Strategic Human Resource Management (SHRM) Essay

Strategic Human Resource Management (SHRM) - Essay Example This is precisely the reason why we have witnessed a shift from bureaucratic approach from the beginning of 19th century, to humanistic approach. While performing literature reviews and discussion with HR/ HC executives to understand strategic human resource management, I have found that SHRM gives a quantifiable value to contributions made by HR teams and helps them develop HR architecture and workface that aliens well to organizational objectives, giving rise to a competitive advantage. Careful analysis of strategic HRM reveals that human capital management is mandatory for today’s rapidly changing environment. In my view, the pace shown by today’s organizations and enterprises demand a fast-responding HR management teams that can alter the orientation of human capital with reference to organizational goals. This analysis of today’s human resource management practices had made me develop an understanding of this basic concept of strategic HRM. Through literatur e review and practical observations, I have observed that SHRM gives a new direction to traditional administrative role of HRM. It is about alienating the role and behavior of the workforce in a manner that corresponds to organizational objectives, mission and vision (Vosburgh, 2007). This is precisely the point where the concept of HR business partnership emerges. Going through present theories and thorough discussion with some of HR acquaintances has helped me develop an understanding that HR business partnership needs capital investment which is a sole decision made by organizational leadership. Without knowing the return on investment, it is difficult for management to provide funds for future developments. Here, SHRM emerges as the crutches that today’s weak Human capital managers need. This concept helps HR managers to analyze the value that they can bring to the business like other strategic functions of the organization (Scott-Jackson, 2009). Further discussions with HR executives helped me gain more insight of SHRM theory. In my view, SHRM defines a road map for HR executives via whom they can devise tools for acquiring and retaining suitable human capital that is well-versed with organizational practices and owns suitable skills set inventory. In addition to that, it is also important to ensure that this human capital is provided with necessary extrinsic and intrinsic benefits in order to keep them motivated. Where HRM has core responsibility of above mentioned functions, SHRM moves one step forward by devising frameworks through which HR systems and practices can actually assist organizational leaders in enhancing organizational performance and development. Hence, in my view, SHRM is a tool for gaining a competitive advantage that allows organizational management to achieve its business targets in an effective manner (Becker & Huselid, 2006). This understanding of SHRM function made me perform further analysis of the techniques used or sugges ted by today’s executives for achieving the objectives of this new regime. In order to gain this understanding, I performed a thorough analysis of various organizational models and live case studies. Through this research, I came to know that the foundation of SHRM is an understanding of the organizational objectives and goals in financial terms (Becker & Huselid, 2006). Once these concrete figures are available, HR executives are required to present HRM

World War One To An Armistice In 1918 History Essay

World War One To An Armistice In 1918 History Essay The failure of the spring offensive in 1918 indicated that Germanys military defeat was imminent. The collapse of Bulgaria and the desperate situation on the Western Front, which was only made worse by the intervention of the American troops, made the Germans take further steps. The German military leaders feared an absolute collapse of the front and that the enemies could make their way farther and could thus claim and take over German territory. In August 1918 the Allies fought the Germans back from their fronts and Ludendorff, a German general, had to inform the Kaiser: We have nearly reached the limit of our powers of resistance. The war must be ended. In September 1918 the German government began negotiations on an armistice with the American President Woodrow Wilson whose 14-points they expected to bring about a peace treaty without too much loss. At the end of September 1918 Bulgaria made peace and one month later Turkey was defeated. Austria was defeated by the Italians at Vittorio Veneto and signed an armistice with the Allies. Germany was now fighting the Allies alone. They had no other choice than to sign an armistice with the Entente in Compià ©gne, France on November 11. This treaty marked the end of World War One. Exhaustion at the front But where did the exhaustion at the front and the necessity of an armistice come from? The first and major reason is that the conditions the soldiers at the fronts had to live with were disastrous. They led to exhaustion and war weariness. When the war began many young men rushed to join the armies to proudly fight for their fatherlands. The British government asked for 100,000 volunteers but after just one month they already had 750,000. However, the peoples enthusiasm did not last. Everyone had believed the war would be over by Christmas 1914; nobody had expected they would continue fighting for four more years.  War-weariness set in. People, both at the so called home front and soldiers fighting at the actual front, were tired of war and disappointed that in spite of the large loss all the armies had suffered, and the fact that not any progress had been made, there was still no end in sight. Soldiers young men of 20 years only had seen their comrades wounded and die one after the other. Either killed by the enemies bullets or bombs or slowly dying of influenza or other disease, caused by the miserable conditions in the trenches. These brave men were fighting in a futile battle, between the dead bodies of their friends, suffering from extreme temperatures and hunger. As a result of the Allied blockade beginning in 1914 German soldiers were exceedingly poorly fed. The allied navies prevented ships sailing directly to Germany providing it with anything that could be used for making war (including food) in order to starve the Germans until they give up and surrender. The Allies also had an overwhelming superiority in artillery, tanks and mechanised transport and their equipment was greatly superior. The Germans had to rely on their superior skill, but they didnt have a top-down command structure like the British or the French. It is said that the Germans were tactically unsurpassed, but operationally deficient and strategically inept. So it was not military prowess that led to the Armistice. A part of the German military leaders didnt want to admit their failure in the battlefield. They claimed that the German army had actually been undefeated and their failure was only due to unpatriotic civilians and treacherous politicians at the home front stabbing their own forces in the back. This untrue theory was called stab-in-the-back-theory (German: Dolchstoßlegende). Exhaustion at the home front But it was not that people at the home front were being unpatriotic that led to the German defeat. Of course many people had lost their belief in their fatherland, but in fact it was the same exhaustion and war weariness as in the battlefield that forced the German leaders to start negotiating about an armistice. Generally the word home front indicates the inclusion of the civil population into warfare, even if the actual front is outside of the populations lebensraum. And indeed, they were involved and suffering from the effects of the war. The biggest problem at the home front was the acute food shortage bare hunger. The civilian population of Germany was suffering. Although the German U-Boat campaign had led to food shortages in Britain the Allied naval blockade that prevented supplies from getting into German ports hit Germany harder. Even worse was that the shortage of food during the war had led to an inflation, a rise in the general level of prices of goods. So those little supplies of food that were available was often not affordable for the common family. Even fuel was short supply and limited. Furthermore the influenza epidemic of 1918 and 1919 killed between 20 and 40 million people in Europe. The so called Spanish Flu also hit German cities and claimed many lives amongst the people, who already suffered from and were weakened by the lack of food. In November 1918 the population was not willing to accept this situation anymore. Strikes and demonstrations paralysed Berlin. Workers went on strike, soldiers refused orders, and the German navy mutinied. The strike and protest spread all over the country. Within a week, there was no more German city that was not involved into the demonstrations, protests and strike developed into a revolution. On 9 November 1918 Germany was declared a democratic republic, which was followed by the formal abdication of Kaiser Wilhelm II. On 11 November the Armistice of Compià ¨gne was signed by Center Party deputy Matthias Erzberger. World War I was officially over. Conclusion Exhaustion on the front and on the home front, not military prowess, brought World War I to an Armistice in 1918. The major reasons for the exhaustion were the large losses that the countries had suffered without making any progress. Bad conditions in the battlefield such as hunger and disease caused war weariness. Hunger and very bad living conditions caused exhaustion and war weariness on the home front. The German people was not willing to take this anymore and started a revolution in November. Germany became a republic and finally signed the Armistice of Compià ¨gne on November 11. The Great War was over! An essay by Katharina Voß The information was found at the following pages: http://www.bbc.co.uk/scotland/learning/bitesize/standard/history/1890_1920/end_of_great_war_rev1.shtml http://www.bbc.co.uk/history/worldwars/wwone/german_experience_01.shtml#three http://www.firstworldwar.com/diaries/braveryinthefield.htm http://www.historylearningsite.co.uk/home_front_1914_to_1918.htm http://de.internationalism.org/Welt150_nov1918

Conrad: Blatant Racist Or Political Satirist? Essay -- Conrad Racism E

Conrad: Blatant Racist Or Political Satirist? There have been many critics, predominantly Chinua Achebe, that have cast a cloak of racism upon the back of Joseph Conrad. Those authors base these allegations upon the novel Heart of Darkness, calling it a vile and most ungodly novel that only seeks to set the black race as a footstool of the white race. However, one must realize that there is a much deeper meaning to the novel than that of blatant racism. It is, in fact, a connection with the past that shows both the mindset, as well as the ignorance, of those who colonized Africa in the late nineteenth century. The entire novel is a boxed narrative, thus we can see into what the storyteller truly feels about his own experience rather than an third person analysis of what the protagonist does. In this case, Charlie Marlow retells his story of how he encountered a force that could only be described as â€Å"The horror, the horror.† It is, indeed, a catharsis of sorts, but not only from Marlow, but for Conrad as well. After all, Conrad did partake in such an adventure as this before he became an author, therefore the reader must comprehend that these words are not only of the protagonist, if Marlow can be truly called that, but also of Conrad. The first example of Marlow’s opinion towards colonial Africa occurs when his ship passes a French man of war. The man of war is shelling the coast because the men claim there were â€Å"enemies† in the bushes. The ideals of the Company were geared more towards the pacification of the tribes as well as good commerce with them, yet in the midst of this goodwill, a war ship has come to â€Å"pacify† the natives. Conrad indicates a type of doublespeak within the doctrine of the Company for which Marlow works. The actions of imperialism that existed in the nineteenth century are more in tune what Marlow sees, rather than the doctrine of civilizing the tribes that he has heard. In this act, Conrad does display his satirical capabilities by showing the hypocritical mindset of Europe that existed through the span of more than 400 years. Perhaps the most recognized point of imperialism in the book is when Marlow reaches the Outer Station. He is surrounded by the natives who have been enlisted as slave labor. Around him are great holes, filled with broken machinery. This appears as â€Å"some inferno† to him, yet he soon comes face to f... ...ould have secretly longed to be a part of this world, this jungle, yet the bonds of imperialism and the promise of fortune have a yoke about his neck. Conrad was a master of prose as many critics admitted, even those who proclaimed him a racist. The writing of Heart of Darkness was not only to show the potential of what man could become, but what he already was. Marlow is the everyday man, longing to become something that he cannot even fathom. Kurtz was the ideal man that Marlow, or any man for that matter, longed to become. Kurtz was tormented in his last days because he saw the evil that was in European trade and imperialism. In this, he finds a reassuring simplicity in the ways of the natives. Conrad conveys this theme to those who search for a quality that resides in all men, rather than seeking the errors of one group or person, which is what Achebe accused Conrad of doing as he portrayed the natives as â€Å"niggers† and â€Å"common savages.† The evils of society set in motion for what Conrad sought to banish from human thought. All men have the capacity to be evil or good, yet the one ideal that determines th is state of being is the realization of what good and evil truly are.

Economic Reaction Paper Essay

This article reviews the developments of consumer prices in the euro area during the 2008-09 recessions. The European economy is commonly measured by using what is called the Harmonized Index of Consumer Prices (HICP). The HICP is a price stability and inflation indicator used by the European Central Bank system, assembled using methodsthat are generally accepted throughout the European Union (E.U.). The European Central Bank uses the Harmonized Index of Consumer Prices to assess when changes to short term interest rates are needed to adjust inflation levels in European economies. Compared with previous recessions, overall HICP inï ¬â€šation experienced a sharp decline, but this was the result of the greater impact of commodity price developments on the food and energy components of the HICP, rather than a response to the exceptional changes in economic slack. In fact, the more domestically generated parts of inï ¬â€šation, as measured by the HICP excluding food and energy, were re latively resilient given the severity of the recession. This resilience was in line with the weakening relationship between the degree of economic slack and inï ¬â€šation that has been observed over the last twenty years. Nominal rigidities in the labor markets, especially as inï ¬â€šation approached zero, and stronger expectations of inflation may have played an important role in the negative ï ¬â€šuctuations in price and wage inï ¬â€šation over the economic cycle. In the United States, developments in inï ¬â€šation excluding food and energy were also broadly in line with those during previous recessions. However, the labor cost adjustment in the United States was quicker to reï ¬â€šect the economic conditions than in the euro area as a whole, and was the result of both lower wage growth and gains in productivity. The ï ¬ ndings on past inï ¬â€šation adjustments can help to determine the outlook for euro area inï ¬â€šation. In particular, they can help to explain why the currently available inï ¬â€šation forecasts and projections for 2012 from private and international organizations remain elevated, despite the slowdown in growth observed in 2011. To fully understand this article, one must understand that changes in commodity prices have a direct impact on the food and energy components of the HICP, as commodities are either consumed directly or constitute signiï ¬ cant input into the ï ¬ nal product, therefore drastically effect GDP and GNP. In the case of the energy component, crude oil is the basis for reï ¬ ned energy products, such as  transport fuels and heating oil. Crude oil prices also have a strong impact on gas prices and, to a lesser extent, on electricity prices. This is what is called profit push. When crude oil prices go up, generally all other prices go up due to oil’s general overhead and it’s versatile usage in the production and transportation of goods and services. The level of oil prices also has implications for the weight of energy in the HICP basket. The above-average price trend of energy products, together with rising energy consumption, has translated into a steadily growing sha re of energy in total consumption. As a result, the weight in the HICP basket in 2011 was over 10%, which is almost double what it was in the 1970s. Mechanically, this implies that any given percentage increase in energy prices will have a greater impact on overall HICP inï ¬â€šation than in previous decades. There are several reasons why weak disinï ¬â€šation pressures may arise, even in the presence of signiï ¬ cant changes in economic activity. One of the main reasons is labor market rigidity. According to this article, labor costs account for around 27% of euro area ï ¬ rms’ total production input costs. Therefore, rigidities in the adjustment of these costs can explain a substantial part of any lack of responsiveness of inï ¬â€šation. Labor costs are ultimately determined by the combination of wages and productivity. The growth rate of unit labor costs actually increased until the end of 2008, when economic activity reached its lowest point in the recession, and this, owing to a relatively smaller fall in employment, translated into productivity losses. At first glance, I was a little taken back by all the info rmation that I was reading. But after analyzing the information, I started to understand the European economy and how inflation is manipulated. After reading this article I feel like I have a better grasp on economic rigidity in Europe and how labor is one of the main reasons for this. I feel like this article is important because it shows the causal effects from crude oil prices to goods and services in the economy. I personally enjoyed reading and analyzing this article.

Fool Chapter 2

TWO NOW, GODS, STAND UP FOR BASTARDS![11] I found Drool in the laundry resolving a wank, spouting great gouts of git-seed across the laundry walls, floors, and ceiling, giggling, as young Shanker Mary wagged her tits at him over a steaming cauldron of the king's shirts. â€Å"Put those away, tart, we've a show to do.† â€Å"I was just giving ‘im a laugh.† â€Å"If you wanted to show charity you could have bonked him honest and there'd be a lot less cleaning to do.† â€Å"That'd be a sin. Besides, I'd as soon straddle a gateman's halberd as try to get a weapon that girth up me.† Drool pumped himself dry and sat down on the floor splay-legged, huffing like a great dribbling bellows. I tried to help the lout repack his tackle, but getting him into a codpiece against his firm enthusiasm was like trying to pound a bucket over a bull's head – a scenario I thought comical enough to perhaps work into the act tonight, should things get slow. â€Å"Nothing stopping you from givin' the lad a proper cleavage toss, Mary. You had 'em out and all soaped up, a couple of jumps and a tickle and he'd have carried water for you for a fortnight.† â€Å"He already does. And I don't even want that thing near me. A Natural, he is. There's devils in his jizm.† â€Å"Devils? Devils? There's no devils in there, lass. Chock full o' nitwits, to be sure, but no devils.† A Natural was either blessed or cursed, never just an accident of nature, as the name implied. Sometime during the week, Shanker Mary had gone Christian on us, despite being a most egregious slut. You never knew anymore who you were dealing with. Half the kingdom was Christian, the other half paid tribute to the old gods of Nature, who were always showing promise on the moonrise. The Christian God with his â€Å"day of rest† was strong with the peasants come Sunday, but by Thursday when there was drinking and fucking to be done, Nature had her kit off, legs aloft, and a flagon of ale in each hand, taking converts for the Druids as fast as they could come. They were a solid majority when the holiday was about, dancing, drinking, shagging the virgins, and sharing the harvest, but on the human sacrifice or burn-down-the-King's-forest days, there was none but crickets cavorting 'round the Stonehenge – the singers having forsaken Mother Earth for Father Church. â€Å"Pretty,† said Drool, trying to wrestle back control of his tool. Mary had commenced to stirring the laundry but had neglected to pull her dress up. Had the git's attention hostage, she did. â€Å"Right. She's a bloody vision of loveliness, lad, but you've buffed yourself to a gleam already and we've work to do. The castle's awash in intrigue, subterfuge, and villainy – they'll be wanting-comic relief between the flattery and the murders.† â€Å"Intrigue and villainy?† Drool displayed a gape-toothed grin. Imagine soldiers dumping hogsheads of spittle through the crenellations atop the castle wall – thus is Drool's grin, as earnest in expression as it is damp in execution – a slurry of good cheer. He loves intrigue and villainy, as they play to his most special ability. â€Å"Will there be hiding?† â€Å"There will most certainly be hiding,† said I, as I shouldered an escaped testicle into his cod. â€Å"And listening?† â€Å"Listening of cavernous proportions – we shall hang on every word as God on Pope's prayers.† â€Å"And fuckery? Will there be fuckery, Pocket?† â€Å"Heinous fuckery most foul, lad. Heinous fuckery most foul.† â€Å"Aye, that's the dog's bollocks,[12] then!† said Drool, slapping his thigh. â€Å"Did you hear, Mary? Heinous fuckery afoot. Ain't that the dog's bollocks?† â€Å"Oh yeah, the dog's bloody B. it is, love. If the saints are smilin' on us, maybe one of them nobles will hang your wee mate there like they been threatening.† â€Å"Two fools well-hung we'd have then, wouldn't we?† said I, elbowing my apprentice in the ribs. â€Å"Aye, two fools well-hung, we'd have, wouldn't we?† said Drool, in my voice, tone to note coming out his great maw as like he'd caught an echo on his tongue and coughed it right back. That's the oaf's gift – not only can he mimic perfectly, he can recall whole conversations, hours long, recite them back to you in the original speakers' voices, and not comprehend a single word. He'd first been gifted to Lear by a Spanish duke because of his torrential dribbling and the ability to break wind that could darken a room, but when I discovered the Natural's keener talent, I took him as my apprentice to teach him the manly art of mirth. Drool laughed. â€Å"Two fools well-hung – â€Å" â€Å"Stop that!† I said. â€Å"It's unsettling.† Unsettling indeed, to hear your own voice sluicing pitch-perfect out of that mountain of lout, stripped of wit and washed of irony. Two years I'd had Drool under my wing and I was still not inured to it. He meant no harm, it was simply his nature. The anchoress at the abbey had taught me of nature, making me recite Aristotle: â€Å"It is the mark of an educated man, and a tribute to his culture, that he look for precision in a thing only as its nature allows.† I would not have Drool reading Cicero or crafting clever riddles, but under my tutelage he had become more than fair at tumbling and juggling, could belch a song, and was, at court, at least as entertaining as a trained bear, with slightly less proclivity for eating the guests. With guidance, he would make a proper fool. â€Å"Pocket is sad,† said Drool. He patted my head, which was wildly irritating, not only because we were face-to-face – me standing, him sitting bum-to-floor – but because it rang the bells of my coxcomb in a most melancholy manner. â€Å"I'm not sad,† said I. â€Å"I'm angry that you've been lost all morning.† â€Å"I weren't lost. I were right here, the whole time, having three laughs with Mary.† â€Å"Three?! You're lucky you two didn't burst into flames, you from friction and her from bloody thunderbolts of Jesus.† â€Å"Maybe four,† said Drool. â€Å"You do look the lost one, Pocket,† said Mary. â€Å"Face like a mourning orphan what's been dumped in the gutter with the chamber pots.† â€Å"I'm preoccupied. The king has kept no company but Kent this last week, the castle is brimming with backstabbers, and there's a girl-ghost rhyming ominous on the battlements.† â€Å"Well, there's always a bloody ghost, ain't there?† Mary fished a shirt out of the cauldron and bobbed it across the room on her paddle like she was out for a stroll with her own sodden, steaming ghost. â€Å"You've got no cares but making everyone laugh, right?† â€Å"Aye, carefree as a breeze. Leave that water when you're done, would you, Mary? Drool needs a dunking.† â€Å"Nooooooo!† â€Å"Hush, you can't go before the court like that, you smell of shit. Did you sleep on the dung heap again last night?† â€Å"It were warm.† I clouted him a good one on the crown with Jones. â€Å"Warm's not all, lad. If you want warm you can sleep in the great hall with everyone else.† â€Å"He ain't allowed,† offered Mary. â€Å"Chamberlain[13] says his snoring frightens the dogs.† â€Å"Not allowed?† Every commoner who didn't have quarters slept on the floor in the great hall – strewn about willy-nilly on the straw and rushes – nearly dog-piled before the fireplace in winter. An enterprising fellow with night horns aloft and a predisposal to creep might find himself accidentally sharing a blanket or a tumble with a sleepy and possibly willing wench, and then be banished for a fortnight from the hall's friendly warmth (and indeed, I owe my own modest apartment above the barbican[14] to such nocturnal proclivity), but put out for snoring? Unheard of. When night's inky cape falls o'er the great hall, a gristmill it becomes, the machines of men's breath grind their dreams with a frightful roar, and even Drool's great gears fall undistinguished among the chorus. â€Å"For snoring? Not allowed in the hall? Balderdash!† â€Å"And for having a wee on the steward's wife,† Mary added. â€Å"It were dark,† explained Drool. â€Å"Aye, and even in daylight she is easily mistaken for a privy, but have I not tutored you in the control of your fluids, lad?† â€Å"Aye, and with great success,† said Shanker Mary, rolling her eyes at the spunk-frosted wall. â€Å"Ah, Mary, well said. Let's make a pact: If you do not make attempts at wit, I will refrain from becoming a soap-smelling prick-pull. What say ye?† â€Å"You said you liked the smell of soap.† â€Å"Aye, well, speaking of smell. Drool, fetch some buckets of cold water from the well. We need to cool this kettle down and get you bathed.† â€Å"Nooooooo!† â€Å"Jones will be very unhappy with you if you don't hurry,† said I, brandishing Jones in a disapproving and somewhat threatening manner. A hard master is Jones, bitter, no doubt, from being raised as a puppet on a stick. A half-hour later, a miserable Drool sat in the steaming cauldron, fully-clothed, his natural broth having turned the lye-white water to a rich, brown oaf-sauce. Shanker Mary stirred about him with her paddle, being careful not to stir him beyond suds to lust. I was quizzing my student on the coming night's entertainments. â€Å"So, because Cornwall is on the sea, we shall portray the duke how, dear Drool?† â€Å"As a sheep-shagger,† said the despondent giant. â€Å"No, lad, that's Albany. Cornwall shall be the fish-fucker.† â€Å"Aye, sorry, Pocket.† â€Å"Not a worry, not a worry. You'll still be sodden from your bath, I suspect, so we'll work that into the jest. Bit of sloshing and squishing will but add to the merriment, and if we can thus imply that Princess Regan is herself, a fishlike consort, well I can't think of anyone who won't be amused.† â€Å"‘Cepting the princess,† said Mary. â€Å"Well, yes, but she is very literal-minded and often has to be explained the thrust of the jest a time or two before lending her appreciation.† â€Å"Aye, remedial thrusting's the remedy for Regan's stubborn wit,† said the puppet Jones. â€Å"Aye, remedial thrusting's the remedy for Regan's stubborn wit,† said Drool in Jones's voice. â€Å"You're dead men,† sighed Shanker Mary. â€Å"You're a dead man, knave!† said a man's voice from behind me. And there stood Edmund, bastard son of Gloucester, blocking the only exit, sword in hand. Dressed all in black, was the bastard: a simple silver brooch secured his cape, the hilts of his sword and dagger were silver dragon heads with emerald eyes. His jet beard was trimmed to points. I do admire the bastard's sense of style – simple, elegant, and evil. He owns his darkness. I, myself, am called the Black Fool. Not because I am a Moor, although I hold no grudge toward them (Moors are said to be talented wife-stranglers) and would take no offense at the moniker were that the case, but my skin is as snowy as any sun-starved son of England. No, I am called so because of my wardrobe, an argyle of black satin and velvet diamonds – not the rainbow motley of the run-a-day fool. Lear said: â€Å"After thy black wit shall be thy dress, fool. Perhaps a new outfit will stop you tweaking Death's nose. I'm short for the grave as it is, boy, no need to anger the worms before my arrival.† When even a king fears irony's twisted blade, what fool is ever unarmed? â€Å"Draw your weapon, fool!† said Edmund. â€Å"Sadly, sir, I have none,† said I. Jones shook his head in unarmed woe. We both were lying, of course. Across the small of my back I wore three wickedly-pointed throwing daggers – fashioned for me by the armorer to be used in our entertainments – and while I had never used them as weapons, truly flung they had spitted apples off the head of Drool, nipped plums from his outstretched fingers, and yea, even speared grapes out of the air. I had little doubt that one might find its way into Edmund's eye and thus vent his bitter mind like a lanced boil. If he needed to know he would know soon enough. If not, well, why trouble him? â€Å"If not a fight, then a murder it is,† said Edmund. He lunged, his blade aimed for my heart. I sidestepped and knocked his blade away with Jones, who lost a bell from his coxcomb for his trouble. I hopped up onto the lip of the cauldron. â€Å"But, sir, why spend your wrath on a poor, helpless fool?† Edmund slashed. I leapt. He missed. I landed on the far side of the cauldron. Drool moaned. Mary hid in the corner. â€Å"You shouted bastard at me from the battlements.† â€Å"Aye, they announced you as bastard. You, sir, are a bastard. And a bastard most unjust to make me die with the foul taste of truth still on my tongue. Allow me a lie before you strike: You have such kind eyes.† â€Å"But you spoke badly of my mother as well.† He put himself between me and the door. Bloody bad planning, building a laundry with only one exit. â€Å"I may have implied that she was a poxy whore, but from what your father says, that, too, is not breaking the bonds of verity.† â€Å"What?† asked Edmund. â€Å"What?† asked Drool, a perfect parrot of Edmund. â€Å"What?† inquired Mary. â€Å"It's true, you git! Your mother was a poxy whore!† â€Å"Beggin' your pardon, sir, poxiness ain't so bad,† said Shanker Mary, shining a ray of optimism on these dark ages. â€Å"Unfairly maligned, the poxy are. Methinks a spot o' the pox implies experience. Worldliness, if you will.† â€Å"The tart makes an excellent point, Edmund. But for the slow descent into madness and death with your bits dropping off along the way, the pox is a veritable blessing,† said I, as I skipped just out of blade's reach from the bastard, who stalked me around the great cauldron. â€Å"Take Mary here. In fact, there's an idea. Take Mary. Why spend your energy after a long journey murdering a speck of a fool when you can enjoy the pleasures of a lusty wench who is not only ready, but willing, and smells pleasantly of soap?† â€Å"Aye,† said Drool, expelling froth as he spoke. â€Å"She's a bloody vision of loveliness.† Edmund let his sword point drop and looked at Drool for the first time. â€Å"Are you eating soap?† â€Å"Just a wee sliver,† bubbled Drool. â€Å"They weren't saving it.† Edmund turned back to me. â€Å"Why are you boiling this fellow?† â€Å"Couldn't be helped,† said I. (How dramatic, the bastard, the water was barely steaming. What appeared to be boiling was Drool venting vapors.) â€Å"Common fuckin' courtesy, ain't it?† said Mary. â€Å"Speak straight, both of you.† The bastard wheeled on one heel and before I knew what was happening, he had the point of his blade at Mary's throat. â€Å"I've been nine years in the Holy Land killing Saracens, killing one or two more makes no difference to me.† â€Å"Wait!† I leapt back to the lip of the cauldron, reaching to the small of my back with my free hand. â€Å"Wait. He's being punished. By the king. For attacking me.† â€Å"Punished? For attacking a fool?† â€Å"‘Boil him alive,' the king said.† I jumped down to Edmund's side of the cauldron – moved toward the doorway. I'd needed a clear line of sight, and should he move, I didn't want the blade to hit Mary. â€Å"Everyone knows how fond the king is of his dark little fool,† said Mary, nodding enthusiastically. â€Å"Bollocks!† shouted Edmund, as he pulled the sword back to slash. Mary screamed. I flipped a dagger in the air, caught it by the blade, and was readying to send it to Edmund's heart when something hit him in the back of the head with a thud and he went bum over eyebrows into the wall, his blade clanging across the floor to my feet. Drool had stood up in the cauldron and was holding Mary's laundry paddle – a bit of dark hair and bloody scalp clung to the bleached wood. â€Å"Did you see that, Pocket? Smashing fall he did.† All of it a pantomime to Drool. Edmund was not moving. As far as I could see, he was not breathing either. â€Å"God's bloody balls, Drool, you've kilt the earl's son. We'll all be hung, now.† â€Å"But he were going to hurt Mary.† Mary sat on the floor by Edmund's prostrate body and began stroking his hair on a spot where there was no blood. â€Å"I was going to shag him docile, too.† â€Å"He would have killed you without a thought.† â€Å"Ah, blokes have their tempers, don't they? Look at him, he's a fair form of a fellow, innit he? And rich, too.† She took something from his pocket. â€Å"What's this?† â€Å"Well done, lass, not so much as a comma between grief and robbery, and much the better when he's still so fresh his fleas have not sailed to livelier ports. The Church wears well on you.† â€Å"No, I'm not robbing. Look, it's a letter.† â€Å"Give it here.† â€Å"You can read?† The tart's eyes widened as if I had confessed the ability to turn lead into gold. â€Å"I was raised in a nunnery, wench. I am a walking library of learning – bound in comely leather and suitable for stroking – at your service, should you fancy a bit of culture to go with your lack of breeding, or vice versa, of course.† Then Edmund gasped and stirred. â€Å"Oh fuckstockings. The bastard's alive.†

A Joint Stock Company Is A Company Founded By Legal Entities Accounting Essay Essays

A Joint Stock Company Is A Company Founded By Legal Entities Accounting Essay Essays A Joint Stock Company Is A Company Founded By Legal Entities Accounting Essay Essay A Joint Stock Company Is A Company Founded By Legal Entities Accounting Essay Essay Limited Liability Company may hold up to 30 members ( natural individuals or legal entities ) . Minimum dinar equivalent of EURO 500 for the monetary portion of the initial capital ; there are no demands in regard of the minimal part of each member. The liability of members is up to the value of their investing. There are no demands for citizenship for the office carriers. In the comparing between local person vs. legal entity from abroad the lone difference is transcriber s cost which would to boot rush up the procedure. Necessary paperss are: Decision sing incorporation of the limited liability company in Serbia ; Statement from concern bank that monetary capital is paid ; Filed enrollment signifier ; Fees paid to the Agency for concern topics. Put up clip, when all paperwork is provided is between 5 to 10 concern yearss. Joint stock company ( a.d ) A joint stock company is a company founded by legal entities or persons. If 1 or more natural individuals or legal entities formed at the same time ( purchasing all portions through incorporation Internet Explorer closed joint stock company ) , 2 or more for companies formed in turn ( issue of a prospectus intended for 3rd parties unfastened articulation stock company ) . The maximal figure of stockholders in a closed articulation stock company is 100. Joint stock company holding more than 100 stockholders is deemed an unfastened articulation stock company Initial capital is divided into portions of specific value. Minimum dinar equivalent of EURO 10.000 for the monetary portion of the initial capital for companies formed at the same time and URO25.000 for the companies formed in turn. A minimal 50 % of both the founding capital and the equity of each stockholder must be paid before incorporation. Contribution of the members may be money, belongings or rights but non in labor or services. LLC compared to JSC In pattern, foreign investors normally prefer to integrate an LLC, due to its simple signifier and faster incorporation. The advantage is besides that addition in capital may be made without formal vote processs and without supervising of the Securities Exchange Commission. Corporate revenue enhancement Taxable income and revenue enhancement rate The nonexempt income is based on the accounting net income stated in the income statement established in conformity with IFRS and accounting ordinances and farther adjusted for revenue enhancement intents. The corporate income revenue enhancement is levied at the rate of 10 % . Withholding revenue enhancement Withholding revenue enhancement of 20 % is levied on the certain types of income paid to a non occupant entity by a resident taxpayer. Capable to keep backing revenue enhancement are the undermentioned types of income: Dividends and portion in net income Royalties Interests Capital additions Income from renting movable and immoveable belongings derived by non resident entity, good proprietor of the income Net incomes of sportswomans and instrumentalists The withholding revenue enhancement is non calculated and paid on the income paid to a lasting concern unit of a non occupant entity. The commissariats of the Double Taxation Treaty can be applied supplying that a non occupant provides grounds on his position of a occupant in the state signer of the Treaty and supplying the nonresident is a good proprietor of the income. Tax inducements The Law on Corporate Income Tax prescribes assorted revenue enhancement inducements for investings in fixed assets, in add-on to the revenue enhancement freedom for big investings, such as: revenue enhancement recognition for investing in fixed assets ( Art. 48 ) revenue enhancement recognition for investing in fixed assets for taxpayers in certain countries of industry ( Art. 48a ) Tax recognition for investing in fixed assets A taxpayer puting in the fixed assets is entitled to a revenue enhancement recognition of 20 % of the investing made in that twelvemonth. The revenue enhancement recognition is limited to 50 % of the assessed revenue enhancement in the twelvemonth of the investing. The unutilized part of revenue enhancement recognition may be carried over to the future accounting period up to 50 % of the assessed revenue enhancement, but non longer than 10 old ages. Note that merely the sum of assets paid is relevant for the intents of this revenue enhancement recognition. Assetss brought in as part in sort would non measure up for recognition. Any unutilized revenue enhancement recognition from the old twelvemonth ( s ) may be applied in the current twelvemonth one time that current twelvemonth s revenue enhancement recognition has been used. If assets, on the footing of which revenue enhancement recognition was derived, are disposed of, within three old ages from their acquisition day of the month, the sum of underpaid revenue enhancement must be repaid along with involvement at a rate equal to the retail monetary value growing rate. Tax recognition for investing in fixed assets for taxpayers in certain countries of industry Taxpayers registered for concern activities falling in specific countries of industry are entitled to the revenue enhancement recognition equivalent to 80 % of the value of investing. The recognition is non limited, i.e. it can be used in full, up to the sum of the assessed revenue enhancement. Unutilized part of revenue enhancement recognition may be carried over to the future accounting period of up to 10 old ages. The countries of industry to which this revenue enhancement inducement applies include agribusiness, fabric industry, basic metal industry, standard metal merchandises industry, machine industry, electrical/household contraptions industry, auto industry, recycling etc. Income revenue enhancement alleviation for big investings The jurisprudence prescribes a particular revenue enhancement alleviation for investings in surplus of 8 million EUR, capable to the fulfilment of the undermentioned conditions: Investing of over 800 million dinars ( approx. 8 million EUR ) in fixed assets, and Employment of 100 new employees for an indefinite period of clip The revenue enhancement alleviation is granted in proportion to the value of investing: the income revenue enhancement is reduced based on the ratio between the value of new assets and entire assets, including the freshly acquired assets. The revenue enhancement alleviation runs from the twelvemonth in which the first nonexempt income is generated, after the above conditions are fulfilled. New employees, for the intents of this inducement are non considered to be the persons once employed in the company, which is straight or indirectly related to the taxpayer. Fiscal inducements For standard-scale Greenfield and Brownfield undertakings in the fabrication and export-related services sectors, non-refundable province financess are offered in the scope between ˆ2,000 and ˆ5,000 per new occupation created. Value-added tax Since 1 January 2005, supply of goods and services on the district of Serbia is capable to VAT, at the standard rate of 18 % . Certain goods are capable to the decreased rate of 8 % . VAT is based on the rule that VAT paid on input can be used as tax write-off for the intents of computation of taxpayer s VAT liability. Output VAT is triggered by supply of goods and services or aggregation of payment, whichever event comes foremost. Taxpayer is entitled to the refund of the surplus of input VAT over end product VAT. The deadline for refund is 45 yearss from the deadline for the entry of the revenue enhancement return, except in the instance of predominant exporters where the deadline for VAT refund is 15 yearss from the deadline for registering the revenue enhancement return. Alternatively, taxpayer can utilize VAT recognition to cover his future VAT liability. Taxpayers with turnover over 4 million RSD are obliged to register for VAT. The nonexempt period is a month. The deadline for registering VAT return is by 10th of the month for the old month. Employment Serbia s labour force combines exceeding on the job efficiency with ample labour supply. With a alone combination of high-quality and low costs, it is one of the cardinal factors in making a strong concern public presentation. The labor relationship is established by an employment contract concluded between the employer and the employee. There are several types of employment contract: Permanent employment contract Impermanent employment contract ( for a preset period of clip ) Employment contract for a test period ( no longer so 6 months ) Employment contract based on particular footings for first-time employees Full clip employment is 40 hours in a hebdomad. Overtime can non last longer than 4 hours per twenty-four hours. Average wages in Serbia ( 350 cyberspace as per today ) are low plenty to guarantee cost-efficient operating. Entire costs for employers stand at simply 50 % of the degree in EU states from Eastern Europe. Social insurance charges ( 17.9 % per employer and employee ) and Salary Tax ( 12 % ) sum to approximately 65 % of the net wage but the revenue enhancement load for employers can be reduced through a assortment of fiscal and revenue enhancement inducements available. The expiration of employment could be achieved comparatively straightforward. Rent of equipment vs. part in sort With leasing equipment your subordinate in Serbia could non avoid payment of keep backing revenue enhancements on the royalties at the rate of 10 % . Besides, all revenue enhancement inducements mentioned in the chapter 2 of this papers, are possible merely with holding equipment as your ownership. Last but non the least there is possibility to avoid payment of imposts responsibilities in instance you are buying equipment outside of Serbia and importing it as part in sort. Miscelanius Please happen affiliated our monetary value list. Please note that for back uping you to make investing in Serbia we will supply you with 20 % price reduction on our services. Should you hold any farther inquiries, delight make non waver to reach us. Best respects Slobodan

Strain Transformation Essays - Solid Mechanics, Tensors, Free Essays

Strain Transformation Essays - Solid Mechanics, Tensors, Free Essays Strain Transformation California State University, Northridge College of Computer Science and Engineering Department of Civil and Manufacturing Engineering STRAIN TRANSFORMATION Submitted to: Nazaret Dermendjian Submitted for: Applied Mechanics 340 Date requested: April 6, 1999 Date due: April 27, 1999 Date submitted: April 27, 1999 The following report will be on Strain Transformation. Strain transformation is similar to stress transformation, so that many of the techniques and derivations used for stress can be used for strain. We will also discuss methods of measuring strain and material-property relationships. The general state of strain at a point can be represented by the three components of normal strain, x, y, z, and three components of shear strain, gxy, gxz, gyz. For the purpose of this report, we confine our study to plane strain. That is, we will only concentrate on strain in the x-y plane so that the normal strain is represented by x and y and the shear strain by gxy . The deformation on an element caused by each of the elements is shown graphically below. Before equations for strain-transformation can be developed, a sign convention must be established. As seen below, x and y are positive if they cause elongation in the the x and y axes and the shear strain is positive if the interior angle becomes smaller than 90. For relative axes, the angle between the x and x' axes, q, will be counterclockwise positive. If the normal strains x and y and the shear strain gxy are known, we can find the normal strain and shear strain at any rotated axes x' and y' where the angle between the x axis and x' axis is q. Using geometry and trigonometric identities the following equations can be derived for finding the strain at a rotated axes: x' = (x + y)/2 + (x - y)cos 2q + gxy sin 2q (1) gx'y' = [(x - y)/2] sin 2q + (gxy /2) cos 2q (2) The normal strain in the y' direction by substituting (q + 90) for q in Eq.1. The orientation of an element can be determined such that the element's deformation at a point can be represented by normal strain with no shear strain. These normal strain are referred to as the principal strains, 1 and 2 . The angle between the x and y axes and the principal axes at which these strains occur is represented as qp. The equations for these values can be derived from Eq.1 and are as followed: tan 2qp = gxy /(x - y) (3) 1,2 = (x -y)/2 [(x -y)/2]2+ (gxy/2)2 }1/2 (4) The axes along which maximum in-plane shear strain occurs are 45 away from those that define the principal strains and is represented as qs and can be found using the following equation: tan 2qs = -(x - y) / 2 (5) When the shear strain is maximum, the normal strains are equal to the average normal strain. These values are determined from the following equations: gmax / 2 = [(x - y) / 2]2 + (gxy / 2)2}1/2 (6) avg = (x + y) / 2 (7) We can also solve strain transformation problem using Mohr's circle. The coordinate system used has the abscissa represent the normal strain , with positive to the right and the ordinate represents half of the shear strain g/2 with positive downward. Determine the center of the circle C, which is on the axis at a distance of avg from the origin. Please note that it is important to follow the sign convention established previously. Plot a reference point A having coordinates (x , gxy / 2). The line AC is the reference for q = 0. Draw a circle with C as the center and the line AC as the radius. The principal strains 1 and 2 are the values where the circle intersects the axis and are shown as points B and D on the figure below. The principal angles can be determined from the graph by measuring 2qp1 and 2qp2 from the reference line AC to the axis. The element will be elongated in the x' and y' directions as shown below. The average normal strain and the maximum shear strain are shown as points E and F on the figure below. The element will be elongated as shown. To measure the normal strain in a

Satire, Parody, and other Forms of Ridicule

Satire, Parody, and other Forms of Ridicule Satire, Parody, and other Forms of Ridicule Satire, Parody, and other Forms of Ridicule By Maeve Maddox Writers have been raising laughs by ridiculing people and human behavior since at least the time of the Greek dramatists. Here are some terms to describe types of ridicule intended to make us laugh and, maybe, think. satire (n.) This broad term applies to literature that blends criticism, wit, and ironic humor with the aim of ridiculing or rebuking someone or something. The target of satire can be person or thing. Jonathan Swifts savage essay A Modest Proposal targets the Irish landowning system. In our own time the government and individual politicians are favorite targets of satire. The verb is satirize. parody (n.) A parody is the imitation of a created work. Originally the word referred to a written work, but now it can also apply to graphic art or music. A parody is not necessarily intended to ridicule, but it often does. Mel Brookss SpaceBalls is a parody of George Lucass StarWars. Stephen Colberts TV persona is a parody of an ultra-conservative talk show pundit like Bill OReilly. Alexander Popes The Rape of the Lock is a parody of a Homeric epic. Artist Michael Ian Weinfeld has created a parody of the famous Obama Hope poster: the Pope poster. Pianist Victor Borge made audiences laugh with parodies of the classics. Similar to a parody is a travesty. I think of the difference in that the parody is intentionally silly while the travesty is unintentionally so. The Pyramus and Thisbe play in A Midsummer Nights Dream is intended by Peter Quince and the other workmen to be serious, but their lack of acting skill makes it funny. caricature We usually think of a caricature as a drawing, but the word can also refer to written descriptions that exaggerate the peculiarities of the person being ridiculed. Tina Feys impressions of Sarah Palin were caricatures. Cartoons of Walter Mathau exaggerate the size of his nose. Bobble-heads of celebrities are caricatures. lampoon A lampoon is a virulent attack on an individual. It can be written, or in the form of a drawing. In the early years of the United States, political lampoons were both common and vicious. Our own political cartoons can be seen as lampoons. The word is more frequently used as a verb nowadays, often preceded in its past participle form by the modifier unmercifully. burlesque The word burlesque has various meanings, one of which is a strip-tease show. In the context of satire, however, a burlesque is an outrageous imitation of something that is supposed to be taken seriously. Peter Schickeles P.D.Q. Bach inventions are examples of musical burlesque. spoof, take-off, send-up -all informal words for parody Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Wether, Weather, WhetherPeace of Mind and A Piece of One's MindGrammatical Case in English

Evaluation of the company's strategy Assignment

Evaluation of the company's strategy - Assignment Example While doing this, the study has made use of Ansoff matrix and BCG matrix. In addition, the study has also critically evaluated the organisation's strategy in terms of its suitability, acceptability, feasibility and sustainability. The key findings of the study were that certain segments of company are witnessing low market share and low growth rate. Hence, in order to overcome this issue, the company has been recommended product development strategy. The external audit has also shown that the company is yet to make an online presence, thus, the company has again been suggested to launch an online store to boost up sales. Table of Contents Table of Contents 3 Introduction 4 Analysis and critical evaluation of the organisation's strategic position 4 Analysis of the organisation's strategic direction 6 Critical evaluation of the organisation's strategy 8 Conclusions and Recommendation 9 Reference List 10 Appendix 11 Introduction The success of any good organization is based on the measu res that are laid by the stakeholders of the firm (Gilmore, 2003). In the business world, the strategy of the firm plays a fundamental role in the achievement of its objective. In the commercial setting, the principal aims of a company usually revolve around making profits, embrace growth and expansion and most importantly, diversification (Garrick, 2011). The aforementioned factors are the keys for the achievement of success in an industry that is flourishing. Most of the companies that have experienced success in the market have either followed a strategy that has been functioning properly for a number of years or with the ability to adapt to the changing environment (Alkhafaji, 2003). However, proper management is one of the main activities that help companies to realize its objectives and is thus deemed as a determinant (Hitt, Ireland and Hoskisson, 2009). Reports have shown that business strategies have continuously been performing commendable jobs in ascertaining success withi n the organization. Hence, the above discussion has made it evident that strategy is one of the four pillars of a business venture and the backbone supporting and guiding the operations of a firm (Davis, 2008). In this report, the strategy adopted or pursued by the company, Morrison Supermarkets Plc., will be evaluated. In the last assignment, environmental audit of the company had been carried out, but this project deals with the evaluation of the strategies being pursued by the company. This report seeks to investigate and critically analyse the organisation's strategic position along with its strategic direction, with a clear identification of the methods by which the organisation has been pursuing its strategy. While doing this portion, the study will make use of Ansoff matrix and BCG matrix. In addition, the study will also critically evaluate the organisation's strategy in terms of its suitability, acceptability, feasibility and sustainability. Lastly, on the basis of the find ings, a conclusion to the study will be drawn. Analysis and critical evaluation of the organisation's strategic position In the first assignment, critical analysis of Morrison’s internal and external business environment has been carried in order to identify the position of the company within the firm. The external and internal environment of the company was carried out with the help of PESTEL analysis and SWOT analysis

Entrapment by Government Agents Essay Example | Topics and Well Written Essays - 500 words

Entrapment by Government Agents - Essay Example Throughout the two and a half years, the government has been pestering Jacobson, to the point of almost forcing him to commit a crime. The fictitious organizations that have been sending him mails and surveys seem to be wanting to pin him down. The government was trying to lure him to commit the crime by informing him that censorship was infringing on his rights and sexual freedom. Jacobson is an innocent victim of entrapment by the government. The information about pornography and other illicit sexual activities were being fed to Jacobson, flaunted right into his mail box. The government did not give him a choice but to participate in the surveys and be a member of the phony organizations. Instead of trying to trap him, the government should have gone after the real offenders, those who do not need any persuasion from them to commit the crime. The Supreme Court defined entrapment in this case by stating that â€Å"if the defendant before contact with law enforcement officers or their agents did not have any intent or disposition to commit the crime charged and was induced or persuaded by law enforcement officers or their agents to commit the crime, then he was entrapped† (What constitutes entrapment by government agents?, 1992). Yes, one agrees with the definition of the Supreme Court. One believes that to prove that there is entrapment, two factors must be considered which was captured in the definition of the Supreme Court. The first is that the defendant was induced by the government to commit the crime. The second factor is the matter of whether the defendant is predisposed to commit the crime, given the fact that he was induced inappropriately to commit the

City and Developer Spar over Coney Island Visions Case Study

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Intervention for People with Learning Disability Essay

Intervention for People with Learning Disability - Essay Example People with learning disabilities are twice likely to have health problems, relative to other people, yet recent reports have indicated that people with learning disabilities manifest higher levels of unmet needs and usually receive less effective treatment despite legislation demanding equal treatment. Research studies have explored five broad classes of determinants of health inequalities that a majority of people with learning disabilities, in principle, encounter possibly open to intervention: heightened risk of exposure to social determinant of health; heightened risk linked to particular genetic and biological causes of learning disabilities; communication difficulties and minimized health â€Å"literacy†; personal health risks and behaviours; and, deficiencies in access to and the quality of health provision (Silver 2005, p.4). The existing patterns of healthcare provision are inadequate, inequitable and likely to be in contravention of legal requirements as per the Dis ability Discrimination Acts of 1995 and 2005. Individuals with learning disabilities, especially with less learning disabilities are highly probable to be exposed to social determinants such as poor housing conditions, poverty, overt discrimination, unemployment, and social disconnectedness. Research studies have demonstrated that individuals from minority ethnic communities face even larger health inequalities, compared to people with individuals coming from major ethnic communities. The limited communication skills may also minimize their capacity to convey identified health needs effectively to others (Mitchell 2004, p.201). Individuals with learning disabilities experience a lack of knowledge and choice regarding health... This essay approves that individuals with learning disabilities, especially with less learning disabilities are highly probable to be exposed to social determinants such as poor housing conditions, poverty, overt discrimination, unemployment, and social disconnectedness. Research studies have demonstrated that individuals from minority ethnic communities face even larger health inequalities, compared to people with individuals coming from major ethnic communities. The limited communication skills may also minimize their capacity to convey identified health needs effectively to others. This report makes a conclusion that the nursing assessment, coupled with the identification of an individual’s health needs is usually a complex and multidimensional process. It is essential to give people options, instead of making demands as this can allow clients to make choices that influence their own lives and environment, which in turn, can play a big role in making a difference to the quality of life and behaviour. Individuals with learning disabilities can be regarded as one of the most vulnerable groups in society. People with learning disabilities are at risk of abuse and neglect by both institutions and individuals. Studies indicate that individuals with learning disabilities manifest greater healthcare needs, relative to the general population, and most of these needs are unmet. Majority of people with learning disabilities manifest complex needs that can include sensory and/or physical impairments, challenging behaviour, and mental health needs, which require the nurse to be capable to avail a skilled assessment, intervention and care planning.

Trojan War Research Paper Example | Topics and Well Written Essays - 1500 words

Trojan War - Research Paper Example Primarily based on Homer’s epic poems Iliad and Odyssey, the Trojan War enjoys the status of one of the greatest incidents of ancient Greek mythology leading to chaos and bloodshed eventually. The epics also demonstrate The war also submits to narrate the ambitious nature and disposition of the ancient era people, who used to spend several decades in wars and hostilities on minor issues and trivial matters, which could easily be solved through negotiations. Started with the abduction of the Greek queen Helen, the war ended in the victory of the Greeks and destruction and ruination of Troy, where both the sides had to wash their hands of the splendid warriors and bravest men in the history of civilizations at large, tombs of whom are viewed to be the Trojan coast of cremations. Homer’s Iliad declares the rivalry among the three Greek goddesses including Hera, Athena, and Aphrodite over the Apple of Discord thrown by the goddess Eris for the fairest of the goddesses. Sinc e all the three claimed themselves to be the fairest one, Hera, Athena, and Aphrodite sought the judgment from King Zeus with regards to declaring the most beautiful one among the three. Since Zeus would not hurt any of the goddesses, he bestowed the power of announcing judgment to Paris, a local shepherd. Paris was actually the son of Trojan royal couple King Priam and Queen Hecuba, who had thrown the infant Paris in the wilderness because of the prophecy that the child, on growing young, would bring ruination to Troy.... Paris, according to the sources, was actually the son of Trojan royal couple King Priam and Queen Hecuba, who had thrown the infant Paris in the wilderness because of the prophecy that the child, on growing young, would bring ruination to Troy.10 Somehow, Paris’s extraordinary intelligence, comeliness and bravery had won Zeus’s favors, who had appointed him judge in order to decide the name of the most beautiful goddess of Greece. Since Aphrodite had revealed her complete body and stood naked before Paris, she was declared to be the most beautiful goddess. Aphrodite sought no bounds of joy, and in return provided Paris with all the information about Helen of Sparta, the most beautiful lady on the face of the earth. Immediately after obtaining information regarding Helen, Paris set out to discover the outstanding beauty, and fell in love with Helen. On receiving the powerful response from Helen, they planned to move to Troy for good. Helen’s elopement infuriated M enelaus, who called all the former suitors11 of Helen12 in Sparta, and sought their support in this matter. At first, the kings looked reluctant to participate in the war; somehow, on getting reminded of the pledge they were determined to wage war on the Trojans, who not only had abducted the spouse of Spartan King, but had also refused to return her to her consort. Out of sheer feelings of rage, the Greeks invaded Troy in order to take revenge of their humiliation from the Trojans eventually. Course of War: Since the Trojans had refused to return Helen to the Greeks through negotiation, they were certain regarding the fact that the war was evident and inevitable. Prince Hector had told his father i.e. King Priam about the prophecy of his triumph

Conflict theory Assignment Example | Topics and Well Written Essays - 500 words

Conflict theory - Assignment Example The class conflict theory notes that the society has been dominated by class antagonism and struggle over resources. The reason why I have liked the theory is that it highlights issues that continue to affect the modern society. For example, there has been a struggle for available resources in the current society such as employment opportunities, and other resources such as land and water. Hence, various argument presented in the theory are an explicit depiction of what is happening in the society today. Another example is on how capitalism continues to dominate the society. In fact, as it is those countries that have enormous resources continues to accumulate more and hence the increase of few rich people and at the same time vast population being poorer. Secondly, I like the concept that poverty in society is because of exploitation. I believe that there is no way one can accumulate resources if what rightful belong to them is taken by privileged in the society. Therefore, such an individual will not be able to get enough to sustain his/her life and life of those that solely depends on him or her. I also like this concept as it helps in highlighting ways that can be reversed to be able to reduce poverty and inequality in the society. There are different italicized key concepts that are applicable in my practice. One of the italicized key concepts is ideologies. The ideologies are described as one’s idea that may lead to a certain ways of doing things. I believe this concept is applicable in my practice as I also have my own ideas that act as a guide to various things I do. The other concept that is applicable in my practice is on one-Dimensional Man. The concept argues that a man have been unable to maintain self through the influence of ‘outside’ things such as technology. I identify with this concept as I have managed to embrace technology in various aspects of life. For example, currently, I use a modern

Trojan War Research Paper Example | Topics and Well Written Essays - 1500 words

Trojan War - Research Paper Example Primarily based on Homer’s epic poems Iliad and Odyssey, the Trojan War enjoys the status of one of the greatest incidents of ancient Greek mythology leading to chaos and bloodshed eventually. The epics also demonstrate The war also submits to narrate the ambitious nature and disposition of the ancient era people, who used to spend several decades in wars and hostilities on minor issues and trivial matters, which could easily be solved through negotiations. Started with the abduction of the Greek queen Helen, the war ended in the victory of the Greeks and destruction and ruination of Troy, where both the sides had to wash their hands of the splendid warriors and bravest men in the history of civilizations at large, tombs of whom are viewed to be the Trojan coast of cremations. Homer’s Iliad declares the rivalry among the three Greek goddesses including Hera, Athena, and Aphrodite over the Apple of Discord thrown by the goddess Eris for the fairest of the goddesses. Sinc e all the three claimed themselves to be the fairest one, Hera, Athena, and Aphrodite sought the judgment from King Zeus with regards to declaring the most beautiful one among the three. Since Zeus would not hurt any of the goddesses, he bestowed the power of announcing judgment to Paris, a local shepherd. Paris was actually the son of Trojan royal couple King Priam and Queen Hecuba, who had thrown the infant Paris in the wilderness because of the prophecy that the child, on growing young, would bring ruination to Troy.... Paris, according to the sources, was actually the son of Trojan royal couple King Priam and Queen Hecuba, who had thrown the infant Paris in the wilderness because of the prophecy that the child, on growing young, would bring ruination to Troy.10 Somehow, Paris’s extraordinary intelligence, comeliness and bravery had won Zeus’s favors, who had appointed him judge in order to decide the name of the most beautiful goddess of Greece. Since Aphrodite had revealed her complete body and stood naked before Paris, she was declared to be the most beautiful goddess. Aphrodite sought no bounds of joy, and in return provided Paris with all the information about Helen of Sparta, the most beautiful lady on the face of the earth. Immediately after obtaining information regarding Helen, Paris set out to discover the outstanding beauty, and fell in love with Helen. On receiving the powerful response from Helen, they planned to move to Troy for good. Helen’s elopement infuriated M enelaus, who called all the former suitors11 of Helen12 in Sparta, and sought their support in this matter. At first, the kings looked reluctant to participate in the war; somehow, on getting reminded of the pledge they were determined to wage war on the Trojans, who not only had abducted the spouse of Spartan King, but had also refused to return her to her consort. Out of sheer feelings of rage, the Greeks invaded Troy in order to take revenge of their humiliation from the Trojans eventually. Course of War: Since the Trojans had refused to return Helen to the Greeks through negotiation, they were certain regarding the fact that the war was evident and inevitable. Prince Hector had told his father i.e. King Priam about the prophecy of his triumph

Marketing home work Essay Example | Topics and Well Written Essays - 500 words

Marketing home work - Essay Example In a highly competitive environment of cut throat business, creating and keeping customers therefore becomes vital ingredient of the market strategy of the firms. Saxonville Sausages is a prime example of how brand strategies were used to position their product in the market. They had targeted family and homemakers who relished home cooked food. The advertisements showed women using Saxonville sausages to make different dishes and enjoying it with family. Thus it was able to create a niche market position. Through right positioning, it was able to revive its declining profits (Mullins & Walker, 2009). Mountain Man brewery case, on the other hand emphasizes the need for new product to meet the challenges of time. Mountain Man is established brand of lager with regional specialty that primarily caters to the niche market of coal miners. Its brand equity is associated with long history of coal mining and has a loyal customer base which now is elderly populace. The new light beer would meet the tastes of young generation but fears that it could threaten its brand equity. But this is a risk which the firm must take to maintain its competitive advantage in the industry. Market research is intrinsic part of business strategy that is used to identify and analyze changing customers’ requirements which the firms meet through new product development or value addition (Vandermerwe, 2004; McKenna, 1991). The buying behavior and surveys are important tools for qualitative and quantitative analysis that help deintify the changing trend of the consumers. For example, qualitative study would show that coke is a favorite drink but diet coke is preferred more because of its low calorie. On the other hand, quantitative research would indicate that coke is more popular than Pepsi. Various firms like Redbull, Reebok, Nike have used market research to identify their requirement that was used for new product

Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching Session A portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and evaluation of a teaching session. Introduction The title of the teaching session chosen was: â€Å"Pressure Ulcer Risk Assessment.† I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles. The purpose behind this exercise was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching session provided which supplemented nurse education on an important topic which is likely to make a difference to the students (Clark 2005) and one which is incorporated into the process of clinical governance. There are a variety of learning styles and one of these – activist (Honey, 1982) – learns most effectively from actually performing the task. However performance of the task is relevant as a learning exercise for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas integral to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised some of this theory to enhance the usefulness of my reflection into how the teaching session took place. The portfolio of evidence follows in appendices. These are copies of the actual documents used. These are referenced within the reflective elements of the exercise presented below. The process follows a flexible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for improvement in subsequent sessions. Rationale for choice of teaching session The topic was â€Å"Pressure Ulcer Risk Assessment.† This was chosen for the following reasons: It is an important area It has a high incidence. In a study in 1991 4.03% of admissions developed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients also develop pressure sores in the community; a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital. Once a pressure ulcer develops it is difficult to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after cancer and cardiovascular disease (Health Council of the Netherlands, 1999). Pressure ulcers are distressing to patients. They adversely influence length of stay which is one of the clinical governance outcome measures Increasing length of stay blocks beds and has the ultimate effect of lengthening waiting times for elective surgical procedures This has financial implications for the Trust Scare NHS resources are diverted away for treating pre-existing diseases The are medico legal effects (Moody, 1997) Pressure sore are largely preventable (Stephen-Haynes). Nursing on pressure relieving mattresses can be effective (Hofman et al, 1994) However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993) We can effectively predict which patients are at high risk although the Waterlow score does not perform well in the community (Edwards M (1996) and there are also concerns about its performance within the hospital setting (Schoonhoven,2006). We can target preventative treatment at those at high risk Prevention measures in the high risk group can make a difference (Cooper and gray, 2002) The risk factors need to be understood by all nursing staff on the ward (Moody et al, 1988). It is important to keep up to date with new ideas in the topic Planning based on a Teaching Plan (Quinn 2000) The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teacher’s notes. A copy of the teaching plan is presented in appendix 2. The aim of the teaching session was â€Å"to develop an understanding of the principles of pressure ulcer risk assessment.† The learning outcomes were â€Å"At the end of this teaching session students should be able to: Define the term ‘pressure ulcer’ and explain rationales for risk assessment. Understand the importance of clinical governance in relation to pressure ulcer risk assessment. Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterlow, 1985, 1988, 2005). The seven learners were student nurses from the first to the third year of study. A written plan was set out as shown in appendix 2. This detailed the sequence and process of the session. Approximate timings were given in the first column. The content column detailed six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items; definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, according to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity planned was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising. The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is progress on to newer more complex material. Preparation of self, subject material, students environment Self I ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and also that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session. I was aware of the policy within the hospital about screening for pressure sore risk and subsequent management so that the contents of the presentation were likely to be appropriate in the day to day working context. Subject material I had thoroughly read up about the subject from a variety of resources including paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted some questions and formulated some draft answers to them. Students I already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a number of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning needs were. I advertised the teaching session to the students beforehand. I choose a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach – some students may not follow what was going on whereas others may be bored. Environment A teaching room was obtained. The chairs were arranged in a semi-circular pattern in order for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of adjusting the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session. Delivery the process of undertaking the session The total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely interactive although some of the students did not participate in the discussion. I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the audience much more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspects; Clarity of objectives and priorities Knowledge of the subject Knowledge of educational theory Communication skills Motivation The teaching was interactive because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking open questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. Overall I had in mind to make the session learner-centred. I used cue cards so that I did not need detailed notes. I gave out and used handouts in such a way that the students would not be distracted by looking at them. The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, â€Å"what is †¦..?†, â€Å"can anybody explain or tell me what this†¦.. means please?†, â€Å"what do you understand by the term †¦Ã¢â‚¬ ¦?† I spent a preponderance of the available time asking questions, explaining and clarifying. Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or listening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students. Evaluation decisions relating to the process of evaluation and preparing evaluation materials I prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful driver for the continuous improvement in education. In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be finished once the feedback forms and attendance register had been dealt with. The summary of the completed forms is shown in the appendix. The forms included an area for free text comments. However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would therefore give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan. Feedback response to evaluation feedback (from learners/students) and self-evaluation Response to feedback from the students Self evaluation I felt that I had performed well in some areas. I felt I was proceeding at a pace that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by making it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for further reading and although I felt this was a good idea since according to educational theory adult learners need to be given direction and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation. I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be covered on the topic but the time was insufficient. Initially I felt strongly that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necessary in order for students to be taught. In retrospect it would have probably been advantageous to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time. Feedback from the students The feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks. In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. Reflective practice (Schà ¶n, 1987) consists of two elements: reflection in action, this occurred at the time of the teaching session reflection on action, occurred following the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved. Action plan for future practice identify key points for future development Learn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question). Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982). Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001). Have a space on the evaluation form for comments on the environment. Use photographs and pictures. Get the students to actually use the scale. Do less reading of handouts. Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn. Utilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for instance get the students to actually use the risk scoring system by applying it to examples. According to Knowles (1984) it is a basic principle that adult learning is facilitated by encouraging learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources. Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe. Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this. Conclusion It is now going to be particularly important to repeat the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as done here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change. It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department. In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher. Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach. References Beckrich K Aronovitch SA 1999 Hospital acquired pressure ulcers: a comparison of costs in medical vs. surgical patients. Nurs Econ 17:263-271 Cheek B 2005 The learning cycle in http://www.gp-training.net/training/restrain.htm accessed 10 March 2006 Clark M Watts S 1994 The incidence of pressure sores within a National Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6. Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95 Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48 de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing Shrewsbury Edwards M (1996) Pressure sore risk: validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8 Health Council of the Netherlands. Pressure ulcers. The Hague: The Health Council of the Netherlands, 1999. (Publication No 1999/23.) Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses: controlled clinical trial Lancet.5;343(8897):568-71. Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles questionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006 Kaufman D 2003 Applying educational theory in practice British Medical Journal 326:213-216 Knowles MS 1984 Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey-Bass Moody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) :22412243 Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1): 41-41. Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4 Power presentation info http://www.powerpresentation.info/ accessed 10 March 2006 Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham: Nelson Thornes. Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viability 3(1): 13-15 Schà ¶n DA 1987 Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002;325:797 Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44 The attributes of a good teacher http://www.gp-training.net/training/intending_trainers_course/atttea.htm  Accessed 10 March 2006 Touche Ross 1993 Report to the Department of Health on the cost of  pressure sores to the Health Service. In: Department of Health Guidance Pressure Sores: A Key Quality Indicator. Health Publications Unit, Heywood Lancs Walsh K 2006 Are you a globalist or an analyst? BMJ2006;332:524 Waterlow J (2005) Pressure sores – Symptom (online). Available: http://www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006 Waterlow J (1985) A risk assessment card. Nursing Times 81: 48-55 Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84: 25