Wal-Mart Case Study on Csr - 1616 Words

CCGL 9018 Final Essay Name: CHAN YIK UID 3035036503 Case study of Wal-Mart Introduction In this essay, the case of Wal-Mart will be discussed by applying the Milton Friedman’s argument on CSR and utilitarianism. Wal-Mart is the largest retailer in the world, however, it is also known for ruthless exploitation of employee, squeezing suppliers, and crushing communities. It has been the Public Enemy No. 1 for a generation of activists and reformers. To cope with these oppositions, Wal-Mart responded vigorously and, instead, announced plans to preserving the environment, fighting hunger, empowering women and providing access to healthy, affordable food. The essay will try to argue the problems of Wal-Mart dominating the†¦show more content†¦Also, because of the low labor cost and supply cost, Wal-Mart can hire more people and purchase more products from the suppliers, hence, more people have jobs, more suppliers selling goods to Wal-Mart. In both cases, it increases the satisfaction of preferences of a great part of the society. Therefore, the way of Wal-Mart practising its business may have some negative outcomes, however, it can be outweighed by the overall benefit to the society in the form of increased preference satisfaction. How Wal-Mart deal with the Problems With increasing number of concerns and opposition from the society on the low wages for its employee, what Wal-Mart actually did in response is ignoring and disputing the concerns. This was actually a most updated response from Wal-Mart, David Tovar, the Vice-President of Wal-Mart Corporate Communications, responded vigorously on the news written by writer Timothy Egan form the New York Time(Tovar, 2014). The news described Wal-Mart as â€Å"a net drain on taxpayers† and â€Å"force employees into public assistance with its poverty-level wages†. Tovar responded on Wal-Mart’s company blog defensively by explaining the reason behind the pay scale and the false argument written by Egan(Tovar, 2014). For example, Egan saidShow MoreRelatedThe Importance of Ethical Business Practices: Walmart Law Suites 842 Words   |  4 PagesThis issues study is aimed to explain the importance of ethical business practices which also include social responsibilities and will be com pared to an example of an unethical business practice. It will explore the different unethical issues in business, the benefits of running an ethical business and this will be done with reference to a certain case study. Ethics are moral guidelines which govern good behavior. 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Magical Realism - 2274 Words

Two of the most widely recognized major contributors to Latin American Literature are Gabriel Garcà ­a Mà ¡rquez’s One Hundred Years of Solitude and Isabel Allende’s Eva Luna. Both are written in the genre of magical realism, a literary form that describes fantasy and imaginary events in such a way that it becomes believable and real to the reader. Specifically, these books describe the geopolitical turmoil of Latin America during the early twentieth century and the mid twentieth century; respectively, dealing with war, suffering and death. Although the authors are of different genders, both of these books are written from a feminist perspective and merge fantasy with reality by introducing the reader to myths, prophecies, and legends that†¦show more content†¦50). On the other hand, there were events that were truly magical, such as Father Nicanor Reyna’s levitation powers and flying carpets. As previously stated, these incidents make it difficult for the reader to distinguish the boundary between reality and fiction. Like One Hundred Years of Solitude, Eva Luna uses magical realism in an oppressed Latin American environment as a means of social change. The book starts out as a myth beginning with its title and character name. Evas name is symbolic itself. Eva, which means â€Å"life† and Luna, which is Spanish for moon is a symbol of the matriarchal power that women possess. The opening of the book places us in a world of magic to displace us from reality. â€Å"The mission was a small oasis in the heart of an expanse of voluptuous vegetation writhing and twisting from the banks of the river to the feet of the monumental geologic towers that rose toward the firmament like one of God’s mistakes† (Allende p. 2). In addition to Eva’s name being symbolic, her conception was brought about by magical realism. Eva was conceived as her Indian father lay dying from a venomous snake bite. Consuelo, Eva’s mother, became aware that notwithstanding pain, fear of death, and s hortness of breath, the gardener responded with ardent enthusiasm when she rubbed his body†¦that unexpected erection so moved her mature virgin’s heart†¦.† (Allende p. 18). Against the odds, he began toShow MoreRelatedEssay on Magical Realism1238 Words   |  5 PagesMagical Realism The idea of a genre of art that is called magical realism is less a trend than a tradition, an evolving genre that has its waxings and wanings, where each evolving form expresses an idea that may overlap another, yet at the same time branches off and creates something very different. What began in the visual arts has become a contemporary literary genre due to divergences. 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Although Magical Realism is mostly common in the Latin American countries, one may wonder where and how Magical Realism got its start. On the other hand, one may simply wonder what some of the characteristics of Magical Realism are. By looking at theRead MoreEssay on Magical Realism: A Fusion of Dream and Reality664 Words   |  3 PagesMagical Realism: A Fusion of Dream and Reality Franz Roh originally coined the term magical realism as pertaining to art, magical realism also evolved as a form of literary writing that began in the Latin and Central American countries. Magical realism is an amalgamation of the real and unreal, a fusion of dream and reality, and confusion within clarity. Magical realism became known for changing the way in which one thinks. 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The American writers Thoreau, Clemens, and Emerson bring to mind the days when America was still proving herself to be equal to the European countries. France had her own artists, such as Voltaire and Hugo, as did Spain with Cervantes and Dante. However, when one thinks of Latin America, what writers

Mary Seacole Free Essays

Mary Seacole Mary Seacole was born in 1805, in Jamaica. She nursed soldiers during the Crimean war which started in 1854. Her mother was Jamaican and her dad, a Scottish soldier. We will write a custom essay sample on Mary Seacole or any similar topic only for you Order Now Her mother was also a nurse and used herbs for medicines and treatments. At the age of 12, she had already started to behave like a nurse because of the help she provided to her mother with the sick and wounded. When she was older, Mary opened a hotel in Jamaica to help care for the sick. Mary wanted to help those soldiers involved in conflict in Europe. She travelled to England in the UK but no one was interested in taking up her offer to help the ill and wounded soldiers. She instead stayed in England, paying her own fares and eventually setting up another hotel. There, she sold goods and clothing for the soldiers in the hotel. She would cook, clean and care for the soldiers. Mary tried to enlist her help for the Crimean war but was not chosen by Florence Nightingale who was in charge of caring for the wounded. Mary instead travelled to the battlefield alone (covering 4,000 miles). She helped on the battlefield, sometimes even during cannon fire. Mary cared for the men very lovingly. The wounded men loved Mary and called her ‘Mother Seacole’. Florence Nightingale was unimpressed by Mary Seacole’s work in Crimea, and accused her of intoxicating soldiers and running a brothel. If you ask someone ‘Do you know who Mary Seacole is? ’ they might say ‘No’ this is because Florence Nightingale got more recognition than Mary Seacole. Mary Seacole did just as much as Florence Nightingale, which is why, I think Mary Seacole should have a day to be remembered. How to cite Mary Seacole, Essay examples

Jerusalem Essay Example For Students

Jerusalem Essay Jerusalem is located in the heart of Israel and is divided into threesections: the Old City, New City (West Jerusalem), and East Jerusalem. Inthe center is the Old City which is split up into four main sections:Muslim Quarter, Jewish Quarter, Christian Quarter, and the ArmenianQuarter. Also, the Old City is the site of many religious and historicallandmarks. Within Jewish Quarters, the main attraction is the Western (Wailing)Wall Wall). Its dubbed the Wailing Wall because many Jews come to praythere, and their prayers sound like wailing. The Wall is the smallremaining part of King Solomons Temple. After the Jews were banished fromTemple Mount, the Western Wall became the most sacred place of Judaism. There are two major sects of Jews in this part of the city. There is theSephardic group, who come from Spain, Africa, and the Mediterranean, andthere is the Ashkenazic group, who come from Northern Europe. Another section of the Old City is the Christian Quarter. The centerof this part of the city is The Church of the Holy Sepulchre. It isbelieved that the Via Dolorosa, a street, was the site of the originalStations of the Cross. Furthermore, it is maintained that Jesus wasoriginally buried at this site. The Church was rebuilt by Crusaders in 1099CE, but it was originally built in the fourth century. The St. James Cathedral is the center of attention in the Armenianpart. Many families who escaped the Armenian Holocaust in 1915 settled inthe Old City. Many of the residents of this part of the Armenian Quarterpractice the Greek Orthodox religion. The last section of the city is the Muslim Section. Atop the TempleMount are the gold-domed Dome of the Rock (661 BCE) and the silver-domedal-Aqsa mosques. The Rock referred to in Dome of the Rock is Mt.Zion. Thisis where Abram went to sacrifice Isaac and Muhammed ascended to heaven.

Understanding a Virgin Richard Branson Essay Example

Understanding a Virgin: Richard Branson Essay Understanding A Virgin: Richard Branson INTRODUCTION â€Å"A business has to be involving, it has to be fun, and it has to exercise your creative instincts. † `Our paper permits the reader to accomplish two goals: First, to understand the remarkable life and achievements of Richard Branson (Branson). Second, to impart to the reader several key traits and behaviors that permitted Branson’s entrepreneurial success. In short, through this case study, one learns about a great entrepreneur. More importantly, by learning about Richard Branson, we hope that the reader will engage in a process of further research – to include introspective considerations on what defines their own leadership style. BACKGROUND â€Å"My mother was determined to make us independent. When I was four years old, she stopped the car a few miles from our house and made me find my own way home across the fields. I got hopelessly lost. † Born on July 18, 1950 in Surrey, England, Branson was the son of an attorney (father) and flight attendant (mother). Branson, who suffers from dyslexia, dropped out of school at the age of 16 to start his first business venture, a youth-culture magazine called Student. See above picture courtesy of Time Magazine. Student was Branson’s first of many successful entrepreneurial ventures. Next, Branson founded Virgin, a mail order record company in an effort to help fund his student magazine. Based on the modest profits of Virgin, Branson was able to expand his business, adding storefront property for sales of records. We will write a custom essay sample on Understanding a Virgin: Richard Branson specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Understanding a Virgin: Richard Branson specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Understanding a Virgin: Richard Branson specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Branson expanded Virgin into a recording studio that garnered significant profits from the acquisition of major artists such as the Rolling Stones, Culture Club, etc. Branson has constantly expanded his entrepreneurial efforts to include travel (Voyager Group), airlines (Virgin Atlantic), radio stations (Virgin Radio), a train company, a luxury game preserve, a mobile phone company, a space tourism company, etc. Today, Branson’s Virgin Group holds more than 200 companies in over 30 countries. See Appendix A. Apart from his entrepreneurial success, Branson is also known for his sporting achievements (hot-air balloon) and his humanitarian efforts (Elder Group). For his contribution to entrepreneurship, Branson has been knighted. Branson has a self-made fortune of approximately $2. 5 billion. He owns two private islands. Branson is married and has two children. Branson is widely recognized for his entrepreneurial success. He has been on the cover of over 20 magazines. BRANSON’S SUCCESS: SKILLS AND TRAITS Business opportunities are like buses, theres always another one coming. † Clearly, Branson is a remarkable entrepreneur. His phenomenal success in business has been the study of countless academics. Although academic analyses of successful entrepreneurs (Bill Gates, Steve Wozniak, Oprah Winfrey, Steven Spielberg, Vera Wang, etc. ) are unable to form consensus on the traits that lead to success, several characteristics have been universally cited as crucial to avoid failure. Using Dave Lavinsky’s article, â€Å"Entrepreneurial Skills and Traits: Are You the Next Richard Branson? † as a springboard, the remainder of our paper analyzes Branson’s success in terms of the following four universally recognized skill sets necessary to avoid failure: leadership and vision, focus and execution, persistence and passion, and technical skills. LEADERSHIP AND VISION â€Å"I believe in benevolent dictatorship provided I am the dictator. † To avoid failure, entrepreneurs must have a vision of where their company will be in the future. In our study of Branson, it was evident that Branson is superbly adroit at developing a vision and then successfully communicating his vision in a clear manner that motivates and garners strong loyalty within his employees, investors, and partners. Branson’s leadership style and vision started in his youth. At the age of 16, Branson had dropped out of school and had started his first business. From the early success of his Student magazine to his latest exploits into iPad pplications, television channels, and space exploration, Branson has infused his hands-on, out front, flamboyant leadership style in an effort to capitalize on the counter mainstream, cool and hip, customer first brand that is Virgin. Today, Branson has amassed the Virgin Group of business. His group of businesses is successful across several unrelated industries. Ultimately, Branson links his companies through a common Virgin Group vision that states, â€Å"We believe in making a difference. Virgin stands f or value for money, quality, innovation, fun and a sense of competitive challenge. We deliver a quality service by empowering our employees and we facilitate and monitor customer feedback to continually improve the customers experience through innovation. † (Virgin) This succinct yet powerful vision reflects Branson’s leadership style and vision. As the Virgin Group CEO, Branson structured his executive management team to ensure that the companies within his enterprise would be assisted not encumbered. To avoid needless bureaucratic oversight, Branson created a small senior executive team with limited, clearly defined roles. Enterprise companies within Branson’s Virgin Group are encouraged to operate autonomously. Ultimately, Branson’s Virgin Group leadership team remains keenly focused on broad, strategic goals – such as maintaining the Virgin brand, focusing on customer happiness, and expanding into new markets. In short, Branson’s executive team is designed to serve as a steering group that reviews innovative ideas and pushes subordinate enterprise businesses to take risks and to be creative. At the centre, Virgin Management Ltd (VML) provides advisory and managerial support to all of the different Virgin companies. † (Virgin). In turn, each enterprise business unit is expected to succeed in their core mission leveraging Virgin Group management as necessary for support. Branson is widely regarded as a leader that challenges the status quo and is committed to the customer. â€Å"Contributing to his success is his ability to lead people to innovate and grow. This philo sophy sets the tone for the management team within the Virgin Group. (Stange). Branson’s life and business experiences have resulted in the creation of a business leader that is willing to trust his instincts and his intuition. From an early age, Branson found success by creating businesses based on his passion for music. Over time, as the Virgin brand grew, Branson focused his energy on entering established industries to challenge outdated or poorly executed business practices. Branson repeatedly pits the Virgin vision and brand against established and powerful incumbents. A prime example of Branson’s ability to challenge the industry status quo was the Virgin Atlantic Airways battle against British Airways. In short, Branson’s charisma and energy and his history of success against more powerful industry stalwarts has created an enterprise of companies that are willing to challenge the status quo to provide a better customer experience. In addition to his business pursuits, Branson has been a zealous advocate for social causes throughout his life. Branson’s first advocacy organization was founded shortly following the establishment of his Student magazine. Over the years, Branson has established non-profit foundations focused on hunger, the environment, and humanitarian justice issues. Over time, Branson has pursued his vision by leading his Virgin Group enterprise to take on challenges – whether business or social in nature. FOCUS AND EXECUTION â€Å"You dont learn to walk by following rules. You learn by doing, and by falling over. † Over the course of his personal and professional life, Branson has experienced phenomenal success. However, Branson has also learned valuable lessons through his willingness to take risk and to accept and learn from his failures. As discussed in the previous section on leadership and vision, Branson crafted an organizational structure for the Virgin Group that permits sharp focus to remain on making sure that goals are achieved while both customers and employees remain satisfied. Branson has not permitted the pursuit of perfectionism from preventing action. Branson’s career as an entrepreneur is defined by his lack of fear and focus on the end result. Branson has always been one to take risks. He leads without hesitation. From the age of 16, Branson has acted on his intuition and has been willing to â€Å"make a go of it. † Today, Branson attributes a portion of Virgin’s success to its informal, flat structure and the ability for rapid information flow. In short, Branson cites the business advantage of being able to quickly receive and act on information from his business entities. Branson credits the pervasive Virgin business culture as a major source of pride and a critical force behind his business success. In the article, Thinking Big, written for Entrepreneur magazine, Branson noted that â€Å"laying a solid foundation for the future is critically important† to success. Branson continued by noting that his passion for, and love of, the music industry resulted in his initial success. Today, Branson credits his conglomerations success more to his ability to permit each of his subordinate level companies to embrace a culture that permits employees to engage in decision-making without ever losing sight of the critical customer service centric focus. In a recent article titled, Richard Branson: The Secrets to Achieving Success, the concept of venture capitalism is appropriately attributed to Branson when the author notes that, â€Å"a new style in business was born from Richard Branson‘s gut wrenching experiences – branded venture capitalism. † Branson’s willingness to take risks and continually look for new opportunities is born of self-confidence, relentless drive, and the pursuit of excellence. PERSISTENCE AND PASSION â€Å"Business opportunities are like buses, theres always another one coming. † Branson acknowledges that he is extremely passionate about his pursuits – business, sport, humanitarian, social. It is widely accepted, that to avoid failure, an entrepreneur must be prepared to commit whatever is necessary – time, energy, money – in the short term. Ultimately, Branson serves as a model of persistence and perseverance. Today, Branson’s passion is most visibly seen in the form of a relentless commitment to ensuring the Virgin brand remain untarnished in its appeal as a edgy, customer focused company with a conscience that cares for its employees. Branson demonstrates his commitment towards his customers and employees by repeatedly soliciting and acting upon their ideas. His ability to promote and reward creativity and nonconformity has resulted in a motivated workforce and a customer that feels empowered. In a recent Entrepreneur magazine article, Branson noted that while the Virgin brand lacks a singular business focus, â€Å"Virgin sees a uniting factor in our dedication to customer service. † Branson is constantly in motion pursuing goals with the belief that one should follow their instincts. Branson constantly implores his employees to â€Å"follow their hearts; do something you are really passionate about. The Virgin businesses that have done well over the years have always been the ones where we came up with an idea that everyone in the company really cared about and was committed to. † Going hand in hand with Branson’s passion is his persistence to ensure enduring success for the Virgin Group. Adamant about garnering greater success for the Virgin brand, Branson has overcome his personal dislike for public speaking and his shyness to leverage his public persona for the advancement of his business ventures. Larson 1987). Branson has created a public persona that is associated with daringness and adventure. Branson has pursued personal challenges world record for fastest speedboat crossing of the Atlantic, circumnavigation of globe in a hot air balloon – in an effort to simultaneously find personal satisfaction while also garnering significant atte ntion for his Virgin Group. For instance, his circumnavigation of the globe in a hot air balloon emblazoned with the Virgin logo has been estimated to have garnered approximately $25 million in free advertising. Today, Branson continues to play up his â€Å"unpredictable† personality to push the Virgin image. (Larson). Branson does not fit the normal mold of a boardroom businessman and he doesn’t want to. Branson is passionate about his people and customers and he in turn expects them to share their passions with him so that the Virgin Group may continue to grow. TECHNICAL SKILLS â€Å"I never get the accountants in before I start up a business. Its done on gut feeling, especially if I can see that they are taking the mickey out of the consumer. † As the leader of Virgin Group, it would not be possible for Branson to be a skilled technician knowledgeable in the every business within the Virgin enterprise. Instead, as discussed previously, Branson created an organization structure that permits him to make informed decisions by relying on the advice of his technical leaders. These technical leaders are granted significant autonomy to run their businesses without unnecessary bureaucratic oversight. Inherent in the job of a leader is the need to be able to effectively communicate and positively influence action. Branson, as the leader of Virgin Group, has the opportunity to influence a wide audience. Given the wide array of varying companies that comprise the Virgin Group, Branson must at times educate himself on the unique technical aspects of different industries and their associated processes. However, Branson need not become a technical expert in every industry or process. While in other settings it may be required for a leader to have technical expertise to make appropriate business decisions, Branson has structured the Virgin Group to alleviate this need. Instead, Branson may rely on companies to make executive decisions based on their assessment of the technical field that they operate in. Only in rare situations, after appropriate briefing and a careful weighing of the potential options, will Branson be required to make decisions on a matters peripherally related to technical processes. No one expects Mr. Branson to understand the astrophysics and aerospace engineering that is required to send a passenger vessel into space as is the goal of Virgin Galactic. It is more important for him to have a willingness to admit that he doesn’t know the process but to take the time to ask questions. It is his job to send a coherent message to the technical experts that he cares about what they do and how they do it. This is a skill that Branson has demonstrated successfully. In Branson’s opinion, delegation is one of the most critical skills for success in his current setting. However, when Branson was selling advertising for the magazine Student, without the benefit of a store or even a phone, he was not a delegator. Instead, Branson was a technical expert in the field of sales. Later, Branson ran his own record store and signed his own music labels. It was at this juncture that Branson was an expert in operations. In short, Branson has worked his way up to a point where he may delegate responsibility for details that he no longer has the capacity nor need to acquaint himself with. Today, Branson effectively delegates, in part because he has the previous background and experiences to know what questions must be asked and which issues must be closely tracked and supervised. Importantly, Branson understands the roles and responsibilities of the team that he employees. Further, he trusts his employees and the leaders of the Virgin Group companies. This permits Branson to make intelligence decisions relying on the advice and analysis of his trusted advisors without the need for bureaucratic micro-management. The concept of technical competency and technical expertise is a very difficult one for many leaders to understand. A great strength of Branson is his ability to have a competency in many fields while not spending his time working toward a technical expertise. CONCLUSION â€Å"Most of our businesses do succeed, but if something completely fails, then as long as we bow out gracefully and pay off all our debts, and nobody gets hurt, then I don’t think people disrespect Virgin for trying. The public appreciates someone having a go; it appreciates the attempt. Who’s been a success in life who hasn’t failed? † In conclusion, Richard Branson has been wildly successful in his attempt to profit by risk and initiative. By providing a window into this remarkable man’s life, the reader was presented with insight into how the characteristics of focus, persistence, passion, vision, leadership, execution, and technical competence were demonstrated by Branson. Branson provides an uplifting story of one man who overcame significant odds to create a global corporation that stands out as a model for others to emulate. Equally as important, Branson has set challenging goals focused on social and environmental causes that can benefit the global commons. In short, Branson provides an important case study for any student interested in entrepreneurship. References 1. Stange, F Charles. Leadership of Richard Branson at Virgin Group Ltd MGT/330. UPX Study Guides University of Phoenix Homework Help. UPX Success, n. d. Web. 24 July 2011. http://www. upxsuccess. com/leadership_richard_branson. html. 2. Virgin Group. About Us About the Virgin Group. Virgin Group, n. d. Web. 24 July 2011. www. virgin. com/about-us. 3. Richard Branson. June 5, 2011 Richard Branson on Thinking Big Entreprenuer. com. http://www. entrepreneur. com/article/219938 4. Fan Site, May 10, 2011 Richard Branson: The Secrets to Achieving Success http://erichardbranson. com/2011/05/richard-branson-the-secrets-to-achieving-success/ 5. 26 Most Fascinating Entrepreneurs: Richard Branson, Leading Your Company Article Inc. Article. (n. d. ). Small Business Ideas and Resources for Entrepreneurs. Retrieved July 27, 2011, from http://www. inc. com/magazine/20050401/26-branson. html 6. Branson, R. (2010, December 27). Richard Branson on Taking Chances. Business ; Small Business. Retrieved July 27, 2011, from http://www. entrepreneur. com/article/217789 7. Branson, R. (2011, May 4). Richard Branson on Self-Motivation. Business ; Small Business. Retrieved July 27, 2011, from http://www. entrepreneur. com/article/219563 8. Branson, R. (2011, July 5). Richard Branson on Thinking Big. Business ; Small Business. Retrieved July 27, 2011, from http://www. entrepreneur. com/article/219938 9. Larson, E. (1987, November 1). Then Came Branson. Small Business Ideas and Resources for Entrepreneurs. Retrieved July 27, 2011, from http://www. inc. com/magazine/19871101/6069. html 10. Ocker, L. (n. . ). Business Branson Style. SUCCESS Magazine What Achievers Read. Retrieved July 27, 2011, from http://www. successmagazine. com/business-branson-style/PARAMS/article/170/channel/15 11. Sir Richard Branson. (2011). Biography. com. Retrieved 09:33, Jul 31 2011 from http://www. biography. com/articles/Sir-Richard-Branson-9224520 12. Branson, Richard. Losing My Virginity: How Ive Sur vived, Had Fun, And Made a Fortune Doing Business My Way, 1999, Three Rivers Press. ISBN 0-8129-3229-3 13. Branson, Richard. Losing My Virginity, Revised Edition First Published in Great Britain by Virgin Books Limited, London, 2002 14. Branson, Sir Richard and Prescott, Colin. To the Edge of Space: The Adventures of a Balloonist, 2000, Box tree. ISBN 0-7522-1865-4 15. Branson, Sir Richard. Sir Richard Branson, the Autobiography, 2002, Longman. ISBN 0-582-51224-7 16. Branson, Sir Richard. Losing my virginity: The autobiography, 2005, ISBN 0-7535-1020-0 17. Bower, Tom. Branson, 2001, ISBN 1-84115-400-8 18. Branson, Sir Richard. Screw It, Lets Do It: Lessons in Life, 2006, ISBN 0-7535-1099-5 19. Branson, Sir Richard. Screw It, Lets Do It Expanded: Lessons in Life and Business, 2007, ISBN 0-7535-1149-7 20. Specter, Michael. Profiles: Bransons Luck. The New Yorker, 14 May 2007, pp. 114–25. 21. Branson, Richard (3 June 2010). Reach for the Skies: Ballooning, Birdmen and Blasting Into Space. Virgin Books. ISBN  9781905264919. 22. Branson, Richard (2 July 2009). Business Stripped Bare. Virgin Books. ISBN  9780753515037. 23. Branson, Richard (29 March 2007). Screw It, Lets Do It. Virgin Books. ISBN  9780753511497. Appendix A: Business Ventures Timeline 1960s * 1966 After failed attempts to grow and sell both Christmas trees and budgerigars, Branson launches his first successful business, a magazine named Student, the first number of which is appeared in January 1968 970s * 1970 Starts selling records by mail-order * 1971 Opens his first record shop on Oxford Street * 1972 Opens a Virgin Recording Studio * 1973 Launches Virgin Records record label * 1979 Buys the gay nightclub Heaven, located under Charing Cross railway station. It is subsequently sold in 2003 to a private speculator. 1980s * 1980 Virgin Records g oes international * 1981 Virgin buys the Kensington Roof Gardens * 1983 Virgin Vision, later to become Virgin Communications, is formed to distribute films and videos in the television and broadcasting sector. * 1983 Virgin Games is launched. 1984 Virgin Atlantic Airways and Virgin cargo are launched. * 1984 Virgin Vision (launched the previous year) launches Music Box, a 24-hour satellite music station. * 1985 Virgin Group now includes record labels, retail outlets, exported music publishing, broadcasting, satellite television, and film and video distribution. * 1985 Branson starts Virgin Holidays * 1987 Branson takes Virgin Records to the United States * 1987 The Virgin Group, along with Granada, Anglia and Pearson, founds BSB (British Satellite Broadcasting) and receives a UK license to broadcast five new TV channels by satellite in the UK. 1987 Virgin sets up 525, a post-production facility in Los Angeles, to work on high-end commercials and pop videos. * 1987 Virgin sets up Music Box as an independent producer of music programs. * 1987 Virgin buys a 45% stake in Mastertronic Group. Later Virgin Mastertronic becomes a wholly owned subsidiary of Virgin Group, creating, marketing and distributing computer games software and Sega consoles in several European countries. * 1987 Virgin buys Rushes Postproduction in London. * 1987 Virgin launches Virgin Airship Balloon Company. 1987 Richard Branson launched Mates condoms in the UK to promote condoms to young adults * 1988 Virgin re-opens the recently acquired and re-modeled Olympic Studios in Barnes, London. * 1988 Virgin launches Virgin Classics, another Virgin international record label specializing in high-quality classical music. * 1988 Virgin sells some of its smaller UK retail stores and puts more money into Virgin Megastores, opening new stores both in the UK and abroad. * 1988 Virgin sets up Virgin Broadcasting. 1988 Virgin sells its shareholding in BSB. 1990s * 1990 Virgin Megastore s arrives in Japan * 1991 Virgin Publishing (Virgin Books) is formed * 1992 Virgin Records is sold to Thorn EMI * 1993 Virgin Radio hits the airwaves with Virgin 1215AM * 1994 Launch of Virgin Vodka and Virgin Cola * 1995 Virgin Direct Personal Financial Services opens for business * 1995 Virgin Express a European low cost Airline is launched in Brussels after the purchase and rebranding of EBA Express * 1996 V2 Music is created 1996 Virgin. Net launches * 1996 Virgin Brides launches * 1996 Virgin Trains is launched * 1996 Virgin Group becomes majority shareholders in London Broncos rugby league team * 1997 Virgin Radio is acquired by Chris Evans * 1997 Virgin Cosmetics launches * 1998 Virgin Mobile launches Virgins first telecoms venture * 1999 Virgin Active Launches in South Africa, UK and Italy * 1999 Majority shareholders in London Broncos is sold to David Hughes 2000s 2000 Virgin launches Australian airline Virgin Blue (now called Virgin Australia) * 2000 Virg in sells Rushes Postproduction to Ascent Media then Liberty Livewire * 2000 Virgin launches Virgin Energy * 2000 Virgin launches Virgin Cars * 2004 Virgin launches Virgin Galactic * 2005 Virgin Express merges with Sn Brussels Airlines to form Brussels Airlines. Virgin retains minority share. * 2005 Virgin Active UK acquires Holmes Place * 2006 Virgin announces Virgin Fuel, a new company to produce a clean fuel in the future * 2006 Virgin Active Spain is Launched 2007 Virgin Active Portugal is Launched * 2007 Virgin launches Virgin Health Bank * 2007 Virgin launches Virgin Media * 2007 Virgin launches Virgin America * 2007 Buys 20% stakes in AirAsia X * 2007 Sells Virgin Megastore in the UK and Ireland * 2007 Virgin Media Television Launchs Virgin 1 * 2007 Closes Virgin Digital in the UK (Virgin now sells music downloads through Virgin Medias website) * 2007 Virgin Fuel US$400 million in Virgin Atlantic jet flight on biofuels and in renewable energy. 2007 Virgin Mon ey becomes preferred bidder for acquisition of Northern Rock (but is ultimately unsuccessful). * 2007 Virgin Radio Italia launches in Italy in joint venture with Gruppo Finelco S. p. A. * 2008 Virgin Australia Airlines offers competitive prices between Australia and Los Angeles. Known as V Australia due to naming rights. * 2008 Virgin launches Virgin Healthcare * 2009 Virgin launches Virgin Money Giving 2010s

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Your Guide through the Receptionist Interview Maze Are you on the hunt for the perfect receptionist position? Finding the ultra-competitive job search jungle a bit daunting? Best-Job-Interview.com helps you catapult to the front of the interview pack with an inside look at the sort of questions you can expect on the big day.Your potential next boss will want to know if you have the experience to hit the ground running and start making his or her office run smoothly and efficiently from day one. Expect to hear the following questions: â€Å"What were your primary responsibilities?,† â€Å"How many calls did you take on an average day in your last job?,† â€Å"What sort of people did you interact with on a daily basis?,† and â€Å"What sort of inquiries did you have to handle?†They’ll also want to know if your receptionist skills are top notch, so be ready for the following sorts of questions as well: â€Å"What are the most important skills for a receptionist?† and â€Å"What computer skills do you have?†Great receptionists can always think fast on their feet, multi-task like champs, and come up with effective strategies for handling any situation. Therefore, expect interview questions designed to task your on-the-job behavior and ability to think fast when it’s needed: â€Å"Tell me about a recent situation where you had to handle a difficult customer?,† â€Å"Describe how you organize your tasks for the day?,† â€Å"Tell me about a tough problem you had to sort out recently,† and â€Å"Can you give me an example of where you used your initiative in your previous job?†Beyond a great receptionist background and stellar skills, potential employers will want to know if they’re hiring someone with a motivated and positive work attitude and ethic. After all, receptionists are typically the face of the organizations they work for and have to work with every department and person in the office. Be prepared to hear the following questions on the day of your interview: â€Å"Why do you want to work as a receptionist for this company?† and â€Å"What do you like and dislike about working as a receptionist?†Now that you know the sort of questions you should expect when you’re on an interview you should invest some time leveraging your experience and skill set to craft the perfect responses to dazzle potential employers. Forewarned is forearmed!

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Mentoring and Enabling Learning in the Practice Setting Introduction The focus of this assignment is on the delivery of mentoring and assessment within nursing practice. The author is a mental health nurse working within a home treatment team in East London. The identified learning need is that of administration of a depot injection, a common element of the nursing role with patients with mental illness. The target audience is a student mental health nurse. The team is a multidisciplinary one with students from different professions all placed within the team for specified learning experiences and time periods. Mentors are usually assigned a student for the duration of their clinical placement. They meet with the student at the beginning of the placement to agree learning outcomes and plan learning needs, and then work with the student for a minimum of 40% of their clinical placement (NMC), and then complete their assessment documentation towards the end of the placement. This usually involves passing the student for competence in identified clinical skills. Part Two – The Role of the Mentor The role of the mentor within the nursing context is complex, because it involves teaching, facilitation, support, guidance, assessment and feedback[1]. Assessment of a student nurse during their training is in relation to key clinical competencies, as defined by the NMC Standards of Proficiency for Pre-Registration Nursing Education[2]. These competencies are then translated into clinical assessment areas as defined by the students University, and assessed against their definitions. The NMC are clear about the expectations of the nursing role in clinical practice, in relation to competence and responsibility â€Å"the nursing role involves a capacity not only to participate actively in care provision but also to accept responsibility for the effective and efficient management of that care† [3]. Therefore, mentoring involves not only teaching discrete clinical skills but the more complex issues of demonstrating the management of care for individual clients according to their n eeds. Mentoring involves the consolidation of theoretical and practical learning acquired during the students academic experience within the University teaching and learning setting, and applying that knowledge to practice[4]. Therefore, it is important that mentors not only act in a way that is appropriate to their professional role and the expectations of their employer, but are also aware that theirs is the standard against which students will measure their own conduct and competence. The role of the mentor is to teach within the clinical setting, therefore, all formal teaching which takes place is clinically oriented and clearly relates to the performance of the professional role[5]. Research by Lloyd-Jones et al[6] seems to indicate that not only do students get the best out of their clinical placements through the student-mentor relationship, but that the quality of their learning and development is linked to the amount of time that they spend with their mentors. Therefore, mentors need to understand that their role involves a commitment to working with their named student and supporting their learning through this close working relationship[7][8]. The role of the mentor also involves assessing the student, against competency standards defined by the NMC and by the students educational institution. The NMC now requires that some mentors are sign-off mentors, which means that they sign-off the student as competent at the end of their training, and share equal responsibility with the awarding institution for that students competence to perform their professional role. In midwifery, all mentors must be sign off mentors. Regardless of this, it is a significant responsibility for any mentor to assess a student and confirm they are competent in key areas of clinical practice, and therefore mentors are educated and supported to understand the teaching and learning processes involved, especially in identifying how to assess competence. Some research shows that assessment can be carried out in a tripartite agreement between student, mentor and a member of the academic staff of the university (usually the students personal tutor)[9]. Thi s kind of close working relationship has many benefits, for the mentor, the student and the academic institution, and in relation to the assessment role of the mentor, provides valuable support[10]. This also shows that another role of the mentor is that of close liaison with academic staff in relation to student progress and assessment, student conduct and behaviour. While not all institutions have this three way set up per se, many use this kind of arrangement to address student problems in achieving the required levels of assessment. Despite there being examples of good practice such as this, however, the demands of the mentorship role mean that there is still a deficit between the theory and practice of mentoring, which needs more attention[11]. The challenges of mentorship from my perspective reflect these issues in the literature. The demands of meeting identified student needs are partly met by the training and support for mentors, but the realities of providing client-centred care whilst supporting student learning mean that the teaching and learning opportunities are not always maxmised. Developing a good relationship with students is also usually easily addressed, but there are times when it is not possible to develop a good relationship with some students and I have been aware in the past that this impacts on the quality of the learning experience. Another issue is managing students who are not achieving their designated competencies, and this process, while supported by the academic staff, is very stressful for all involved. It seems to me that the mentor role is not valued by the employer either, and in a busy workload, the required time for mentors to spend with students to provide the right kind of feedback is not factored in. However, I am also aware that this is an evolving area, and that practice is changing in line with the published standards for the preparation of mentors. Ultimately, as a mentor I have a strong commitment to ensuring the standards of the profession are maintained, and being a mentor allows me to make a valuable contribution to practice and to the profession in this way. Part Three – The Assessment Plan The author set out to assess the students ability to carry out a depot injection, and so set up a teaching plan and assessment plan accordingly (see Appendix). Carrying out this assessment plan involved reviewing the theories of education and learning which are most relevant to the type of assessment, some of which will be discussed here. This author is aware of the theories which underpin nurse education and learning, and will address some of these here, believing that these theories still help explain how student nurses come to develop the abilities, knowledge, skills and capabilities which allow them to fulfil the requirements of the nurses role. Therefore, the teaching plan and the assessment plan build on this theoretical knowledge in order to maximise the students opportunities to learn and become competent in the chosen skills[12]. Behaviourist theories suggest that learning takes place through stimulus response learning, and through operant conditioning, through which student s behaviours are changed through observing, and through reactions to their own behaviours[13]. In order to build on this, the nurse demonstrates the procedure and the kinds of behaviours that are associated with the procedure, including communications behaviours. This would need to be reinforced by discussion of these behaviours, and it is argued that basing learning only on behavioural principles is not adequate to meet the challenges of nursing learning. Cognitive theories are those which also underpin the authors approach to teaching and assessment. Within cognitivism, which is orientated towards scientific and positivist principles, the mind of the learner is equated with theories about computing and how computers work, and knowledge is viewed in terms of symbolic mental constructs, or schema; learning can be said to have taken place when there is a change in the learners internal cognitive schema. Therefore, learning is said to have taken place when the individuals behaviour ha s changed following acquisition of cognitive learning[14]. Within cognitive theories, learning is based around the acquisition of factual information, and while there is no requirement for learning to have been processed on a deeper level, it does mean that the relevant knowledge has been assimilated by the learner [15]. Both of these theories, however, underpin much of the assessment process, because the mentor is looking for behaviour change, based on the students demonstration of behaviours, both physical and more interactive, and also looking for the student to be able to demonstrate the acquired knowledge and facts associated with the skill[16][17]. However, having carried out the assessment plan, the author also learned that it is hard to assess students on their attitude and behaviour with clients. The mechanics of a procedure can be easily observed and evaluated, but the effect of being observed and assessed may affect the way the student nurse interacts with the client. The client is another factor which may affect this process as well, because the client/student relationship, particularly within a mental health setting, may not be well developed, and may be more difficult to establish. However, it is this authors experience that the mentors approach, manner and preparation of the client and student can ameliorate this kind of difficulty considerably. Part Four – The Teaching Plan The teaching plan (see Appendix B) is based on two different theories. The first are the constructivist theories of learning, which suggest that people learn in an active way, and through this process, construct for themselves subjective forms of reality, within which the pre-existing knowledge and reality assimilates any new learning[18]. The second theoretical basis for the learning plan is that of humanism, a theory which supports a more nursing-oriented approach to learning, focusing on self-development and on the individual becoming what they are capable of becoming through the learning process[19][20]. There is, however, some argument that all of the theories discussed so far are eminently applicable to nursing education, because the process is cognitive and behavioural, and combines the acquisition of facts with the competent performance of key nursing skills. Knowledge underpins practice, and helps to develop clinical reasoning, but experience helps students to reconfigure th eir internal schema and their deeper understanding of the world, albeit subjectively. The most important learning theory here which relates to nursing education and, in particular, to the learning which takes place in clinical practice, under the guidance of the clinica mentor, is Bandura fs Social Learning Theory[21], because it seems to be the theory which best describes how adults learn within this context[22]. Banduras social learning theory, suggests that people essentially learn from observing and imitating each other in social situations, and that through this learning process, people model themselves on others, and learn from them not only how to behave, but also acquire attitudes, and an awareness of the probable consequences of the observed behaviours[23]. What this theory offers in particular to understanding how learning takes place in the clinical nursing context is a model which incorporates other influences on learning, including cognitive processes, the ways in which behaviours are modelled on role models, the effect of the learners personality, and the effect of the learning environment [24]. This theory is helps mentors to understand the complexities of nursing competence and its development, which requires the combination of cognitive elements, some of which may be learned in a formal classroom setting, with the modelling of behaviours of student nurses on the mentors who ac t as their role models[25]. While it is clear that the clinical learning experiences of student nurses are key to development of a good knowledge base[26] and proper professional competence[27][28],[29], the quality of mentorship must be considered, because through social learning theory, students come to model themselves on what they are seeing practice[30],[31]. This can present its own challenges, particularly when the students are not being supervised or taught by their primary mentor but by a buddy mentor[32] [33]. There are those who argue that this is necessary, to expose students to different role models and behaviours, so that students can then develop their own critical thinking and judgement[34][35], through observing different forms of clinical reasoning[36]. The assessment processes built in to the mentoring relationship are a very important feature of learning and development, because student nurses must learn from any errors and omissions, and this continues on into their professional practice once qualified[37]. Learning to manage ones own learning and development, identify ways to learn from errors or difficult situations, within the practice setting, reflects the principles of social learning theory[38]. However, the author is also aware of the need for students to develop a realistic understanding of practice, and how the errors and challenges which can arise during their clinical work may be related to them not having the knowledge and skills needed to meet the needs of the clients[39], and thus learning is about identified how to develop to meet those needs nursing l[40]. Ulitmately, becoming a nurse means the ability to meet the standards of the profession, through knowledge,[41] skills, clinical reasoning, critical thinking and application of experiential and theoretical evidence to practice[42], which is quite demanding for all those involved in the training of students. Ultimately, student nurses are socialised into their profession as well as being trained how to perform their role, [43], and while this in itself may not always be an ideal, because the organisational culture may not always be positive[44], it is important for students to learn all aspects of the profession[45][46]. Although there is always the possibility that nurses may learn good as well as bad behaviours, [47], a good mentor would support such students to develop the critical awareness and reflective skill to be able to identify the positive models and reject the negative models as part of their learning journey[48]. Part Five Personal Development and Learning as a Mentor The process of learning to become a mentor has opened new vistas of experience and knowledge for me, as a nurse, as a mentor, and as a person. While it is challenging to hold up a mirror to oneself and appraise what kind of role model you are presenting to the students you are working with, this is a positive experience because it allows you to identify your own strengths, and celebrate them, whilst also identifying your weaknesses, and take steps to address these. In particular, for me it has demonstrated that while my practice is good, my understanding of some issues is not based on the latest evidence available, and working with students who ask about the evidence base for practice really motivates me to seek out that evidence. I have also become aware of my own tendency to make value judgements, labelling students good or bad, and I have examined the qualities which lead to these as well as overcoming this unconscious stereotyping. ~I learned that I wanted to empower students to take charge of their own learning[49], but learning how to do this was a longer process for my own development. Learning about learning is also a process of self-discovery which is then applied to mentorship practice. Understanding assessment principles and learning theories has changed the way that I teach students and really given me insight into how assessment can best be carried out. It has also helped me to understand the terminology used within the clinical assessment documents. The need to develop better working relationships with the academic staff has also emerged as a feature to be applied to my future practice. Overall, this experience has shown me that mentorship, which can be onerous and demanding in the current clinical situation, is also an investment, in the future of the profession and in the future wellbeing of clients. It can enhance my own capabilities, and provide me with more opportunities to reflect and to reconsider my professional personal and competence. Ultimately, I aim to be a good mentor, but in order to do this, I must be a competent nurse. Therefore, the process has been a form of reciprocal learning. References 212337 Andrews, G.J., Brodie, D.A., Andrews, J.P. et al (2006) Professional roles and communications in clinical placements: a qualitative study of nursing students’ perceptions and some models for practice. International Journal of Nursing Studies 43 (7) 861-874. Andrews, M. and Wallis, M. (1999) Mentorship in nursing: a literature review. Journal of Advanced Nursing 29 (1) 201-207. Bandura, A. (1977) Social Learning Theory New York: General Learning Press. Bankert, E.G. and Kozel, V.V. (2005) Transforming pedagogy in nursing education: a caring learning environment for adult students. Nursing Education Perspectives 26 (4) 227-229. Bauer, J. and Mulder, R.H. (2007) Modelling learning from errors in daily work. Learning in Health and Social Care 6 (2) 121-133. Brammer, J. (2006) A phenomenographic study of registered nurses f understanding of their role in student learning – An Australian perspective. International Journal of Nursing Studies 43 (8) 963-973. Chambers, D. (2007) Is the modern NHS fit for nursing students? British Journal of Nursing 16 (2) 74 75 Chenoweth, L. (1998) Facilitating the process of critical thinking for nursing. Nurse Education Today. 18(4):281-9 Collins, M. (1991). Adult education as vocation. London: Routledge. Cope, P., Cuthbertson, P. and Stoddard, B. (2000) Situated learning in the practice placement Journal of Advanced Nursing 31 (4) 850-856. DeCarvalho, R. (1991) The humanistic paradigm in education. The Humanistic Psychologist.19 (1) 88-104. Doughty, R., Harris, T., and McClean, M. (2007) Tripartite assessment of learners during practice placements in midwifery pre-registration programmes. Education + Training Evans, R.J. and Donnelly, G.W. (2006) A Model to Describe the Relationship Between Knowledge, Skill, and Judgment in Nursing Practice Nursing Forum 41 (4) , 150–157 Freeth, D. and Fry, H. (2005) Nursing students’ and tutors’ perceptions of learning and teaching in a clinical skills centre. Nurse Education today 25 272-282. Gonczi, A. (1993). Competence and competencies: A global perspective. Paper presented at the First National Conference on Competencies in Nursing Adelaide: Australian Nursing Federation (SA Branc Gray, M.A.,and Smith, L.N. (2000) The qualities of an effective mentor from the student nurses perspective: findings from a longitudinal qualitative study Journal of Advanced Nursing 32 (6) ,1542–1549. Hawks, J.H. (1992) Empowerment in nursing education: concept analysis and application to philosophy, learning and instruction. Journal of Advanced Nursing 17 (5) 609-618. Hutchings, A., Williamson, G.R., and Humphreys, A. (2005) Supporting learners in clinical practice: capacity issues. Journal of Clinical Nursing 14 (8) 945–955. Jones, M.L., Walters, S. and Akehurst, R. (2001) The implications of contact with the mentor for preregistration nursing and midwifery students Journal of Advanced Nursing 35 (2) , 151–160 Knight, P. (1995) Assessment for Learning in Higher Education London: Kogan Page Learning Theories Knowledge Base (2008) www.learning-theories.com Accessed 23-8-08. Letcher, D.C. and Yancey, N.R. (2004) Witnessing Change with Aspiring Nurses: A Human Becoming Teaching-Learning Process in Nursing Education Nursing Science Quarterly 17 (1) 36-41 . Lloyd-Jones, M., Walters, S. and Akehurst, R. (2001) The implications of contact with the mentor for preregistration nursing and midwifery students. Journal of Advanced Nursing 35 (2) 1510160. Mattila, L-R. and Eriksson, e. (2007) Nursing students learning to utilize nursing research in clinical practice. Nurse Education Today 27 568-576. McMillan, D.E., Bell, S., Benson, E.E. et al (2007) From anxiety to enthusiasm: facilitating graduate nursing students’ knowledge development in science and theory. Journal of Nurse Education 46 (2) 88-91. Mooney, M. (2007) Professional socialization: the key to survival as a newly qualified nurse. International Journal of Nursing Practice 13 75-80. Myall, M., Levett-Jones, T., Lathlean, J. (2008) Mentorship in contemporary practice: the experiences of nursing students and practice mentors. Journal of Clinical Nursing 17 (14) 1834-1842. Neary, M. (2000) Responsive assessment of clinical competence. Nursing Standard 15 (10) 35-40. Nehring, V. (1990) Nursing clinical teacher effectiveness inventory: a replication study of the characteristics of  ebest f and  eworst f clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing 15 (8) 934-40. Nixon, M., Morgan, L., Forsyth, J. and Ellis, D. (1996). A comparative study of teacher directed and self directed methods of teaching clinical skills to undergraduate nursing students. International Journal of Nursing Practice. 2(2) 88-93 NMC (2004) Standards of Proficiency for Pre-Registration Nursing Education Available from:www.nmc.org.uk Accessed 23-8-08. Nolan, C.A. (1998) Learning on clinical placement: the experience of six Australian student nurses. Nurse Education Today 18(8) 622-9 NMC (2004) Standards of Proficiency for Pre-Registration Nursing Education Available from:www.nmc.org.uk Accessed 23-8-08. Phillips, R.M., Davies, W.B., and Neary, M. (2008) The practitioner-teacher: a study in the introduction of mentors in the preregistration nurse education programme in Wales: part 2. Journal of Advanced Nursing 23 (6) 1080-1088. Shin, K.R. (1998) Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programmes in Korea. Journal of Advanced Nursing 27 (2) 414-418. Stuart, C.C. (2003) Assessment, Supervision and Support in Clinical Practice London: Churchill Livingstone. Tucker, K., Wakefield, A., Boggis, C. et al (2003) Learning together: clinical skills teaching for medical and nursing students. Medical Education 37 (7) 630-637 Welsh, I. and Lyons, C.M. (2001) Evidence-based care and the case for intuition and tacit knowledge in clinical assessment and decision making in mental health nursing practice: an empirical contribution to the debate. Journal of Psychiatric and Mental Health Nursing 8 (4) , 299–305. Appendix A Assessment Plan Competence to be assessed: administration of depot injection Plan Check student knowledge and simulated technique prior to administration Prepare student and client for procedure. Observe student and assess stated assessment points. Provide feedback to student. Assessment Points Student has checked prescription is correct Student has checked prescription against client identity and care plan. Student has discussed procedure correctly and appropriately with client. Student has ensured client confidentiality and privacy during procedure. Student has discussed effects/side effects with client Student draws up correct dose, checks drug properly with qualified staff, and prepares to administer injection in correct site. Student performs injection with correct technique Student communicates with the client appropriately Student records procedure in appropriate records, correctly. Student ensures client is comfortable post-procedure. Student can discuss properties of medication, side effects, route, dose and any contra-indications Student can discuss holistic care of the client. Appendix B 11 Footnotes [1]Andrews, M. and Wallis, M. (1999) [2] Nursing and Midwifery Council (2004) p 8. [3] Nursing and Midwifery Council (ibid) p 8. [4] Mattila, L-R. and Eriksson, E. (2007) p 569. [5] Phillips, R.M., Davies, W.B., and Neary, M. (2008) p 1080 [6] Lloyd-Jones, M., Walters, S. and Akehurst, R. (2001) p151. [7]Bankert, E.G. and Kozel, V.V. (2005) [8] Lloyd-Jones (Ibid) p 160. [9] Doughty, R., Harris, T., and McClean, M. (2007) [10]Doughty et al (ibid) [11] Myall, M., Levett-Jones, T., Lathlean, J. (2008) [12]Knight, P. (1995) [13] Learning Theories Knowledgebase (2008) [14] Learning Theories Knowledge base (ibid). [15] Learning Theories Knowledgebase (ibid)

Essay examples --

Research has established that parents of children with an intellectual disability are at a greater risk of developing mental health problems. These parents typically report increased stress, symptoms of depression and a lower quality of life compared to parents without ID children (Olsson and Hwang, 2001, p. 535). Parental Stress and Depression At some point in their lives, all parents will experience stress as a result of having children. However, the types of stressors that parents of ID children experience are different and the level of stress is remarkably higher and often carries on into adulthood (Myers, Mackintosh and Goin-Kochel, 2009, p. 671). Research has shown that the immediate stressor is the diagnosis of the child; parents need to go through the grieving process in order to come to terms with their child’s condition (Norizan and Shamsuddin, 2010, p. 1000). The severity of the child’s impairment plays a significant role in determining parental stress levels (Rivard, Terroux and Parent-Boursier, 2014, p. 9). Myers, Mackintosh and Goin-Kochel (2009, p. 671) conducted a survey on 493 parents of children with autism spectrum disorders (ASD). The study identified that over 70% of parent statements expressed that their child’s care and supervision demands, school struggles, marital problems and c hallenging behaviours were major sources of stress. Children with an intellectual disability typically experience sleep problems such as prolonged sleep or frequent night awakenings, which can impact on parents’ sleep quality and quantity (Meltzer, 2011, p. 362). Chronic sleep disruption or exhaustion has been associated with decreased daytime functioning, another source of stress, as well as symptoms of parental depression (Melt... ...ility diagnosis. The study looked at four coping dimensions: 1. Positive coping: positive reframing of difficult situations and having an optimistic outlook. 2. Problem-focused coping: solving problems as they arise, and seeking advice and support when needed. 3. Active avoidance coping: avoiding stressful situations; escape-avoidance. 4. Religious/Denial coping: not accepting the intellectual disability diagnosis. Parents who adopted positive and problem-focused coping experienced lower levels of stress, anxiety and depression; while parents who adopted active avoidance and religious/denial coping strategies experienced higher levels of stress, anxiety and depression (Hastings et al., 2005, p. 386). Benson (2010) drew similar conclusions that employing positive coping strategies is likely to have the greatest influence on parents’ well-being and outlook on life.

Helping the Environment Essay

Trees are very important to humans. As part of the environment, we must. More and more trees are being cut to sustain the needs for products such as paper. Making small ways to help the environment is important to make a difference. As a hypothesis, I presume that preventing the use of paper towels and napkins that are made from trees can help the environment. The use of cloth as napkins paper instead of those made of paper at homes, restaurants and other places have significant contributions to the demand of paper products. Paper towels and napkins are disposable products made of paper. It serves the same general purposes as conventional towels, such as drying hands, wiping windows and dusting. However, cloth and rugs and ordinary towels can serve the same purpose. It is also more durable. It will wiser to use cloth instead of paper napkins since it is cheaper to use because cloth can be washed and used again. . If you replace the majority of paper towels and napkins with cloth rags or cloth napkins, the savings to the environment are tangible. The average cost of paper towels is about anywhere from 1. 00 to 2. 25 per roll depending on the brand. The demand for paper products such as napkins has a huge impact on the amount of trees being cut. According to the Law of Supply and Demand, as the demand increases the corresponding supply must be produced. It implies that, as the demand for paper towels and napkins increases, more trees are more likely to be cut down in order to address. I would say I use at least 4 roles of paper towels a week with approx. 100 sheets a roll and its 2 ply sheets which is just a stronger type of paper towel. In order to contribute something to the environment, one should avoid using paper products like paper towels and napkins. Instead of disposable napkins, use a handkerchief. A campaign for not using such products can also have significant effects on the number of trees to be cut. In conclusion, even in small things we can contribute big changes to help the problems in the environment. We should all be aware of the consequences of our daily consumption. REFERENCES: Tsien, Tsuen-Hsuin, ‘†Paper and Printing,† vol. 5 part 1 of Needham, Joseph Science and Civilization in China:. Cambridge University Press, 1986.

Free Essays on Hist Of Guitar

History of the Guitar The guitar’s history can be traced back in time through monuments, pictures, poems and sculptors. The name of the guitar can be derived from a modification of the Greek word cithara. It is a musical instrument strung with gut or nylon strings played by the fingers having a body with flat back and slight curves. Its history can be traced back over 4000 years. The oldest evidence of the existence of the guitar dates back to 1900-1800 B.C. It was found in Babylonia on clay plaques, which portray nude figures playing instruments that bear a general resemblance to the guitar. There are many cultures that take claim to inventing the guitar, but many accounts report the Egyptians had a fine example of the guitar with ribs and incurvations and a long neck identified on a monument in Cappadocia, Syria in 1000 B.C. There still seems to be great disagreement in those who claim the guitar originated in Europe or those who state it came from the Arabs. The guitar originally had two courses of strings, two double, the top course single, that ran from a violin-like peg box to a tension bridge glued to the soundboard, or belly; the bridge thus sustained the direct pull of the strings. In the belly was a circular sound hole, often ornamented with a carved wooden rose. In past decades the guitars were made from a solid piece of oak because of the availability of the wood. With many guitar makers experimenting in the renaissance they found that cedar was an easier during the construction and also better for sound quality. Previous the guitars had no soundboard because they were constructed out of a solid piece of wood. Constructors found that with the sound of the hollow guitar did not have the sound quality they wanted. They experimented with pieces of wood inside, and found that making the inside out of pine would increase the overall sound quality of the instrument. The first of the guitars was represented in Wester... Free Essays on Hist Of Guitar Free Essays on Hist Of Guitar History of the Guitar The guitar’s history can be traced back in time through monuments, pictures, poems and sculptors. The name of the guitar can be derived from a modification of the Greek word cithara. It is a musical instrument strung with gut or nylon strings played by the fingers having a body with flat back and slight curves. Its history can be traced back over 4000 years. The oldest evidence of the existence of the guitar dates back to 1900-1800 B.C. It was found in Babylonia on clay plaques, which portray nude figures playing instruments that bear a general resemblance to the guitar. There are many cultures that take claim to inventing the guitar, but many accounts report the Egyptians had a fine example of the guitar with ribs and incurvations and a long neck identified on a monument in Cappadocia, Syria in 1000 B.C. There still seems to be great disagreement in those who claim the guitar originated in Europe or those who state it came from the Arabs. The guitar originally had two courses of strings, two double, the top course single, that ran from a violin-like peg box to a tension bridge glued to the soundboard, or belly; the bridge thus sustained the direct pull of the strings. In the belly was a circular sound hole, often ornamented with a carved wooden rose. In past decades the guitars were made from a solid piece of oak because of the availability of the wood. With many guitar makers experimenting in the renaissance they found that cedar was an easier during the construction and also better for sound quality. Previous the guitars had no soundboard because they were constructed out of a solid piece of wood. Constructors found that with the sound of the hollow guitar did not have the sound quality they wanted. They experimented with pieces of wood inside, and found that making the inside out of pine would increase the overall sound quality of the instrument. The first of the guitars was represented in Wester...

Sequoyah essays

Sequoyah essays The Cherokee tribe is just one of the many tribes in North America. They originate from the southeastern portion of North America, presently the states of North Carolina, South Carolina, Tennessee, and Georgia. They are the only tribe to obtain a written language and a government modled upon the United States. Sequoyah, the most famous Cherokee, was the inventor of the written Cherokee syllabry. By bieng able to read and write their own language they were able to print newspapers and record historical events in Cherokee.This invention helped revolutionize the Cherokees society and culture. Sequoyah was born along the Tennessee River in the small village of Tuskegee, Tennessee in the 1770s. Unlike most Cherokee leaders Sequoyah was only half Cherokee. His father, Nathaniel Gist, was an English fur-trader and his mother, Wureth, was a member of the Paint Clan of the Cherokee tribe. One unique thing is that he had two names Sequoyah, his native american name, and George Gist, after his father. Sequoyah, his native american name, was given to him because of his walking dificulty dirived from While growing up he was traditionally reared in the old tribal ways and customs, and became a hunter and fur-trader. Further along his travels he obtained the skills of a Silvercraftsman and worked in Cherokee County, Georgia. He also joined the United States Army and faught in the Creek War in 1813-1814. Later in Georgia while selling one of his silver-works a man suggested that he sign his name to his works like the more popular craftsmen had began to do. Taking that into thought he became very interested in the idea. With that in mind he visited Charles Hicks, a wealthy farmer who was able to read and write in English, who showed him how to write his name on a piece of paper. Now able to write his own name in English, Sequoyah was determined to preserve the Cherokee culture and...

Holland's and Super's Theory Essay Example | Topics and Well Written Essays - 750 words

Holland's and Super's Theory - Essay Example Using the theory it is possible to single out what Roise is good at. She seems to have a natural liking to photography and illustration work. Therefore she can be said to have an artistic personality and she would thrive in an artistic environment. She seems to be drawn towards social oriented jobs such as nursing but she used to think of being an explorer. According to Holland’s theory, an artistic personality is congruent with the social and investigative personalities (Smart, Feldman and Ethington, 2000). This means that although Roise’s strengths lie within an artistic environment, she can work comfortably in a social or investigative environment. Holland’s theory is based on the idea that people will normally choose careers that reflect or go with their personalities. Roise does not seem to be sure of what her personality is. She claims to have had a dream of getting married which she has since abandoned. She replaced this dream with getting work, which she claims is tiring. It seems that she is the kind of person who would prefer to be a family organizer. She is also very connected with her mother whom she says she does not want to live. Roise did not attend college, but she is doing some classes now and she seems to be doing very well. According to Holland’s model, Roise does not have realistic, conventional or enterprising personalities (Smart, Feldman and Ethington, 2000). Her strengths lie within the social, artistic and investigative personalities. She also seems to like working with people but she cannot work in a hospital. However, according to this model she does not have to work in a hospital to fulfill her social personality needs (Niles and Harris-Bowlsbey, 2008). She can find work as a councilor or a social worker where she will feel comfortable. However, the model does not spell out how she can achieve her career goals, and yet she claims that she has failed in all the aspects of her

Federal Support Programs- Contract administration and management Essay

Federal Support Programs- Contract administration and management - Essay Example In this sense, Government loan guarantee gives assurance of paying back part of a loan if the business owner fails (Stanberry, 2012). The General Service Administration would be the most beneficial to a small business in my community because it opens up ways for the business to get government contracts and offers awareness to the owners on the opportunities. Business Development Program would be the least beneficial because it may be difficult to recognize disadvantaged businesses, meaning that the program may not be of any help. These programs are behind the success of small businesses, thus setting a critical component to building a healthy and robust as well as creating jobs for the citizens. Most importantly, they support investment in and lending to small businesses. The two additional elements to support small businesses include fast loan closings and credit decisions for the reason that interest rates are a basis of confirming any good deal in a contract (Stanberry,