreasRead MoreSymptoms And Symptoms Of Diabetes Essay1457 Words   |  6 PagesDiabetes 1. Illness or Symptoms: The most common symptoms are fatigue, having to urinate more than feeling thirsty, distorted vision, and dry mouth. Type 1 diabetes symptoms are rapidly noticed with more severe symptoms verses type 2 diabetes, which have symptoms that usually are not as noticeable and develop at a slower rate. 2. Patients: Patients who are over 45 are more likely to get diabetes; the older you get the more of a risk you have. If the patient has a family background of type 2 diabetesRead MoreBody Mass Index1378 Words   |  6 PagesObesity is a known disease that is found around us. Everywhere we go we see obese people. But what is obesity? Obesity is defined as having an excessive amount of body fat which applies to people who are overweight. There are many health risks that coincide with obesity, which makes it a dangerous disease. Furthermore, obesity is becoming an enormous problem since it is increasing drastically. About 38% of the world population is obese and that percentage is steadily rising. So what causes theseRead MoreType Ii Diabetes Mellitus. â€Å"In 2010, An Estimated 25.81470 Words   |  6 Pageshyperglycemia (Porter, Kaplan, 2011). Type II diabetes has become more prevalent in the United States due to the decrease in physical activity, the increase in obesity rates, and also the p redisposition of genetic factors. In this paper I am going to cover description of history and the disease, etiology, signs and symptoms, diagnosis, treatment, prognosis, and recent research. Background Information The term impaired glucose tolerance came from the World Health Organization and the National DiabetesRead MoreTypes And Risk Factors Of Stroke1347 Words   |  6 Pagesâ€Å"One in six people worldwide will have a stroke in his or her life time† (Harvard Heart). Everyone can have a stroke, and it doesn’t matter what age you are. Stroke is a medical emergency, and immediate treatment is affective and important, as it can reduce the damage to the brain and prevent potential post-stroke complications. Stroke is the fourth leading reason for death in the U.S., this research will increase understanding of the types and risk factors of strokes and improve the knowledge ofRead MoreThe Problem of Obesity in America840 Words   |  3 PagesObesity: one of the nation’s most critical health problems. â€Å"Overweight is defined as having excess body weight for a particular height from fat, muscle, bone, water, or a combination of these factors. Obesity is defined as ha ving excess body fat† (â€Å"Centers for Disease Control and Prevention†). When energy input and output get out of balance, obesity arises. Many factors can cause someone to become obese such as genetics, metabolism, level of physical activity, and more. â€Å"Overweight and obesityRead MoreA Brief Note On Diabetes And Diabetes Mellitus1428 Words   |  6 Pagescondition characterized by prolonged high sugar level in the blood. A group of metabolic disorders like, seizures, lethargy, and jaundice among others, which occur when chemical reactions abnormally alter the normalcy of the body’s metabolic processes, causes this condition. Diabetes occurs mainly because of two issues; due to inadequate production of insulin by the pancreas, and due to failure of the bodily cells to respond adequately to the produced insulin. Diabetes can occur in four types. Type 1Read MoreObesity Is Defined As A Disorder1033 Words   |  5 Pages Obesity is defined as a disorder resulting in excessive amount of body fat. In today’s society, obesity seen in the adolescent population has vastly increased from previous years. As a result, many health issues, such as diabetes, are now more common to see in adolescents. Due to the increasing numbers who suffer from obesity, it is important to treat and advise adolescents about healthy living and encourage them to be more active to decrease the risks of severe health issues they may face whenRead MoreA Short Note On Diabetes Mellitus Type II1041 Words   |  5 Pagesfirst controllable risk factor which can modified is the weight which in consideration includes being overweight or o bese. The Canadian Diabetes Association researched on obesity in 2008 said that approximately 80-90% people with type II diabetes are overweight or obese (Obesity Research,2016). In addition, obesity is a leading cause of other major diseases such as heart problems, CVD. There are number of ways that can help to prevent form having diabetes. Secondly, the modifiable risk factor is being

Yann Martel’s Life of Pi Free Essays

One has often felt a source of temptation in everyday life, whether it is lust for an individual or the desire to eat the last chocolate bar in the pantry. However, temptation runs on a deeper scale in a human’s inherent reliance on false salvation. In Yann Martel’s fictional narrative, Life of Pi, protagonist Pi Patel arrives on a mysterious floating island with an abundance of food and shelter. We will write a custom essay sample on Yann Martel’s Life of Pi or any similar topic only for you Order Now At first, the island seemingly serves as salvation from Pi’s ordeal; paradoxically, it also serves to be a temptation and, ultimately, a test of Pi’s faith in God. Nevertheless, Pi soon realizes that he must leave the island after discovering that it is carnivorous and contributes to spiritual death due to providing false salvation. Because the island provides false salvation, it represents temptation and the Garden of Eden; this leads Pi to realize that he must accept reality rather than trying to escape it, which greatly affects the plot and Pi’s consequent development. For example, because Pi loses his innocence and gains terrible knowledge after opening a â€Å"fruit,† the carnivorous island symbolizes temptation and the Garden of Eden. Like the carnivorous island, the Garden of Eden provides the illusion of paradise. This is illustrated when Martel implies that Pi’s physical needs were met on the island because â€Å"there [was] more fresh water than he could drink in his lifetime [and there were] more meerkats and fish than he could ever desire† (Martel 279). These factors tempt Pi with false salvation, giving him a reason to delay his journey and to stay on the island for a prolonged time. However, Pi ultimately falls to the island’s allurement when he discovers a black â€Å"fruit† on a tree, initially believing that it is as delicious as the algae on the island. Despite the fact that the tree is too high for him to reach, Pi is unable to resist his curiosity and attempts to eat the fruit, which is, in reality, a â€Å"dense accumulation of leaves glued together in a ball† (Martel 280). This parallels the Garden of Eden, in which Eve succumbs to temptation and eats the â€Å"forbidden fruit.† Nevertheless, after Pi opens the fruit and discovers a human molar inside of it, Pi realizes that the island is carnivorous and, as a result, his illusion of paradise is finally destroyed. Consequently, his innocence is lost and Pi gains terrible knowledge of what the island is capable of doing to the human spirit. Thus, the island parallels the events that occured in the Garden of Eden and represents temptation as a whole. Moreover, when the floating island is revealed to be carnivorous, Pi undergoes a momentous change in character, which affects the plot of the narrative greatly. According to the reading guide, How to Read Literature Like a Professor, â€Å"geography can†¦ define or†¦ develop character† (Foster 167). This is exemplified in Life of Pi when the island’s geography and landscape leads to Pi’s spiritual maturity after he discovers the human molar in the â€Å"fruit.† Upon witnessing this, Pi concludes that another individual â€Å"had arrived on [the] shores before him†¦ [and] must have died in the tree [which]†¦ digested the body† (Martel 282). This revelation forces him to leave the island, as Pi â€Å"preferred to perish in search of his own kind than to live a lonely half-life of physical comfort and spiritual death† (Martel 283). Because Pi chooses to endure the hardships of humanity rather than depending on the island for survival, it is indicated that Pi has grown spiritually as a character, favoring hope or faith over physical gratification. Consequently, by seeking harsh reality as opposed to relying on false truth, Pi develops significantly as a character due to the island’s geography and composition. In the film adaption of Life of Pi, the scene involving the carnivorous island is portrayed similarly as in the novel. For example, when Pi sees â€Å"hundred of thousands of meerkats†¦. [that] seemed to feel no fear [when he approached them]† (Martel 266) in the novel, the film portrays the scene in the same way, showing that the meerkats are domesticated. Additionally, the film uses visuals to convey the message that the island is a test of Pi’s faith in God. This is depicted when a shot of the island is shown to be shaped as a man. The particular image of a human indicates that Pi is putting his trust in the needs of man as opposed to focusing on God. Furthermore, the shape of the island implies that the island is a living organism, thus why it is carnivorous. The use of soft neon lights illuminated on the island also conveys that while the island may seem beautiful and aesthetically appealing to the eye, the true intention of the island is disturbing and extremely inhospitable. As a result, the film helps convey the message that the island is carnivorous and is a test of Pi’s faith in God while adhering to the novel’s plot. Due to enticing Pi with the illusion of paradise and salvation from his journey, as well as leading Pi to lose his innocence after opening the â€Å"forbidden fruit,† the island in Life of Pi serves to be a symbol of temptation and the Garden of Eden. Moreover, after gaining terrible knowledge about the island and how it is carnivorous, Pi essentially develops as a character. To illustrate, Pi learns that he must avoid relying on factors that will give him brief pleasure and, instead, must experience the true world and complete his journey. As a result, rather than escaping the trials and ordeals that he is given, such as surviving on the Pacific Ocean, Pi continues to endure his tribulations, ultimately fulfilling his faith in God and his fundamental purpose as a human. How to cite Yann Martel’s Life of Pi, Papers

Professional Practice Portfolio In Nursing †MyAssignmenthelp.com

Question: Discuss about the Professional Practice Portfolio In Nursing. Answer: Professional practice portfolio: Description: Professional practice portfolio is a document that an individual use to define their lifelong learning, knowledge and skills in relations to competence required in specific area of practice. In the context of nursing practice, a professional practice portfolio for a student nurse is one that describes how their live long learning, personal interest and achievements are in alignment for practice as a registered nurse (Green, Wyllie Jackson, 2014). It should have evidence and description that provides evidence regarding personal accountability for registered nurse practice and having the ability to meet all the NMBA standards for RN practice in Australia. Some of the components that is essential in professional practice portfolio includes the following: A collection of documents that define the nurses competence and clinical expertise for practice as a registered nurse List of values, beliefs and skills of the nurse to engage in safe and quality practice Evidence of participation in any activity to demonstrate their interest in professional development List of plans to demonstrate a nurse capability to critically think about preparedness needed to become a RN and reviewing their personal and professional goals to meet all competency standards required to become an RN (Chamblee et al., 2015). Hence, from the above description, it can be said that a professional practice portfolio is a living document that supports aspiring nurses to demonstrate their values, skills, goals and interest in professionalnursing practice. A nurse writing such professional portfolio should demonstrate their reflective skill in writing by comparing their performance based on past and current practice. This will show how they have learned overtime to effectively provide care to patient. Argument: For student nurses aspiring to become RN, it is important for them to be aware about current professional knowledge needed for managing their career (Masters, 2015). Therefore, use of portfolio is one tool that enables nurse to understand the pathway they need to follow to acquire updated professional skills. Hence, interest in professional portfolio is gathering momentum today because of its potential to act as a valuable learning device fornursing students. Its supports them in evaluating their on-going personal and professional development and understanding their learning needs for future practice (Green, Wyllie Jackson, 2014). Use of portfolio can provide range of benefits to nursing students when they want to demonstrate their professional nursing capabilities to recruiters. One of the benefits is that it provides them with an active reference file to understand how they can meet the complex needs of patients and understand the demands of professional practice when they transition to become a RN. By engaging in the process of developing a portfolio, nurses are able to find the pathway needed for their professional development in career (Chamblee et al., 2015). In addition, another important benefit of using a portfolio is that it is an authentic means for them to assess their reflection skills. As professional practice portfolio is a reflective document, the process of collecting documents and justifying those information to explain about their professional learning will give them excellent opportunity to reflect on their achievement. Hence, with the use of portfolio, nurses can develop their critical ref lection skills. The NMBA standards for registered nurse practice states that nurse must use variety of thinking strategies in making decisions related to the care of patient (Nursingmidwiferyboard.gov.au., 2017). Therefore, when students nurse use the portfolio to collect, select and reflect about their learning, they develop their critical thinking skills too. This skill can help them to professionally handle complex and challenging situation in practice. Despite the benefits of professional portfolio in support professional development and critical thinking skills of nurses, the use of portfolio may be challenging for many nursing students. This is because in this document, they need to provide their assessment document about any practice that they have completed with their mentors (Hardacre Hayes, 2016). However, the process of constructing the portfolio is a daunting task for many students because reflective writing is an unfamiliar territory for them. They face difficulties in assessing their evidence and justifying their learning in relation to demands of professional nursing practice. For some, taking time out to reflect on an experience is a burden for them (Ryan, 2011). Hence, lack of time and heavy workload act as major challenge for nurses in using and developing portfolios. Management and leadership: According to standard 3.4 of NMBA practice for RNs, it is important for nurse to accept accountability for decisions, actions and behaviors in practice. Hence, nurses also need to show management and leadership competencies in their professional practice portfolio. The leadership competencies relates to the ability of nurse in demonstrating self-confidence and using their critical thinking skills to professional handle complex situation in practice. Leadership competencies also involves interpersonal effectiveness component so that nurse provides evidence of situation in which they were able to delegate task and minimize conflict during interprofessional team work. In contrast, management a competency relates to the skills required for effectively managing daily work process and share responsibilities with other. It is not linked to influencing or empowering others, but using their own skills to ensure smooth delivery of care (Finkelman, 2015). Hence, there is a difference in leaders hip and management competencies required for nurses. When nurses need to demonstrate their leadership competencies through their professional portfolio, they can give example of an opportunity where they got a change to mentor other nurse and improve their skills in clinical practice. In addition, management competencies in a portfolio can be shown by giving evidence of a scenario in which they effectively handled a complex case. It may be related to any emergency care given by the nurse, where their management capabilities played a role in minimizing adverse outcome for patient. Professional standards: Description of situation: As part of my placement as a student nurse in acute care hospital, my clinical facilitator assigned me the duty to measure selected vital signs of a patient post a surgery. I had to collect all vital sign of patients like BP, Pulse rate, respiratory rate and pain score and provide it to the RN for managing patients health status. The patient had a knee replacement surgery and due to complaints of unusual pain, he was given Morphine post 2 hours of surgery. Apart from RN and me, the surgeon and a physician was also involved in the care of patient. While conducting the vital sign assessment, I found that the patients pulse rate, respiratory rate and BP were significantly below the normal range. In this situation, I knew it was necessary for me to act fast and immediately inform the RN about the abnormal vital sign of the patient. However, when I rushed to the RN, I found that she was not present and she was in the OT to handle an emergency case. I realized that delaying nursing action may further deteriorate patient situation. Hence, I demonstrated accountability in my role as a student nurse by informing about the situation to the physician myself. The physician appreciated my quick action of informing about the critical situation to him and asked me to immediately call a registered nurse on duty in another ward. The physician ordered the RN to administer IV dose of another drug to patient and I was asked to constantly assess vital signs of patients. The patient conditional stabilized after 2-3 hours. Hence, by this action, I was able to prevent an adverse event for patient and demonstrate my responsibility and accountability in promoting safety of patients as per my scope of practice. Critical discussion: According to my scope of practice as a student nurse, I performed my responsibility to measure vital sign of patient on time. However, since the RN was not available to manage the abnormalities in vital sign of patient, I took the responsibility to be responsible for the safety of patient. This was important for me because through my nursing education so far, I was aware that vital sign of patients fluctuates a lot post surgery and RN plays a major role in continuously monitoring and improvement if vital signs of patient. Through this kind of assessment, they are able to identify health risk in patient and response to the change in their health status (Osborne et al., 2015). Hence, as the RN was not available, I had to take this responsibility to save the patient from any harm or adverse event. This was a necessary duty for me as part of my responsibility of a student nurse. Evidence by Thompson et al., (2013) also suggests that nurses vigilance at the bedside is necessary to prevent patient safety risks. They maintain patients safety not only by identifying signs of clinical deterioration in patient, but also doing countless other tasks to provide quality care to patient. The nursing education curriculum also plays a vital role in ensuring that nursing students can confidently implement processes to promote safety of patient in professional practice (Vaismoradi, Salsali Marck, 2011). The above clinical scenario also demonstrates my skills in delegating with other staffs to provide therapeutic and professional care. This action also related to standard 2.6 of NMBA standard for registered nursing practice which states that using delegation, supervision, coordination and consultation in professional relationship is essential to provide therapeutic care to patient ((Nursingmidwiferyboard.gov.au., 2017). Hence, I demonstrated my preparedness to effective take up the RN role in the future by engaging in proper consultation with the physician. When interprofessional teams engage in proper collaboration process, the quality of care improves significantly (Keller et al., 2013). This consultation supported me to provide pharmacological intervention at the right time to stabilize patients condition. The clinical placement was a challenging experience for me because this was the first time when I faced a situation where no supervisor was present to guide me regarding best decision during critical situation. However, my clinical judgment and reasoning skills helped to take the best step for the patient. I utilized all my nursing knowledge effectively to ensure that I do not make any mistake during patient assessment. Previously, my mentor guided me during assessment of patient, however I was nervous this time as no supervisor was present. However, I carefully analyzed the physicians note regarding vital sign assessment for patient and recollected the process that I had done during my training. Evidence also suggest that when nursing students receive good clinical simulation, they are able to take correct clinical judgment regarding rapid response in practice setting. This action is related to standard 1 of thinking critically as practicing through reflection on knowledge ensured t hat no adverse event occurs because of my irresponsibility towards the patient. My ignorance would have led to negative consequences for patient, however my clinical reasoning skills saved patient from harm or medical negligence (Nursingmidwiferyboard.gov.au., 2017). On the whole, the experience of assessment of patient and taking action to prevent adverse event for the patients demonstrated my accountability for practice and my commitment to preserve the safety of patient by all means. These qualities will be beneficial for me when I transition from being a student nurse to a registered nurse. Professional membership: Report on peak professional nursing organization I am currently a student nurse and my interest is to work as a registered nurse in acute care setting, where I can contribute to the health and well being of critically ill patients. The peak body or organization that can support me to engage in engage in advanced practice in acute care includes the Australian Primary Health Care Nurse Association (APNA). The APNA is a peak professional body that supports primary health care nurses to take on advanced professional role, ensure their sustainability in the job and optimize their skills in patient-centered care (Apna.asn.au., 2018).. Hence, APNA is a relevant organization to prepare me for my intended career path of acute care nursing as it works to ensure that nurse are recognized in advanced clinical role too. I can get the right guidance regarding the skills and knowledge that I need to acquire in the course of my professional career to become a RN in acute care setting. The APNA membership is available for registered nurse, retired registered nurse, student nurse engaged in full-time study in a nursing degree program and other mental health professionals who are not registered nurse (Apna.asn.au., 2018). As I am currently a nursing student, I will enroll in the student membership category so that I get the right exposure and pathway to fulfill my career goal of serving patients in acute care setting. References: Apna.asn.au., (2018). Australian Primary Health Care Nurses Association (APNA) Retrieved 5 March 2018, from https://www.apna.asn.au/about Chamblee, T. B., Dale, J. C., Drews, B., Spahis, J., Hardin, T. (2015). Implementation of a professional portfolio: A tool to demonstrate professional development for advanced practice.Journal of Pediatric Health Care,29(1), 113-117, DOI:https://doi.org/10.1016/j.pedhc.2014.06.003 Finkelman, A. (2015).Leadership and management for nurses: Core competencies for quality care. Pearson. Green, J., Wyllie, A., Jackson, D. (2014). Electronic portfolios in nursing education: A review of the literature.Nurse education in practice,14(1), 4-8, DOI:https://doi.org/10.1016/j.nepr.2013.08.011 Hardacre, R., Hayes, L. (2016). The transition to becoming a newly qualified nurse: A reflection.Journal of New Writing in Health and Social Care,2(2), 32-43. Keller, K. B., Eggenberger, T. L., Belkowitz, J., Sarsekeyeva, M., Zito, A. R. (2013). Implementing successful interprofessional communication opportunities in health care education: a qualitative analysis.International journal of medical education,4, 253. doi:10.5116/ijme.5290.bca6 Kim, J., Bates, D. W. (2013). Medication administration errors by nurses: adherence to guidelines.Journal of Clinical Nursing,22(3-4), 590-598, doi: 10.1111/j.1365-2702.2012.04344.x Lindsey, P. L., Jenkins, S. (2013, January). Nursing students' clinical judgment regarding rapid response: the influence of a clinical simulation education intervention. InNursing forum(Vol. 48, No. 1, pp. 61-70), DOI:10.1111/nuf.12002 Masters, K. (2015).Role development in professional nursing practice. Jones Bartlett Publishers. Nursingmidwiferyboard.gov.au. (2017). Nursing and Midwifery Board of Australia - Registered nurse standards for practice. Retrieved 5 March 2018, from https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/registered-nurse-standards-for-practice.aspx Osborne, S., Douglas, C., Reid, C., Jones, L., Gardner, G. (2015). The primacy of vital signsacute care nurses and midwives use of physical assessment skills: a cross sectional study.International Journal of Nursing Studies,52(5), 951-962, Doi: 10.1016/j.ijnurstu.2015.01.014 Ryan, M. (2011). Evaluating portfolio use as a tool for assessment and professional development in graduate nursing education.Journal of Professional Nursing,27(2), 84-91, DOI:https://doi.org/10.1016/j.profnurs.2010.09.008 Thompson, C., Aitken, L., Doran, D., Dowding, D. (2013). An agenda for clinical decision making and judgement in nursing research and education.International journal of nursing studies,50(12), 1720-1726, DOI:https://doi.org/10.1016/j.ijnurstu.2013.05.003 Vaismoradi, M., Salsali, M., Marck, P. (2011). Patient safety: nursing students' perspectives and the role of nursing education to provide safe care.International Nursing Review,58(4), 434-442, DOI:10.1111/j.1466-7657.2011.00882.x

The Purpose of Planning Communication Essay Example

The Purpose of Planning Communication Paper Understand the purpose of planning communication 1. 1 Explain the benefits of knowing the purpose of communication The purpose of communication is to allow the exchange of information, ideas, concepts, emotions, thoughts and opinions. The benefit of knowing this is so you can use communication as a tool, it is needed to be able to learn, teach and explain things to others. We communicate in a Business Environment to maintain effective and efficient ways of working and to listen to and try to solve each others problems. 1.2Explain the reasons for knowing the audience to whom comma annunciations are presented By knowing who your audience is it is easier to adapt your communication appropriately. Your tone and format will differ depending on who is receiving the communication as will your body language, for example when talking amongst friends, you are likely to talk informally with more relaxed body language whereas when talking to a senior manager you would put more thought into what you were saying and the words you choose as well as standing up straight, smiling etc. We will write a custom essay sample on The Purpose of Planning Communication specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Purpose of Planning Communication specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Purpose of Planning Communication specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The reasons we change the way we ammunition to different audiences is to give off the right impression and to get whatnot want to say across appropriately, effectively and efficiently. 1.3 Explain the purpose of knowing the intended outcomes of communications Knowing the intended outcomes of communications helps inform you if the information you provided was satisfactory and up to the right standard or if they needed more from you. 1. 4 Describe different methods of communication and when to use them There are five different methods of communication; verbal, non verbal, informal, formal and body language. Verbal Verbal communication is the act of conveying thoughts, feelings and ideas through the use of speech. It is the most effective type of communication and should be used when an immediate response is needed, which can be sought face to face or over the phone. Verbal is also a preferred method when information is confidential. Non-verbal This type of communication is one that does not Involve speech. Examples of non-verbal communications are written, facial expressions, gestures and sign language. Written communication can be used to have a hard copy/record of an agreement or conversation. Facial expressions and gestures can be very helpful to portray your feelings and helps you determine if the person you are speaking to understands what youre saying. Informal Informal communication can come in many forms, a face to face chat, phone call, text, e-mail, post it note or an informal meeting for a catch up. This is used day in day out amongst friends and colleagues. This is usually used when the people communicating know each other; an example of this would be starting an e-mail with Hi rather than Dear Mr.. Formal Formal communication is usually used when communicating with customers/ linens depending on the relationship held with them or when procedures and orders are being followed. This is, in most cases, the format used automatically when communicating in business with people you do not know. Body Language Body language is the most honest method Of communication; it can be relied on by the hard of hearing or talking to help them get their point across and understand others. It helps people judge who they think is approachable and can assist when there is a language barrier. . Understand how to communicate in writing 2. 1 Identify relevant sources of information that may be used when preparing Ritter communication Sources of information can be classed as Primary, Secondary and Tertiary. Primary When information is primarily sourced it is gathered by a person directly in contact with the event or incident. These are the authentic facts that havent undergone any changes. Examples of these include: Diaries Letters E-mails interviews Sue reeves Secondary A secondary source of information is interpreted or analyses data of the primary source. Examples Of these include: Books Magazine and newspaper articles Commentaries Textbooks Tertiary Tertiary sources consist of information which is a combination of primary and secondary sources. Examples of these include: Manuals Directories Fact books Bibliographies 2. 2 Describe the communication principles for using electronic forms of written communication in a business environment. Electronic forms of data or communication are e-mails, faxes etc. When choosing electronic communications for exchange of information, you should think carefully to decide which the best and most efficient method of communication is. 2. 3 Explain different styles and tones of language and situations when they may be used for written communications. Colloquial, casual, and formal rioting are different styles of writing that have their own expectations and outcomes. The style of writing also depends on the purpose of what is intended to say, how it is intended to say, what the document will be used for and the audience. Colloquial Language Colloquial is an informal, conversational style of writing. Casual language is something that we use to communicate with family and close friends. It uses informal words that we use normally on a daily basis. Formal Language Formal language is used in business communications. It depends on the words you use, the way you use and relates to your role. You need to be personally well presented and the language has formal words with proper syntax, good vocabulary and excellent grammar which are more important. 2. 4 Explain the reasons for selecting and using language that suits the purpose of written communication. The purpose of written communication is to contact people in a more professional way. See 1. 4 under Formal. 2. 5 Describe the ways of organizing, structuring and presenting written information so it meets the needs of different audiences. When organizing, structuring and presenting written information we have to bear in mind the allowing. Prepare all the documents for presentation depending on what has to be delivered. Keep documents in the correct order, so that the communication goes in a proper flow without any confusions and errors. While presenting, be clear in what you talk stating the objectives. Give an introduction on what you are going to present, why you are writing to them, why the audience is receiving the written communication. Present it step by step clearly using proper resources where needed. In the end, close it down making clear that all objectives were covered. Inform the audience what will append next and what actions have to be implemented. 2. 6 Describe ways of checking for the accuracy of content in written information. Any written communication has to be free of spelling and grammatical errors. It also has to be in the right and professional format. So the following have to be checked or considered before the document is finalized to be sent out. Check the points written down: Whatever we write has to be accurate, otherwise it will have disastrous effects and can even ruin the reputation of the organization, and the organization can itself get into trouble. So all details have to be double checked for example dates, names, statistics, events, discussions, actions and other facts. If you are unsure of anything, make sure you check with knowledgeable or experienced people and update the written document. Spell check and Grammar check: Spell-check is an option available to easily correct typo errors. Sometimes it will not be 100% accurate, because if you had typed a word instead of another, then spell check will not be able to trace it. So it is always best to check through the document twice before sending it out. 3. Use a Template: Usually every organization has a different style for documents they produce. They will all be available as templates which one can use to easily input data. In case there isnt a template available, you should research through to find the correct style for the document that you produce depending on needs, department and organization and follow the style guide to produce the document. As an organization, documents have to be produced in a standard and professional format. 4. Have someone else check your work: Another way to ensure accuracy is to have your document read by another reader. Sometimes when we read through our own work, minor or sometimes major errors can be hard to detect. Grammatical, punctuation and style errors can be picked up if the reader is an experienced person. 2. 7 Explain the purpose of accurate use of grammar, punctuation and spelling. The main purpose in the correct use of grammar, punctuation and spelling is ensuring the receiver of the information reads it the way it was intended. Addition to this when given a task to do, your employer expects you to do it perfectly. When a document has inaccuracies, readers tend to distrust everything, including the statistics, opinions, and facts. For progression in the company you need to ensure you carry out all tasks to a certain standard. 2. 8 Explain what is meant by plain English, and why it is used. Plain English is plain language used for communication that emphasis clarity and avoids technical language. Plain English is used so that what you try to communicate is easily understood by everyone and is appropriate to their reading skills and knowledge. 2. 9 Explain the purpose of proofreading and checking written work. Any work that is written has to be proofread and checked especially if it is important written work.

Health Benefits and Risk Associated With Wine Essays

Health Benefits and Risk Associated With Wine Essays Health Benefits and Risk Associated With Wine Paper Health Benefits and Risk Associated With Wine Paper Wine is an alcoholic drink or beverage that is made from juice of grapes. It is usually produce by fermentation of the grape juice by microorganism called yeast. Other substances apart from grape juice can also be used to make wine; such substances include fermented juice of pears, apples, berries and some flowers extracts such as dandelions (Microsoft Encarta, 2008). Wine has been found to contain up to 85-89 percent of water and up to 10-14 percent of alcohol. Other substance found in wine include slight amount of acids, different types of aroma, and trace amount of flavor. Wine consumption and making practices has been in existence for more than 8,000 years (Microsoft Encarta, 2008) and the practice of making and component used in wine has changed with time. Civilization in some regions of the world made people of those regions to regards wine as a gift from God, simply because they believe that it can protect people from some form of diseases. Some find it safer to drink compare to wine and milk because of the microbicidal effects of ethanol which is the alcohol found in most wine. There are different species of wine grapes and they differ from one another in terms of color, size and shape of the grape and the grapes are usually grown under different conditions of climate (Encyclopedia Britannica, 2008). Some of those species are vitis   Vinifera, V vinifera scions, V labrusca, V, rotundifolia. Wines vary with region in terms of production, the maturity of the grapes. Health benefits and Risks associated with the consumption of wine Over the past several decades, many studies have suggested that there are several health benefits and risk associated with the consumption of wine especially the red wine. Some studies suggested that wine exerts some effect on the lipid content of the blood while some suggested an increase in the risk of high blood pressure in relation to wine consumption. The most implicated content of red wine is the flavenoids. This substance has been found to have an association with risk of developing dementia. According to Commenges et al â€Å"Since there are evidences supporting the hypothesis that diet rich in flavenoids cause reduce risk of dementia† (Cited in Luc, 2003). Some studies consider the presence of other antioxidant as important factor when we consider the beneficial factors associated with consumption of red wine. The antioxidants were found to help reduce or protect the body from oxidative stresses which was found to be age dependent (Michelle, Louise, 2006). Those studies support the hypothesis that there’s a slight increase in the blood concentration of high density lipoprotein and anti-clotting factor which has been found to be beneficial to the cardiovascular system. In a study published by Luc Letenneur (2003) where he consider the risk of Dementia and alcohol and wine consumption, he stated that there is an association between the disease state and the wine consumption in that, there is a reduction in the risk of developing dementia when a person consume alcohol or wine at a moderate level but not found to be causal in it effect. He also commented on the psychotropic effects of alcohol consumption. Apart from the neurological diseases like dementia, there are different bodies of knowledge supporting the effects of alcohol on the cardiovascular and neurovascular system. Those researches tend to support moderate consumption of alcohol as in the case of wine, having a beneficial effect in helping to protect against hypertension, ischemic heart disease, stroke and gallstones in some group of people (Australia health, 2009). The evidences suggested that there is reduction in the synthesis of endothelin-1 when red wine is consume in low quantity, this vasoactive peptide which is an important etiological factor in atherosclerosis and this suggests a protective effect that has been attributed to wine consumption( R corder et al, 2001). Another important constituent of the red wine is procyanidins which is other major vasoactive peptides found to be cardioprotective (R corder et al, 2006). The protective effect of alcohol is more profound in individual above forty years of age showing that individual below these age groups are at more risk of the negatives effect of the alcohol when excessive quantity is being consumed. Resveratrol is another important constituent of red wine. It is also known as phytoalexin which are known to be a major defense mechanism found in plants. It helps plants to fight invading microorganisms or fungus. It also helps plants to fight stress, injury, infections. This substance has a high concentration in red wine. The effect of this substance has been associated with infection control and ability to reduce tumor incidence in the body. Some evidences suggest resveratrol can help to reduce inflammation (Medicine.Net, 2009). Red wine has also been suggested to help maintain the integrity of blood vessels according to the research study published in 1992 (cited in BBC Health, 2001), thereby helping to reduce some of the cardiovascular disease that are associated with the destruction of the blood vessels integrity such as atherosclerosis. Health risks Unlike the experiment of Luc Letenneur which suggests that moderate intake of red wine which is about 2 glasses per day decrease the risk associated with developing dementia, an opposing view was published by the healthjockey.com in an article titled â€Å"daily wine consumption increases the risk of cancer†. The article focused on the study by the National cancer institute which suggested that no quantity of alcohol is good for the body, be it in form of wine or beer. It is also said that â€Å"the cause is the transformation of ethanol in wine to alcohol to acetaldehyde which is the main culprit in the etiologies of the genetic changes resulting in cancers† (healthjockey.com, 2009). Wine can also cause oral cancers because of its alcoholic content. This has been ascribe to the dehydrating effects of the alcohol on the oral mucosa and this tend to potentiates the effects of other topical carcinogens consume by such individual. The alcoholic content of wine when consume in excess can also cause the following conditions; liver cirrhosis which later progress to primary liver cell carcinoma, cancers such as breast, oral and colorectal cancers. It can also cause stroke, inflammatory heart disease, hypertension, and memory lapse. It also predisposes such an individual to road traffic accidents, falls, suicide and drowning. Another important health risk factor associated with wine consumption is the presence of sulphites which if present in large quantity is toxic to the body. This compound is usually found in wine during fermentation in a small or trace amount but those that produce wine also add this compound to preserve the wine character, flavor and color (About.com, 2009). The health implication of this compound is that it causes allergic reactions in susceptible patients such as patient with asthma. It tends to result in reactions such as nasal congestion, headaches, skin flush, broncho-constriction, nausea, abdominal pain and dizziness (About.com, 2009). Drinking too much alcohol, be it in form of wine or beer has been attributed to increase the level of lipid in the blood especially the triglycerides which will subsequently predispose the individual to high blood pressure and increased calorie intakes (American Heart Association, 2009). Other health effects of excessive alcohol consumption are a risk factor in the etiology of the following diseases; cardiomyopathies, cardiac arrhythmias and sudden cardiac death. A mother with addiction to alcohol predisposes the fetus to a condition termed fetal alcohol syndrome. Conclusion It’s a must for us to know that in the adolescent who much compare to the adults are at a greater health risk of consuming wine and should not be advice to consume any form of alcohol (beer and wine) because at this age, risk associated with consuming moderate alcohol outweighs the benefits they can derive from it. When we consider the effects of addiction on those who consume alcohol we can infer that in the society at large the use of alcohol as a medication should never be encourage but should be left for the drinker’s discretion to decide what he or she will do or how he or she will consume alcohol. Retrieved April 26, from www.about.com AHA, (2009). Alcohol, wine and cardiovascular diseases; American Heart Association Retrieved April 26, from www.hearthub.com Australian Health, (2008). Excessive Alcohol consumption; Australian health Retrieved April 26, 2009 from www.australianhealth.com BBC.co.uk, (2001). Alcohol; Nutrition and healthy living. BBC Health Retrieved April 28, 2009 from www.bbc.co.uk Bisson, Linda F., and Butzke, Christian E. (2008). Wine. Microsoft ® Student 2008 [DVD]. Redmond, WA: Microsoft Corporation, 2007.

Applied Studies In Professional Nursing Practice Essay

Applied Studies In Professional Nursing Practice - Essay Example In this essay, reflection on the nursing care of an adult patient will be done to meet the goals for the improvement of analytical thinking skills such as being able to identify problems that might arise, being aware to new or different ideas, and anticipating the consequences of one’s actions. 60 year old Mr.X was brought to the out patient department with cough and easy fatiguibility on and off since 6 months, breathlessness since 2 months and worsening of breathlessness since 2 days. He was accompanied by his wife and son. Mr. X, a retired teacher, was a chronic smoker. He was a known patient of hypertension and appeared obese. He used to exercise regularly until 6 months prior to coming to hospital, when he developed exercise induced cough and breathlessness which he thought was due to asthma. Initially, his symptoms responded to inhalers, but later the symptoms continued to persist. He was on amlodipine for hypertension. The problem which has been identified to discuss in this essay is breathlessness. A detailed history was taken in Mr. X to evaluate causes of breathlessness. The history included history of chest pain, edema, giddiness, exertional breathlessness, breathlessness in lying down position, vomiting and epigastric pain. Cough was present through out the day and was productive. Mr. X had only exertional breathlessness. The breathlessness was graded according to the Medical research Council Dyspnea Scale (table-1). On examination, the patient appeared mildly pale. He had no fever. Pulse rate was 100 per minute, respiratory rate 30 per minute, blood pressure 140/90mmHg and saturations were 89 percent in room air and 94 percent with 3 liters of oxygen through rebreatheble mask. Examination of other systems were unremarkable. Electrocardiogram was normal. The initial investigations which were sent were complete blood picture and arterial blood gas analysis. Complete blood picture was normal

Business Policy (Case Study) Case Study Example | Topics and Well Written Essays - 1750 words

Business Policy ( ) - Case Study Example It is observed that the most powerful feature of the Ford is its flexibility to assimilate with various market situations. This extreme feature has assisted the company to vie with many competitive aspects of the market. It also seems that the Ford possesses an efficient management team whothat effectively forecasts the market and changing consumer tastes and thereby designs innovative car models. This case study gives a detailed view of the automobile industry evolution and its progress over different eras. This paper evaluates the features of Ford Motor Company and also analyzes impact of 2008-09 economic crises on the company. Context of the case The first internal-combustion powered vehicles were notably produced by Gottlieb Daimler and Karl Benz in Germany. This was an epoch-making innovation in the history of automobile industry. By the end of nineteenth century, hundreds of manufacturers were producing automobiles both in Europe and in America. The twentieth century witnessed the rapid growth of automobile industry and thus the upward trends in sales volume were clearly visible after the Second World War. From the figure 4.1, it is precise that trucks and buses were less produced in US at the beginning of the 19th century as compared to other passenger vehicles (p.49). However, this trend gradually changed after 1990s and it can be clearly attributed to the effects of globalization and industrialization. Uncertainty over the design and technology of the motorcar was the major issue that impeded the early years of automobile industrial growth. The figure 4.3 indicates that US motor vehicle production as percentage of world’s production gradually declines from 1965 to 2008 (p.50). During the earlier periods of motor vehicles production, the internal-combustion engines faced tough competition from steam as well as electric motors. However, ranges of fascinating features of internal combustion engines could dominate the market. Over this period, compa nies brought different designs and technologies among which many one-promising designs were relegated to the scrapheap of history. As we discussed earlier, the Ford Model T was one of the designs that became the focus of attraction of automobile market in this period. Different countries adopted different sized market segments so as to capture the market opportunities. It is necessary to note that â€Å"Fordism† was the first major revolution in process technology although Toyota’s â€Å"clean production† got world wide acceptance during the 1980’s and 1990’s. The case reflects that the cost of creating a new mass-production passenger car from drawing board to production line was in excess of $1.5 billion. This huge cost associated with product development blocked faster economic growth of car manufacturers. This situation persuaded the companies to think about the concept of mergers and acquisitions. These integration processes and thereby combine d operating costs have assisted the companies to take advantages of lower product development costs economies. The figure 4.4 shows that Ford had made alliances with numbers of other automakers like Tata and Toyota. The Ford’s trend of the past 30 years shows that the firm moves toward increasing outsourcing of materials, components, and services with intent to achieve lower

INDIVIDUAL REFLECTION (700 words) Managing Groups and Teams Essay

INDIVIDUAL REFLECTION (700 words) Managing Groups and Teams - Essay Example There was a feeling that some people in the group always benefit at the expense of others. Such sentiments had been gained after watching movies where in most cases those who did not put any effort benefited the most, while the hard working people got a small share of the reward. However, hard work, as groups is advantageous than working individually. This is because it is possible knowing much through the discussions forums. Group activities have made it possible for me to change the bad attitude towards group work. It was learned that working as groups can be sometimes motivational to members. The greatest lesson learned through the group work was that teamwork involves synchronizing aptitudes, attributes, and positions. The same sentiments are shared by Cardona and Wilkinson â€Å"If people use their aptitudes and position in an isolated way without taking other team members’ aptitude and positions into account, they are not working as a team. Rather, they are working on their own company† (Cardona and Wilkinson, 2006, p. 3). In the group, members were motivated by encouraging them to do the research and were given assistance in cases of difficulties. Gradually, each other’s weakness were learned and eventually, it was possible to work on the weak points hence making the weak group members strong. During the group work, various challenges were encountered. One of the challenges was that the group had not met before with the rest of the group members. This made the initial stages difficult. However, as time progressed, they understood each other’s weaknesses group. The group work became easy for them and even enjoyed participation. Additionally, there was the intellectual challenge, which involved understanding the behaviors and characteristics of group members. This mainly occurred during group discussions. It became evident that some members had a difficult time in settling for a good answer with other group members. Most notably, there was a

The biological and learning perspectives

The biological and learning perspectives Aggression remains a substantial problem today. According to Berkowitz (1975) aggression can be defined as any behaviour which is intended to cause harm to another person whether physically or verbally. This investigation is an evaluation of the biological and learning perspectives of psychology accounting for the development of aggression in children. Aggression from the biological perspective is seen as an innate behaviour which is genetically transferred from the parents to their offspring. Supplementary biological factors which cause aggression are low levels of the neurotransmitter serotonin, as well as certain brain structures such as the hypothalamus and amygdala, that when manipulated, may result in aggressive behaviour. When considering the learning perspective and environmental determinants of aggression in children there are key factors which play an essential role. The observations of others behaviour as demonstrated by Albert Bandura (1961) as well as the frustration aggression hypothesis suggested by Dollard (1939) have been found to be considerable factors in the development of aggression. Video games have also been identified as a contributing cause of aggression in children. This examination investigates the origins of childhood aggression and evaluates two differing perspectives, these being the biological and learning perspective, and collectively concludes that there are various factors which contribute to a child acting aggressively. However, a collective understanding and strong evaluation of both the biological and learning perspective has led to a stronger foundation of understanding childhood aggression. Therefore, to fully understand the origins of aggressive behaviour, both biological and environmental factors must be considered within their limited scope. This leads to the conclusion that there are multiple forces which lead a child to acting aggressively; hence biological and environmental factors which trigger aggression cannot be isolated. Word Count: 282 Contents Biological perspective v Evaluation of the biological perspective ix Learning perspective xi Evaluation of the learning perspective xv Conclusion xvii References xix Bibliography xxi Introduction There are many ways in which aggression can be defined. According to Berkowitz (1975) aggression is any behaviour which causes intentional harm to another person. There are many different forms of aggression which include verbal, physical and emotional behaviours that are apparent in some children. Studies conducted on children (ranging in age from approximately 3 to 15 years old) suggest that aggression develops in children based on their biological background or their environmental context. This essay is an evaluation of the biological perspective and learning perspective of psychology accounting for the development of aggression in children. This issue is worthy of investigation since aggression has become a substantial social problem amongst upcoming generations. Alarming news articles and reports focus on aggressive acts. Children and youth growing up all around the world are resorting to violence on a daily basis. It has always appealed to me to understand the basis of aggressive behaviour as I have seen this behaviour amongst most children and teenagers, as well as adults. It is my curiosity and eagerness to discover more about the development of aggression from two opposing views, these being the biological and learning, which have motivated me to undertake this research topic for my extended essay. This essay is aimed specifically to evaluate the importance of innate drives and the environmental determinants of aggressive behaviour. Biological perspective The biological perspective of psychology is based on the assumption that behaviour is biologically determined. In Weiten (2007) text, the biological perspective belief that is referred to is that all psychological issues stem from a physiological background. Therefore, aggression in children, according to the biological perspective, is considered to be an innate behaviour. Biological factors which trigger aggressive behaviour in children are inheritance, where aggression may be passed from the parents to their offspring, as well as low levels of the neurotransmitter serotonin, and the activity of certain structures in the brain, that when manipulated may trigger aggressive behaviour. Many of the theories and case studies that have been put forward to support the hypothesis that aggression in children is biologically determined will be discussed in further detail. The biological perspective suggests that aggression in children is inherited through the traits of parents. Many theories have been driven by findings from research on animals, which highlight that there is some genetic aspect to aggression. Selective breeding has been one of the longest existing methods to find the existence of a phenotypic characteristic. In 1979 a Finnish psychologist, Kristi Lagerspetz, took the most aggressive mice from an assembly and mated them with other aggressive mice, and similarly the same applied for those non-aggressive mice. Lagerspetzs procedure was repeated over 26 generations of mice giving birth to their offspring (cited in Grivas.J, Carter.L 2005). The significant outcome of this experiment was that the mice that had been bred for aggressive tendencies demonstrated immense levels of aggression; where they instantly attacked other mice sharing the same cage. Mice that were not bred with aggressive mice did not act aggressively; when other mice atta cked them, they did not illustrate the tendency to retaliate. Lagerspetzs experiment can be criticised on the grounds that it cannot be conducted with humans because it is clearly unethical. A significant contribution of this selective breeding experiment is its illustration of a genetic basis of aggression and how it can be passed onto the offspring. These mice had a practical advantage over humans because these species have a short gestation period, which is essential as aggressive behaviour can be monitored over successive generations in a short period of time. The mice can have their behaviours observed in a lab, unlike humans. This is also a practical advantage as the mice were all kept in the same environmental conditions; hence their behaviour would not differ from one mouse to another because they shared the same environment. Arising from this experiment is the criticism of extrapolating results from animals to humans. Despite some similarity between humans and animals; there is still a large difference between them, therefore a direct link cannot be made between mice and children. Mice species have differing logic and reasoning capacities as compared to humans, hence mice do not facilitate the opportunity to choose to be aggressive or not, whereas children have the capability of logically choosing to act aggressively. On the other hand, more efficient methods of demonstrating that aggression in children is an inherited behaviour is emphasised by other research methodologies such as twin studies. Twin studies suggest that aggression in children is an inherited trait passed on from parents to their offspring. Twin studies are very useful for the reason that identical twins are monozygotic, and their genetic makeup is identical. Hence, all additional differences in their behaviour are accounted by their environment and experiences as an individual. In one study, conducted by Caspi (1998), data was collected from identical and non-identical twins following a questionnaire asking various personal and non-personal questions. The results indicated that aggressive behaviour was only partly inherited, and that environmental factors played an equally contributing role. However, according to Baron and Richardson (1994), the tendency to be aggressive is not passed on from the parents to the offspring; rather the temperament which is capable of making someone more or less aggressive can be inherited. This twin study is clearly indicative of the inheritance of aggressive behaviour, yet it cannot be claimed that inheritance is the only key factor which causes aggressive behaviour or the tendency to be aggressive in children. Over time research has also consistently indicated that low levels of the neurotransmitter serotonin plays a central role in increased levels of aggression in children. In a study conducted at the National Institute of Mental Health (Bethasda MD), a positive correlation was found between low levels of the neurotransmitter serotonin and the levels of aggression in children with attention deficit hyperactivity disorder (Mitsis.E et al, 2000). In another study conducted by Russian researchers, silver foxes were studied. It was found that those foxes which had been bred for over 30 years for domestic behaviour, showed no defensive reactions to humans because they had high levels of serotonin in various structures of the brain, compared to the foxes which had been bred without freedom (Popova et al, 1991). These studies clearly highlight the role which serotonin plays in causing aggressive behaviour amongst children; the lower the levels of serotonin the higher the level of aggression. Once again, this research could be criticised on the grounds that it is difficult to associate these findings to children as they are different beings. The above experiments are of considerable value as the foxes could be trained and kept over an extended period of time where their behaviour is closely observed, unlike humans who cannot be kept in such environments. Certain parts of the brain have been found to be responsible for the development of aggression in children. The structure of the hypothalamus and the amygdala located within the brain are a leading biological cause of aggressive behaviour. Both structures communicate with each other via electric signals. The hypothalamus and amygdala can be manipulated using electrical currents, and they may be switched on or off disabling their normal operation using an electrode. Bard (1934) investigated the effect of lesions on the levels of aggression in cats. Bard found that when parts of the cortex were removed from the cats, they displayed sham rage where the cats acted aggressively. He also found that when parts of the hypothalamus were removed the sham rage disappeared, clearly demonstrating that the manipulation of the hypothalamus and cortex plays a role in the development of aggression. Evaluation of the biological perspective The biological approach of explaining aggressive behaviour in children is very scientific and is consequently regarded as reliable. It is based on many experimental studies which are conducted in laboratory conditions in order to eliminate any environmental influences on the findings. However, the location of the experiments is not only a strength but also a potential weakness. The biological perspective involves low ecological validity where most studies are conducted within laboratory conditions. Experiments conducted in the laboratory will most certainly produce different results then in real-life situations as participants will not demonstrate the exact same behaviour in real-life situations as they will under examination. Thus, this weakness does not implicate that such laboratory experiments are invaluable; rather they are limited to generalisabilty. However, positive correlations between real life situations can be drawn, highlighting that laboratory studies are considerably u seful. The biological perspective can be criticised on the basis that aggression in children cannot be related to studies that have been conducted on animals. An argument stemming from this point is that it is not possible to apply animal findings to humans regardless of the similarities because they are different beings. Parallels between humans and animals may be oversimplified, and therefore social, as well as learning processes, must also be taken into consideration. The analysis of animal results from the biological perspective requires cautious interpretation. However, using animals to demonstrate the link between childhood aggression and biological factors is also beneficial. Studies such as the breeding of generations as conducted by Lagzerspetz and lesions on certain parts of the brain, conducted by Bard, are contributing factors in the development of aggression which cannot be conducted on humans because it will cause psychological and physical harm to the participants and most li kely result in death. Similarly, there is always some sort of connection that can be drawn between animals and humans, therefore using animals can be a starting point to understanding the biological bases of aggression in children. Another weakness of explaining the development of aggression in children from the biological perspective is the reductionist nature of the biological approach. This is one of the main weaknesses which the biological perspective incorporates. The biological perspective does not regard or take into the account the interaction of the mind and body with the environment, rather it only takes into consideration neurological processes. Environmental factors are also not placed into perspective. This is a downfall as complex human behaviours cannot always be explained on a genetic basis; the surrounding environment also plays a central role in influencing and triggering aggressive behaviours. One certain structure of the brain cannot be the only factor which is responsible for the development of aggression in children, because most structures of the brain are connected and their influence or triggering of behaviour cannot therefore be based in one specific area. Correspondingly, the findings of all studies conducted cannot be generalised to all children. These findings are applicable to a small sample and findings cannot be predicted to be the same for a different sample of children as all children are different. Yet, this can be a starting point to understanding the basis of aggressive behaviour. Learning perspective The learning perspective is established on the basis that although everyone is born with a genetic endowment which is the root of instinctual behaviours, the majority of behaviour is learnt from the environment. The underlying principle of this assumption suggests that aggression in children does not purely develop as a result of biological factors, rather it accounts for a very minor part. According to Bandura (1961) aggression can be learnt from the observation of other people and their aggressive behaviour. Aggression in children can also be learnt through the observation of frustrated people who surround them and frustration also triggers aggressive behaviour (Dollard 1939). Alarming articles and studies have revealed that violent video games are linked to aggressive behaviour amongst children. Firstly, a theory proposed to support the theory of aggression from the learning perspective is the frustration-aggression hypothesis which was proposed by John Dollard (1939). The frustration aggression theory suggests that frustration is the main factor which contributes to aggression. For example, when an individual is frustrated, in a certain situation, they will immediately display aggressive behaviour. According to this hypothesis, aggression will only occur due to frustration and no other particular factor. Also, according to Glassman (2000) the level of aggression demonstrated is purely dependant on how frustrated one may be. For instance when a child is prevented from taking a course of action or possessing something it is most likely believed that the child will become aggressive; occurring as a result of being frustrated. Barker et al (1941) further investigated frustration as a cause of aggression in young children. In their study, children were shown a roomful of attractive toys which were kept out of their reach. The children were kept away from the toys for a while before they were allowed to play with them. The controlled conditioned group of the children were allowed to immediately play with the toys. Similar to Dollards findings (1939), it was observed from this conducted study that the children who were frustrated because they had to wait before being exposed to the toys, played aggressively with the toys by smashing and stomping on them. On the other hand, the children who were allowed to play immediately with the toys handled them carefully and played happily. One social determinant of aggressive behaviour is Albert Banduras social learning theory (1961) which highlights the role of observation and its consequences on the aggressive behaviour in children from the learning perspective. Albert Bandura views most human behaviour as learned by observing a model or simply another person, which affects a childs view of how this new behaviour can be developed and how this new attained behaviour is a guide for their actions. This provides the basis of explaining aggressive behaviour in children from the learning perspective. Banduras (1961) most well known experiment was the Bobo doll experiment; the Bobo doll being a plastic clown doll. In this experiment Bandura examined the consequential actions of children observing an adult behaving aggressively with a Bobo doll. During the experiment he had children watching models acting aggressively towards a Bobo doll. They watched the video of the model constantly acting aggressively by sitting on the do ll, punching it and kicking it repeatedly. Bandura had other children watch a non aggressive model playing calmly with the Bobo doll. Once the children were exposed to such models, they were taken into another room where there were many toys amongst them the Bobo doll. The results from this experiment indicated that children, who were exposed to the aggressive model and observed their acts, imitated aggressive behaviour towards the Bobo doll. In contrast, the children who were exposed to the non-aggressive model showed no or very little aggressive behaviour. Albert Banduras Bobo Doll experiment highlights the role of observation in childrens learning. Children were the subject as they are less socially conditioned unlike adults. However, this experiment raises the possibility that children may have thought that this experiment was a game as a consequence of the Bobo doll having a spring which causes it to spring back immediately after being knocked down. A criticism of this research is that it is not ecological the children may have not acted aggressively towards any human in real life. Another potential weakness is the fact that the children may have not been exposed to the Bobo doll previously, hence they did not know how to play with it. A criticism of the social learning theory is also that it does not take into account the physical and mental changes which a child undergoes as they mature. Children at different ages may respond to laboratory experiments in different ways. Much like observation of others behaviours, violent video games and television shows have also been proven to trigger aggression in children. The learning perspective suggests that children who play violent video games such as Doom, Wolfenstein 3D or Mortal Combat and others often experience aggressive behaviour, either physically or verbally. Violent video games have a supplementary impact on young children and trigger aggressive behaviour more than violent television shows because they are more interactive, engaging the child in aggressive acts and ultimately rewarding them for acting aggressively within the game. Dr. Craig A. Anderson, Ph.D. (2000) states, This medium is potentially more dangerous than exposure to violent television and movies. Dr. Anderson of Iowa State University in Ames and his colleagues found that in the U.S and Japan, Japanese and American children who played violent video games demonstrated more aggressive behaviour months later compared to their peers who didnt. In Andersons study, 181 Japanese students aged between 12 and 15 years old and 364 U.S. children aged between 9 and12 years old were tested. The U.S and Japanese children named their favourite video games and how often they played. The children from both groups were later on asked to rate their level of aggression and reports from their teachers and peers were also taken into consideration. From the results it was found that the children from each group who were exposed to more violent video games were much more aggressive than those who were less exposed. Comparisons were made between their prior levels of aggression and how there was a dramatic rise in this level (Cited in BBC News, Video games Increase Aggression, Health Section, 2000). Violent video games can impact on childrens aggression levels, as children begin to believe that the world is a hostile place, and aggressive acts are an acceptable part of normal daily life. Presumably, constant and excessive exposure to v iolent video games causes children to become desensitized to violence. Once they have been engaged in aggressive acts it impacts on the children emotionally, and as a consequence these children find it much easier and acceptable to engage in violence and aggressive acts. A criticism of this study is that the cultural context of the children was not taken into account. Japan and the U.S are two differing cultures; hence what is deemed as aggressive in Japan may not be aggressive in the U.S and vice versa. Hence, it is difficult to compare the behaviour of these children whilst ignoring cultural factors. Leonard Berkowitz (1989) investigated the effect of pain and discomfort on individuals to demonstrate their likelihood of acting aggressively. He induced pain by placing the participants hands in cold or warm water while they distributed rewards and punishments to a partner. Berkowitz identified that those who had their hands placed in the cold water caused greater harm to their partner than those who had their hands immersed in warm water. This is sufficient to draw the conclusion that pain is a contributing factor to aggression. Evaluation of the learning perspective The learning perspective also incorporates strengths and weaknesses. Similar to the biological perspective of explaining aggressive behaviour in children, it is reductionist. It explains aggressive behaviour in terms of a characteristic which is being learnt although it does not deny the genetic endowment of aggressive behaviour. The learning perspective argues that aggressive behaviour is learnt through observation, and triggered by the surrounding environment and conditions. It simplifies the occurrence of certain behaviours, especially aggression, into a few steps. For instance, the problem of reduction is evident in Albert Banduras study of the Bobo doll whereby aggressive behaviour is reduced to the process of imitation. Thus, it has overlooked other leading causes of the development of aggression including the childrens upbringing and home environment. Children were varied therefore some children may have been brought up in a violent home and exposed to many aggressive situatio ns. This may have affected the way they acted in the laboratory and the ultimate results of the experiment. It was also assumed that all biological influences such as levels of serotonin are identical for each participant. The frustration aggression hypothesis supported by Dollard (1939) is an inefficient method of demonstrating how childhood aggression develops as in some cases, such as learned helplessness, frustration may not lead to aggression; rather it may lead to depression. Therefore, frustration is not the only key factor which contributes to aggressive behaviour: there are other sources which may lead to this same outcome. The learning perspective also denies some very important mental processes which also result in the development of aggression in children. This perspective does not take into account how certain brain structures may trigger aggressive behaviour, in other words it does not take into account neurological processes, and rather it simply accounts for the influences of daily life and the environmental context which a person is brought up in. The learning perspective does not incorporate any biological or cognitive processes which are also responsible for the development of aggression. Nevertheless, the learning perspective focuses on the environment and the condition in which a child is situated to produce an aggressive response. It has many practical applications which have been effective in explaining the development of aggressive behaviour. It clearly highlights how certain behaviours, particularly aggression, can be learned by the observation of others. The learning perspective also has a low ecological validity, whereby the children who were engaging in the experiment may have acted differently in the laboratory than what they would have in a real life situation. To be specific, Albert Banduras Bobo doll experiment can be criticised on the grounds that the childrens aggression was measured away from their natural environment. However, if such experiments are conducted in a more realistic manner, then the results would be more beneficial in terms of understanding how aggressive behaviour in children develops. Conclusion This essay was specifically an evaluation of the biological and learning perspectives of psychology accounting for the development of aggression in children. Having considered the interpretations of the development of aggression in children from both the biological and learning perspective, and the criticisms which arise from the research conducted, it can be concluded that both the biological and learning perspectives contribute to the development of aggression in children. In terms of the biological perspective, aggression is viewed as purely being based on biological basis. It is regarded as highly reliable since it is based on science. However, the learning perspective views aggression as being unrelated to genes, rather aggression is learnt. The learning perspectives social learning theory is a useful explanation for the aggressive behaviour of children. It not only applies to direct experiences such as being disciplined by parents, but rather at all times such as when watching television. The frustration-aggression hypothesis has a weaker stance, because frustration does not always induce aggression, rather it may encourage retaliation. This hypothesis suggests that frustration accounts for all aggressive acts. For this reason it is not completely justified, because there are more determinants of aggressive behaviour. Both the biological perspective and learning perspective are based on evidence and practical studies which have been conducted. However, the learning perspective views aggression in children as having some sort of biological basis, yet through experience and reinforcement aggression becomes learned and evident amongst children. For instance, the role of the parent is paramount in using the biological factors of the child to mould the child and guide them through their development. If a childs genes are inclined to be aggressive, the parent within the environment will attempt to nurture and accommodate for their childs genes by attempting to provide a calm lifestyle. Parents may also choose to put their child in a hobby that is sports oriented to cater for the aggressive levels in order to use their energy in a positive way, where they stimulate thinking and reasoning skills preventing the child from resorting to aggressive acts. From this it is clearly evident that both the biologica l perspective and learning perspective account for and contribute to the development of aggression in children as it is difficult to isolate the contributing factors. It is clear that innate biological factors may be present in a child; however the environment sets the limits on how to behave and deal with social influences that influence a child to act aggressively. Understanding the underlying factors which contribute to aggressive behaviour will form the basis of combating the levels of violence all around the world where children, youth and adolescents often resort to violence. Through further investigation, the effect of cognitive and mental processes may now be evaluated to determine their influence on childhood aggression which will lead to educational programs being implemented in schools and for the general society. References Books Baron. R.A Richardson. D.C (1994). Human Aggression (2nd ed.). Plenum Publishing. Berkowitz, L. (1975). A survey of Social Psychology. Hillsdale, IL: Dryden Press Dollard, J. D. (1939). Frustration and Aggression. New Haven CN: Yale University Press. Glassman, W. (2000). Approaches to Psyhcology (2nd ed.). Philadelphia: Open University Press. Grivas.J, Carter. L. (2005). Psychology for the VCE Student (4th ed.). Australia: John Wiley Sons. Weiten, W. (2007). Psychology: Themes and Variations (7th ed.). Thomson Wadsworth. Articles Anne, H. (2009). Violent video games linked to child aggression. Retrieved July 18, 2009, from CNN, Health Section: http://www.cnn.com/2008/HEALTH/family/11/03/healthmag.violent.video.kids/index.html Video games Increase Aggression. (23rd April 2000). Retrieved July 5th, 2009, from BBC NEWS, Health Section: http://news.bbc.co.uk/2/hi/health/720707.stm Journals Barker, R. Dembo,T, and Lewin K. (1941). Frustration and aggression: An experiment with young children. University of Iowa Studies in Child Welfare, 18, 1-314. Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation. Psychological Bulletin, 106, 59-73. Caspi, A. Plomin, R., Corley, A, Fulker, D.W, DeFries, J.C. (1998). Adoption results for self-reported personality. Journal of Personality and Social Psychology, 75, 211-218 Bandura, A, Ross, D. and Ross, S.A (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582 Bard,P. (1934). On emotional expression after decortication, with some remarks on certain theoretical views. Psychological Review 41:309-329 and 424-449. Mitsis, Effie M,  Hampering. J.  M and Newcorn. J.H. (2000). Serotonin and aggression in children. Current Psychiatry Reports Journal, Volume 2, Number 2, (1535-1645). Popova N, Voitenko N, Kulikov A, Avgustinovich D (1991). Evidence for the involvement of central serotonin in mechanism of domestication of silver foxes. Pharmacol Biochem Behav.; 40:751-756

John Locke :: Empiricists, Empiricism

There he lay as a normal infant, red and whimpering. How does the mind of a baby grow to become one of the greatest political philosophers the world has known? From his response to the Puritan upbringing by his father, to â€Å"The Reasonableness of Christianity†, which John Locke published just five years before his death, John Locke's life demonstrates how God uses a mind dedicated to honest pursuit of ultimate Truth. On August 9, 1632 he was born in the village of Wrington in Somercast. His father was a country solicitor and small landowner who fought in the English Civil War on the Puritan side. During his early childhood, the king, Parliament, Protestants, Anglicans and Catholics all were in conflict with each other which lead to the civil war in 1640. In 1646 Locke attended Westminster School in London and graduated in 1652. That same year he began attending Oxford University. There he learned Latin, logic and metaphysics. Finally in 1656 he completed his B.A.. However he did not leave the school, but tutored there for 3-4 years first a lecturer of Greek in 1658 and then as lecturer of rhetoric in 1663. That year he decided to become a doctor and began studying. During this time, the ideas of Robert Boyle and Descartes heavily impacted him and applied their ideas to philosophy. As he was working to become a doctor, Locke met Lord Ashley who would later adopt the title of Earl of Shaftsbury. Lord Ashley employed him as a personal physician but he would also serve him as a secretary, political researcher, and political advisor. Through Lord Ashley, Locke became connected with the king of England, Charles II. When Charles II formed a colony in America, he gave Locke the duty of writing up a constitution. Later this constitution would become known as the Carolina Constitution and would be used by America’s Founding Fathers as a model for their Constitution. In the constitution he included ideas from the Westminster Confession as well as principals such as the Creator-Redeemer distinction (the idea that the government can control men’s outward behavior but should let God rule their hearts) and Liberty of Conscience (the idea that it is wrong for the government to force citizens to act against their consciences). Furthermore he included religious freedom and granted protection of the law to people 18 or older who were members of a church or claimed to be a believer in a higher power.

Deceptive Accounting Essay

Fraud and corruption are a menace not only in the poverty stricken countries, but also in the developed world. The worldwide menace of malpractice attempts to defeat the value to globalization. In the globalized world of investors of the 21st century with its first transatlantic stock exchange, it is necessary to continue reforms to shake off abuses of power at the level of their roots. So, Daniel Quinn Mills, a professor at the Harvard Business School, writes Wheel, Deal, and Steal (2003) to express his belief that CEOs of imperial nature are continuing their practice of stealing from investors despite the hue and cry over the financial scandals of Worldcom, Tyco, and of course, Enron. The author claims that the rules that have been designed to protect the investors are failing time after time. Hence, Mills details wide-ranging reforms that are possible and should be designed in order to encourage transparency in financial work. Additionally, the author shows how investors should, after perusing his book, try to protect the leftovers from corrupt financial practices. Investors may even be able to use Mills’ advice in recovering their lost moneys. Wheel, Deal, and Steal claims that investors are being cheated at many different levels. The auditors and the CEOs may all be involved in financial fraud for a variety of reasons, the main one being that they all want to pocket greater earnings without sharing them with investors. Moreover, the rules of law and ethics do not seem to be doing a great job in controlling accounting fraud. There is a basic clash of interests between the investors and the corporations that the investors were meant to fundamentally trust for the protection of their particular interests, that is, to create more earnings for themselves through their investments. These conflict of is the concept of alienation put forth by Karl Marx. According to Mills, even the stock market crash had this conflict of interests at its core. It is not about the accounting scandals of recent times alone. Rather, the problem is deep rooted as it is a conflict of power and money. The CEOs try to pocket as much money as possible sometimes at the expense of the investors. Originally, however, shareholders were meant to be the owners of American enterprises, and the executives were to act as the agents of the investors. But now, executives are the only ones making fortunes for themselves and expanding their own power in the corporation. Investors, on the other hand, are left far behind in the process of business. Mills offers plenty of accounting information in his book that investors should want to understand in order to gain mastery over the accounting malpractice techniques that are used to give them losses in stead of the gains of ownership. While power had been shifted from the hands of the investors to the households of the executives, the executives and their auditors had been using â€Å"creative accounting† to defraud the investors. The techniques of â€Å"creative accounting† should be learned by the ordinary investor who may from now want to replace the all-powerful executive in favor of a team of managers that should work on behalf of the investors alone. Mills advises investors to take charge through his book by informing them that only they are the ones that seem to be staying behind. The attorneys, the auditors, and the investment banks are all involved in corporate fraud that is deliberately designed to give less to investors (who are generally greater in number). The parties sharing the greater profits by defrauding investors mainly seem to be the executives of investment banks, law firms, accounting firms, and the corporation itself. The author explains that the executives of big corporations have established compliance in their systems wherewith they do not only defraud their gullible and valuable investors without a sound from the latter; but they have also developed compliant teams of accountants and boards of directors. After devising financial malpractice, the executives â€Å"had to do deals that would look good in their financials and get approval from auditors and boards for misleading financial reports. Finally, they had to cash in their options before the frauds and other misrepresentations were discovered† (8). Mills reminds us that the CFO of WorldCom, Mr. Scot Sullivan; the CFO of Enron, Mr. Andrew Fastow; and the CFO of Tyco, Mark Swartz—all were smooth operators who had been given excellence awards by the CFO Magazine. Furthermore, Fortune Magazine had given awards to Enron for being the most admired company along with Citigroup. In addition, Enron had been lauded every year from 1996-2001 for high achievement in innovation. The executives seem to be fooling everybody. What is more, the author of Wheel, Deal, and Steal blames the Federal Reserve for harnessing Mr. Brooksley Born, the chief executive of the CFTO, by telling him to stay out of the business of derivates. Thus, everybody seems to have been involved in the creation of a financial scandal whenever it has happened. While some may formulate deficient laws and others may unwisely supervise the financial practices of a corporation, the entire system appears to be flawed. A comprehensive effort to eliminate the problem of corporate fraud is therefore needed on the part of the financial system as a whole, including the supervisors. Mills provides good insights into the functioning of both the Commodities Futures Trading Corporation and the Federal Reserve while offering his advice on the reform of the system. This book also is a reminder that the Internet bubble is over and the next bubble might be of hedge funds or the funds of hedge funds. Investors must be prepared for the next bubble with an increase in consciousness with respect to their precious moneys invested for greater earnings. Thus, the book is an essential read for investors who are ready to work for change. Mills advises that the government must be held responsible for punishing corrupt executives of various corporations. Besides, the good work of eliminating fraud must be continued given that democracies also accompany corruption at several levels, mostly having to do with the cream of supervisors or top management at accounting firms as well as regulatory agencies. The latter are responsible for making good regulations to check corporate fraud. However, investors must take charge to get regulatory agencies and the government as a whole involved in the process wherever the regulations and policies appear impotent. To increase the awareness of the investors and hopefully to push them to take action with regards to the regulation of their investments, Mill’s book answers the following question: There are many Americans now in the stock market, and if we are sufficiently upset about our losses, politicians and courts may act. Estimates are that the proportion of U. S. households that owned stocks or mutual funds has grown from 19% in 1983 to 49. 5% in 2002; and the proportion of single individuals who own stocks or mutual funds has grown from 42% in 1983 to 84% in 2002. If investors exert their potential influence, can we create a safer, more reliable, more honest America? (10).