Film Analysis Essay on Crash (2004)

The movie â€Å"Crash† – from director and producer Paul Haggis – pictures one day in the lives of various characters in Los Angeles, all of them from different social and racial backgrounds but nevertheless connected and intertwined throughout the story. The movie’s story is being told in a mostly chronological way, except that it puts one scene to the very beginning of the film and then cuts back to the day prior, indicated by the visual text â€Å"yesterday†.In this first sequence, detectives Graham Waters and his partner Ria have been rearended when they arrive at a crime scene, leading to a fight between Hispanic Ria and the accident responsible, furious Chinese Kim Lee, involving race-related insults towards each other. Breaking through the temporal order and showing everything that has happened prior to this fight gives the explanation why Kim Lee is so furious and why she was in such a hurry, as her husband is in hospital for being run over by a car.This strategy of playing with the viewer’s opinion and sympathy about the single characters is one that is central for the movie. Therefore a lot of prejudices are implicitly and explicitly presented through the narrative and the movie’s surface. Anthony and Peter for example are being pictured as two young adolescents just leaving a diner and discussing the (non-)discriminating treatment of the waitress. In Anthony’s opinion even other black people are racist towards Afro-Americans and that white people are scared of them although they are not even dressed like â€Å"gang-bangers†.This gives the impression of young people being worried and angry about ungrounded racial discrimination. Then the dialogue suddenly changes, both of them pull a gun and they steal the car from Rick and Jean Cabot – the two white people they just accused of having prejudices about them – leaving the viewer with a sudden change in the characterization they were given before. The movie continues like this when it shows the Hispanic locksmith Daniel Ruiz – mean-looking, tattooed and with a shaved head.Jean Cabot’s assumption about him being a Gang member who will sell the keys to their house as soon as he is out the door is consistent with his outward appearance. It is not until later in the movie, when he arrives at home taking loving care of his daughter, that the first impression is negated and turned into the opposite. Most of the characters in Crash turn out to be different than the first picture that is drawn of them all the time turning the story towards unanticipated events and revealing important information bout character backgrounds. Beyond that, it is important mentioning the complex net of connections and entanglements that occur between the characters and their stories and events. There is Jean Corbet, accusing her locksmith Daniel Ruiz of being a gang member, whose daughter is almost shot by the Persian sho p owner Farhad, whose daughter works in the mortuary where Detective Graham Waters dead brother is identified as Peter, who stole Jean Corbets car, making her change the locks in her house in the first place.This list of connections could be continued with for another while, as there are more characters involved with even more links between them. This motive of connection is also shown by the cuts from one scene to the next via an audible and/or a visual connection. For instance when Ria storms out of Graham Waters apartment and slams the door after her, the film cuts to Officer John Ryan lying in his bed – suddenly being woken up by his Crash – 2004 Identity and Diversity in American Film Miriam Keller – 05/30/2012 Miriam Keller – 05/30/2012 groaning father.To the viewer it looks like he is wakes up from the slamming door, although there is no diegetic connection. Another example is the cut from Anthony and Peter just having stolen the black navigator, t o the crime scene of the shooting between two drivers. As the car with Anthony and Peter drives through the picture it cuts to a police car passing by in exactly the same camera-shot and revealing the crime scene behind it. Match-cuts like this are a reoccurring stylistic element, emphasizing the just specified net of entanglements.The central topic of racism and prejudices in the movie Crash is shown from various different angles, pointing at the complexity of this issue. It states that nothing and no one can be easily characterized and the importance of looking at the bigger picture instead of pigeonholing someone. All the different characters with their intertwined stories make it clear that everyone is connected and the range of influence of one person’s behavior is further than one would expect.

The Shoe-Horn Sonata Essay

Music and sound effects: Sonata is a musical term describing something written specifically for two musical instruments Music is a linking device throughout the play Sonata is symbol that occurs throughout the play Bridie and Sheila burst into song at the end of the first interview session Their performance effectively takes us back to her past Aurally (what one hears) and visually historical information is conveyed When Jerusalem reaches a crescendo, scene of the Japanese invasion are juxtaposed on the backdrop screens, ironically contrasting image and triumphal song Lacking real instruments, we are told the prisoners had to improvise using their voices alone Even when numbers were decimated and the choir couldn’t sing anymore Bridie and Sheila fill the gap They thought â€Å"It was up to us to carry on†¦ we sang our sonata whenever we could so the camp would know there was still music left† Music becomes pivotal to their survival Music is an aural symbol of willpower and determination We’d sit in our hut at night and hum. â€Å"We’d do it while we dug the graves†. Bridie laconically observes, â€Å"It probably sounded bloody awful. But not to us. To us we still had harmony†¦ and the ‘japs’ could never take that away. Voice and spirit are fused, â€Å"We forgot the Japanese – we forgot our hunger – our boils – barbed wire – everything†¦ Together we made this glorious sound that rose about the camp- above the jungle-above the war-rose and rose and took us with it† Sheila also sums up its psychological importance, â€Å"Fifty voices set us free† Sound effects add atmospheric detail and mood ïÆ'   An example is in the opening at where the women describe the sinking of the ship or machine gunning of helpless women and children, â€Å"We hear the distant sound of lapping waves† Projected Images: Visual reinforce the script, the use of photographic images reinforces the context and historic authenticity of what is being said. Evocative glimpses  through slides of ships burning in Singapore Harbour, the Japanese invasion and the shocking conditions of the prisoners of war. Distinctively visual methods are used to allow the audience to witness the horrific reality of the period – This augments the simple set design and the use of a two character cast while helping develop the plays irony and humour – This is evident when images released by the Australian Defence Department, showing healthy, clean and happy women are dramatically juxtaposed with those that showed them as they were liberated Lighting and Stage Directions Light is a key dramatic device that helps develop themes and characters Misto supplies detailed stage directions which specify tone, mannerisms or line delivery to create a particular mood or atmospheric context Directions such as ‘fondly’, ‘slightly surprised’ disapprovingly, ‘very calmly’ ‘ironic smile’ ‘casually trying to make light od it’ position the audience’s interpretive response They also focus attention on Sheila and Bridie’s emotions, building tension and suspense as their relationship fluctuates. The opening stage directions read: â€Å"darkness. Out of the silence comes the voice of Bridie† and after her first line of dialogue, she is visually spot lit. Stage lighting gradually reveals the ‘on air’ sign establishing our perception of the TV studio context The interplay of light and dark, via spotlighting, blackouts and fade outs, help develop atmosphere or mood for the rest of the play When Bridie and Sheila are emotionally separated, they are often lit separately, whereas once reconciled by the end of the play. They are lit in partnership. As they dance, the light gradually fades away, while a ‘very bright spot light’ highlights the shoehorn – This visually signifies its symbolic importance as something that first brought them together, then forced them apart, and now, once again, reunites them.

Leadership For Improved Institutional Performance Education Essay

You are the leader at a post-secondary establishment of higher acquisition ( IHE ) whose regulating board has become critical of the school ‘s way. The board believes that the establishment is missing a clear vision. Pulling upon what you have learned at Argosy University about human motive and the psychological foundations of instruction, what stairss would you urge to the president of the establishment, which, if followed, would take to the â€Å" vision † that is therefore far missing? In your response, anticipate troubles that may originate, and how would you turn to them. Introduction-Background Uncluttering the Vision As a leader at a post-secondary establishment of higher acquisition ( IHE ) whose regulating board has become critical of the school ‘s way, one should piece an institutional site based direction squad ( SBM ) . Site based direction is a consensus-driven acquisition environment that is linked to decentalisation and driven by the school betterment squad. Greater control over determinations sing budget, forces, and course of study focal points on the followers: pupil public presentation, instruction and acquisition, needs appraisal, answerability, professional development, reappraisal, and rating. The site based direction squad is representative of the full school community. Through the engagement of decision makers, teachers/staff, parents, community spouses, and pupils in the decision-making procedure, more effectual acquisition environments are created. Each stakeholder is a critical instrument to its ‘ success. Successful school betterment requires set uping a clear educational vision and a shared institutional mission, cognizing how good the school accomplished that mission, placing countries for betterment, developing programs to alter educational activities and plans, and implementing those programs or new plans efficaciously. Therefore, it is indispensable that the site based direction squad leaders set up a stronger nexus to others in the school and Ministry of Education. In making so, they should link the establishments ends to the broader and deeper mission of supplying higher acquisition for all pupils. As leaders in this attempt to better the vision of the establishment, the assembled site based direction squad should besides see strat ification such as the benefit of plan planning to all pupils instead than some in development and execution of alteration enterprises, inquiring whether a proposed plan will better entree to higher-order acquisition undertakings for marginalized pupils. For school betterment attempts to be successful instructors, parents, community, concern spouses, decision makers, and pupils must portion leading maps. Likewise, the Principal ‘s function must alter from that of a top-down supervisor to that of a facilitator, designer, steward, instructional leader, manager, and strategic instructor ( Senge, 1990 ) . Pull offing school alteration and betterment is one of the most complex undertakings of school leading. Fullan ( 1993 ) , Sparks ( 1993 ) , and other research workers of school leading point out that school leaders need to understand the alteration procedure in order to take, manage, and better attempts of alteration efficaciously. They must larn to get the better of barriers and header with the pandemonium that of course exists during the complex procedure of alteration ( Fullan and Miles, 1992 ) . Administrators and other cardinal school leaders help instructors and other stakeholders build effectual squads by developing new organisational constructions and a created shared vision that focuses on reliable pupil acquisition ( Maeroff, 1993 ) ; ( Newmann, 1993 ) . Such divine and informed leading would be critical to the success of schools. Leading successful alteration and betterment involve developing and pull offing six critical constituents of schooling: ( a ) a clear, strong, and jointly held educational vision and institutional mission ; ( B ) a strong, committed professional community within the school ; ( degree Celsius ) larning environments that promote higher criterions for pupil accomplishment ; ( vitamin D ) sustained professional development to better acquisition ; ( vitamin E ) successful partnerships with parents, wellness and human service bureaus, concerns, universities, and other community organisations ; and ( degree Fahrenheit ) a systematic planning and execution procedure for establishing needed alterations. Louis and Miles ( 1990 ) drew on several instance surveies of urban high schools. The writers emphasized the importance of planning: â€Å" Significant alteration plans do non run themselves. They need active orchestration and coordination ( P. 14 ) . † Human Motivation and Psychological Foundations Maslow ‘s great penetration was to put self-actualization into a hierarchy of human motive. Harmonizing to Maslow ( 1954 ) , self-actualization is the highest thrust, but before this can go on must fulfill other, lower motives like hungriness, safety and belonging. The hierarchy has five degrees: ( a ) physiological ( hungriness, thirst, shelter, and sex. ) ; ( B ) safety ( security, protection from physical and emotional injury ) ; ( degree Celsius ) societal ( fondness, belonging, credence, friendly relationship ) ; ( vitamin D ) regard ( besides called self-importance ) which combines the internal facets of ego regard, liberty, and accomplishment, and the external factors of position, acknowledgment, attending ; ( vitamin E ) Self realization ( taking action ) . Maslow ( 1954 ) pointed out that the procedure of self-actualization is dynamic ; the dominant demand is ever switching. For illustration, a sexual spouse may be lost in the self realization of love devising, but finally becomes tired and hungry, and has to halt in order to make full a more immediate demand, nutriment. Furthermore, a individual behaviour may unite several degrees. For illustration, eating dinner is both physiological and societal. This hierarchy does non be by itself, but is affected by the state of affairs and the general civilization. Satisfaction is comparative. Finally, Maslow notes that a satisfied demand no longer motivates. A hungry individual may be despairing for nutrient, but one time a repast is eaten, the promise of nutrient no longer motivates him ( Masters and Johnson, 1974 ) . The Hersey and Blanchard theory is extremely popular and strikes most people as intuitively right. McGregor ( 1960 ) nevertheless, makes it the edifice block for the Theory X and Theory Y. Csikszentmihalyi ( 1988 ) continued the tradition with the construct of â€Å" Flow, † a 1990s construct of self-actualization. Empirical research conducted by Hersey and Blanchard ( 1977 ) confirmed Maslow ‘s first three degrees, but has non made farther procedure as it relates to the 4th and 5th degrees of self-esteem and self-actualization. McGregor ( 1960 ) noted that Maslow ‘s hierarchy follows the life rhythm. A newborn babe ‘s demands are about wholly physiological. As the babe grows, it needs safety, so love. Toddlers are eager for societal interaction. Adolescents are dying about societal demands while immature grownups are concerned with regard and merely more mature individuals transcend the first four degrees to pass much clip self-actualizing ( Hersey and Blanchard, 1977 ) . The connexion at this occasion is that external incentives such as rewards, benefits, and term of office, fulfill lower demands. Workers satisfy higher demands by working with others, or acquisition and happening fulfilment in their work ( Rusaw, 2001 ) . As leaders in the alteration procedure, one must esteem that piece of the mystifier each member of the squad brings to the tabular array and validate those endowments. Before the alteration procedure begins, leaders must go familiar with the school betterment rhythm, the phases of the alteration procedure, and alteration theoretical accounts associated with each. Name the alteration theoretical accounts As alteration agents, one must be able to separate between the school betterment rhythm and the alteration procedure, find where the school is located within the alteration procedure, and place appropriate following stairss. Fullan ( 1992 ) argues that in readying for a leading place, the leader must make two things: larn more about the complexnesss of the alteration procedure by reading, researching, speaking with adept practicians, and go toing seminars ; and accept the alteration procedure as a positive experience to be understood and embraced, instead than a negative experience to be feared and avoided. Responses to inquiries of why establishments expend so much clip, energy, and extended resources on instruction are chiefly ideological, grounded in personal belief systems. One can non reply cardinal inquiries about the intents of educational leading unless there is a willingness to uncover the rules, values, and premises land and steer them. These rules form cardinal belief systems about the ways in which one can understand themselves and society and find the hopes for the hereafter. Csikszentmihalyi ( 2003 ) cites businessman Max DePree who states that the first inquiry for a leader is non what are they traveling to make but that it ever is: where does the organisation intend to be. Conversely, it can be argued that should educators fail to see the challenges of taking in the thick of diverseness, they neglect the foundations of the educational enterprise. On the other manus, when they engage in expressed conversations about the diverseness of their pupil organic structures and the relationship of societal justness to constructs of academic excellence and school success, they are taking with moral intent. Leadership requires, as Csikszentmihalyi ( 2003 ) provinces, that one should reflect deeply on one ‘s ain experiences and bedrock values to happen ways in which 1 might step in intentionally with moral intent. During the school betterment procedure, alteration experts such as community stakeholders, module, staff, pupils, should come together as a squad to take alteration attempts. Harmonizing to Maslow ‘s theory, the societal, self-esteem, and self-actualization demands take centre phase. Social demands are being met given that the assembled squad belongs to a particular group charged with heightening something dynamic that will impact the lives of others. The self-esteem demands of the squad will be met as the squad has position and common regard of their co-workers which leads to the following measure of taking action in the accomplishment of the ends. Therefore, it is of import to pull upon the expertness and accomplishments of university module, cardinal office forces, external advisers, professional staff developers, and others. During this pre-implementation phase, treatments are facilitated about the school ‘s history of alteration in order to understand how and why past alteration attempts have succeeded or failed. Fullan ( 1993 ) favours merely get downing the alteration procedure without needfully be aftering every measure in progress. However, it is of import to pull off, steer, papers, and learn from the alteration procedure. Leaderships of postsecondary establishments should larn about the functions of decision makers, module, cardinal office staff, parents, board members, and others involved in functioning kids and young person. All play an of import function in the school betterment procedure. The corporate cognition of such persons is used to organize effectual school betterment squads. School leaders understand and cultivate these functions and the functions that others play within betterment enterprises. To construct coaction within the school civilization, module survey groups and cross-grade or section squads provide clip for collegial work. As a committed and collaborative civilization emerges in support of the alteration procedure, the judge of leaders establishes communicating with and high outlooks of squad members while showing assurance in school staff and the environing community. Once partnerships are formed with parents, concerns, and societal services and community bureaus, attempts are made to consolidate resources to run into a scope of pupil demands. In making high-achieving acquisition environments and bettering pupil acquisition, the leaders select and integrate a assortment of plans to better instruction and acquisition. Last, a set of guidelines are established to implement new attacks to student larning while continually supervising both internal and external measurings for betterment. Drumhead Leaderships of post-secondary establishments of higher acquisition should pull upon the endowments of their stakeholders while using the assorted motivational and psychological foundations to expect, understand and turn to squad troubles as that may originate throughout the school betterment procedure. As school system support is progressively tied to public presentation, leaders should see that public presentation needs to be more loosely defined. Performance measurement systems are to bring forth thrust and communicate alteration. Performance measurement systems that are dominated by punitory inducements tend to hold a counterproductive impact on betterment attempts. Ultimately the end of school betterment should as a tool for those interested in constructing system capacity to run into the demands of kids. An effectual public presentation measuring system is the foundation for measuring plans. The leading squad should ease the development of a comprehensive public presentation measuring system that examines all facets of operations whether it is at the school or in the community. Performance indexs should supply stakeholders with a diagnostic tool, enabling them to rapidly and easy pass on advancement, demands and challenges to their components. Harmonizing to Stephen Covey, leading trades with way and vision. The basic function of the leader is to further a common regard and construct a complimentary squad where each strength is made productive and each failing is mitigated. The key is supplying the context for success in footings of resources, systems and authorization. The function of leader as instructor starts with placing people ‘s mental theoretical accounts of of import issues. No 1 carries an organisation in his or her caput. What we carry are premises. These mental images of how the universe works have a important influence on how we perceive jobs and chances identify classs of actions and do picks. Everyone agrees that leaders need vision, energy, authorization, and strategic way, but I think it is every bit apparent that the ability to animate people, to capture their Black Marias, heads, psyches, and sympathize ferociously with the people they lead, is the chemistry that determines the difference between norm and dramatic success as a leader. At the terminal of the twenty-four hours, the leader must beat up the squad and take the hill. After all, the qualities of leading are of limited usage unless we do something with them. You and I are so fortunate. When the involvement at interest are the well being and hereafter of our profession, its easy to be excited and full of energy. It merely makes sense to be a airy. It ‘s natural that excellence is a minimal demand. And it is so much merriment to work with others likewise inflicted with a passion for public instruction. When I look around the room and when I think of all the talented and dedicated people I have met this weekend, I know that our hereafter is so in good custodies.

Energy consumption and the US Economy Essay Example | Topics and Well Written Essays - 2000 words

Energy consumption and the US Economy - Essay Example On the other hand, the support from environmental organizations and public figures has initiated programs of adaptation to changes in infrastructural needs and emissions reduction, which has been efficient so far in handling global warming in America. The public is informed about these policies through media campaigns and social forums where individuals are allowed to air their personal views towards pollution and global warming. QUESTION TWO The energy efficiency and the economy of vehicles fuel produce too many environmental emissions that interfere with the atmosphere. Improvements of these factors, act as a major step to reduction of global warming on earth but with continued use of personal vehicles in America this will lead to increased pollution as a result of emission. Emissions from motor vehicles exhaust form the major component of smog which results in invisibility (Spencer 2008). In addition, motor vehicle emit carbon dioxides to the atmosphere, this is an anthropogenic c ontribution to the development of carbon dioxide accumulation in the environment which is considered by scientist to have major impact on climate change. It is estimated motor vehicles contributes about 22% of the United States artificial carbon dioxide emissions to the atmosphere with passengers cars contributing about 11% of the 22 % emissions. U.S. Environmental Protection Agency estimates of average passenger car emissions in the United States Component Emission Rate Annual pollution emitted Hydrocarbons 3.0 Â  grams/mile 77.4 pounds Carbon Monoxide 21.9Â  grams/mile 578 pounds NOx 1.4Â  grams/mile 38.5 pounds Carbon Dioxide - Green house gas 0.938 pounds per mile (260Â  g/km) 11,460... The energy efficiency and the economy of vehicles fuel produce too many environmental emissions that interfere with the atmosphere. Improvements of these factors, act as a major step to reduction of global warming on earth but with continued use of personal vehicles in America this will lead to increased pollution as a result of emission. Emissions from motor vehicles exhaust form the major component of smog which results in invisibility (Spencer 2008). In addition, motor vehicle emit carbon dioxides to the atmosphere, this is an anthropogenic contribution to the development of carbon dioxide accumulation in the environment which is considered by scientist to have major impact on climate change. It is estimated motor vehicles contributes about 22% of the United States artificial carbon dioxide emissions to the atmosphere with passengers cars contributing about 11% of the 22 % emissions.Although global warming will continue indefinitely, what we do makes a tremendous difference about tomorrow. GHG emissions from motor vehicles should be reduced through technological upgrading. According to two researchers Stephen Pacala and Robert Socolow, an approach called stabilization wedges, were convenient for this objectives (Houghton et al 2004). The wedges include ways that carbon dioxide emissions could be reduced and held at current levels for the next fifty years. With Reductions of motor vehicle emissions will be a significant step in environmental pollution control and global warming.

MARKETING IN PRATICE Essay Example | Topics and Well Written Essays - 3000 words

MARKETING IN PRATICE - Essay Example There is also Tesco, fuel, Tesco telecom and Tesco garden centers. Tesco mainly advertises on TV and print which mainly consist of shots taken of the products that are advertised. Tesco likes to involve known personalities like actors and presenters to gain attention from customers (Salutin, 2000). Tesco usually advertises to targeted market and plans its promotional activities according to the customers and their profiles which include their shopping habits and the time of their media exposure. Tesco uses its famous slogan â€Å"every little helps† as its main advertising slogan (Wood, 2008). The firm also uses promotions like giving discounts and coupons so that it can attract new customers and retain its existing customers. Tesco treats its employees equally and takes care of their needs. All the staff has signed contracts with the firm. Working hours are not excessive and the working environment is safe. The firm pays fair wages and no employee is underpaid. The employees are happy and satisfied in the working environment. The staff is helpful and welcoming to the customers and goes out of the way for customer satisfaction (Tesco Plc, 2008). The process of all the Tesco outlets is the same. The customers walk in and can freely roam about in which ever isle they want to. They select the goods that they want and if they need they can ask for assistance from the employees. Once they have selected their desired products, they go to the cash counter and pay for the products that they have bought at the cash counters (Wood, 2008). The prices of the products are overall reasonable. However, the price varies and depends upon the brand which is in question and the quality that the customer requires. As Tesco targets customers from all classes, there is something for everyone and therefore the prices also range accordingly (Troy, 2005). There are also price discounts offered to customers especially those who come in regularly. Such

Knowledge of Organizational Communication Concepts and Skills Essay - 1

Knowledge of Organizational Communication Concepts and Skills - Essay Example This paper presents an analysis of each communication concepts and provides suggestions to implement it in the organization. Active listening is a very important part of communication structure. In order to build an effective business communication structure there is need to improve listening skill. This section outlines the importance of active listening and suggests ways to improve this skill. Both speaking and listening are very important part of verbal communication. Without a doubt, in any firm (small, medium or large), listening plays a significant role in effective working associations and communications among employees and between staff and administration. In the same way, this skill is also important in communicating with business customers and other organizations. The importance of listening cannot be underestimated if a business really wants to survive in this ever-increasing competitive world. In fact, listening has the power to make or break someone’s success in management, or customer relationships. Hence, improving listening skills means increasing the chances of business success (Hatter, 2013; Kati, 2011; More-For-Small-Business, 2012; Tingum, 2013). In addition, there are many important tips that can be used to improve listening skills. However, the first rule is to pay the speakers full attention and try to keep eye contact. In this scenario, the speaker can be a colleague, an employee, customer or management. Additionally, when they have completed this process, put another way their words and confirm whether you understand them in the approved manner. If you have any confusion then keep continue asking questions to increase understanding of their speech. Actually, listening cautiously while someone speaks to you can improve the quality of business communication. However, in order to improve listening power there is a need for effective concentration, which can only be attained with endeavor and practice. Without a

Epidemiology in the News Homework Essay Example | Topics and Well Written Essays - 500 words

Epidemiology in the News Homework - Essay Example The journal article selected for this study is titled â€Å"Childrens eating attitudes and behaviour: a study of the modelling and control theories of parental influence.† The experiential study by Ogden and Brown compares the control theories and models of parents’ influence on the feeding habits and behavior of children. This study particularly focuses on kid’s consumption of snacks. To get conclusive results, the authors designed questionnaires meant to analyze obesity risk factors like eating motivations, snack intake, as well as, body dissatisfaction (Brown & Ogden, 2004). Participating parents were also required to fill in questionnaires with additional aspects relating to the effort they make in regulating their children’s feeding behavior. Another aspect studied during the study, was the parents’ tendency to use food as an instrument for kids’ behavior regulation. The study results indicated that there is a significant connection betw een parents and children, in consideration of snack consumption, feeding motivations and, hence childhood obesity. This article, therefore, places emphasis on the imperative role of modelling that parents should play. All the same, results from the study indicate that negative parental influence is not the sole determinant of obesity, since it must be coupled with other factors like sedentary child lifestyles, lack of exercise and excessive consumption of junk food among other things. The study findings also indicate that a constructive parental model is more effective in facilitating transformation and regulation of obesity, than parents’ attempts to compel children to reduce their food intake (Brown & Ogden, 2004). An article by fine, titled â€Å"Junk food doesn’t make kids fat - junk parents do† posted in an Australian blog The Punch, exaggerates these research findings to an extent of misleading the public. For instance, the article discredits the notion that advertising of food

Paper 1 and 2 Essay Example | Topics and Well Written Essays - 250 words

Paper 1 and 2 - Essay Example I simply could not wait for the gift giving session to reach so that I could hold the envelop in my hand and feel its beauty, and the magnitude of significance that it represented. The gift was significant because with it my parents acknowledged that I was old enough to make sound choices. I chose to buy painting tools and other art materials to help furnish my artistic abilities. My hometown is Hong Kong and my favorite holiday tradition is the Lantern Festival. The celebration is marked by hanging lanterns of various sizes and shapes illuminating the streets and creating an atmosphere of excitement and celebration. Children too carry small bought lanterns and stroll the streets with utmost enjoyment, as well as sounds and giggles of excitement adding on to the delight that leaves any person visiting the town in a state of awe. The smell and sound of delight always hover over the atmosphere during this time Enhancing the lantern activity is the overwhelming riddle guessing where a correct answer earns one a gift. Furthermore, lion dance performed during the festival adds immeasurable fun to the Lantern Festival. Finally, no celebration is complete without food. During the festival, the signature delicacy is the tantalizing yuanxiao, which apart from its sweetness, is a symbol of happiness, harmony, and union to

Assignment (Continued De Stijl) Essay Example | Topics and Well Written Essays - 250 words

Assignment (Continued De Stijl) - Essay Example I am designing architecture of a small house deriving from the features of the surface. The reduction of pure form is a figurative translation of cultural ideals for the practitioners of De Stijl (Helfand). The design adheres to the principles of De Stijl in a sense that it includes the use of straight horizontal and vertical lines to create a universal form of design. I am using three primary colors in the project’s design, which include blue, red, and green along with a non-color, which is Gray. I am trying to accomplish the essence of a real De Stijl art through creating a masterpiece, which should adhere to the principles of De Stijl. The concept behind the artwork is that a house is never small or big according to its structural design; rather the design or model of the house makes it look small or big. Therefore, I am designing a small house in a way that it should reflect a true art instead of its area. I am using Blob Brush tool to draw the vectors and oil paints to pa int the areas. The basic idea behind development of this project is to demonstrate the applicability of De Stijl principles in designing attractive painting and other artworks. Works Cited Helfand, Jessica. â€Å"De Stijl, New Media, and the Lessons of Geometry.† Typotheque.com, n.d. Web. 08 May 2011. .

Nike Promotion Essay Example for Free

Nike Promotion Essay Another important factor in economy is the maturing market in athletic shoes. There is also a growing adverse demographic change in the marketplace brought about by the sweatshop expose that Nike has not overcome yet. Effects to Nikes growth are also affected not only by domestic economy but also by the international economy. The continued weak Euro and Asian recession could potentially hurt Nikes international sales and growth. Nikes extreme sports product line is seen as inferior quality compared to competitors and is hurting sales and brand image. CUSTOMERS In 1998, Americans spent $38 billion to buy over 1. 1 billion pairs of shoes. Sporting Goods Manufacturers Association revealed that athletic footwear makes up almost 35% of all footwear purchases. The existing domestic industry focus is on casual and comfortable shoes. Demand is up for the brown shoe casual footwear with a comfortable and rugged design. This is because of the increasing number of workplaces allowing casual dress codes. Multinational customers account for a large part of Nikes sales. In 1995, Nikes international operations accounted for 36. 6 of its total revenues. The company believes that demands from international markets will increase in future. Nike must cater to a large portion of the new generation that demands the latest trends and styles. Nike should take into account the changing US demographics due to the rising proportion of Hispanics, Asians, and African Americans. These groups have different preferences that Nike should be able to satisfy. Nike should i dentify the next generation of loyal customers and provide for their needs. COMPETITION Competition is very fierce due to the number of companies competing for sales. Lots of money goes to marketing and promotions using various channels to reach the young demographic group of consumers who spend the most money on Nikes products. Growth is slowing down in the athletic footwear industry. But new markets are emerging with high growth rates. These markets include extreme sports market and the corporate merchandise market. Nikes global market share was an impressive 30. 4% in 1998. The closest competitor, Adidas, held 15. 5% of the market share while Reebok held 11. 2%. The remaining competitors, including Fila, Timberland, Asics, Converse, and New Balance, among others, each hold approximately 3-5% of the remaining market share. MARKETING ASPECTS OBJECTIVES Nikebiz. com stated that Nikes mission statement is â€Å"Through the adoption of business practices Nike is committed to securing intergenerational quality of life, restoring environment and increasing value for our customers, shareholders and business partners. † Nike shows passion for their company, products, and athletes. They are determined to provide consumers with comfort and assurance. They also find ways to innovate and create. They adhere to their five brand principles namely: inspire, innovate, focus, connect, and care. Another Nikes objective is â€Å"to be the worlds leading sports and Fitness Company. Nikes mission statement is similar to a vision statement and is potentially a weakness. The mission identifies the sports and fitness industry business they are in, it does not specify as to what products and services they provide. The mission statement does not mention distribution channels and customers. However, it portrays managements beliefs and the desire to be number one and remain in the leading position in sports and fitness shoe and apparel industry. STRATEGIES Corporate Strategies. The past two decades saw a change in economy from â€Å"standardized† to flexible†. Having a strict corporate organization used to be the rule, now it is common to have a flexible organization that uses subcontracting. The main reason Nike succeeded in competing in the footwear industry for a long time is because they remain flexible in an unpredictable market by subcontracting overseas in countries with low labor-cost. Another reason for Nikes strength in competition is their product differentiation. Aside from athletic shoes, Nikes product line now offers a broad range of clothing, equipment and accessories. TACTICS Nikes distinctive tactics are found in the area of marketing, specifically in consumer brand awareness and brand power. Nikes catch phrases like, Just Do It, and symbols like the Nike Swoosh, are reminders of the Nike empire. This tactic is effective because it could not be easily replicated and it offers value or benefit to consumers. Nike is becoming a part of American and world culture, the brand power becomes more difficult to replicate. The trademark and a slogan serves as the companys fingerprints. Nike is able to capitalize the unique identity due because of its financial strength. Nike reaches millions of consumers through large-scale marketing campaigns. The public benefits from the strength of Nikes image when they make a purchase. Consumers often associate Nike image with quality products. By associating star athletes and motivational slogans like, Just Do It, consumers identify their purchases with the prospect of achieving greatness. This image they create forms a tactic that competing companies can not easily duplicate by simply improving their products. PRODUCT Nike sells a huge variety of products, including shoes for running, basketball, cross training, Women and children. All of which are currently its top-selling product categories. Nike also sells shoes for outdoor activities such as tennis, golf, soccer, baseball, football, bicycling, volleyball, wrestling, cheerleading, aquatic activities, auto racing and other athletic and recreational uses. Nike began selling active sports apparel in 1979 as well as athletic bags and accessory items. The company sells a line of performance equipment under the Nike brand name, such as sport balls, timepieces, eyewear, skates, bats and other equipment. They also sell a line of dress and casual footwear and accessories for men, women and children under the brand name Cole Haan. The company markets headwear under the brand name Sports Specialties, through Nike Team Sports, Inc. They also sell small amounts of various plastic products to other manufacturers through Nike IHM, Inc. Bauer Nike Hockey Inc. manufactures and distributes ice skates, skate blades, in-roller skates, protective gear, hockey sticks and hockey jerseys and accessories under the Bauer and Nike brand names Pricing Strategies Nike uses vertical integration in pricing wherein they own participants at differing channel levels or engage in more than one channel level operations. This is also an attempt to control costs and influence pricing practices. PLACE Distribution channels and policy. Should additional channels be added, why? Nike sells its product to about 20,000 retail accounts in the U. S. and in approximately 110 countries around the world. Nike sells its products in international markets through independent distributors, licensees and subsidiaries. Independent distributors has little or no pressure for local adaptation because the 4Ps of marketing are managed by distributors. PROMOTION Nike has been one of the top retail industries for quite along time. This is because they sell quality products, customer loyalty, but most of all, its great marketing techniques. Nike has a number of famous athletes to create a great deal of attention to their products. Nike has signed the top athletes in many different sports such as the Brazilian Soccer Team (especially Ronaldino, Renaldo, and Roberto Carlos), Lebron James and Jermane ONeal for basketball, Lance Armstrong for cycling, and Tiger Woods for Golf. Sponsoring of events is another great promotional technique for Nike. It brings attention Nikes products. Web sites are a great promotional tool as they cover these events. Such events include Hoop It Up and The Golden West Invitational. Nike also personalizes websites. They make the websites exclusively for a sport such as nikebasketball. om , nikefootball. com , and nikegolf. com Marketing strategy: Nikes marketing strategy is an important component of the companys success. Nike is positioned as a premium-brand, selling well-designed and expensive products. Nike lures customers with a marketing strategy centering around a brand image which is attained by distinctive logo and the advertising slogan: Just do it. [35] Nike promotes its produc ts by sponsorship agreements with celebrity athletes, professional teams and college athletic teams. However, Nikes marketing mix contains many elements besides promotion. These are summarised below. Advertising From 1972 to 1982, Nike relied almost exclusively on print advertising in highly vertical publications including Track and Field News. Most of the early advertising was focused on a new shoe release, essentially outlining the benefits of the running, basketball or tennis shoe. In 1976, the company hired its first outside ad agency, John Brown and Partners, who created what many consider Nikes first brand advertising in 1977. A print ad with the tagline There is no finish line featured a lone runner on a rural road and became an instant classic. The success of this simple ad inspired Nike to create a poster version that launched the companys poster business. In 1982, Nike aired its first national television ads, created by newly formed ad agency Wieden+Kennedy, during the New York Marathon. This would mark the beginning of a remarkably successful partnership between Nike and W+K that remains intact today. The Cannes Advertising Festival has named Nike its advertiser of the year on two separate occasions, the first and only company to receive that honor twice (1994, 2003). 36] Nike also has earned the Emmy Award for best commercial twice since the award was first created in the 1990s. The first was for The Morning After, a satirical look at what a runner might face on the morning of January 1, 2000 if every dire prediction about Y2K came to fruition. [37] The second Emmy for advertising earned by Nike was for a 2002 spot called Move, which featured a series of famous and everyday athletes in a stream of athletic pursuits. [38 ] In addition to garnering awards, Nike advertising has generated its fair share of Controversy. RANDOM: The short version of this is: Nike makes itself pop up everywhere, so that its well known. It associates with people that most of its consumers want to emulate (such as michael jordan, in the 1990s) and creates products that will appeal to as wide of an audience as possible while using those celebrities its consumers want as bait (eg, michael jordan and the Air Jordan shoe line). This is just the marketing side: The business as a whole creates fast, easy assembly methods that allow it to use cheap labor in southeast asia and elsewhere to get cheap products (around 10 dollars) and sell them at extremely high prices (about 150 dollars). With nike, most of what youre buying is image. Nike, Inc. is a marketer of sports apparel and athletic shoes. The American manufacturer, through its marketing strategy which rests on a favourable brand image, has evolved into a large multinational enterprise In keeping with the brand image is its association with the distinctive logo and its advertising slogan, Just do it. In order to maintain and sustain this image, the company makes huge investments in advertising and brand promotion. Its promotional activities include agreements for product sponsorship with professional athletic teams, celebrity athletes, and numerous college athletic teams. Nike is involved in the production of goods for a wide variety of sports, competing with every sports fashion brand in existence. Because of the absence of any single brand that rivals the products of Nike, the company has no direct competitors, with the exception of German company Adidas. This has helped popularize the brand worldwide in all areas of sport and sports fashion. When Nike first began as Blue Ribbon Sports they only sold one product (running shoes) and because of this they had to make the target audience large. However, because of the wide-range of products that Nike sells they now have different target-audiences for each product. For young people, Nike sponsors popular athletes that their customers want to emulate.

Mentoring and Enabling Learning in the Practice Setting

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

Investments Essay -- Investing Finances Stock Markets Essays

Investments Nearly three quarters of all U.S. households invest in the stock market. And half of all U.S. households invest in mutual funds—the nation’s fastest growing type of investment. Some investors are saving for a comfortable retirement, other’s for a child’s education. Whatever their goals, shareholders benefit from broad diversification, professional investment management, and ready access to their money. If one decided investing was a sound way to secure their financial future, their next step is to build a balanced portfolio by selecting an investment company and/or suitable investment types. While it may seem daunting—and even overwhelming—there is always someone who stands ready to help an investor. EXPERIENCE Investment Principles In my experiences in dealing with many investment companies, I’ve seen and done many tasks in helping novice and advanced investors chart a course to their financial well being. I have over two years of investment experience with the second largest investment management company in the industry, The Vanguard Group. The company I work for is an old, conservative company with many long-standing values. For example, client-focused values, competitive investment offerings, low costs, diverse fund offerings, and responsive client service. The company was founded on those reasons and continues to prove their great reputation and established lower cost concepts. However, with the changing of the times, so should the company, but in Vanguard’s case its not happening for the benefit of our clients. Vanguard uses a canned financial plan for people we consider conservative, moderate, or aggressive investors. This works in some cases but the problem that I have is every person’s situation is different than the client before. I feel each client should have individual planning based on his or her specific situation. This is a very hard task for a company that has only three offices in the U.S (Valley Forge, PA, Charlotte, NC and Scottsdale, AZ). This benefits the clients because it does lower our costs dramatically, however, it makes things difficult for us to properly plan one’s retirement to the fullest investment potential possible, in other words, making their investments suitable for each client. Practices and Products with Emphasis on Problems of the Small Investor That brings up another problem I’ve had... ...on many exchanges around the world and are continuously traded throughout the day. Thirdly, investors can choose to invest in individual bonds or bond funds. Bonds invest in long-term debt, and they typically earn the largest part of their total returns from interest payments—but they can also generate capital gains or losses. And lastly, investor can invest in mutual funds. Mutual funds are many different companies common stock lumped and managed together making one fund investment. Mutual funds have been around for 70 years and have only grown in popularity in recent years. One can invest in many different types of mutual funds, for example, stock funds, bond funds, and balanced funds. With all that to swallow, one should entrust their money to a company that offers competitive investment performance, has a well-earned reputation for integrity and honestly, and provides investors with responsive and courteous service. If an investor isn’t comfortable managing their own money, they should then consider a professional advisor, because one’s money can’t make money if it’s not invested. Bibliography Morningstar. Real Expectations For Market Returns. 2000. www.morningstar.com.

Gene One Problem Definition :: Business Strategy Analysis

To grow or not to grow, that is the dilemma. Many companies are often faced with this challenging decision. The consequences of this decision may be the overall success or failure of the organization. Change is often necessary to create opportunities for growth and profitability. In fact, change is required for companies looking to grow the business (Andersen, 2005). Such changes may include modifying the existing culture of the organization and the company's leadership philosophy. McShane and Von Glinow (2004) define organizational culture as the set of core values, beliefs and behaviors shared by the members of an organization. Culture determines how formal or informal an office is, how much emphasis is placed on rules and regulations, how approachable senior management is, how problems are tackled and successes shared, etc. It is important, particularly in times of change, for companies to have a clear sense of who they are, what they stand for and what behaviors their people must exhibit for the organization to be successful. Having a clear vision has a positive impact on the organization and its employees. Having a strong sense of who the company is and what it stands for promotes an environment where people demonstrate a commitment to the company's core values, such as providing excellent customer service, being dedicated to quality, acting with integrity, and showing respect for each other. These values keep the company on course, regardless of the changes and challenges that are faced. Core values enable the company to not just weather the difficult times, but to come through them an even stronger organization. This paper explores the challenges and opportunities faced by Gene One and identifies end state goals used to measure success. It will show the benefits of revamping the existing culture of an organization in an effort to drive business results and experience growth and profitability. Gene One, faced with increasing demands in the biotech industry, is challenged to grow the business 40 percent per year for three years, become a publicly traded company, raise capital and develop new products. The company has experienced rapid growth, growing annual revenue from $2 million to $400 million over its first eight years. The CEO and Executive Board of Gene One are implementing the strategy to become a public company in order to gain access to the much needed capital for new product development and marketing.

Does the Colour of a Liquid Effect How Fast it Cools? :: essays research papers

Does the Colour of a Liquid Effect How Fast it Cools? I am trying to find out if the colour of a liquid effects how quickly it cools down. Method: 1.  Ã‚  Ã‚  Ã‚  Ã‚  First I took five test tubes and filled each one with 5ml of black, blue, green, red and ‘clear’ colouring (for the ‘clear’ colouring I simply used water.) 2.  Ã‚  Ã‚  Ã‚  Ã‚  I then filled each of the test tubes with 25ml of boiling (of course whilst wearing safety goggles.) water and waited for the temperature to fall to 50 °C and then measured the temperature of the water, using thermometers, every 30 seconds for three minutes. 3.  Ã‚  Ã‚  Ã‚  Ã‚  I recorded our results and repeated the experiment to make the test fairer. Diagram: My diagram can be found in the plastic wallet this was handed in with. Equipment: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5 standard test tubes. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5 thermometers. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Four colour dyes, black, blue, green and red. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A stop watch. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A kettle. Prediction: I think that the colour of the liquid will effect how quickly it cools down because I know that dark matt surfaces are better at absorbing radiation. Therefore, according to my theory, the darker dyes such as the black, blue and green will cool slower than the lighter ones. Results: These are my average results for both sets of recordings put into tables: Green  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  49 1:00  Ã‚  Ã‚  Ã‚  Ã‚  48 1:30  Ã‚  Ã‚  Ã‚  Ã‚  47 2:00  Ã‚  Ã‚  Ã‚  Ã‚  47 2:30  Ã‚  Ã‚  Ã‚  Ã‚  46 Red:  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  45 1:00  Ã‚  Ã‚  Ã‚  Ã‚  43 1:30  Ã‚  Ã‚  Ã‚  Ã‚  42 2:00  Ã‚  Ã‚  Ã‚  Ã‚  41 2:30  Ã‚  Ã‚  Ã‚  Ã‚  40 Blue  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  47 1:00  Ã‚  Ã‚  Ã‚  Ã‚  44 1:30  Ã‚  Ã‚  Ã‚  Ã‚  42 2:00  Ã‚  Ã‚  Ã‚  Ã‚  41 2:30  Ã‚  Ã‚  Ã‚  Ã‚  40 Black  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  47 1:00  Ã‚  Ã‚  Ã‚  Ã‚  44 1:30  Ã‚  Ã‚  Ã‚  Ã‚  42 2:00  Ã‚  Ã‚  Ã‚  Ã‚  41 2:30  Ã‚  Ã‚  Ã‚  Ã‚  39 Clear  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  48 1:00  Ã‚  Ã‚  Ã‚  Ã‚  47 1:30  Ã‚  Ã‚  Ã‚  Ã‚  45 2:00  Ã‚  Ã‚  Ã‚  Ã‚  44 2:30  Ã‚  Ã‚  Ã‚  Ã‚  37 I then put these results into a graph which you can find in the plastic wallet this was handed in with. I then worked out the total temperature loss for each colour and put them into this table:   Ã‚  Ã‚  Ã‚  Ã‚  Red  Ã‚  Ã‚  Ã‚  Ã‚  Green  Ã‚  Ã‚  Ã‚  Ã‚  Blue  Ã‚  Ã‚  Ã‚  Ã‚  Black  Ã‚  Ã‚  Ã‚  Ã‚  Clear Total Temperature Loss in  °C  Ã‚  Ã‚  Ã‚  Ã‚  10  Ã‚  Ã‚  Ã‚  Ã‚  4  Ã‚  Ã‚  Ã‚  Ã‚  10  Ã‚  Ã‚  Ã‚  Ã‚  11  Ã‚  Ã‚  Ã‚  Ã‚  13 I then put the results into this bar chart: Conclusion: My results seem very strange and almost contradict my prediction. All the results seem quite similar, except the green dye, which, of course, could simply be an anomalous result. Therefore my conclusion is that the colour of a liquid makes no difference to how quickly it cools down. Evaluation: I understand that my experiment was not at all completely accurate. To be so I would need to do it in a controlled, stable environment, but this was not available to me.

Loreal Company Values and Culture Essay

The focus of this part of paper is on cultural aspects and values in L’Oreal Company. We will quote its ethical principles, which are very important for the company itself. In L’Oreal company we can distinguish core values, given as follows: passion for adventure, enrichment through diversity, leading innovation in beauty, striving for excellence and valuing individual talent. Thanks to its clarity into work ethics we can see how important for the company is innovation, entrepreneurship and creativity. These features make the L’Oreal company leader on the world market. The company includes just one business itself – beauty. This is the topic to which passion comes to and shows what cosmetics can bring to women and men: self-confidence, openness towards others and well-being. The passion for business, which is linked to culture and humanity. To create beauty products is about understanding others and anticipating their needs. Innovation is the second of the company’s core values. This feature is essential in such a topic as beauty because it requires all the time new products. Beauty canon changes so there is a need of a constant higher level of performance. L’Oreal understand the importance of innovation and research, it is making a lot of effort to expand its product lines covering wide variety of beauty products. Another value that is not less important than the others is open-mindedness. Listening customers, understanding their culture and benefiting from their differences are bare priorities, which respond to the infinite diversity of beauty trends around the world. They are inherent from company’s business and mission. Excellence is a value that is involved in every form in the business, in every country. It is expressed in a st ate of mind and a permanent aspiration to perfection. All teams in the L’Oreal Company share this desire to outperform and to be able to provide the best for their consumers. In order to create a high perceive value for its customers L’Oreal invests heavily on culturally adapted products. The main goal for L’Oreal Company is to deliver glamour to everyone. This is the feature that most of the customers identify with the brand. The ethical principles of L’Oreal company are: integrity, respect, courage and transparency. These principles build their culture, give rise the reputation and it is well-known by all L’Oreal employees. It is significant to obey these values because a company with smart ethical  rules is a powerful company which products you can trust (this attribute is the biggest competitive advantage a company can have). Thanks to these features L’Oreal benefit from high levels of client satisfaction and proud and motivated employees. Brands good name in the environment is growing and increasing shareholder loyalty. Acting with integrity is a key for the construction of trust and good relationships. Integrity in the relationship with company’s consumers means assurance that the advertising is based on proven scientific data. Also integrity in the relation to company’s business partners means observance to good governance practices to avoid any real or alleged conflict of interests. Integrity in the way of doing business is respecting the laws of the countries in which the company operates, maintaining high standards in accounting and reporting and fighting against corruption. Thanks to the company’s politics, the interests are never given by illegal or unethical practices. What L’Oreal Company is doing has a huge impact on many people’s lives. The organization shows respect to its customers by providing the specific products they are willing to buy. Because of high quality and relatively low price, which L’Oreal can boast, customers are happy and more eager to trust such a company. L’Oreal show respect to the consumers by recognizing that they are all different. By trying to avoid stereotypes and respond to their different needs, highly efficient products manufactured to the most demanding standards of safety and quality. For the multinational cosmetic companies is not always easy to act ethically. It sometimes means spending time and money needed to get the products that fit the company’s style and client’s satisfaction. L’Oreal show courage by facing up to difficult questions, listening others who may challenge them and creating a culture of openness and freedom of speech so that all employees feel comfortable to come up with new issues, ideas and questions. The last of the ethical principle is transparency, which means that the company must be sincere to international success. The justification of their decisions and actions is always trustful. Staff is often expressed as young and fresh, which means that youthful workers are one of the highlights in the company. Many of them are very ambitious and the fact that they are given responsibility in the early stages of their careers is a great advantage. With the after hour activities L’Oreal has a very wide social scene with regular sport and outgoing events such as football tournaments, comedy nights and pub trips. These attractions only strengthen the relationship between co-workers and surprisingly have an extreme effect on their future work. Moreover employees are offered with free products, free French lessons and discount gym memberships. This provides to spin-off benefits in the workplace – people are working harder and more efficiently because they know they can get extra remuneration not only in the form of money. L’Oreal realizes how fundamental the internal communication is to its operations. That is why there is a vast variety of communication-b ased training courses for staff including media relations, negotiation techniques, presentation skills and personal effectiveness. Another great idea that is extensively spread in L’Oreal is the freedom of speech. Employees are encouraged to engage in exchanges of opinion and to associate easily with people at all levels. As for the beauty company we can see that the majority of L’Oreal’s global workforce are women (63% of staff in 2010). More than 50% of them are on high positions, mostly managers. Moreover it is very important for the company the equality in employment and launching various activities to help ensure fairness in remuneration (it has signed deals with trade unions and delivered diversity training to many managers in Europe since 2006). For L’Oreal diversity is a priority. The company consists of 72600 employees, 126 different nationalities. People with different cultures bring a variety of styles, perspectives, values, beliefs and differences as advantages to the organization. The organization defines integration as a main clue to the success. It respects values and is proud of culture openness to ideas, innovation and creativity, which are  most important for a healthy and growing business. As Jean-Paul Agon who is the Chairman and Chief Executive Officer say â€Å"Today we live and work in an increasingly diverse world, a world of individuals with different cultural and ethnic backgrounds, unique styles, perspectives, values and beliefs. A diverse workforce in all functions and levels enhances our creativity and our understanding of consumers and allows us to develop and market products that are relevant.† In L’Oreal Company the main benefit is that there are people working from all continents with different cultures, every person is ready to add something new from his or her perspective and different point of view thanks to which the company is all the time developing. Diversity is much more inspirational than any other aspect and because of that every year there are thousands of ideas transforming into new beauty products for the company.

Ethical issues related to reproducation Essay

Assisted Reproduction Technology is a new found system to aid infertile couples to get children. It is also used in transgender couples and genetic concerns in the family. The examples of assisted reproduction technology include invitro-fertilization embryo transfer, intracytoplasmic sperm injection, gamete intrafalllopian transfer, zygote intrafallopian transfer and intrauterine insemination. It is a practice that has caused wide controversy from the ethical point of view. There are many ethical issues surrounding artificial reproduction. Many religious organizations condemn the practice as it goes against the religious beliefs. Most religions believe that God is the sole creator of life and determiner of fertility of an individual. Therefore, the practice is viewed as one that is trying to supersede the power and belief in God. The element of surrogate parenting in assisted reproduction is also a highly thorny issue in the society. The practice of sperm egg donation is also very emotive. The main protagonist in this debate is the religious organizations and their beliefs and practices (Gillian, 2003). Surrogate parenting is an arrangement in which an infertile married couple contracts a fertile woman to undergo gestation on their behalf and surrender the child after birth. This is described as a non-nuclear family arrangement in that the family allows a third party into their family relationship to play the role of a birth mother. Surrogate parenting raises various ethical questions. There are various forms of surrogate parenting. These include traditional and gestational. In traditional surrogacy, the mother shares genetic information as the child since she acts as a sperm recipient. The gestational surrogacy involves insemination with fertile ovum of the infertile couple. Therefore, she does not share genetic information as the child. The ethical dilemma that exists in surrogate parenting is whereby commercial surrogacy is viewed as exploitative to poor single women. The woman is viewed as a mere incubator while her money is siphoned by the surrogate agencies. The child is traumatized on discovering that the mother raising him/her is not her biological mother due to different genetic information. This leads to acrimony in the family. Some organizations claim that surrogacy leads to commoditization of babies as mere goods. This shows a lack of respect to the human being as a whole (Gillian, 2003). Surrogate parenting causes controversy in the traditional definition of a family unit. A family is viewed as made of mother, father and children who are genetically related. Surrogacy allows a third party into the traditional nuclear family. This distorts the meaning completely. This is especially so in traditional form of surrogate parenting. In this form, the surrogate mother is just not the gestational bearer of the child, but she also shares genetic information with the child. The family will be in a dilemma whether to inform the child of his gestation and parenting lest he/she finds out. Such information is likely to break the family unit (Markens, 2007). Commercial surrogate parenting has been viewed as exploitative. Young single and poor girls are chosen to act as surrogate mothers. The agency that contracts them does not care about their well-being but is interested in profiteering from their services. These girls are paid 10000-150000 dollars for their services. Court cases have been filed where these mothers reject the money to take custody of the children. This is the exploitative nature of the practice (Markens, 2007). Doctors place multiple eggs into the womb of a woman in artificial reproduction. The medical significance of this practice is to reduce the proportion and margin of error. Statistics shows that most of the eggs implanted into a woman do not get implanted and are aborted by the mother. As such, the practice of inserting multiple eggs is to increase the likelihood of implantation or fertilization of the eggs. The other concern is the cost of artificial reproduction technology. The technology costs highly to the partners and the insurance companies. Multiple eggs are inserted by the healthcare professionals as a means of cost saving and cost reduction in fertility treatment. This addresses the cost that would be incurred if one egg failed. Multiple implantations bring with it the dilemma of multiple pregnancy complications and multiple birth costs. The dilemma with the practice is that a healthcare professional is legally mandated to abort some of the implanted fetuses upon informed consent from the parents. This practice is called multi fetal pregnancy reduction or selective abortion. The medical rationale behind embryo reduction is the fact that there are many risks associated with carrying multiple pregnancies to the mother. There is the risk of in-uteri death of the fetus, premature delivery and retardation. Any pregnancy with more than three fetuses is an iatrogenic complication of artificial reproduction (Simo, 2002). Selective abortion is moral as it is done in the interest of the mother and the family. Informed consent has to be sought from the partner, and they must reserve the right to select the embryos that will be reduced. However, in a perfectly health mother, selective abortion is not advisable rather the doctor should practice watchful waiting on the patient. Selective abortion is done to reduce child impairment if he/she is born prematurely. The practice is a morally justified option for the parent. This is because the quality of life of the child born and the economical and psychological burden on the parents to support a mentally retarded child. Despite religious, social and cultural perceptions on selective abortion, it is a perfectly moral practice done in the interest of the family. The sanctity of life must indeed be observed and respected so much as the quality of the baby’s life. The grounds that lay the foundation for the decision to selectively abort an embryo are based on the moral and financial ability of the family to take care of complication of multiple pregnancies: especially premature babies (Simo, 2002). The society is obliged to support families that have multiple babies born prematurely, with defects or mental retardation. These parents are under immense pressure to provide for and raise these children. The society is obliged to support these families in whatever means possible. The immediate extensive family plays a huge role in supporting these parents morally and financially. Premature children need to be loved by everyone in the family and external community. Financial assistance is vital to cater for constant hospitalization of these children. Children with mental retardation and prematurity need constant visitations for medical checkup to ensure that they grow and mature like other children. The community is obliged to offer financial support to these families. Through various community forums and organizations, the locals can take care of these children and accord them equal rights enjoyed as other healthy children. The community may also set up special schools with special teachers to guide these children as they develop. The local government and the federal government are also obliged to support families with disabilities. The government can enact of laws and policies that offer incentives to these parents and those that govern the development of these children. The local government is also mandated to establish institutions that will take care of these children as they grow as they belong to children with special need (Gillian, 2003). Abortion is a highly controversial moral subject worldwide. There are proponents of abortion who claim the practice is done to safeguard the health of the mother and the dignity of girls who have been sexually assaulted. Whereas, there are the opponents who argue that the vice is against the universal right to life and respect of life. There are various ethical issues with abortion. Ethical issues arise due to the moral dilemma. The reasons for procuring an abortion include not being able to raise the child at the moment or irresponsible parents. Such scenarios would warrant an abortion to avoid future suffering of the child. Some mothers claim that childbearing will interfere with their careers, or they have reached their limit of child bearing. The moral dilemma is the sanctity of life. Religious backgrounds claim that life begins after fertilization and terminating it at any stage is paramount to murder. With such personification, the fetus is entitled to the right of life as any other human being (Hinman, 2013). As such, they argue against abortion. However, medically, health professionals are obliged to abort so as to preserve the life of a mother if her pregnancy is complicated. Therefore, abortion is a highly controversial moral issue between the ‘pro-life’ and the ‘prochoice’ ? References Committee on Organ Procurement and Transplantation Policy, Institute of Medicine. (2001). Organ Procurement and Transplantation: Assessing Current Policies and the Potential Impact of the DHHS Final Rule. New York: National Academies Press. Gillian, T. (2003). Mixed blessings: ethical issues in assisted conception. Journal of Reproductive and Social Medicine, 34-35. Hinman, L. (2013). Abortion: an oveerview of the ethical issues. University of San Diego. Landlau, R. , Blythe, & Eric. (2004). Third Party Assisted Conception across Cultures: Social, Legal, and Ethical Perspectives. London: Jessica Kingsley Publications. Markens, S. (2007). Surrogate Motherhood and the Politics of Reproduction. Berkley: University of Carlifornia Press. Simo, V. (2002). Parental Responsibility and the Morality of Selective Abortion. Journal of Reproductive Health, 463-484.