Animal Farm, by George Orwell Essay - 978 Words

The main purpose of satire is to attack, and intensely criticise the target subject. This is superbly carried out in the classic piece of satire, Animal Farm. The main targets at the brunt of this political satire are the society that was created in Russia after the Bolshevik Revolution of 1917, and the leaders involved in it. George Orwell successfully condemns these targets through satirical techniques such as irony, fable, and allegory. The immediate object of attack in Orwells political satire is the society that was created in Russia after the Bolshevik Revolution of 1917. The events narrated in Animal Farm obviously and continuously refer to events in another story, the history of the Russian Revolution. In other words, Animal†¦show more content†¦The dogs growl and bite the way real dogs do--but to support Napoleons drive for political power. Orwell never forgets this delicate balance between how real animals actually behave and what human qualities his animals are su pposed to represent. Let’s just say Orwell hadn’t used the technique of storytelling, and had painted an objective picture of the evils he describes. The real picture would probably be very depressing and extremely boring. So instead, he offers us a travesty of the situation. The primary reason for this abstraction was to move readers from the concrete reality. So whilst entertaining us through a fantastic setting, he provides us reader with a critical vision towards his targets. It is written for entertainment, but contains sharp and telling comments on the Russian revolution and it’s leaders, offering `imaginary gardens with real toads in them. Part of the fables humorous charm lies in the simplicity with which the characters are drawn. Each animal character is a type, with one human trait, or two at most--traits usually associated with that particular kind of animal. Using animals as types is also Orwells way of keeping his hatred and anger against exploiters under control. Instead of crying, quot;All political bosses are vicious pigs!quot; he keeps his sense of humour by reporting calmly: quot;In future, all questions relatingShow MoreRelatedAnimal Farm And George Orwell By George Orwell1034 Words   |  5 Pages Eric Arthur Blair, under the pseudonym of George Orwell, composed many novels in his lifetime that were considered both politically rebellious and socially incorrect. Working on the dream since childhood, Orwell would finally gain notoriety as an author with his 1945 novel Animal Farm, which drew on personal experiences and deeply rooted fear to satirically critique Russian communism during its expansion. Noticing the impact he made, he next took to writing the novel 1984, which similarly criticizedRead MoreAnimal Farm By George Orwell1397 Words   |  6 PagesAn important quote by the influential author of Animal Farm, George Orwell, is, â€Å"Every line of serious work that I have written since 1936 has been written, directly or indirectly, against totalitarianism.† George Orwell, a Democratic Socialist, wrote the book Animal Farm as an attack on the Communist country of Russia (â€Å"The Political Ideas of George Orwell,† worldsocialism.org). He had a very strong disliking of Communism and the Socialist party of Russia. However, he insisted on finding the truthRead MoreAnimal Farm, By George Orwell1545 Words   |  7 Pagesallow because an this elite institution of people often use this gear to dominate and oppress society. In George Orwell’s story, Animal Farm, Orwell demonstrates that education is a powerful weapon and is a device that can be used to at least one’s benefit. Living in a world where strength is a straightforward to benefit, the pigs quick use education to govern the relaxation of the animals on the farm to serve themselves worked to their advantage. This story in shows the underlying message that   firstRead MoreAnimal Farm By George Orwell944 Words   |  4 Pageslegs(Orwell 132). He carried a whip in his trotter(Orwell 133). In the novel Animal Farm by George Orwell, animals have the ability to talk and form their own ethos, Animalism. Animal Farm is an intriguing allegory by George Orwell, who is also th e author of 1984, includes many enjoyable elements. More knowledge of the author, his use of allegorical elements, themes, symbols, and the significance in the real world, allows the reader to get more out of this glance into the future. George OrwellRead MoreAnimal Farm, By George Orwell876 Words   |  4 Pagesrebellious animals think no man means freedom and happiness, but they need to think again. The animals of Manor Farm rebel against the farm owner, Mr. Jones, and name it Animal Farm. The animals create Animalism, with seven commandments. As everything seems going well, two of the animals get into a rivalry, and things start changing. Food starts disappearing and commandments are changed, and the power begins to shift. Father of dystopian genre, George Orwell writes an interesting allegory, Animal FarmRead MoreAnimal Farm by George Orwell1100 Words   |  4 PagesIntroduction: Widely acknowledged as a powerful allegory, the 1945 novella Animal Farm, conceived from the satirical mind of acclaimed author George Orwell, is a harrowing fable of a fictional dystopia that critiques the socialist philosophy of Stalin in terms of his leadership of the Soviet Union. Tired of their servitude to man, a group of farm animals revolt and establish their own society, only to be betrayed into worse servitude by their leaders, the pigs, whose initial virtuous intentionsRead MoreAnimal Farm By George Orwell1538 Words   |  7 PagesMecca Animal Farm The Russian Revolution in 1917 shows how a desperate society can be turned into a military superpower filled with terror and chaos. George Orwell uses his book, Animal Farm, to parallel this period of time in history. This book is an allegory of fascism and communism and the negative outcomes. The animals begin with great unity, working toward a common goal. The government then becomes corrupted by the temptations of power. George Orwell uses the characters in Animal Farm to showRead MoreAnimal Farm by George Orwell1175 Words   |  5 PagesAn enthusiastic participant in the Spanish civil war in 1936, George Orwell had a great understanding of the political world and made his strong opinions known through his enlightening literary works, many of which are still read in our modern era. Inspired by the 1917 Russian Revolution and the failed society it resulted in, Animal Farm by George Orwell is an encapsulating tale that epitomises how a free utopian society so idealistic can never be accomplished. The novella exemplifies how influencesRead MoreAnimal Farm, By George Orwell1089 Words   |  5 PagesIn George Orwell’s â€Å"Animal Farm†, the pigs as the farm leaders, use unknown language, invoke scare tactics and create specific laws, thereby enabling them to control other animals, to suit their greedy desires, and to perform actions outside their realm of power. Because of the pigs’ use of broad language, and the implementation of these tactics they are able to get away with avoiding laws, and are able to convince other animals into believing untrue stories that are beneficial to the pigs. The firstRead MoreAnimal Farm, By George Orwell1212 Words   |  5 PagesShe stood there over the dead animals thinking to herself what have we come to? We try to become free but we just enslave ourselves to a so called superior kind. Napoleon killed the animals in front of the whole farm and said that this was to be the punishment for the traitors. Snowball was known as a traitor now and anyone conspiring with him would be killed. Snowball and Napoleon both represent historical characters during the Russian revolution in 1917.Snowball who was one of the smartest pigs

Animal Testing is Wrong! Essay - 923 Words

Picture yourself in a testing laboratory; needles, drugs, and knives pointed in your direction with you having no idea what’s going on around you, this is how animals everyday are treated, we have to stop this now! Millions of animals are killed in laboratories everyday with no chance to object to what the testers are about to do to them. Animals feel as much pain as humans do so why does it make it okay to test on them when they are so alike to humans? Every day people test makeup, shampoos, and medicines on animals, the strange thing is that animals have different skin, hair, and internal organs than humans have. Since the animals have different internal organs than humans only 5-25% of the testing results are agreeable between animals†¦show more content†¦Animals are denied rights for human unlikeness, but are tested on for human likeness. Human rights don’t rationalize animal experimentation; just because humans aren’t giving animals rights it doesn ’t mean that humans have the right to test helpless animals. Animals have families, feel pain, suffer, and communicate just like humans do, so why don’t animals get the same protection as humans? If humans feel that testing on animals is nothing bad then why don’t we put people under the telescope and test on them instead? Animals have as much right to life as humans do! Don’t judge animals on how much hair on their bodies, but on their likeness to human life and procedures. Animals are now used as objects of experiments to test a variety of products; like shampoo, makeup, and medicines. Animals are almost always used in cancer research but animals never get the human form of cancer which affects the lungs. Animals are not required in animal testing, but people seem to ignore this statement and test on animals anyway. Testing cosmetics on animals is somewhat pointless because animals have different skin and hair than humans have. Animals are not even requ ired in animal testing at all; a makeup company can release an untested product at their own risks. If any product says â€Å"cruelty free† on it, it doesn’t necessarily mean that the products inside the product were not tested on. Animals are used to test so many products now-a-days, animals are used to test so many uselessShow MoreRelatedAnimal Testing Is Wrong?1288 Words   |  6 Pages ANIMAL TESTING IS WRONG The words animal testing mean to perform procedures on living animals for the research of basic human biology and diseases, finding out the effectiveness of new medical products, and testing the human health and environmental safety of consumer and industry products like cosmetics, household cleaners, food additives, pharmaceuticals and industrial/agro-chemicals and means using other living organisms except humans for testing. All procedures, even those classifiedRead MoreIs Animal Testing Wrong?923 Words   |  4 PagesIs Animal Testing Wrong? It s on the internet, it s in magazines, it s even on the news. Animal testing is a major debate among both academics and everyday people. The most common animals used in testing ae mice, rats, and apes. Some people think that animal testing is obsolete in this day and age but it isn t obsolete because animal testing helps determine what chemicals are potentially harmful to humans, it helps determine what medicines are potentially safe for human use, and it helps advanceRead MoreAnimal Testing Is Wrong1495 Words   |  6 PagesHarmful Testing on Animals is Wrong In American society, many groups and organizations are debating whether or not animal testing should be banned. Some people believe that there are reasons why animal testing should be done. Others believe that animal testing is morally wrong. Some experts believe that there are other options available. I believe that animal testing is wrong based on three observations: animal testing is unethical, pointless, and abusive. Numerous years ago, animal testing was startedRead MoreAnimal Testing Is Wrong?975 Words   |  4 PagesI believe that animal testing is wrong because, the animals are treated inhumanely. Humans have no right to use animals like they are objects that can just be thrown away like they do not matter. These experiments result in extreme and torturous pain. Animals are brought into laboratories and tested on against their will. An estimate of almost twenty-six million animals is used every year in the United States for scientific and commercial testing. Animals are used to check the safety of product,Read MoreAnimal Testing Is Wrong And Cruel Animals1195 Words   |  5 Pageshas made me realize that animal testing is wrong and cruel to animals. I will be going over some of the history of animal testing, giving examples of some of the tests that are being performed, and mentioning some of the laws and acts created. While reading through this think is this test necessary when the animals will be put through cruel procedures. This is why I think that animal testing should be reevaluated to see if it is really worthwhile. What is animal testing some people ask, and whyRead MoreAnimal Testing Is Morally Wrong? Essay1373 Words   |  6 PagesHumans are animals, and as such it is morally wrong to use them to test pharmaceuticals intended for use by humans. Those who support animal experimentation believe it is a necessary evil, in part due to the false information put out by the media. The so-called benefits of animal testing have not helped humans for years, yet in many countries the law still requires researchers use animals to test their medications. In fact, although alternatives have been found, few steps have been taken to put anRead MoreAnimal Testing Is Morally Wrong? Essay1305 Words   |  6 PagesSeeing as humans are animals it is morally wrong to use animals to test human products. Due to the false information put out by the media, those who support animal believe what the media states about it being a necessary evil. The so-called benefits from animal testing have not helped humans for yea rs, but is now legally required in many countries. Although alternatives have been found, few steps have been taken to put an end to animal experimentation. The way activists present their argument isRead MoreAnimal Testing Is Wrong Essay1418 Words   |  6 PagesMany people have animals around the world, whether it be dogs, cats, reptiles, birds, even horses and llamas, and they all love them very much. A lot of people will do anything to ensure the comfort and safety of their companion and friend. Many people may be shocked and horrified to find that over 100 Million animals die each year due to animal testing. This essay will go into more detail about some reasons why people might find animal testing wrong, and some reasons why a lot of people see it asRead MoreAnimal Testing Is Morally Wrong?878 Words   |  4 Pageslot of different types of animals suffer through painful and unnecessary tests. An animal being used for scientific experiments is wrong because it is inhumane, expensive, and unpredictable. Animals in laboratories live lives of loss, pain, loneliness, and torture. Various studies have shown that animal experimentation often does not even help humans. Some even lead to harmful human reactions to the drugs being tested on animals. Yet we continue to use animal testing while other courses of actionRead MoreAnimal Testing Is Wrong Essay1603 Words   |  7 PagesAnimal testing has been around since the third and fourth centuries BC, when it was performed by Greek philosopher-physicians. However, it is unknown when people began to question this process. In today’s society, the idea of testing products on animals has become more and more controversial with numerous groups being created and becoming even more vocal. While people will decide for themselves where they stand in this argument, I would hope that most would agree that animal abuse is wrong. So,

Mr Alex free essay sample

Facilitate Continuous Improvement BSBMGT516C 1. Select an area for improvement in your workplace and create a Continuous Improvement Plan for that area. Include in your plan – using the templates provide: A. A brief outline of the issue you and/or your team have identified that needs improving and explain how it was identified, B. The that will need to be involved in the improvement process, C. How communication to the work team will occur, D. Coaching and Mentoring processes required for implementation the improvements, E. What are the potential benefits of the improvement, on the team and the organisation, F. What are the potential barriers that could prevent successful implementation of the proposed improvement, G. The actions that need to be taken to minimize the effect of the barriers previously identified, H. An action Plan for implementation. I. A monitoring and Adjustment 2. Develop a process for identifying and recording Continuous Improvement recommendations and outcomes – this could include a Continuous Improvement Log and flowchart/s 3. We will write a custom essay sample on Mr Alex or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Research and write a report on an organisation that is committed to, and has implemented a continuous improvement program OR find out more about your organisation’s continuous improvement efforts. ) Have the plans been a success to date? Why or why not? ii) Describe the systems, processes and supporting tools that are in place to help the program have a positive impact on the organisation, its people, and customers. 4. Continuous Improvement Plan Background Information| Continuous Improvement Issue| | Persons involved in decision making process| | How the issue was identified| | How will it be communicated to the work team| | Coaching and/or Mentoring to support the team| | Benefits of the Improvement| 1. | 2. | 3. | 4. | 5. | Potential Barriers| Potential Barriers| Actions taken to minimize barriers| . | | 2. | | 3. | | 4. | | 5. | | Contingencies| | 1. Action Plan| Action Taken| Person Responsible| Start Date| End Date| Milestone for achievement| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 2. Monitoring and Adjustment Plan| Area being monitored| Who is responsible| Resources required| Date for monitoring| Corrective action required| | | | | | | | | | | | | | | | Part 2: Portfolio Evidence You will be required to collect relevant evidence, over time, which can include: Documentary evidence may be collected to demonstrate how you have applied for a number of reasons. For example, to provide: * proof of using the skills required by this unit in the workplace (eg emails, documents you have created in the workplace, meeting minutes, etc), * a testimonial/ 3rd party report from a supervisor or technical expert to validate other evidence you have provided, * copies of relevant policies and procedures that you must comply with while carrying out the tasks required for this unit * and evidence gathered while completing assessment tasks. We recommend you collect and file your evidence in your Portfolio of Evidence folder and update the folder index. Please forward a copy of the evidence with your other completed tasks. (Note: Only the front page and contents page of detailed policies need to be sent)

The Relationship Between Unit Production Time And Cumulative Number Of Units Essay Sample free essay sample

Harmonizing to Chase. Jacobs. and Aquilano ( 2006 ) . a learning curve is a line exposing the relationship between unit production clip and cumulative figure of units produced ( p. 135 ) . Any concern environment on single or organisational degree can profit from utilizing the acquisition curve. Additionally. â€Å"learning curve theory is based on three premises: 1. The sum of clip required to finish a given undertaking or unit of a merchandise will be less each clip the undertaking is undertaken. 2. The unit clip will diminish at a diminishing rate. 3. The decrease in clip will follow a predictable pattern† ( Chase. Jacobs. Aquilano. 2006. p. 135 ) . Pizza Store Layout Simulation The way to a successful and moneymaking concern involves happening the right expression that would cipher how to diminish losingss and maximise gross revenues. Mario’s Pizzeria shop layout simulation required the category to take a place of a eating house director and make up ones mind how to increase current profitableness. We will write a custom essay sample on The Relationship Between Unit Production Time And Cumulative Number Of Units Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The 3rd premise of the acquisition curve. â€Å"the decrease in clip will follow a predictable form ( Chase. Jacobs. Aquilano. 2006. p. 135 ) . applies to this hebdomads assignment the most. A director should ever see operational features such as the line length. the figure of clients in the eating house. the waiting clip spent in the line. the entire clip spent in the eating house. and the service installation use ( University of Phoenix. 2002 ) . Performance Prosodies| |Groups |Groups |Balked 2/4 |Avg. delay |Avg. queue |Profit |Lost gross revenues | | |of 2 |of 4 | | | | | | |Week 1-2 |71 |105 |2/38 |11. 64 |3. 13 | $ 1. 033 | $ 1. 170 | |Week 3-4 |70 |106 |6/14 |5. 99 |2. 55 | $ 1. 498 | $ 510 | |Week 5-6 |70 |106 |6/11 |4. 52 |2. 53 | $ 1. 571 | $ 420 | |Week 7-8 |96 |143 |9/18 |3. 49 |2. 84 | $ 2. 050 | $ 675 | Table 1. Simulation ConsequencesTable One with the simulation consequences from Mario’s Pizzeria scenario shows how with clip operational determinations influence the key prosodies: delay clip. queue length. net income. and lost gross revenues. Week Three-Four. The simulations required make up ones minding how many tabular arraies for the groups of two and four. the wait staff. and the kitchen staff Mario’s Pizza needs so it would halt losing clients. diminish the delay clip. and increase the net income. Originally the eating house had 14 tabular arraies for four and no tabular arraies for two. and the figure of balked clients consisted of the groups of four. By altering the distribution of tabular arraies and set uping precedency regulation the eating house reduced the delay clip in half and enjoyed a $ 1. 498 net income. However. the eating house still was lost 20 groups. as they could non wait 5. 99 proceedingss. and the eating house lost possible $ 510 in gross reve nues. Week Five-Six. Next the Mario’s Pizzeria manual oven broke down. and the director has a obvious chance to increase productiveness of the kitchen by buying the Plax ovens. In add-on to one Plax ovens. the director decided so purchase one Menu Point system. which should diminish the delay clip. As a consequence. the delay clip and the waiting line length have been reduced significantly. The net incomes increased. while the lost gross revenues decreased. Week Seven-Eight. The eating house director is now must do a determination how to turn to the increasing figure of clients. He can either lease the bakeshop following door Cream Puffs or set up a Take Out counter. The director made the most profitable pick and rented the bakeshop following door. Although the delay clip significantly decreased. and the net incomes jumped up to $ 2. 050. the eating house lost 36 groups. which translates into $ 675 in gross revenues. Alternate Procedure. When analysing the public presentation informations and the eating house capacity it is evident that there is room for farther betterment. When Mario’s Pizzeria rented next-door Cream whiff it had to increase the fig ure of the wait staff. kitchen staff. and purchase another Plax oven. Use of the last two constituents is merely at 58. 33 % . by opening a Return Out counter the eating house will take advantage of the unutilized potency of the kitchen staff and the oven which will ensue in increased gross revenues. and perchance cut down the figure of the doomed clients. Decision The Mario’s Pizzeria simulation demonstrated the acquisition curve theory that was conducted over the eight-week period. The Numberss in Table One illustrate how the acquisition curve affects to the Mario’s Pizzeria layout reorganisation. One must retrieve that pull offing delay lines. is non about shorter or longer waiting lines. but about keeping a balance between the demand for service and the capacity of the system to supply service ( University of Phoenix. 2002 ) . Mentions Chase. R. B. . Jacobs. F. R. . A ; Aquilano. N. J. ( 2006 ) . Operations Management for Competitive Advantage ( 11th ed. ) . New York. New york: McGraw-Hill/Irwin. University of Phoenix. ( 2002 ) . Process Control and Problem Solving [ Multimedia ] . Retrieved from University of Phoenix. OPS571- Operations Management web site.

The Road Not Taken An Analysis Essay Example For Students

The Road Not Taken An Analysis Essay Do not follow where the path may lead Go instead where there is no path and leave a trail. -Robert Frost Everyone is a traveler, choosing the roads to follow on the map of their continuous journey, life. We will write a custom essay on The Road Not Taken An Analysis specifically for you for only $16.38 $13.9/page Order now There is never a straight path that leaves one with but a sole direction in which to head. Regardless of the original message that Robert Frost had intended to convey, his poem, The Road Not Taken, has left its readers with many different interpretations. It is ones past, present and the attitude with which he looks upon his future that determines the shade of the light that he will see the poem in. In any case however, this poem clearly demonstrates Frosts belief that it is the road that one chooses that makes him the man who he is. And sorry I could not travel both.. . It is always difficult to make a decision because it is impossible not to wonder about the opportunity cost, what will be missed out on. There is a strong sense of regret before the choice is even made and it lies in the knowledge that in one lifetime, it is impossible to travel down every path. In an attempt to make a decision, the traveler looks down one as far as I could. The road that will be chosen leads to the unknown, as does any choice in life. As much he may strain his eyes to see as far the road stretches, eventually it surpasses his vision and he can never see where it is going to lead. It is the way that he chooses here that sets him off on his journey and decides where he is going. Then took the other, just as fair, and having perhaps the better claim. What made it have the better claim is that it was grassy and wanted wear. It was something that was obviously not for everyone because it seemed that the majority of people took the other path therefore he calls it the road less travelled by. The fact that the traveler took this path over the more popular, secure one indicates the type of personality he has, one that does not want to necessarily follow the crowd but do more of what has never been done, what is new and different. And both that morning equally lay in leaves no step had trodden black. The leaves had covered the ground and since the time they had fallen no one had yet to pass by on this road. Perhaps Frost does this because each time a person comes to the point where they have to make a choice, it is new to them, somewhere they have never been and they tend to feel as though no one else had ever been there either. I kept the first for another day! The desire to travel down both paths is expressed and is not unusual, but knowing how way leads on to way, the speaker of this poem realizes that the decision is not just a temporary one and he doubted if I should ever come back. This is his common sense speaking and acknowledging that what he chooses now will affect every other choice he makes afterward. Once you have performed an act or spoken a word that crystalizes who you are, there is no turning back, it cannot be undone. Once again at the end of the poem the regret hangs over the traveler like a heavy cloud about to burst. He realizes that at the end of his life, somewhere ages and ages hence, he will have regrets about having never gone back and traveling down the roads he did not take. Yet he remains proud of his decision and he recognizes that it was this path that he chose that made him turn out the way and he did and live his life the way in which he lived. I took the road less trvaeled by and that had made all the difference. To this man, what was most important, what really made the difference, is that he did what he wanted, even if it meant taking the . The Road Not Taken An Analysis Essay Example For Students The Road Not Taken An Analysis Essay Word Count: 848 Do not follow where the path may lead Go instead where there is no path and leave a trail. -Robert Frost We will write a custom essay on The Road Not Taken An Analysis specifically for you for only $16.38 $13.9/page Order now Everyone is a traveler, choosing the roads to follow on the map of their continuous journey, life. There is never a straight path that leaves one with but a sole direction in which to head. Regardless of the original message that Robert Frost had intended to convey, his poem, The Road Not Taken, has left its readers with many different interpretations. It is ones past, present and the attitude with which he looks upon his future that determines the shade of the light that he will see the poem in. In any case however, this poem clearly demonstrates Frosts belief that it is the road that one chooses that makes him the man who he is. And sorry I could not travel both.. . It is always difficult to make a decision because it is impossible not to wonder about the opportunity cost, what will be missed out on. There is a strong sense of regret before the choice is even made and it lies in the knowledge that in one lifetime, it is impossible to travel down every path. In an attempt to make a decision, the traveler looks down one as far as I could. The road that will be chosen leads to the unknown, as does any choice in life. As much he may strain his eyes to see as far the road stretches, eventually it surpasses his vision and he can never see where it is going to lead. It is the way that he chooses here that sets him off on his journey and decides where he is going. Then took the other, just as fair, and having perhaps the better claim. What made it have the better claim is that it was grassy and wanted wear. It was something that was obviously not for everyone because it seemed that the majority of people took the other path therefore he calls it the road less travelled by. The fact that the traveler took this path over the more popular, secure one indicates the type of personality he has, one that does not want to necessarily follow the crowd but do more of what has never been done, what is new and different. And both that morning equally lay in leaves no step had trodden black. The leaves had covered the ground and since the time they had fallen no one had yet to pass by on this road. Perhaps Frost does this because each time a person comes to the point where they have to make a choice, it is new to them, somewhere they have never been and they tend to feel as though no one else had ever been there either. I kept the first for another day! The desire to travel down both paths is expressed and is not unusual, but knowing how way leads on to way, the speaker of this poem realizes that the decision is not just a temporary one and he doubted if I should ever come back. This is his common sense speaking and acknowledging that what he chooses now will affect every other choice he makes afterward. Once you have performed an act or spoken a word that crystalizes who you are, there is no turning back, it cannot be undone. Once again at the end of the poem the regret hangs over the traveler like a heavy cloud about to burst. He realizes that at the end of his life, somewhere ages and ages hence, he will have regrets about having never gone back and traveling down the roads he did not take. Yet he remains proud of his decision and he recognizes that it was this path that he chose that made him turn out the way and he did and live his life the way in which he lived. I took the road less trvaeled by and that had made all the difference. To this man, what was most important, what really made the difference, is that he did what he wanted, even if it meant taking the road less traveled. If .

How does Cannabis cause addiction Essays

How does Cannabis cause addiction Essays How does Cannabis cause addiction Essay How does Cannabis cause addiction Essay How does Cannabis cause addiction? Addiction Is seen as a difficult medical disorder by the INS. This is because of how the chemical imbalance is altered as illicit drugs tap into the way the nerve cells communicate. There are two prominent ways in which drugs of abuse and legal drugs affect the brain. The first way Is by mimicking the brains natural chemicals. Another way In which the brain can be affected Is through the overpopulation of the limbic reward system. The majority of illicit drugs have something in common they alter the amount of dopamine drastically in the nucleus acumens. Once again there are different ways in which the release of Dopamine is affected. Cocaine is an example of a direct drug as It blocks the dopamine rapture via the DATA. On the other hand; cannabis Is an example of an Indirect drug as It overestimates a receptor which then leads to an increase of dopamine released in the synapse. This dissertation is based on the class 8 drug Cannabis. It is true to say that Cannabis is the most widely used Illegal drug in Britain and worldwide. Cannabis comes from a cannabis plant more formally known as cannabis static. It will grow widely In most replica climates. It is increasingly being cultured and grown for recreational uses using hydroponics technology I am going to explore; if cannabis is addictive or we Just becoming dependent to it. There are various deferent forms of this illicit drug, these Include: Hash (which Is cannabis resin) a light brown solid, Marijuana/Weed which Is the dried leaves or flowers of the plant, finally, in recent years there has been an increase in Skunk. Skunk contains two to three times more of the active ingredient than weed it is on the increase as it creates stronger highs than other strains of cannabis. The most commonly known effects for cannabis Include: relaxation, hunger/ Increase In appetite, anxiety, paranoia, alteration of tale and perception, happiness and euphoria. It can also have an effect on pain relief and block pain receptors on the body easing soreness and pain. There is a theory that long term use of cannabis can lead to mental health issues such as psychotic illnesses- most commonly schizophrenia. There are various different ways to take In cannabis. These are demonstrated below. Ingestion Ingested cannabis takes time to create an effect on the body as it needs to enter the tomcat and then be passed onto the intestinal tract before entering the blood stream. However this Is not a popular way of taking cannabis as some of the TECH Is destroyed due to being metabolize by the liver, in addition to this it takes longer to experience any sort of effect. The side effects of Ingesting cannabis can be much greater than smoking. Due to the illegality of cannabis buying into this illegal economy Is very dangerous as the user Is UN-aware of the cannabis dosage. An overdose of cannabis can be an extremely unpleasant experience for the user as it can leave them feeling anxious and paranoid. Smoking This is the most commonly way of taking cannabis as it releases side effects within five to twenty minutes. The strain that is most commonly associated with smoking Is marijuana/ weed. Firstly It is changed into a gaseous form by supplying It with intense heat (a lighter). It is changed into a gaseous form because the lungs have a 1 OFF can get into the bloodstream The Science Behind Cannabis There are different types of cannabises in cannabis; the two most studied ones are the psychoactive and the non-psychoactive types, this is because these two types of cannabises create the side effects. An example of a psychoactive cannabis is TECH (dehydrogenations) and CAB (cannonading) is an example of a non- psychoactive chemical. CAB contributes to the user feeling calm and relaxed; CAB is also responsible for cannabis pain relieving qualities in addition to the anti- inflammatory qualities. There is an ongoing medical debate about whether this should be used to help patients suffering from pain. It is true to say that TECH is the most potent chemical which causes side effects of Cannabis. TECH resembles the natural chemical Animated It works by binding to the cannabis receptors on nerve cells. This is because unlike alcohol, cannabis contains molecules that resemble those produced in our bodies. Different strains of cannabis contain different amounts of TECH. For example Hemp contains up to 1% of TECH, this would have fewer side effects than Skunk which can contain up to 20% TECH. Therefore it is true to say depending on what strain of cannabis you take; depends on how reliant you get to it. Cannabises are specialized neurotransmitters. Normally, once a neuron has Just fired (released neurotransmitters via the axon to a dendrite of another neuron) it becomes temporarily disabled; this allows your brain to function n a calm and controlled manner. However, cannabises interrupt this process and remove the refectory period of neurons. This means the particular thought that was being engaged with becomes the only thought in your brain. It also plays a part in the dopamine levels Cannabis receptors are mainly concentrated in the areas of the brain which cause us; to think, to remember, to experience pleasure and have a sense of time and perception (cerebral cortex, hippopotamus, cerebellum, thalamus and basal ganglia). Less concentrated cannabises are found scattered all over the odd (in immune cells), this is why people who often experience pain are users of cannabis as it blocks the receptors which can cause pain. A normal functioning body produces enough cannabises to let it know when it is hungry, experiencing pleasure etc. However, when artificially supplying your body with TECH you are over stimulating specialized receptors (cannabis receptors) in the brain which essentially creates a domino effect as it then over stimulates the dopamine releasing neurons, this results in too much dopamine in the synapse which is the main cause for the side effects. It is also true to say that you are temporarily brain damaged when experiencing effects of cannabis, this is because the cannabis receptors in your brain (the hippopotamus) that control short term memory and spatial navigation are over stimulated therefore your neurons can not function well and imitate that of being brain damaged. Once these compounds have bound to the cannabis receptors; they begin to overestimates the cannabis receptors. In a cannabis (or any drug) free scenario the pre synaptic cell generates and electrical signal which in turn cause the synaptic vesicle to move to the cell membrane in which it would lease its contents into the synaptic cleft. In the synaptic cleft the neurotransmitter would bind to the receptor on the plasma membrane of the post synaptic cleft. For example if it was a dopamine pathway; dopamine would be released from the cannabis receptors are overestimated which then fasten the electrical impulses which are feeding forward to activate the dopamine receptors causing the euphoric side effects. This is all part of the limbic reward system. The limbic reward system is partly responsible for the release of dopamine. Rewards (increased release of dopamine) are usually found in activities such as sex. Cannabis gives greater rewards (amounts of dopamine) to our body than natural ones because of its instant properties which artificially mimic our own bodies cannabises therefore tricking our body into thinking we are experiencing such things. Statistics show that approximately 10% of cannabis users become addicted. However, this doesnt necessarily mean that a lot of people do not get dependent. There is a huge difference between addiction and dependence; being addicted to a drug means that you have to use the drug compulsively and is defined by the inability to stop. On the there hand, dependency is a physical state your body experiences because it has adapted to the drug being in your system. This therefore means you need more of it to feel the euphoric effects because the body has become tolerant to the chemical being in your system. After long term use of cannabis the users body would become dependent on cannabis being present in the system therefore the users body would produce less dopamine. Studies show that the stratum is a particularly affected area this is why cannabis users who havent had a dosage in a while or are trying to afraid from using the drug may be depressed or lack motivation. In addition to this, it has been proven that you are very likely to experience memory problems; this is because the overpopulation leads to abnormal changes in the brains structure as certain neurons are decommissioned and others can shrink and collapse. On the whole there is an overall decrease in healthy functioning neurons. Mental health problems such as schizophrenia are at an increased risk by those who frequently use cannabis over a longer period of time. This is suggested as cannabis distorts improvements in particular with younger people. A particular area which is targeted by this distortion is the frontal cortex which is responsible for cognitive behavior, personality and social behavior. It is true to say after heavy usage of cannabis over a long period of time, makes withdrawing from it difficult as the user would experience psychological withdrawal effects. A huge issue surrounding cannabis dependency is that the users are very reluctant to give it up as users see this as there final vice. This is because they have become dependent on it to help them relax and be happy and the probability of them becoming depressed when not sing the drug (cold turkey) is very great. A big medical debate which has been present in society for some decades is whether cannabis should be used in medical scenarios as a pain reliever. Some view the idea of an illegal drug as immoral and a contradiction of the law, however to others it is seen as a temporary cure for people to be able to live an ordinary lifestyle. Medical conditions that cannabis is used for in many countries are: chronic pain, arthritis, cancer, aids and many more. Among these users are terminally ill people who wish to have the quality of their life improved. In y opinion, cannabis should not be used long term as the user would become dependent on the drug. However, if somebody is terminally ill, I think that it is acceptable for them to use cannabis as a pain reliever as this would increase their them to experience less pain. Many different views are held in society over the use of Cannabis. This is because it can be very effective in reducing pain however can lead to other issues such as mental illnesses and depression, cannabis is such an important drug that we investigate into as it is the most used illegal drug in the world, marijuana being the most commonly used strain of it. In 2009 it was re-graded from a class C drug to a class B drug. The former home secretary Cachou) Smith justified her decision by the scare of skunk, which is becoming widely available. However there are lots of conspiracies that the scientific evidence is not the reason cannabis is illegal instead because it is associated with protection of corporate profits and ignorant/ incompetent corrupt legislators. Through this dissertation I have evaluated the social and scientific areas in which cannabis effects. Cannabis although non-addictive it can make you dependent which can cause long term effects. Whilst the short term effects may be fun (egg. Euphoria and delayed reaction times), it is a personal responsibility whether they are worth the potential long term effects which are irreversible. I also dont think it would make a huge difference to our society if cannabis was legalized (besides crime rates) this is because legal drugs such as methadone have much more addictive properties than cannabis. Personally I believe that more research should be conducted into the long term uses of cannabis to make a more concrete Judgment on whether it should be allowed to be used as a legal recreational drug.

Answer Exam Paper Essay Example | Topics and Well Written Essays - 1250 words

Answer Exam Paper - Essay Example Take interest in the F-stat and P-value. They are the only bits you need to validate any investigation (hypothesis). If asked to calculate physically, F=Mean sum of squares (between groups)/ MS (within groups). You realize that for this question we treat the Variation within groups as the ‘error group’, thus Error Sum of Squares (SSE) where we have SS (within groups) and Mean Error sum of squares (MSE).Now when you are required to use F-Stat to validate your test, you got to have two values of it. The first one you compute as in the case shown in the table below (the ANOVA). It is called the computed value of F or F-Computed (you went the long ANOVA way to compute it). To get the second one it is really easy, especially when you’ve got the table values. Take the degrees of freedom in the row you want to test AGAINST THE TOTAL, very important, and bear in mind the level of significance. For example here we shall have F (3, 79, 0.05). They flow in the order Numerato r, Denominator and Level of Significance (LoS). You call this the F-tabulated (derived from the tables). If F-computed>F-tabulated, reject the H0. The P-Value works slightly different. If the P-Value is much less than the Level of Significance, you reject the null hypothesis. ... e of Variation SS df MS F P-value F crit Between Groups 11115.24 3 3705.079 22.74625 1.31E-10 2.724944 Within Groups 12379.45 76 162.8875 Total 23494.69 79 Â   Â   Â   Â   a) F-Statistic= 22.74625 P-Value= 1.31?10-10 b) Let ?i denote the average service time for outlet i. H0: ?1= ?2= ?3= ?4 In order to test the hypothesis on means, the null hypothesis becomes the proposition that all means are equal. Thus by default, anything different will form the alternative hypothesis. c) Yes I would reject the null hypothesis at 5% Level of Significance. This is because the P-Value is smaller than the Level of significance. In order to answer this question, you either refer to the P-value or the F-statistic, when you have both it is your choice. Your Professor was good enough to facilitate your having both. Remember that if the P-value is smaller than the LoS, you reject H0; and if F-computed is greater than F-tabulated, you reject. THAT IMPLIES THAT P-VALUEF-TABULATED. IN BOTH CASES YOU REJ ECT THE NULL HYPOTHESIS. 1.31?10-10

Advanced marketing strategy Essay Example | Topics and Well Written Essays - 2750 words

Advanced marketing strategy - Essay Example The main purpose of marketing is just to earn profit for the product or the service they are providing. So every company use different strategies for earning profits and marketing their product or service. There are very famous households names like pampers, coke, surf etc which are very popular globally. These products use different marketing efforts for different countries, by keeping in mind their culture, language and ethics. They use different techniques to build up the loyalty and keep on attracting new customers. Famous household products are known for the quality and the trust which they have built up in years. So, they use different strategies in different countries to keep their product in demand; usually people get addicted to these like coke or else use to it, like pampers. They usually sponsor big events or work for a cause, which results in people getting used to the brands. Big household's names are famous worldwide and people know it wherever they go theywill find it there. Experiences: a firm can create stage and market experiences by combining or orchestrating several goods and services for example an amusement park or a water park directly represents the experiential marketing. Customers after paying ticket, enjoy the rides in the park, enjoy immediate thrill which is provided by these experiences. A theme which is used by restaurants, they can also be a good example of direct experiences. Solutions can also be marketed extensively. ... The perfect solution is to identify people's problems first and then fit your product right into the place, so that's how it is simply done and will also work like wonders. This results in products which are marketed for their usage. They are pictured and considered as the trouble shooters for the customers, they create an image of only solution to the problems. 3. Would you agree that Porter's framework of generic strategies is useful for (a) academics, (b) practitioners Illustrate your answer with examples. In 1980, despite its instant recognition as one of the most important theoretical frameworks of the business science, the generic strategies developed by Porter were criticized by many academics and professionals. There is evidence by General Motors which became the market leader within 10 years through implementation of particularly the differentiation strategy chalked out in the framework. GM also have to work efficiently to cover up all the different price ranges which are already present in the market, which will prevent any new entrants from venturing into the market and also to compete with the small player that existed within these price divisions. However,one of the main criticisms is the obsolescence of the model in the current competitive market conditions, when new sources of competitive advantage are available to companies. The new competitive conditions of the 21st century demands a re-formulation of this model in order to integrate the new business paradigms identified and applied by academics and professionals. A re-interpretation of generic strategies from the perspective of market relationships is necessary. The three generic strategies,cost advantage,differentation and focus are said to be

Reasearch proprosal Coursework Example | Topics and Well Written Essays - 1000 words

Reasearch proprosal - Coursework Example The experimenter will read journals and check databases for previous research in this area. Case studies specific to Montserratian immigrants will be looked at. There will be looking in depth, at the areas these immigrants dominated and changes that has occurred overtime in these regions. Statistical evidence will be explored to determine the number of Montserratians residing in England in comparison to 1995 as a result of the volcanic eruption. A survey and semi-formal interviews will also be carried out with immigrants in order to test this hypothesis. On completion there should be an understanding if there is a profound change in the areas immigrants occupied. These changes could be political, social or economical. Census and crime statistics data will provide an adequate rationale to support the hypothesis. PROJECT DESCRIPTION Name, Class, School - 5/07/2011 Title: Caribbean Immigration to England following the 1995 Montserrat Volcano Eruption I. Introduction Considerable researc h has been conducted referencing environmental disasters and migration of people from danger zones to safer locations internationally. In 1995, the island of Montserrat experienced a devastating volcanic eruption. As T. H. Druitt and B. P. ... The methodology for this research will include quantitative approaches based in statistics from the UK Migration database as well as qualitative research drawn from interviews with Montserrat islanders. This case study should be of value for reference within the larger body of research related to migration patterns following natural disasters. II. The Statement of the Problem Research on the migration patterns that follow natural disasters is important for social planning, immigration management, humanitarian aid assessments, and to other aspects of governance internationally. The Montserrat volcano eruption resulted in a widespread displacement of people who were resettled both locally and internationally. In focusing on the statistical patterns related to this migration to the United Kingdom following the natural disaster, conclusions can be drawn as to how the lives of Montserrat Islanders have changed after losing their homes, the number who settled permanently in the UK, and the effect of these immigrants in the local economy. This can further be evaluated in the context of migration research following natural disasters. III. The Purpose of the Study The purpose of the study is to investigate immigration patterns from the island of Montserrat to the UK as a result of the 1995 volcanic eruption. The focus of this research is to explore spatial migration patterns specifically. The research question asks how mass migration affects the domestic economy in England positively and negatively, through economic production statistics, taxation, use of social resources, etc. The report references the wider research background of environmental

Clinical Supervision in Practice and District Nursing

Clinical Supervision in Practice and District Nursing CLINICAL SUPERVISION IN PRACTICE AND DISTRICT NURSING: A LITERATURE REVIEW The following research reports a systematic literature review of studies which have assessed the development, implementation and outcomes of clinical supervision within practice and district nursing. 1.0 ABSTRACT Background – The demands which are being placed on nurses within the modern health care environment continue to increase. It is important that effective measures are identified which provide appropriate education, support and quality control for nurses to ensure that they can meet these demands. One such approach is referred to as clinical supervision. Through this, a nurse can be supervised by a more superior colleague who can oversee their actions and make interventions when necessary. Aims – This literature review will critically review research which has assessed the development, implementation and outcomes of clinical supervision in practice and district nursing. This will enable an assessment of the effectiveness and efficacy of clinical supervision within this group of health care workers. Methodology – A systematic literature review was conducted. Relevant articles were identified via computer based searches, manual searches and internet-based searches. Results – It was found that clinical supervision was developed based on a set of standards but that more work is required to improve the dissemination of these standards, role definitions and to standardise the process of supervisor selection and training. A need was also identified for supervisors to me made more available for both nurses and the supervisors themselves. Finally, the perceived benefits of clinical supervision in terms of support, socialisation into ward culture, providing clinical experience and improving the nurses’ job satisfaction were discussed. Further research is recommended to developed standardised and validated assessment tools to enable empirical analyses of the effect of clinical supervision on nurse performance and the quality of care provided to patients. Conclusions – Clinical supervision is seen to be an effective way of providing support for practice and district nurses. However, more work is needed to ensure that it is more feasible and that it is not viewed as a form of control or assessment by the nurses. Keywords – Clinical Supervision Practice District Nursing Evaluation What do we already know about the topic? Clinical Supervision focuses on providing nurses with education, support and management (quality control) Health care workers perceive that clinical supervision aids support, skill development, team building, provides a monitor and helps colleagues to share information Little research has critically analysed the effectiveness and efficacy of clinical supervision for practice and district nursing What does this study add to the knowledge in this topic? Clinical supervision standards have been developed but they need to be more effectively disseminated, standardised and the roles need to be better defined This review highlights the need for there to be an increase in the availability of supervisors for both nurses and the supervisors themselves Standardised assessment tools need to be developed and validated to enable an assessment of the effect of clinical supervision on nurse performance and quality of care 2.0 INTRODUCTION The world of nursing has gone through a period of significant change over the last ten years. In the acute nursing environment, nurses are using increasingly more complex health care interventions and have to incorporate the use of advances in both medical technology and disease management. Within primary care, nurses are required to face the burden of chronic disease and to facilitate patients beginning to self manage their own health. Such changes have been made as a result of Governmental policy and strategic approaches (Wanless 2002, Wanless 2004). Such changes have resulted in there being a range of extra demands being placed upon the nurse, both during and after their training. The Royal College of Nursing (2004a and 2004b) acknowledged the change which is occurring and stated that nurses’ continuous education needs to be assessed and adapted to meet the changing role of the nurse. Changing have particularly taken place within the education of student nurses through the implementation of Project 2000 (UK Central Council for Nursing, Midwifery and Health Visiting 1986)Nurses are now required to undertake tasks which were traditionally performed by doctors. Through these changes the need for effective CLINICAL supervision within nursing has become ever more salient. As a result of the potential effects which a supervisor nurse relationship can have on the nurse’s learning, their experience of training, their subsequent performance on the training course, their future effectiveness as a nurse and ultimately on the quality of the care which is provided by the nurses, it is an important topic to consider within the fields OF BOTH PRACTICE AND DISTRICT nursing. 3.0 BACKGROUND Much has been written about the practitioner as facilitator, supervisor, assessor and role model, and the overlay of role functions (Windsor 1987, Hughes 1990, Donovan 1990, Bailey 1992). Despite this, there is still a lack of consensus within the literature in terms of a clear definition of what is meant by the term ‘supervisor’ (Hagerty 1986, Phillips et al 1996a, Phillips et al 1996b). It has been argued that the task of defining the term supervisor is made more complicated by the fact that other terms are used, such as assessor, facilitator and mentor, to describe the same role (Phillips et al 1996a, Phillips et al 1996b). As a result of the wide range of aspects of the role which is played by a supervisor, it can be stated that a definition of supervisor can only be a general description as anything more specific would run the risk of excluding important elements of the position (Davies et al 1994). For the purposes of the following review, the definition of supervi sion which was provided by Zwolski (1982) will be adopted: ‘Supervision is a relationship which is aimed at guiding the novice towards an established place within the profession’ (Zwolski 1982) In the nursing profession the aims of the supervisor will be to form a relationship with their nurses which enables them to be successful during their training and throughout their subsequent career. Jarvis (1995) emphasised that it is important to focus on the supervisor’s role as a function and as a relationship with the nurse rather than being about them as a teacher or practitioner. Through this role the supervisor can help to narrow the gap between theory and practice (Pelosi-Beaulieu 1988, Armitage and Burnard 1991). Butterworth and Faugier (1994) theorise that the role of clinical supervisor has three key elements, namely Education, Support and Management (through quality control). However one conceptualises clinical supervision within practice and district nursing, the benefits of the process have been demonstrated through previous research. It has been found that nurses require their supervisor to provide a good role model and to provide a source of support, particularly in the earlier years of a nurse’s career (Gray and Smith 2000). Research has indicated that nurses tend to leave the profession because they cannot cope with the demands of training or the job itself (Fulbrook et al 2000) or because of more personal factors (MORI 2003). It may be that clinical supervision has a broader role to play here in reducing the probability that a nurse will leave the profession. Based on questionnaire research, Thomas and Reid (1995) identified five important benefits of clinical supervision. They were support, skill development, team building, monitoring clinical performance and the sharing of information. The following review will consider research which has focussed on the clinical supervision within practice and district nursing. 4.0 METHOD A systematic review aims to integrate existing information from a comprehensive range of sources, utilising a scientific replicable approach, which gives a balanced view, hence minimising bias (Hart 1998). In other words, a scientific approach will help to ensure that research evidence is either included or excluded based upon well defined and standardised criteria. This should ensure that the possible effects of researcher bias should be kept to a minimum. Brealey and Glenny (1999) also states that systematic reviews provide a means of integrating valid information from the research literature to provide a basis for rational decision making concerning the provision of healthcare. 4.1 SOURCES OF DATA The methodology employed within the research will involve obtaining data from three key sources: Computerised searches, Manual searches, and the Internet. Each of these data sources will now be considered in more detail. 4.1.1 COMPUTERISED SEARCHES Multiple databases, both online and CD–Rom will be accessed to retrieve literature because they cite the majority of relevant texts. (Loy 2000) The computerised bibliographic databases are:- MEDLINE EMBASE CINAHL PSYCHINFO British Nursing Info BNI Cochrane Science Direct(All Sciences Electronic Journals) However because articles may not be correctly indexed within the computerised databases, other strategies will be applied in order to achieve a comprehensive search (Sindhu Dickson 1997). 4.1.2 MANUAL SEARCHES A manual search will be performed to ensure that all relevant literature is accessed. The manual searches will include:- Books relevant to the topic from university libraries and web sites Inverse searching- by locating index terms of relevant journal articles and texts Systematically searching reference lists and bibliographies of relevant journal articles and texts 4.1.3 THE INTERNET The internet will provide a global perspective of the research topic and a searchable database of Internet files collected by a computer. Sites accessed will include:- Department of Health National Institute of Clinical Excellence English National Board of Nursing, Midwifery and Health Visiting Google 4.2 IDENTIFICATION OF KEY WORDS The selection of search terms is an important task. The search needs to be sensitive in that it should identify as many of the key articles as possible. It should also be specific in reducing the number of irrelevant articles which it produces. The search words were derived based on the research question, as recommended by Loy (2000). They were: Clinical Supervision Practice Nursing District Nursing Evaluation Effectiveness 4.3 INCLUSION AND EXCLUSION CRITERIA. In order that a manageable quantity of pertinent literature is included in this study, it is essential that inclusion and exclusion criteria are applied. These are outlined below: 4.3.1 INCLUSION CRITERIA The articles which are highlighted within the proposed searches will be assessed in terms of whether or not they meet the following criteria. Each article will need to be viewed as appropriate with regards to all of these constraints if they are to be included in the final analysis. From the pool of data which is obtained, the most appropriate articles which meet these inclusion criteria will be selected for use within the review. A literature review encompassing all methodologies will be applied (International studies will be included Available in English Relate to Clinical Supervision Relate to Practice or District Nursing 4.3.2 EXCLUSION CRITERIA The articles highlighted by the searches will also be assessed in terms of whether or not they fulfil the following exclusion criteria. If a potentially relevant article meets one or more of these criteria then they will be immediately excluded from the data set and will not be included within the analysis stage of the methodology. Articles relating to supervision in industries other than health care will not be included Literature in a foreign language will be excluded because of the cost and difficulties in obtaining translation. Research reported prior to 1985 will not be included within this review. 4.4 CONSIDERATION OF ETHICAL ISSUES Any research involving NHS patients/service users, carers, NHS data, organs or tissues, NHS staff, or premises requires the approval of a NHS research ethics committee (Department of Health 2001). A literature review involves commenting on the work of others, work that is primarily published or in the public domain. This research methodology does not require access to confidential case records, staff, patients or clients so permission from an ethics committee is not required to carry out the review. The researcher will also act professionally when identifying, reviewing and reporting relevant studies. 5.0 RESULTS The most relevant research which was identified by the methodology employed within this research will now be critically analysed. In order to structure the discussion more effectively, the analysis will address the three stages which should comprise the evaluation of a training intervention (Kirkpatrick 1979). Thus the discussion will consider the development, implementation and outcomes of clinical supervision in practice and district nursing. 5.1 EVALUATION OF THE DEVELOPMENT OF SUPERVISION PROGRAMMES Whenever one is considering a health care intervention, it is important to first address the foundations upon which it was developed. In the case of clinical supervision, one must consider the relevant policies and theoretical frameworks. A set of standards which govern the preparation and role of supervisors were produced by the UK Central Council for Nursing, Midwifery and Health Visiting (2004). The English National Board have outlined the five key aspects of the supervisors role: Assisting, Befriending, Guiding, Advising and Counselling (Anforth 1992). Research has been conducted with the aim of evaluating the supervision process from a theoretical perspective as well as those of the nurses and supervisors themselves. This research will now be outlined. Researchers have conducted reviews of clinical supervision of nurses and have highlighted some potential limitations. Andrews and Wallis (1999) reported that a range of different frameworks for conceptualising the supervisor role were prevalent and that more specific guidelines needed to be developed. They also found that supervisors often attended short and local courses whose effectiveness had not been evaluated. Furthermore, Wilson-Barnett et al (1995) stated that the continued use of terms such as mentor, assessor and facilitator, as well as supervisor, led to confusion of the specific nature of the role. Therefore, it appears that although standards have been developed regarding clinical supervision in nursing, further work may be required to ensure that they are more effectively disseminated. The process of clinical supervision needs to also be evaluated from the nurses’ perspective. Watson (1999) conducted semi-structured interviews with 35 nurses to investigate their perceptions of the clinical supervision which they had received. Two key findings were reported. Firstly, the respondents reported that they felt that the supervision process was not sufficiently defined by the English National Board. They also felt that the supervision process was not adequately clarified by their internal organisation. Standards were seen to be appropriate but they were not effectively applied to the practical situation. This research did employ a small sample and the extent to which the findings can be generalised to the UK as a whole may be questioned Having said this, these findings do demonstrate that nurses clinical supervision is based on appropriate standards but that the roles of supervision and the person being supervised need to be more specifically defined. The third and final area of evaluation concerns the supervisors themselves. Cahill (1996) reviewed the relevant research in this area and reported that there are a range of different supervisor selection and training procedures. This ensures that there is sufficient scope for different supervisors to be selected based on different criteria and for them to then go on and receive different levels of training. This lack of standardisation has the potential to mean that the quality of supervision provided throughout the UK may significantly differ. Further research in this field has been reported. For instance, Neary (1997 and 2000) interviewed 155 clinical supervisors. It was found that there was some confusion over the nature which the supervisor/nurse relationship should take. The supervisors were not clear on what their specific role was and the extent to which they should help their nurses. This causes problems in terms of competency assessment as the supervisors were not clear on what was expected of them and the nurses whom they were supervising. Therefore, issues regarding standardisation and role definition are prevalent within supervisor perceptions of this topic. This section has demonstrated that work is required to improve the dissemination of standards, role definitions and the standardisation of supervisor selection and training. 5.2 EVALUATION OF THE IMPLEMENTATION OF SUPERVISION PROGRAMMES A relevant research study which has been conducted in this area involved nurses and their supervisors completing activity diaries for a week (Lloyd-Jones et al 2001). The data provided via the activity diaries were then analysed in order to determine the extent to which the nurses were adequately supervised and what happened when their supervisors were not present. It was reported within this research that the nurses did spend a significant amount of time away from their supervisor. It was identified that in the absence of a supervisor, the student nurse was often supervised, either directly or indirectly, by another qualified member of staff. Although this may be a good short term solution, it is unlikely to be standardised across organisations and to only occur when there is an appropriate member of staff available. More strategic approaches to clinical supervision may be required such that practice and district nurses have appropriate support when it is required. The importance of supervisor availability has been highlighted within international research. For example, Saarikoski (2002) collected data from 558 student nurses who were based in both Finland and the UK. They completed the Clinical Learning Experience and Supervision Instrument. The Finish students were found to be significantly more positive regarding their clinical experience and their supervision relative to the UK students. This difference was found to be significantly associated with the fact that Finish students spent a significantly longer amount of time with their supervisor. This methodology benefits from using a relatively large sample. Other research has focussed on the extent to which the supervisors themselves are adequately supervised. Aston et al (2001) conducted research which was commissioned by the English National Board. They collected information via documentation, one-to-one interviews and focus groups using samples of 76 lecturers and 46 practitioners. The research focused on the participants’ perceptions of the extent to which the supervisors of student nurses are adequately supervised, monitored and audited. It was found that supervisors believed that they were not sufficiently prepared, supported or monitored. They had a wide range of different experiences and they believed that there was a need for a more organised approach which would enable more consistent support and supervision to be available. It is important that the supervisors themselves are supervised so that they have someone to guide and advise them in their role and to provide them with the support that they need to effectively supervise their student nurses. The methodology used in this study benefits from having a relatively large s ample and because it obtained data from a number of different sources. This facilitated an overall view of the topic to be gained by enabling a more comprehensive approach. This section has demonstrated that further work is required in the implementation of clinical supervision to ensure that both practice and district nurses, as well as their supervisors, are appropriately supervised. 5.3 EVALUATION OF THE OUTCOMES OF SUPERVISION PROGRAMMES A key area of any evaluation will focus on the relevant outcomes. However, in terms of clinical supervision, this is not a straight forward task as there is a lack of clear and standardised assessment tools. Calman et al (2002) conducted 12 focus groups and 72 one-to-one interviews with nurses and supervisors to gain an understanding of their perceptions. It was reported that assessment tools were not seen to provide a fair reflection of a person’s ability and that the approaches taken varied significantly between organisations. As a result of this the research which has empirically assessed the effects of clinical supervision on both the quality of patient care and the nurses’ skill acquisition is limited. Having said this, questionnaire research involving 19 nurses has highlighted some of the perceived positive outcomes of clinical supervision (Earnshaw 1995). The respondents indicated that the supervision provided vital support, aided their socialisation in terms of ward culture and facilitated their gaining of clinical experience which helped to improve their skills. Thus, through both direct and indirect methods, clinical supervision can have positive outcomes in terms of the nurses themselves. However, one cautionary note should be made here in that further research by Cahill (1996) has revealed that some nurses view clinical supervision as a form of control and assessment rather than a source of help to them. Therefore, more standardised and validated assessment tools are required before confident conclusions can be made regarding the actual effects of clinical supervision on nurses’ skills and the quality of the care which they provide to their patients. There are some perceived outcomes of both a positive and negative nature which are associated with clinical supervision. Further work here would help to maximise and realise the perceived benefits and to minimise the effects of any possible negative aspects. Other relevant research has focused on the outcomes of clinical supervision in terms of the nurses job satisfaction. Gray and Smith (2000) interviewed 10 nurses at five different points in their careers. A positive correlation was found between the quality of the supervisor/nurse relationship and the nurses’ satisfaction with their learning experience within their role. Therefore, if a positive relationship can be facilitated between a nurse and their supervision then this should, in theory, help to improve the chance that the nurse will be satisfied within their role. Research has also investigated the longer term aspects of the relationship between clinical supervision of the nurses’ satisfaction with their career. One such study was recently conducted by Pearcey and Elliott (2004) and involved interviews with 14 student nurses. Four key aspects were associated with whether or not the student nurses would be likely to go on and seek a career as a nurse in the future. These factors included ward culture, the reaction to negative incidents, the student nurses perceptions of the qualified nurses/supervisors and how these people were seen to treat the trainee nurses. Thus the supervisors can help to improve the learning experience in each of these areas. This section has shown that improvements need to be made in establishing a standardised assessment to enable more accurate evaluations of the effectiveness of clinical supervision to take place. Nurse perceptions of clinical supervision do reveal that there are both positive and negative outcomes. One interesting finding merits consideration here. Andrew and Chilton (2000) interviewed supervisors and nurses regarding the benefits of a teaching qualification on the outcome of clinical supervision. The supervisors reported that they felt that it made them more effective in the supervisory role and that they provided better support as a result of the qualification. However, the nurses’ ratings of supervisors with and without a teaching qualifications revealed no significant differences. Thus more work is required in developing the training of supervisors to ensure that it has a positive effect. 6.0 CONCLUSIONS This review has considered research which has evaluated clinical supervision within practice and district nursing. The discussion focussed on the development, implementation and the outcomes of clinical supervision. In terms of the developmental factors, a need for an improvement in the dissemination of standards was identified along with the establishment of clearer role definitions. A drive towards a more standardised approach to supervisor selection and training is also advocated. As for the implementation of clinical supervision, the need for both nurses and supervisors to be supervised was identified. Research has demonstrated that supervisor availability is associated with the nurse’s performance and hence it is important that supervisors are available as much as possible. The final section of the discussion considered the outcomes of clinical supervision. The lack of standardised and validated assessment tools ensure that it is difficult to quantify the effects of clinical supervision on the nurses’ performances and ultimately on the quality of patient care. However, the perceived benefits of clinical supervision, such as support, socialisation, enabling clinical experience and enhancing job satisfaction, were identified. It may also have longer term benefits in terms of reducing the probability that a nurse will leave the profession. It is through working towards the realisation of the perceived benefits that clinical supervision can be made as effective as possible. Through this, more effective training programmes for clinical supervisors can be developed and the potentially negative view of clinical supervision as being about control and assessment can be replaced with a more positive image of aiding continuous improvement in nurse satisfact ion and performance along with the quality of care which is given to patients. 7.0 References Andrews M and Chilton F. Student and supervisor perceptions of supervising effectiveness. Nurse Education Today, 2000, 20 (7), pp 555-562 Andrews M and Wallis M. Supervision in nursing: A literature review. Journal of Advanced Nursing, 1999, 29 (1), pp 201-207 Anforth P. Supervisors not assessors. Nurse Education Today, 1992, 12 (4), pp 299-302 Armitage P and Burnard P. Supervisors or preceptors? Narrowing the theory/practice gap. Nurse Education Today, 1991, 11 (3), pp 225-229 Aston L, Mallik M, Day C and Fraser D. An exploration into the teacher/lecturers in practice: Findings from a case study in adult nursing. Nurse Education Today, 2000, 20 (3), pp 178-188 Bailey D. Facilitator not teacher: a role change for tutors in open learning nursing education. Journal of Advanced Nursing, 1992, 17, 983-991 Brealey S. and Glenny A, A Framework for radiographers planning to undertake a systematic review. Radiography, 5 131-146, 1999 Butterworth T and Faugier J Clinical supervision in Nursing, Midwifery and Health Visiting. A briefing paper. Nursing Times. 1994, Vol.90 No.48 pp.38-42 Cahill HA. A qualitative analysis of student nurses’ experiences of supervision. Journal of Advanced Nursing, 1996, 24 (4), pp 791-799 Calman L, Watson R, Norman I, Redfern S and Murrells T. Assessing practice of student nurses: Methods, preparation of assessors and student views. Journal of Advanced Nursing, 2002, 38 (5), pp 516-523 Davies WB, Neary M, Philips R. Final Report. The Practitioner-Teacher. A Study in the Introduction of Supervisors in the Pre-Registration Nurse Education Programme in Wales. Cardiff, UWCC, School of Education, 1994. Department of Health. National service framework for older people: Modern standards and service models. London, UK: Author 2001. Donovan J. The concept and role of supervisor. Nurse Education Today, 1990, 10 (4), pp 294-298 Earnshaw GJ. Supervision: The students’ views. Nurse Education Today, 1995, 15 (4), pp 274-279 Fulbrook, P., Rolfe, G., Albarran, J. and Boxall, F. ‘Fit for Practice: Project 2000 Student Nurses Views on how well the Curriculum prepares them for Clinical Practice’ Nurse Education Today 2000, 20 (5): pp 350-357 Gray MA and Smith LN. The qualities of an effective supervisor from the student nurses’ perspective: Findings from a longitudinal qualitative study. Journal of Advanced Nursing, 2000, 32 (6), pp 1542-1549 Hagerty B. A second look at supervisors. Nursing Outlook. 1986, 34, 16-20. Hart C. Doing a literature reviewLondon: Sage Publications 1998 Hughes P. Evaluating the impact of continual professional education (ENB 941). Nurse Education Today, 1990, 10 (6), pp 328-336 Kirkpatrick DL. Techniques for evaluating training programmes. Training and Development Journal, 1979, 33 (6), pp 78-92 Jarvis P. Towards a philosophical understanding of supervising. Nurse Education Today, 1995, 15 (6), pp 414-419 Lloyd-Jones M, Walters and Akehurst R. The implications of contact with the supervisor for pre-registration nursing and midwifery students. Journal of Advanced Nursing, 2001, 35 (2), pp 151-160 Loy. J. New on the Net MIDIRS Midwifery Digest, 2000 MORI. Student Nurses: The Pressure of Work. 2003 www.mori.co.uk Neary M. Supporting students’ learning and professional development through the process of continuous assessment and supervision. Nurse Education Today, 2000, 20 (6), pp 463-474 Neary M. Defining the role of supervisors, assessors and supervisors: Part 1 and 2. Nursing Standard, 1997, 11 (43), pp 34-38 Pearcey PA and Elliott BE. Student impressions of clinical nursing. Nurse Education Today, 2004, 24 (5), pp 382-387 Pelosi-Beaulieu L Preceptorship and supervision: bridging the gap between nursing education and nursing practice. NSNA/Imprint, 1988, 111-115. Phillips RM, Davies WB, Neary M. The practitioner-teacher: a study in the introduction of supervisors in the pre-registration nurse education programme in Wales part 1. Journal of Advanced Nursing. 1996a, 23 (5), pp 1037-1044 Phillips RM, Davies WB, Neary M. The practitioner-teacher: a study in the introduction of supervisors in the pre-registration nurse education programme in Wales part 2. Journal of Advanced Nursing. 1996b, 23 (6), pp 1080-1088. RCN. The Future Nurse: The RCN Vision. London: Royal College of Nursing, 2004a RCN. The Future Nurse: The RCN Vision Explained

Hawaii Essay -- essays research papers fc

Hawaii: Paradise Island Specific Purpose: To inform my audience about the physical geography, history and culture of Hawaii. Central Idea: We will see that Hawaii is a special place, by looking at its physical geography, history, and culture. Introduction I.  Ã‚  Ã‚  Ã‚  Ã‚  What comes to mind when you think of palm trees, beautiful beaches, luaus and hula dances? A.  Ã‚  Ã‚  Ã‚  Ã‚  Hawaii B.  Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"Aloha† state.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   II.  Ã‚  Ã‚  Ã‚  Ã‚  Do you know what aloha means? A.  Ã‚  Ã‚  Ã‚  Ã‚  Aloha is the Hawaiian word meaning love. B.  Ã‚  Ã‚  Ã‚  Ã‚  It is also used to say hello or goodbye to visitors. III.  Ã‚  Ã‚  Ã‚  Ã‚  During my visit to Hawaii, I was able to learn a great deal about its geography, history and culture. IV.  Ã‚  Ã‚  Ã‚  Ã‚  Today I will like to share with you some of the geographical, historical and cultural values of Hawaii. (Transition: Let’s start with the physical geography.) Body I.  Ã‚  Ã‚  Ã‚  Ã‚  Hawaii is the only state made up of islands and islets formed from volcanoes. A.  Ã‚  Ã‚  Ã‚  Ã‚  It is the southernmost state in the United States 1.  Ã‚  Ã‚  Ã‚  Ã‚  Located south of the Tropic of Cancer. 2.  Ã‚  Ã‚  Ã‚  Ã‚  The only state located in the tropics, and the without territory on the mainland of any continent. B.  Ã‚  Ã‚  Ã‚  Ã‚  Hawaii has eight major islands that are inhabited. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Hawaii (known as The Big Island), Oahu (capital city is Honolulu), Maui, Moloka’i, Kaua’i, Lana’i, Ni;ihau, and Kaho’olawe are the eight islands that are inhabited. 2.  Ã‚  Ã‚  Ã‚  Ã‚  The remaining 132 islets are uninhabited. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Has more than 70 state parks and recreation areas. C.  Ã‚  Ã‚  Ã‚  Ã‚  Hawaii has mild temperatures all year, and rainfall due to its rainforest. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Summer temperatures average about 82 degrees Fahrenheit. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Winter temperatures average 77 degrees Fahrenheit. 3.  Ã‚  Ã‚  Ã‚  Ã‚  The average annual precipitation in Hawaii are 110 inches. D.  &n... ...p;  Ã‚  Polynesian cultural center – traditions of different ethnic groups are displayed and performed. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Became a national tourist place. B.  Ã‚  Ã‚  Ã‚  Ã‚  Hawaii has its own alphabet and languages. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Official languages: Hawaiian and English 2.  Ã‚  Ã‚  Ã‚  Ã‚  Alphabet consists of twelve letters: a, e, i o, u, h, k, l, m, n, p, and w. Conclusion I hope you see from the diversity of Hawaii’s geography, history, and culture why it is a special place to live as well as visit. Thank you Bibliography Books Hintz, Martin. â€Å"America the Beautiful: Hawaii†. New York: Children’s Press, 1999. This author describes the geography, plants, animals, history, languages, and people of Hawaii, a state made up of Pacific islands. Foster, Jeanette. Frommer’s Hawaii. New Jersey: Wiley Publishing Inc, 2004 In summary, the author of this book explains Hawaii’s tourism, as well as its traditions and cultures. Fradin, Dennis Brindell. From Sea to Shining Sea: Hawaii. Chicago: Children’s Press, 1994. This author discusses the wildlife, events, cultures and traditions of Hawaii.

Hiv Ethical Dilemma Essay

Hypothetical HIV case The case related to a diagnosed HIV client who sees a psychologist for psycho-education and psychological support following the diagnosis of his condition. In discussing it becomes apparent that the client is reluctant in telling his partner or practicing protective sex. The client is angry and indicated that he even considers deliberately infecting other potential partners. Dilemma 1) Reluctance to advise partner The organisation reasonably believes that the use or disclosure is necessary to lessen or prevent: (i) a serious and imminent threat to an individual’s life, health or safety; or (ii) a serious threat to public health or public safety; or (f) the organisation has reason to suspect that unlawful activity has been, is being or may be engaged in, and uses or discloses the personal information as a necessary part of its investigation of the matter or in reporting its concerns to relevant persons or authorities; or ACTION Taken: All six points including reporting client to Police for taking further action

The Difference Between a High School Diploma and a GED

The Difference Between a High School Diploma and a GED There’s more than one way to prove your knowledge. While many students spend years earning their high school diplomas, others take a battery of tests in a single day and move on to college with a General Equivalency Diploma (GED). But is a GED as good as an actual diploma? And do colleges and employers really care which one you choose? Take a look at the facts before deciding how to complete your high school education. GED Students who take the GED exam must not be enrolled in or graduated from high school and must be over the age of 16. Depending on the state where the test is taken, students may also have to meet other requirements. Requirements: The GED is awarded after  a student passes a series of tests in five academic subjects. In order to pass each test, the student must score higher than 60% of the sample set of graduating seniors. Generally, students need to spend a considerable amount of time studying for the exams. Length of study: Students are not required to take traditional courses in order to earn their GED. The examinations take seven hours and five minutes to complete. Students may need to take preparation courses in order to get ready for the exams. However, these preparation courses are not mandatory. How employers view a GED: The majority of employers hiring for entry-level positions will consider a GED score as comparable to an actual diploma. A small number of employers will consider the GED inferior to a diploma. If a student continues school and receives a college degree, his employer will probably not even consider how he completed his high school education. How colleges view a GED: Most community colleges admit students who have received a GED. Individual universities have their own policies. Many will accept students with a GED, but some will not view the credential the same way as a diploma, especially if the school requires specialized courses of study for admittance. In many cases, a traditional diploma will be viewed as superior. High School Diploma Laws vary from state to state, but most schools will permit students to work on completing their high school diploma at a traditional public school for one to three  years after they turn eighteen. Special community schools and other programs often provide older students the opportunity to complete their graduation requirements. School diplomas do not generally have minimum age requirements. Requirements: In order to receive a diploma, students must complete coursework as dictated by their school district. Curriculum varies from district to district. Length of study: Students generally take four years to complete their high school diploma. How employers view a diploma: A high school diploma will allow students to meet the education requirements for many entry-level positions. Generally, employees with diplomas will earn significantly more than those without. Students who wish to advance in their careers may need to attend college for additional training. How colleges view a diploma: Most students admitted to four-year colleges have earned a high school diploma. However, a diploma does not guarantee acceptance. Factors such as grade point average (GPA), coursework, and extracurricular activities also play a role in admissions decisions.

Colonialism in Nigeria essays

Colonialism in Nigeria essays The earliest known documentation of Nigeria is that it was the sight of a group of organized states called Hausa. The earliest Nigerians were the Nok people. These Noks were skilled artisans, but they didnt last long. The Noks had disappeared by the second millennium. The Southwest region of Lake Chad, Africa was ruled by the Kanem-Bornu during the 8th century. By the 1300s, the empire of Kanem-Bornu was a flourishing center of Islamic culture, rivaling Mali in the west. As this African kingdom began to stagnate, the western states fell under the rule of Songhai and the empire fell in result. During the 15th century, Nigeria was a very prosperous country with great cultivation and trading. By the late 16th century, the Kanem-Bornu broke up and the Hausa states regained their independence. In the 19th century, the Fulani then took dominance in the lands of Hausa and the southern part of the country was divided at this time. In the west, Yoruba had their own states; the Edo ruled in Benin in the south-central parts; and the Ibo had control in the east, in and north of the Niger delta. People such as Mungo Park, Richard Lemon Lander, and John Lander first explored the interior in 1830-31. Realizing the potential of the area, the Portuguese, the British, and others established slave-trading stations in the Niger delta. The British sent consuls to Calabar and Lagos, where traders were established, and they took full possession of Lagos. The British then established protectorates after the conclusion of several treaties with the native chiefs and in 1893, the name Niger Coast Protectorate was established. Then, in 1900, after expansion in the southwest, which brought about the addition of the kingdom of Benin, the name was changed to the Protectorate of Southern Nigeria. In the same year, the British proclaimed the protectorate of Northern Nigeria as well. ...

MANAGING PEOPLE IN FACILITIES MANAGEMENT Essay Example | Topics and Well Written Essays - 7250 words

MANAGING PEOPLE IN FACILITIES MANAGEMENT - Essay Example At this juncture, managing work load and allocating the requisite tasks in a business organization has become one of the most essential works in the modern business world. Managing the employees in an organization is also crucial in the business world. This research will comprise the context of recruitment and management of the employees. It will also enumerate certain ways that would help the companies to motivate and retain staff. Managing resources is one of the pivotal tasks required for the success of any organization. This research work will implicitly explain the various aspects by which a firm can tackle its labour resource. 1.1Work Load Planning and Work Allocation There are various approaches of workload planning and work allocation. Work load may be termed as logical classifications of aggregate work executed by an organization. Work load planning and work allocation is two very close but different terminologies. The organizational managers first analyze the amount of work load in an organization and then they allocate the following to different employees in terms of the different work allocation theories. In general, the approaches of work load planning set by an organization are almost same for all the public and private sectors (Sabharwal and Prashant 25) Approaches of Work Load Planning One approach adopted by the managers of organizations is related to simple estimation of the company’s current workload and workforce. After making that inference, they enumerate the various competences of the organization. Efficient work load planning involves assessing the future work load, work force and competences in an association. Sometimes the mangers in an organization compare the workloads and work forces along with their competences in present and future. By doing so, they sufficiently get access to the surplus and gaps in the working processes. The managers introduce new plans to approximate the future workforce requirements. After a workforce p lan is estimated, the company ensures that the concerned model remains valid and observes that its mentioned objectives are executed in the working process of the firm. Thus, for the purpose of work load plans, a company uses estimation techniques, models, and theoretical approaches. The planning may be done on the basis of the type of work or the method by which the work would be executed or simply on the basis of the workers who would execute the task. Example, Gantt charts and bar diagrams are often used in business firms to execute the different operational plans (Bhatia 45). Approaches of Work Allocation There are different ways to allocate work among the workers in a company:- Contractual agreements are often introduced in the operations of a business organization. In this method, the workers are given specific contracts to complete their tasks. Sometimes the skills and experiences of the workers are also judged while allocating certain jobs to them. The more important and com plex the work is the greater skills are required from the workers. This is the theory of comparative advantage. Sometimes time it is also an important factor in work allocation. The workers who have the time to execute certain work in an ongoing organization are allotted new upcoming projects. (Wuttke 37). 1.2 Advantages of Work Load Planning and Work Allocations Proper work load planning and work allocation is the only key that helps to achieve operational success in a firm. The firm can successfully reduce its cost of manoeuvre in business with the efficient planning methods. Allocating the work to appropriate employees helps the firm to execute the requisite job promptly and effectively. Division of labour has always

Financial Analysis for Planet Fitness Assignment

Financial Analysis for Planet Fitness - Assignment Example es identified under after 42 in the 25th, 50th and 75th percentile in relation to the total annual turnover ranked Clubs were classified by the gross annual revenues in the order from lowest to highest(IBIS World, 2015). Also excluded are the data for enterprise clubs Planet Fitness which is holding as â€Å"outliers", that is, both the position of the worst performing companies (with a gross annual income of 471,219.05 $) and the Club of the most powerful (with an annual gross income of $ 3,649,651.37) (IBIS World, 2015). Especially achieved in terms of gross annual income of the best performing sector, the company does not believe that these results are typical of a Planet Fitness business (Hoover’s Inc, 2015). Membership Sales - EFT / Cash $ 1,189,094. The main source of income Planet Fitness club membership fees (IBIS World, 2015). Membership fees are usually paid in cash or by electronic funds transfer (EFT), and are usually paid monthly. A fitness center is also an additional profit obtained through an annual membership fee and annual maintenance fees. Membership shall remain constant, while the other offered periodically throughout the year. The "Black Card" is the permanent membership package;. It is a 12-month contract The "Black Card" is offered at $ 19.99 / month with an annual fee of $ 39 paid once a year requires June with the "Black Card" is free tanning included, drinks half price, free massage chair use access to another club Planet Fitness and the ability to host a free to bring his clubhouse (IBIS World, 2015). Advertising packages are offered at different times of the year and a franchisee is able to adapt the package to their club based on the benefits that come with the package (Taylor, 2014). Retail: $ 9.773. Add beverage sales, tanning lotions and glasses, Planet Fitness, clothing and helmet. Planet Fitness Photo of interior LiconTotal Income: $ 1,198,867 (Hoover’s Inc, 2015). Of the 42 corporate locations (1) 31 business websites (or