Business Research Methods in the Family Businesses Survey

Question: Examine about theBusiness Research Methods in the Family Businesses Survey. Answer: Assessment of the Secondary Data Family-run organizations make an essential association in the economy of Australia, meaning about 66% of the large business. Assessment of auxiliary information is really depicted as leftover evaluation (Beaulieu, 2012). It is the evaluation of data or information, which was gathered likewise by means of someone for sure, for example experts, foundations, unmistakable NGOs, and so forth, in any case on the side of some of extra inspiration than the one being estimated right now, or a mix of the two. In case auxiliary research just as assessment of information is gotten a handle on with care and development, it might give a monetarily keen procedure to getting a wide attention to inquire about intrigue. Auxiliary insights are similarly obliging in arranging following key research notwithstanding furnishing a benchmark in which to consider essential measurements storing up. In this manner, it is continually astute to begin each assessment progress amidst an audit of the optional data ( Casse Lee, 2011). Auxiliary information assessment and audit consolidates gathering and isolating a mind boggling pack of information. To enable a specialist to remain centered, his/her hidden step should develop a statement of expectation a composed importance of the clarification behind his/her examination and an assessment course of action. Mission statement: Having an all around depicted explanation an obvious view of why collecting the information is significant and the sort of data a specialist needs to gather, dismantle, just as comprehend will help him/her stay centered and keep him/her from persuading the chance to be overpowered with the volume of information. Optional can be gotten from power estimations, specific reports, and astute journals, composing overview articles, trade journals and reference books. Furthermore, such information is found on the web. Official encounters are estimations collected by governments and their unmistakable work environments, associations, and divisions. These encounters can be productive to analysts since they are an effectively possible and wide wellspring of information that generally speaking spreads drawn out reaches out of time. Notwithstanding, since power estimations are from time to time delineated by reliability, information breaks, over-social event, bungles, normal anomalies, and nonappearance of favorable announcing, it is critical to from a general perspective research official piece of information for exactness and legitimacy (Cnossen, 2010). There are two or three methods of reasoning why such issues is available: Degree of intensity surveys all around needs boundless measures of inspectors likewise, with a specific genuine target to achieve the figure analysts dispatched is much of the time less-gifted Proportions of an examination zone and investigation assortment by and large guidelines out alluring organization of inspectors notwithstanding the examination philosophy Explicit resource detainments normally balance accommodating and exact inclusion of the result. Explicit insight is a report of endeavors made on examine meanders. Diaries of an academic sort ordinarily have knowledge of unprecedented investigations and completing tests shaped in light of experts in explicit turfs. Formed outline compositions accumulate and audit novel research concerning a particular subject. Trade diaries contain articles that investigate practical information concerning differing fields. The latter was the method used to accumulate auxiliary information in the secretly run organization report. The Research Design utilized in the Family Business Survey Notwithstanding the realities that broadening a working plan, there is no need requesting stuff or arranging a key date for completing of wander stages except if somebody sees the kind of structure being assembled. The key alternative is either to set up a base camp building, a mechanical office for storing contraption, a secret habitation or a space square. Fully expecting doing this, we can't draw a technique, get licenses, think of a work plan or solicitation materials (Easterby-Smith et al, 2016). So also, open investigation requires a setup or a structure preceding assessment of information. Truth be told, a Research Design isn't just a course of action like some other. Work course of action unnoticeable portions what must be done to complete the wander regardless, such a game plan may spill out of the wander's Research Design. The purpose of restriction of a Research Design ensures that the confirmation got enables a scientist to react to the covered data as unquestionably as could be permitted. Getting enormous verification fuses picking the sort of assertion expected that would react to the investigation request, to break down a suspicion, to assess a program and to depict adequately different considerations. Around the day's end, while arranging investigation scientists need to ask: given the investigation request and theory, what sort of verification is relied on to react to the question and checking the speculation convincingly? In a distribution by FAO (2011), inquire about structure deals with a sound issue rather than a decided issue. For example, before a maker or a facilitator developing a plan or request fittings, they should set up the kind of structure required first, its adventures notwithstanding the necessities of the inhabitants. The activity streams from this. Thus, in aggregate investigation the issues of appraisal, system for information assortment, for example outlines, affectability records, alongside assessment, and the arrangement of interest are valuable to the issue of the affirmation of sources as proof. Too routinely, assessors configuration reviews or begin meeting preposterously before plan, before absolutely remembering the data that they requirement for a reaction to requests within reach. Without overseeing such investigation matters not long before starting, the wrap up will normally be weak just as unremarkable and neglects to rejoin the insightful issue. Plus, are a great part of the time separated and subjective just as quantitative research frameworks? Social audits and assessments are routinely observed as significant cases of Quantitative Research and are surveyed contrary to the characteristics and deficiencies of logical, Quantitative Research structures and assessment. Genuine assessments, of course, are intermittently seen as prime instances of subjective research, which understands an interpretive method to manage supervise information, ponders impacts inside their bewildering situation and considers the emotional repercussions that people give to their condition (G hauri Grnhaug, 2012). Research configuration isn't related to a particular method for social event information or a particular sort of information. On an essential level, any examination configuration can use whichever sort of gathering method and may maybe use quantitative or subjective numbers. The plan of research implies the structure of a request; it is an intelligent issue rather than a vital one. The Sampling Strategy utilized in the Family Business Survey It would be expensive and dreary to accumulate information from the whole masses of a market. Along these lines, monetary scientists make wide of assessing from which, through careful plan and examination, publicists or researchers can draw information about their picked territory. Test plans can change from simple to complex. They rely on the kind of information required and the manner in which the example is picked. Test configuration impacts the navigate of the example and the course wherein assessment is done; in clear terms the more precision the scientist requires, the also dazing the game plan and more noteworthy the model size may get the opportunity to be. As indicated by Gerard (2013), the model arrangement may make use of the qualities of the general market individuals, yet it doesn't ought to be tolerably illustrative. It might be basic to draw a more noteworthy example than would be run of the mill from two or three portions of the individuals; for instance, to pick more from a minority get-together to guarantee adequate information is gotten for assessment on such social affairs. Different example courses of action are worked around the chance of self-confident choice. Optional affirmation also prepares for test incline such that picking as a delayed consequence of a decision or comfort ignores. The basic stage in a mind boggling model arrangement is to guarantee that the detail of the objective individuals is as clear and brief as could be typical considering the present circumstance. This is to guarantee that all portions inside the individuals are encapsulated. The objective individuals are analyzed utilizing a testing graph. Routinely, the units in the majority can be seen by potential information, for example, affiliation records, government registers and so forth. An investigating case could in like way be geological. For instance, postcodes have changed into a general utilized procedure for choosing an example. Glenn (2013) states that for any model course of action, choosing the fitting example size will rely upon a couple key components: No check picked from an example is solid as right: questions concerning the wide-extending populace taking into account the eventual outcomes of an example will have a joined wiggle room To make a degree for research, give and take, needs a bigger example measure: the count of vacillation in the people, in other words, the assortment of qualities or conclusions, may likewise influence exactness and as such, scope of the segment The assurance level is the likelihood that the results gained from the example exist in a necessary precision: the higher the conviction level, the more certain you wish to be that the results are not atypical. Examiners routinely use a 95% sureness level to give strong ends Popul

Genetic Engineering New Teeth :: Genetic Engineering Essays

The article I read was about certain researchers that had the option to develop teeth inside rats’ bodies. This venture was driven by Pamela C. Yelick, a researcher for Forsyth Institute, and the task was directed in Massachusetts. Joseph P. Vacanti, a tissue engineer at Massachusetts General Hospital, and Yelick had the thought for the test.      Vacanti had recently worked with rodents and he found that cells will normally arrange themselves into tissues and other complex structures in the event that they are set in the correct condition. Vacanti and Yelick estimated that a similar methodology could be applied to developing teeth. Past research had recognized the foundational microorganisms that make dentin, yet nobody had the option to utilize the undifferentiated cells that make tooth finish before this examination. The teeth were framed †inside the stomaches of rodents †utilizing undeveloped cells from pigs. Yelick got the cells from disposed of pig jaws at a meat pressing plant. The researchers expelled a molar that had not yet emitted from the pig jaw to use for the task. They ground the molar into little pieces and treated it with chemicals to separate it into little fixes of cells. The cells were then positioned into a framework and embedded into the rodents. The researchers set the platforms in the blood-rich tissue close the rats’ digestive organs. This territory gave the supplements that the cells expected to develop. The rodents utilized in the analysis had debilitated resistant frameworks that would not dismiss the remote tissue. By then, the specialists could just trust that the teeth will develop. As an additional safeguard, the rodents were put in an extraordinary tidy up room behind bolted entryways. The specialists would occasionally x-beam the rodents to check whether anything had developed, yet it was not until following a while that they really discovered empowering splotches inside the rodents. This article demonstrated that we can utilize immature microorganisms to make tooth finish that we can use for new teeth and other dental needs later on. Prior to this task, making teeth utilizing immature microorganisms was just an idea. In class we discussed the formation of human organs within creatures, cloning creatures, and cloning people, yet we had not referenced â€Å"cloning† teeth. Cloning people raised numerous moral issues, yet I don't think â€Å"cloning† teeth would represent any issues. The data in this article appears to be one-sided. The Boston Globe is certainly not a logical diary.

Pick a current topic that relates to mateial that has been coverd in

Pick a current topic that relates to mateial that has been coverd in Pick a current topic that relates to mateial that has been coverd in Economics 101/Microeconomics â€" Term Paper Example > Review of the Article; ‘Measuring the price elasti of import demand in the destination markets of Italian exports’ by Felettigh, A. and Federico, S Name Institution Date This paper equates the price elasticity of products exported from Italy and other countries in their respective countries of exportation. The results show that price elasticity of imports in Italian destination markets is lower than the price elasticity of imports in other euro-area countries’ import markets. It shows that Italy exports its products to lower price elastic markets than France, Germany, and Spain. It was also established that the geographical and sectored composition of Italian exports does not expose the countries to more elastic demand (Felettigh Federico, 2010). The aim of this assignment is to relate the above article to the microeconomics course. There are three learning objectives as outlined in the course contents, which can be related to the article. These are; to explain how economists use the scientific method to formulate economic principles, to define price elasticity of demand and how it can be measured, and to explain how purely competitive firms maxi mize profits or minimize losses. In the article, in order to match the price elasticity of Italian exports and other euro-area countries’ exports, the authors used the Broda and Weinstein, and Broda, Greenfield and Weinstein approaches to measure price elasticity. The approach assumed that each country’s exports are of different varieties; therefore import markets received different varieties of products. This means that if a country, for example, receives wine from Italy, this Italian wine is of different varieties. It also means that countries receive different variety products depending on the countries importing, and the market demands (Felettigh Federico, 2010). This is an example of the use of scientific method to formulate economic principles. The result of the research showed that Italy exported products to market with the low price elasticity of demand. The economic principle that can be derived from this is that markets with low price elasticity of demand are charac terized by extensive price control. The authors may not be economists, but the idea of using scientific methods to formulate a principle is clear (Felettigh Federico, 2010). Felettigh and Federico’s article does not define price elasticity, but is given an idea of how one can measure price elasticity under a specific circumstance; comparing price elasticity of demand for a variety of products. The price elasticity of demand for products in destination markets was an effort to explain Italy’s performance in the export market over the past decades. According to Felettigh and Federico (2010), features of Italian exports may help explain why some excel so much in their business. For example, it is indicated that Italian exporters benefit from wide-ranging pricing power. Price elasticity of demand of products in the import markets could explain the extensive pricing power. If the price elasticity of demand for products is low, it means the price of the product does not affect its demand. Italian exporters can therefore, control the prices to maximize profits (Felettigh Federico, 2010). Italian exporters’ extensive control over pricing is one of the ways through which they may be maximizing profits (Felettigh Federico, 2010). Knowledge of price elasticity is necessary for businessmen maximize profits. Just like in the case of Italian exporters, when the price elasticity of demand of a product is low, the businessmen can control the prices to maximize profits. When the price elasticity is high, it is not easy to increase prices because this can easily affect demand, hence poor sales (Taylor, 2006). It is therefore clear that such knowledge helps achieve one of the course objectives of explaining how competitive firms maximize profits. In this case, the competitive firms are those exporters from different countries, and they are competing in foreign import markets (Felettigh Federico, 2010). One can also easily understand how the article relates to the whole course from the definition of microeconomics. Arnold defines it as follows; “Microeconomics is a branch of economics that deals with human behaviour and choices as they relate to relatively small units; an individual, a firm, an industry, a single market” (Arnold, 2013, p. 20). This article describes human behaviour and choices in relation to imports from Italy and other countries. It explains how consumers in the import markets behave to products from Italy. As indicated earlier, products from Italy have the lower price elasticity of demand. It shows the choice or preference for certain products. More about the human behaviour in such markets can be studied to find out the reason why Italian products are valued. This also provides more relation to microeconomics since specific focus will be on the value of Italian products on import markets (Felettigh Federico, 2010). References Arnold, R. A. (2013). Microeconomics. (11th Ed. ). Boston, MA: Cengage Learning, 2013 Felettigh, A. and Federico, S. (2010). Measuring the price elasticity of import demand in the destination markets of Italian exports. Working Paper Number 776. Retrieved from: http: //www. bancaditalia. it/pubblicazioni/econo/temidi/td10/td776_10/td_776_10/en_tema_776.pdf Taylor, J. (2006). Principles of Economics. Boston, MA: Cengage Learning.

Essay about College Is Not Worth It The Fleecing of...

Kris, a wife and a mother, worries about the increasing cost of higher education. She and her husband have a two year old daughter whom they are determined to send to college. They want their daughter to succeed in life, but they have to weigh the complications of going to college as well. â€Å"I have always thought about college as a â€Å"catch 22†...You’re taught from a young age that in order to achieve the â€Å"American Dream† you must graduate high school and go to college,† Kris contemplates (Kris 5).Throughout Kris’s ten years of experience with college, she has seen the tuition increase to shocking heights. In fact, she claims that community colleges cost as much as state colleges did when she first started her college hunt. Back then, she†¦show more content†¦Sometimes a college degree does not pay off as one might hope, and sometimes the competitiveness of certain schools or programs make the cost issue even more prominent. Whe n all is said and done, college might lead to debt and the shattering of dreams. Hence, the resounding question is, â€Å"is college worth it?† The answer to this questions is even more daunting for today’s average family and prospective high school graduates. A major problem for today’s high school graduates is the rising price in college education. Attending college can add up really fast; it can cost up to tens of thousands of dollars per year (Barkan 1). No wonder, in Steven Barkan’s book of social problems, issues and problems in higher education take up a full chapter. In this chapter, Barkan states that only 44% of all students who attend a four-year institution is lucky enough to have annual tuitions and fees amount to less than $9,000 per year. The aggravating question is, â€Å"why does college cost so much?† Not only is tuition part of the cost of college but also fees housing and meals, books, school supplies, and accessories (â€Å"What’s the Price Tag† 1). All tuition covers is the money for academic instruction. Fees are charges for specific services such as, internet access, and then the cost of books and school supplies add up. Additionally, one is not paying just for textbooks but alsoSh ow MoreRelatedManagement Course: Mba−10 General Management215330 Words   |  862 PagesManagement Course: MBA−10 General Management California College for Health Sciences MBA Program McGraw-Hill/Irwin abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership

Illegal Immigration And The United States - 1126 Words

Illegal Immigration Illegal immigration, according to an online dictionary is, â€Å"an alien (non-citizen) who has entered the United States without government permission or stayed beyond the termination date of a visa† (thefreedictionary.com). This issue has been a controversial and divisive topic throughout the world. Illegal immigration is a serious threat to national security. Lack of proper immigration can cause harmful consequences, and while there is much debate over what to do with the many illegal immigrants in the country, it is evident that it is a burden and very damaging. Illegal immigration dates all the way back to the nineteenth century, and since then has only grown more apparent. Around this time, however, illegal, and†¦show more content†¦Protecting that Southern border is just as important as any other part of the world as far as I’m concerned—and more important† (Scarborough Illegal Immigration is National Security Issue). To reiterate what Dan Burton stated, illegal immigration is such a huge threat is because not only are drug dealers making their way across, but terrorists will find any way possible to get into the country, increasing the many lives that are at risk. Some people even argue that a large portion of the anxiety that comes from this issue is based on the attacks on September 11th. In fact, James A. Lyons, retired admiral in the United States Navy, stated, â€Å"It is an acknowledged fact that since we have refused to secure our borders, we have facilitated the transit and infiltration of al Qaeda affiliated terrorists and narco-terrorists who are now living illegally in the United States. This is a serious national security issue, as manifested by the Boston Marathon bombing†. For further emphasis, the gang Mara Salvatrucha, also known as MS-13, has also been reported of taking advantage of the immigration problem along the border. It is evident that these members and individuals a re not peaceful, but rather coming in with the main goal of harming as many people as possible. These examples surely unveil the huge threat to national security that is being stemmed from illegal immigration. It cannot be stressedShow MoreRelatedIllegal Immigration And The United States1573 Words   |  7 Pagesmillion illegal immigrants currently residing in the United States furthermore, for the United States economy. The correctional prerequisites against migrants were added to enactment to protect it from feedback that acquittal is absolution without outcome. Immigration makes a difference among everybody, and Congress ought to be doing everything in its energy to make it as simple as feasible for settlers to live and work lawfully what s more, openly in the United States. The United States is knownRead MoreIllegal Immigration And The United States1315 Words   |  6 PagesFor ages, the United States has seemed to be the country where people seek to move to for a better life. The United States was built on immigrants. People have always migrated to the United States both legally and illegally. The main problem the country has face with immigrants is the amount that trespass the border illegally. Illegal immigration is the unlawful act of crossing a national border(Illegal Immigration Pros and Cons). The illegal immigrant population keeps growing at an annual averageRead MoreIllegal Immigration And The United States969 Words   |  4 PagesAmerican businessman, politician, television personality, and author, is the presumptive of the y for president of the United States in 2016having won the most state primaries and caucuses and delegates to the 2016 Republican National Convention. Trump’s positions in opposition to illegal immigration, various free trade agreements that he believes are unfair, and most military interventionism have earned him particular support among blue-collar voters and voters without college degrees. Many of hisRead MoreIllegal Immigration And The United States1486 Words   |  6 PagesIllegal immigration has been an issue in the United States for a long time so the issues that come with it should not be a surprise. America was established on the basis of newcomers settling here from abroad. Recently though, thousands of illegal immigrants have come into the U.S. through either the Mexico border, the Pacific Ocean, or the Gulf of Mexico which has created a new an unanticipated issue for the U.S., in the past immigrants came from Europe and passed through the Ellis Island stationRead MoreIllegal Immigration Is The United States1805 Words   |  8 PagesIllegal immigration is the migration of people across national borders in a way that violates the immigration laws of the destination country. Some c ountries have millions of illegal immigrants. Immigration, including illegal immigration, is overwhelmingly upward, from a poorer to a richer country. The easy definition of an undocumented immigrant is someone who was not born in the United States and therefore has no legal right to be or remain in the United States. 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Most of the illegal immigrants, 54% to be exact, come through the Mexican border. (Hayes 5) Since the early 1980’s, the number of illegal Mexican immigrants has risen at an incredible rate, causing the United States government to takeRead MoreIllegal Immigration in the United States Essay2094 Words   |  9 PagesIllegal Immigration in the United States Illegal Immigration in the United States The United States (US) has always been viewed as the land of opportunity because it is the only true free country in the world. This being the case people have been fighting their way into the country for decades. However, it is becoming more and more of a problem each decade that passes. With the United States border being so close to Mexico it is now seeing the highest population of illegal immigrants toRead MoreDeportation: Immigration to the United States and Illegal Alien2373 Words   |  10 Pagesadvance because of the way the immigration process works. However, one thing we all had in mind, was to see the light of a different country, see different faces and hopefully find ways to stay. Once the airplane took off, words was already spread all over the office of Haiti air in Florida that the airplane left Haiti with more than 30 Haitian illegal on board. The first few 2 hours spent at the arrival office was like a discovery of a new world for every single illegal in that group. This was oneRead MoreIllegal Immigration And Immigration In The United States1091 Words   |  5 Pagesarrest persons for immigration enforcement purposes. (De Leon, K) The new legislation, created by California Senate President Kevin de Leon, officially makes the state of California a â€Å"sanctuary state†. Previously, de Leon determined that Donald Trump is a racist because of his positions on immigration; most notably, Trump’s attempt to defund cities that considered themselves sanctuaries. In a debate that is becoming increasingly more polarized, Brown sought to protect illegal immigrants against

The Shoehorn Sonata Free Essays

The Shoe-Horn Sonata by John Misto The opening scene, with Bridie demonstrating the deep, subservient bow, the kow-tow, demanded of the prisoners by their Japanese guards during tenko, takes the audience straight into the action. As the interviewer, Rick, poses questions, music and images from the war period flash on the screen behind Bridie, and the audience realises they are watching the filming of a television documentary. The time is now, and Bridie is being asked to recall the events of fifty years earlier. We will write a custom essay sample on The Shoehorn Sonata or any similar topic only for you Order Now This scene establishes who Bridie is, and introduces the audience to the situation: the recall and in a sense the re-living of memories of the years of imprisonment. Characterisation TASK: Re-read the play. Go through and highlight specific characteristics of our two protagonists – ensuring that you can provide evidence from the play (The evidence could be lines or phrases of dialogue, their actions, current or past, or their body language as described in the text. ) Character| Specific Characteristics| Evidence from the play| Bridie| | | Shelia| | | ACT SCENE| Spine Summary (3-4 lines)| Quotations| Act 1, Scene 1| | | Act 1, Scene 2| | | Act 1, Scene 3| Eg. Women find themselves in the water and the song ‘Young Jerusalem is sung by young Sheila †¦. | | Act 1, Scene 4| | | Act 1, Scene 5| | | Act 1, Scene 6| | | Act 1, Scene 7| | | Act 1, Scene 8| | | Shoe Horn Sonata Act ONE Analysis Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that supports the spine summary. Do this for AT LEAST 3-4 scenes PER act Shoe Horn Sonata Act TWO Analysis ACT SCENE| Spine Summary (3-4 lines)| Quotations| Act 2, Scene 1| | | Act 2, Scene 2| | | Act 2, Scene 3| | | Act 2, Scene 4| | | Act 2, Scene 5| | | Act 2, Scene 6| | | Act 2, Scene 7| | | Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that support the spine summary. Do this for AT LEAST 3-4 scenes PER act Characterisation Characterisation can mean two things: 1. The nature of a particular character as it is presented in a text. This would include age, appearance, temperament, past life experiences, personality traits, characteristic ways of expression, values and ideals, motivations, reactions to circumstances, responses to other characters. 2. The methods the composer of a text has used to project this character to the audience or reader. These would include, among other things, the words they use or others use about them, their decisions and actions, their body language, responses to others’ words and actions, the motivations they reveal. See Activities] The play’s structure is based on the differences in character and temperament between Bridie and Sheila which are gradually revealed to the audience. The action of the play revisits their past hardships and terrors, but the final focus is on the trauma they have suffered afterwards. The revelation of the crises they have each faced is presented as a healing action, which lead s to the resolution of their differences and a satisfying closure to the play. Misto’s own motivations for researching these events and writing the play is made clear in his Author’s Note (p. 6). His perceptions of Australia’s neglect to honour such women as Bridie is suggested when she says: â€Å"In 1951 we were each sent thirty pounds. The Japanese said it was compensation. That’s sixpence a day for each day of imprisonment. † Introduction to Play Sheila’s arrival at the motel from Perth introduces immediately one source of friction between the two: they clearly have not been in touch with one another for many decades. Each is just finding out basic information as whether the other ever married or had children. The audience sees, too, that the warmth of Bridie’s greeting: â€Å"Gee it’s good to see you† is not reciprocated by Sheila. The audience wonders why not. The revelations by the end of Act One will finally show the reason. The body language described on page 26 indicates the deep underlying tension between the two–yet the scene ends with their lifting the suitcase as they used to lift the coffins of the dead: to the cries of Ichi, ni, san—Ya-ta! Their shared experiences are a strong bond. The Shoe-Horn Sonata is divided into two acts: the longer Act One, with eight scenes, and a shorter Act Two, with six scenes. It follows theatrical custom by providing a major climax before the final curtain of Act One, which resolves some of the suspense and mystery, but leaves the audience to wonder what direction the play will take after the interval. The action cuts between two settings: a television studio and a Melbourne motel room. The extreme danger the prisoners faced is indicated by Bridie during this exposition: over-crowded ships sailing towards an enemy fleet, the unpreparedness of the British garrison in Singapore for the invasion, the fear of rape for the women. Misto thus sets up some of the issues to be confronted during the course of the play between the Australian Bridie and the former English schoolgirl Sheila. Sheila appears in Scene Two, and the major conflict of the play begins to simmer. Journey through memory For the rest of Act One, the shared memories of Bridie and Sheila become those of the audience, through the dramatic techniques Misto uses. In Scene Three, the audience is reminded of how young Sheila was when she was taken prisoner. The voice of a teenage girl sings part of ‘Jerusalem’, the stirring and visionary song with words by English poet William Blake, and the mature Sheila joins in. (Later Bridie and Sheila sing it together. ) Bridie’s attitude from their first meeting as shipwreck survivors drifting in the sea is protective of Sheila. She sees her as â€Å"another stuck-up Pom†, and hits her with her Shoe-Horn to keep her awake. Sheila has been taught by her snobbish mother to look down on the Irish, the label she puts on the Sydney nurse from Chatswood because of her surname. Further differences between the two surface in Scene Five, when the â€Å"officers’ club† set up by the Japanese is described. But by the end of this scene they are recalling the choir and â€Å"orchestra† of women’s voices set up by Miss Dryburgh. Scene Six opens with Bridie and Sheila in a conga line singing the parodies of well-known songs they’d used to taunt their captors and keep their spirits up Pain and tension Soon they are arguing, focusing on their differing attitudes to the British women who in Bridie’s view were â€Å"selling themselves for food† to the Japanese. The tension rises as more and more is revealed about the deteriorating conditions for the prisoners and the relentless number of deaths, especially in the Belalau camp. At the end of the Act, in a dramatic gesture, Sheila returns the Shoe-Horn. She had claimed to sell it for quinine to save Bridie’s life–but in fact as she now reveals she had been forced to sleep with the enemy to buy the medicine. She extorts from Bridie the implicit admission that she would not have made that sacrifice for her. Bridie says nothing, but cannot face Sheila. Sheila is shattered by the realisation: â€Å"All these years I’ve told myself that you’d have done the same for me. [Calmly] I was wrong, though, wasn’t I? † Act Two opens back in the studio, where Bridie and Sheila explain on the documentary the appalling conditions in the death camp of Belalau. Suspense is built by the revelation that orders had been given that no prisoners were to survive to the end of the war. The audience wants to know how there could have been survivors. They also want to know how or if the tension in the relationship between the two women can be resolved. It becomes clear that the traumatised Sheila cannot in civilian life face any sexual relationship; nor has she felt able to return to Britain or to face remaining with her family in Singapore. She has led a quiet life as a librarian in Perth. Her nights are filled with nightmarish recollections about Lipstick Larry, and she drinks rather too much. In contrast, Bridie had been happily married for years to the cheeky Australian soldier who had waved and winked at her at Christmas behind the wire. She is now widowed and childless. Ambush and resolution Misto is preparing an ambush for the audience. By Scene Twelve, Bridie’s â€Å"disgrace† is revealed. Spooked when she is surrounded by a group of chattering Japanese tourists in David Jones Food Hall, she runs away with a tin of shortbread and later pleads guilty in court to shoplifting. â€Å"I still lie awake cringing with shame† she tells Sheila. She could not explain the truth about her phobia to the court or to her family and friends. The effect on Sheila is more than Bridie expected. She now decides that she can be at peace only if she faces the truth in public. She explains: â€Å"There are probably thousands of survivors like us–still trapped in the war–too ashamed to tell anyone. † Bridie urges her not to. But in Scene Thirteen after they have recounted how they were eventually discovered and rescued, days after the end of the war, it is in fact Bridie who reveals the truth of Sheila’s heroism and self-sacrifice. She then finds the courage to ask Sheila to explain about her shoplifting arrest The scene ends with the declaration Bridie has waited fifty years for: â€Å"And I’d do it all over again if I had to†¦. cause Bridie’s my friend†¦ † The tensions between the two have now been resolved: the secrets are out, both the personal ones and the long-hidden information about the experiences of the women prisoners and internees. The brief and cheerful last scene shows their friendship restored, the Shoe-Horn returned to its rightful owner, plans made for a Christmas reunion, and, fina lly, the peacetime dance they had promised one another in the camp. The Blue Danube plays: â€Å"It is the music of joy and triumph and survival. † How to cite The Shoehorn Sonata, Essay examples

The Shoehorn Sonata Free Essays

The Shoe-Horn Sonata by John Misto The opening scene, with Bridie demonstrating the deep, subservient bow, the kow-tow, demanded of the prisoners by their Japanese guards during tenko, takes the audience straight into the action. As the interviewer, Rick, poses questions, music and images from the war period flash on the screen behind Bridie, and the audience realises they are watching the filming of a television documentary. The time is now, and Bridie is being asked to recall the events of fifty years earlier. We will write a custom essay sample on The Shoehorn Sonata or any similar topic only for you Order Now This scene establishes who Bridie is, and introduces the audience to the situation: the recall and in a sense the re-living of memories of the years of imprisonment. Characterisation TASK: Re-read the play. Go through and highlight specific characteristics of our two protagonists – ensuring that you can provide evidence from the play (The evidence could be lines or phrases of dialogue, their actions, current or past, or their body language as described in the text. ) Character| Specific Characteristics| Evidence from the play| Bridie| | | Shelia| | | ACT SCENE| Spine Summary (3-4 lines)| Quotations| Act 1, Scene 1| | | Act 1, Scene 2| | | Act 1, Scene 3| Eg. Women find themselves in the water and the song ‘Young Jerusalem is sung by young Sheila †¦. | | Act 1, Scene 4| | | Act 1, Scene 5| | | Act 1, Scene 6| | | Act 1, Scene 7| | | Act 1, Scene 8| | | Shoe Horn Sonata Act ONE Analysis Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that supports the spine summary. Do this for AT LEAST 3-4 scenes PER act Shoe Horn Sonata Act TWO Analysis ACT SCENE| Spine Summary (3-4 lines)| Quotations| Act 2, Scene 1| | | Act 2, Scene 2| | | Act 2, Scene 3| | | Act 2, Scene 4| | | Act 2, Scene 5| | | Act 2, Scene 6| | | Act 2, Scene 7| | | Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that support the spine summary. Do this for AT LEAST 3-4 scenes PER act Characterisation Characterisation can mean two things: 1. The nature of a particular character as it is presented in a text. This would include age, appearance, temperament, past life experiences, personality traits, characteristic ways of expression, values and ideals, motivations, reactions to circumstances, responses to other characters. 2. The methods the composer of a text has used to project this character to the audience or reader. These would include, among other things, the words they use or others use about them, their decisions and actions, their body language, responses to others’ words and actions, the motivations they reveal. See Activities] The play’s structure is based on the differences in character and temperament between Bridie and Sheila which are gradually revealed to the audience. The action of the play revisits their past hardships and terrors, but the final focus is on the trauma they have suffered afterwards. The revelation of the crises they have each faced is presented as a healing action, which lead s to the resolution of their differences and a satisfying closure to the play. Misto’s own motivations for researching these events and writing the play is made clear in his Author’s Note (p. 6). His perceptions of Australia’s neglect to honour such women as Bridie is suggested when she says: â€Å"In 1951 we were each sent thirty pounds. The Japanese said it was compensation. That’s sixpence a day for each day of imprisonment. † Introduction to Play Sheila’s arrival at the motel from Perth introduces immediately one source of friction between the two: they clearly have not been in touch with one another for many decades. Each is just finding out basic information as whether the other ever married or had children. The audience sees, too, that the warmth of Bridie’s greeting: â€Å"Gee it’s good to see you† is not reciprocated by Sheila. The audience wonders why not. The revelations by the end of Act One will finally show the reason. The body language described on page 26 indicates the deep underlying tension between the two–yet the scene ends with their lifting the suitcase as they used to lift the coffins of the dead: to the cries of Ichi, ni, san—Ya-ta! Their shared experiences are a strong bond. The Shoe-Horn Sonata is divided into two acts: the longer Act One, with eight scenes, and a shorter Act Two, with six scenes. It follows theatrical custom by providing a major climax before the final curtain of Act One, which resolves some of the suspense and mystery, but leaves the audience to wonder what direction the play will take after the interval. The action cuts between two settings: a television studio and a Melbourne motel room. The extreme danger the prisoners faced is indicated by Bridie during this exposition: over-crowded ships sailing towards an enemy fleet, the unpreparedness of the British garrison in Singapore for the invasion, the fear of rape for the women. Misto thus sets up some of the issues to be confronted during the course of the play between the Australian Bridie and the former English schoolgirl Sheila. Sheila appears in Scene Two, and the major conflict of the play begins to simmer. Journey through memory For the rest of Act One, the shared memories of Bridie and Sheila become those of the audience, through the dramatic techniques Misto uses. In Scene Three, the audience is reminded of how young Sheila was when she was taken prisoner. The voice of a teenage girl sings part of ‘Jerusalem’, the stirring and visionary song with words by English poet William Blake, and the mature Sheila joins in. (Later Bridie and Sheila sing it together. ) Bridie’s attitude from their first meeting as shipwreck survivors drifting in the sea is protective of Sheila. She sees her as â€Å"another stuck-up Pom†, and hits her with her Shoe-Horn to keep her awake. Sheila has been taught by her snobbish mother to look down on the Irish, the label she puts on the Sydney nurse from Chatswood because of her surname. Further differences between the two surface in Scene Five, when the â€Å"officers’ club† set up by the Japanese is described. But by the end of this scene they are recalling the choir and â€Å"orchestra† of women’s voices set up by Miss Dryburgh. Scene Six opens with Bridie and Sheila in a conga line singing the parodies of well-known songs they’d used to taunt their captors and keep their spirits up Pain and tension Soon they are arguing, focusing on their differing attitudes to the British women who in Bridie’s view were â€Å"selling themselves for food† to the Japanese. The tension rises as more and more is revealed about the deteriorating conditions for the prisoners and the relentless number of deaths, especially in the Belalau camp. At the end of the Act, in a dramatic gesture, Sheila returns the Shoe-Horn. She had claimed to sell it for quinine to save Bridie’s life–but in fact as she now reveals she had been forced to sleep with the enemy to buy the medicine. She extorts from Bridie the implicit admission that she would not have made that sacrifice for her. Bridie says nothing, but cannot face Sheila. Sheila is shattered by the realisation: â€Å"All these years I’ve told myself that you’d have done the same for me. [Calmly] I was wrong, though, wasn’t I? † Act Two opens back in the studio, where Bridie and Sheila explain on the documentary the appalling conditions in the death camp of Belalau. Suspense is built by the revelation that orders had been given that no prisoners were to survive to the end of the war. The audience wants to know how there could have been survivors. They also want to know how or if the tension in the relationship between the two women can be resolved. It becomes clear that the traumatised Sheila cannot in civilian life face any sexual relationship; nor has she felt able to return to Britain or to face remaining with her family in Singapore. She has led a quiet life as a librarian in Perth. Her nights are filled with nightmarish recollections about Lipstick Larry, and she drinks rather too much. In contrast, Bridie had been happily married for years to the cheeky Australian soldier who had waved and winked at her at Christmas behind the wire. She is now widowed and childless. Ambush and resolution Misto is preparing an ambush for the audience. By Scene Twelve, Bridie’s â€Å"disgrace† is revealed. Spooked when she is surrounded by a group of chattering Japanese tourists in David Jones Food Hall, she runs away with a tin of shortbread and later pleads guilty in court to shoplifting. â€Å"I still lie awake cringing with shame† she tells Sheila. She could not explain the truth about her phobia to the court or to her family and friends. The effect on Sheila is more than Bridie expected. She now decides that she can be at peace only if she faces the truth in public. She explains: â€Å"There are probably thousands of survivors like us–still trapped in the war–too ashamed to tell anyone. † Bridie urges her not to. But in Scene Thirteen after they have recounted how they were eventually discovered and rescued, days after the end of the war, it is in fact Bridie who reveals the truth of Sheila’s heroism and self-sacrifice. She then finds the courage to ask Sheila to explain about her shoplifting arrest The scene ends with the declaration Bridie has waited fifty years for: â€Å"And I’d do it all over again if I had to†¦. cause Bridie’s my friend†¦ † The tensions between the two have now been resolved: the secrets are out, both the personal ones and the long-hidden information about the experiences of the women prisoners and internees. The brief and cheerful last scene shows their friendship restored, the Shoe-Horn returned to its rightful owner, plans made for a Christmas reunion, and, fina lly, the peacetime dance they had promised one another in the camp. The Blue Danube plays: â€Å"It is the music of joy and triumph and survival. † How to cite The Shoehorn Sonata, Essay examples

Leonardo Da Vinci Essay Essay Example

Leonardo Da Vinci Essay Paper 1st Essay Sample on Leonardo da Vinci There were many great artists during the Renaissance, but in my opinion, one of the greatest was Leonardo Da Vinci. Leonardo Da Vinci was born on April 15, 1452 in Vinci, Italy. A single father raised him, and apparently raised him well. He never attended public school, instead, at the age of fifteen, he joined the studio of Andrea del Verrocchio in Florence. And since he spent most of his days and nights painting, he had no real interest in women. Art took his soul away into a world that women werent allowed. J Within 5 years, he became a member of the guild of St. Luke, which was a painters guild that was located in Florence. A couple of years later, he became an independent artist, still in Florence. In 1483, at the age of 31, he started on thefirst version of the Virgin. In 1485, he finally finished it. In 1486 Leonardo began to explore human flight. In 1500 he went to Mantua. In Leonardos life, he studied various subjects. Some of them were philosophy, natural history, anatomy, biology, medicine, optics, acoustics, science, mathematics and hydraulics. Its amazing because it was completely option to learn all those, but he still studied them. On May 2, 1519 Leonardo Da Vinci died. One way to make sure that a painting is a real Leonardo work of art, you have to see if the painting had any eyebrows. Da Vinci did not put eyebrows on his paintings. None of them had eyebrows, which might be the reason to why the Mona Lisa (1404) is so special. It is said that Mona Lisa will look at you from whichever side of the room you are on, which I experiencedfirst hand, and it is true yet creepy. Another specific thing about Mona Lisa that is so extraordinary is her smile. She is said to have a mysterious smile when piano music played. 2nd Essay Sample on Leonardo da Vinci Leonardo da Vinci (1452-1519) was born near Vinci, a hill village in Tuscany. His father took custody of him shortly after his birth, while his mother married someone else and moved to a neighboring town. They kept on having kids, although not with each other, and they eventually supplied him with a total of 17 half sisters and brothers. Leonardo had access to scholarly texts owned by family and friends. He was also exposed to Vinci’s longstanding painting tradition, and when he was about 15 his father apprenticed him to the renowned workshop of Andrea del Verrochio in Florence. As an apprentice, Leonardo demonstrated his colossal talent. His genius seemed to have seeped into a number of pieces produced by the Verrocchio’s workshop from the period 1470 to 1475. One of Leonardo’s big breaks was to paint an angel in Verrochio’s â€Å"Baptism of Christ,† and Leonardo was so much better than his master’s that Verrochio allegedly resolved never t o paint again. Leonardo stayed in the Verrocchio;s workshop until 1477 when he set up a shingle for himself. From that time he worked for himself in Florence as a painter. In 1478 he was commissioned to paint an altarpiece for the Palazzo Vecchio in Florence. Three years later he undertook to paint the ;Adoration of the Magi; for the monastery of San Donato a Scopeto. This project was interrupted when Leonardo left Florence for Milan about 1482. Already during this time he sketched pumps, military weapons and other machines. In Milan, around 1510, Leonardo created ;The Virgin and Child with St. Mary; and was the fruit of much deliberation, as drawings and cartoons indicate. Leonardo never quite finished this panel, however, and kept it with him until he died. We will write a custom essay sample on Leonardo Da Vinci Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Leonardo Da Vinci Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Leonardo Da Vinci Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Magistrates of the Parlements essays

Magistrates of the Parlements essays The Magistrates of the Parlements - Truly Noble? Reading the remonstrances of the Parlements between the years 1775 and 1788, one is struck by the zeal and enthusiasm with which the magistrates, public servants drawn from the nobility, fought for the rights of Frances poor. Claiming to desire to plead the cause of the people before Your Majestys tribunal (52), they provided a voice to the King for members of French society who could not speak for themselves. There are indications, however, that their intentions were not completely altruistic. Were they really sincere in their desire to aid the lower classes, or were these nobles leading a fight which they felt would retain their popularity and build their support amongst the masses? For although they are seen to have fought for equality in the form of just tax collection procedures, fair legislative representation, and honest beaurocrats (see the Remonstrance of the Cour des aides, May 6, 1775), they also fought vociferously to retain Frances traditional tax structure, in which the First and Second Estates were exempt from paying land tax. When Calonne, and then Brienne, tried to relieve Frances financial burdens by instituting a universal land tax, a move which would have invariably eased the financial burdens of the Third Estate, the magistrates of the Parlements fought with the same zeal exhibited previously on behalf of the people to fight against this legislation (see remonstra nces from March 1776 - May 1788). Was their support for the poorer classes sincere, albeit with their personal interests given priority, or had they never truly cared about the rights of the Third Estate from the beginning? An analysis of the arguments presented by the magistrates in support of the poorer classes will offer insight into their mindset at the time the arguments were made. On May 6, 1775, the Cour des aides of the Parlement of Paris issued a ...

Ernest Hemingway Bibliography of Major Works

Ernest Hemingway Bibliography of Major Works Ernest Hemingway is a classic author whose books helped define a generation. His to the point writing style and life of adventure made him a literary and cultural icon. His list of works includes novels, short stories, and non-fiction. During World  War I signed up to drive ambulances on the front line in Italy. He was wounded by mortar fire but received the Italian Silver Medal of Bravery for helping Italian soldiers to safety despite his injuries. His experiences during the war heavily influenced  much of his fiction and non-fiction writing. Heres a list of the major works of Ernest Hemingway. List of Ernest Hemingway Works Novels/Novella The Torrents of Spring (1925)The Sun Also Rises (1926)A Farewell to Arms (1929)To Have and Have Not(1937)For Whom the Bell Tolls (1940)Across the River and Into the Trees (1950)The Old Man and the Sea (1952)Adventures of a Young Man (1962)Islands in the Stream (1970)The Garden of Eden (1986) Nonfiction Death in the Afternoon (1932)Green Hills of Africa (1935)The Dangerous Summer (1960)A Moveable Feast (1964) Short Story Collections Three Stories and Ten Poems (1923)In Our Time (1925)Men Without Women (1927)The Snows of Kilimanjaro (1932)Winner Take Nothing (1933)The Fifth Column and the First Forty-Nine Stories (1938)The Essential Hemingway (1947)The Hemingway Reader (1953)The Nick Adams Stories (1972) The Lost Generation While Gertrude Stein coined the term Hemingway is credited with popularizing the term by including it in his novel  The Sun Also Rises. Stein was his mentor and close friend and he did credit her for the term. It was applied to the generation that came of age during the Great War. The term lost does not refer to a physical state of being but a metaphorical one. Those who survived the war seemed to lack a feeling of purpose or meaning after the battle had ended. Novelists like Hemmingway and F. Scott Fitsgerald, a close friend, wrote about the ennui their generation seemed to collectively suffer from. Sadly, at the age of 61, Hemmingway used a shotgun to take his own life. He was one of the most influential writers in American literature.

Emergency Leave Assignment Example | Topics and Well Written Essays - 500 words

Emergency Leave - Assignment Example On the other hand, the HRD requires much formality through written documentations. Clarke will definitely feel bad because his request for leave was not granted. The HRD though, will feel that upper level manager is just following the policies of the hotel in denying the request of Clarke, through a memo addressed to him. Obviously, Clarke values family over work. More specifically, he is very much concerned with his grandmother’s health that he is willing to sacrifice his work just to take care of her. The HRD values the strict implementation of company policies. After reading this message, one wants Clarke to realize that it is important that he gives importance to his work. It is also essential that he realizes that written requests for leaves is part of the policy of the hotel. Clarke must recognize that the hotel does not tolerate frequent absences. The HRD must think that the denial of the request for emergency leave is justified. The information that must be included for the secondary audience is the problem of Clarke about his sick grandmother. The HRD should also be informed that Clarke is frequently absent because of this problem. The most appropriate medium for both audiences is a memo addressed to Clarke, copy furnished the HRD. This will effectively document and convey to Clarke the denial of his request for leave and it will communicate the current situation of Clarke to the HRD. I received your voice mail message last (state date of message) requesting for an emergency leave for the upcoming holiday weekend. I fully understand that your grandmother’s health is one of your priorities. Taking care of a loved one is a commendable virtue and I admire you for that. As you are fully aware of, there is a conference of electrical engineers this weekend at a nearby convention center and for the first time, our hotel will be host to its attendees. This is a welcome

Article Analysis Example | Topics and Well Written Essays - 500 words - 2

Analysis - Article Example The article in focus studies the prevalence of occupational stress among employees and the effects that such have on their productivity. To achieve these, the researchers study five public corporations where they analyze stress prevalence among employees and its management. Data gathering technique is an essential skill in any study. In the article, this is achieved through the use of questionnaires, interviews as well as observation. The subjects are easily defined; this is a factor that makes studying them a little easier. With the result tabulated, it becomes easy to calculate such important aspects of the findings as mean, the calculated median, and mode. The researchers employ the use of the statistical package for social science, commonly referred to as SPSS. The software improves efficiency besides enhancing data integrity (Henry& Joseph, 2008). The study offered statistically significant result. Out of the subjects under study, stressed employees were counted and recorded just as were those not stressed. The data thereafter separated every case under specific subheadings on the causes of the stress and tabulated the number of those who felt victims of every subheading. This makes calculations thereafter possible thereby authenticating the results obtained. Stress is a big problem in very many organizations globally. The research’s hypothesis states that occupational stress affects very many employees in organizations world over thereby affecting their turn over consequently negating productivity. This, it indicates, implies that such organizations incur loses eventually. With no hypothesis, a research makes no sense. It is the hypothesis that confines a study to particular parameters. However, in this research, the hypothesis is inferred since he does not make direct claim of these. He attributes his facts to these and proves that in deed organizational stress is equivalent to monetary

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay The role of the mentor in nursing is a crucial one and should not be undertaken lightly, it is a privilege with much responsibility, as the mentor is accountable for their own and their mentorees performance. It is a privilege as a professional nurse mentor to be able to help a student realize their potential and rewarding to see them putting the theory they have learned into practice and helping them get the most out of their placement. The role of the mentor cannot be over-emphasized; learning experience in the clinical setting ensures that the nurses and midwives of the future are fit to practice (RCN, 2007) and in this way the role is central to patient safety. Most registered nurses in the NHS will be expected to assume the role of mentor and with 50% of pre-registration nursing programs embedded in practice (RCN, 2007), with resources becoming less and less and the NHS becoming busier and busier, practice learning and mentoring play an increasingly important role. Mentorees nee d to be able to rely on the consistency, competency and superior knowledge and professionalism of the mentor to guide their learning, assess their competence and thus effectively act as gate keepers to the profession (Duffy, 2004) and as such is an extremely important role. The following essay will draw upon types of leadership to enhance the skills of the mentor and improve the relationship between the mentor and mentoree. The first question that needs addressing, is what is a mentor?. There exists many definitions, and the term mentoring has been used interchangeably with, preceptor, coach, supervisor and teacher (Morton-Cooper Palmer, 2000). Price (2004) defined it as an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice. The NMC considered it as, a mandatory requirement for pre-registration nursing and midwifery students (NMC, 2006a). Some have defined mentoring as essentially an evidence-based intervention that inspires confidence and innovation, and encourages continuous professional development, (Jakubic, 2004). In addition mentoring can be both informal and formal; informal mentoring is often used as an adjunct to the more formal process of supervision and is based on a agreed plan of action to help the mentor achieve realistic goals or address specific problem areas. Whereas formal mentoring involves a structured and time managed proces s with clearly set objectives to be realised in a timely manner (Tourigny Pilich, 2005). The role of the mentor primarily is to enable the student to understand the theory and its application in in the clinical context; the mentoree must learn to put theory and knowledge and be able to apply what they have learned to clinical practice. This process involves among others, assessing, evaluating and providing constructive feedback. It also involves assisting the mentoree in developing the ability to constructively reflect upon their practice and experiences and importantly be able to learn from this reflection (Schon, 1983). It is important to note that in order to facilitate reflection the mentor themselves must be able to self-reflect. The mentor must also have adequate knowledge and skills in order to integrate theory and practice effectively, (Eraut, 2004). The RCN (2007) in their toolkit for mentors draw attention to the obvious but crucial need for the mentors to be fit for effe ctive practice themselves and to have the depth and breadth of learning to be awarded a diploma or degree (RCN, 2007). The RCN also states that, a mentor is a role model and as such should be aware of their own practice and how it impacts the mentorees; the imitation of bad habits is not desirable. The mentor should be able to encourage, motivate and help the mentoree to improve skills and practice thereby increasing their confidence. It is also important that the mentor has the confidence in their own practice and knowledge in order for them to instill confidence in the mentorees. Mentors also need to have the experience and knowledge to identify learning points in practice, for example where something could have been done in a more productive manner or where an important mistake has been made; which is partly the reason for mentors being required to have at least one year experience post-registration. This can only really be achieved if the mentor has the interpersonal and communi cation skills required to build a professional relationship in which honest, objective and constructive feedback is received and given. It is also crucial for effective practice learning, that mentorees need time and attention from their mentors (the RCN, 2007, state that 40% of the time should be spent with the mentoree).Turner (2001) describes the pressures on clinical staff and the impact of high patient turnover resulting in little time to devote to the supervision of students; an issue that is exacerbated by the increasing demands on the available practice placements (Bennett 2003). This however is not set in stone as different people have different rates and styles of learning; what works for one does not necessarily work for all. The competent mentor should be able to discern the appropriate approach for each mentorees learning style and should not impose theire preferred way of learning and mentoring on the mentoree. Learning styles include; activists, those that are very active in their learning, reflectors, those that stand back and think over what they do and what others do, the theorists, they approach le arning from an almost empirical standpoint, they reject everything that does not have evidence and do not like subjectivity (Bayley, Chambers Donovan, 2004). The fourth style of learning (according to Honey Mumford, 2000) is that of the pragmatist; the pragmatist likes solving problems , likes to learn through trying new approaches and getting feedback, (Bayley, Chambers Donovan, 2004). Therefore if the mentoree has been identified as largely an activist then emphasis could be placed on learning through action, giving them new challenges often enough ensuring they do not get bored whilst making sure they learn and retain that learning, from each challenge and experience. It is down to the skills and competence of the mentor to detect the mentorees learning style and then tailor their learning plans, structures/ strategies to meet the needs of the mentoree. As well as interpersonal and professional leadership styles the mentor (and the mentoree) must both keep thorough records of the mentorees progress. Research has shown that innovation was taking place in practice based learning but it was not recognized because there was a lack of formal documentation (Aston et al, 2005). Effective and comprehensive records have to be completed so that the mentor can see how the mentoree is progressing and what they still need to work on. Similarly it is also important that the mentoree keeps thorough notes of what they should be doing, what they have found difficult and what they are still to do. A corollary to the need for thorough, comprehensive records is that of assessment which the mentor has to carry out; they must ensure that essential clinical skills are completed. To carry out a thorough assessment the mentor has to be sure what they want to measure and how measurement can be done, for example the mentor cannot asses most clinical skills by verbal communication alone, the mentoree must be observed in practice (perhaps asking patients if they thought their care was good). To be an effective mentor one must be able to evaluate which involves a number of skills, including observation, communication, confidence in ones own professional ability and knowledge. In the evaluation process the mentor must be able to identify problem areas partly by observing the mentorees practice and also by the mentorees self reports and assessment. It is also incumbent on the mentoree to identify failing students; this is crucial as patient safety could potentially be at risk if the mentor fails to spot a failing mentoree (RCN, 2007). There are a number of actions that a mentor can take to identify a struggling student; for example if a mentoree does not respond to constructive feedback and fails to incorporate improvements suggested by the mentor, if they are inconsistent in the clinical practice, high absence rate, or is unable to organize or plan their time adequately (Maloney et al., 1997). Duffy (2004), in her study of nurses in Scotland, found that all mentors highlighted the need for the topic of failing nurses to be addressed in mentorship programs. Duffy goes on and state that; the literature supports the view that mentors feel ill prepared for their role and given that mentors are ill prepared for their role in failing students it is recommended that mentorship programs address the issue of accountability (Duffy, 2004). The next section draws upon leadership styles to help the mentor. Any individual mentor will also have their own particular approach, Bayley et al (2004) list them as; authoritarian, as the name suggests, democratic, developmental, and task-orientated. The task-orientated approach, again as the name suggests, may be the most appropriate for a mentoree who has been identified largely as a pragmatist. The mentor should be able to understand and identify different learning styles and must adapt their own approach to mentoring to suit the needs of the mentoree. Moreover, the more contemporary styles from the leadership literature of transformative and transactional leadership styles can be applied to mentoring. The transformational leader (mentor) does not always lead from the front but tends to delegate responsibility amongst their team, they spend much of their time communicating and are highly visible and accessible (Bayley, Chambers Donovan, 2004). This leader tends to focus more on the needs of the members and their wants; they try to involve all members to work together. The transformational leader is quite similar to the democratic style as both leaders value fellow team members and focus on empowering nurses (Bayley, Chamber Donovan, 2004). Transformational leaders are inspirational and easily motivate those under their leadership (Aarons, 2006); they go above and beyond exchanges and rewards which are inherent in transactional leadership styles (see below). The transformational leadership style is said by some to be best suited to close supervisory relationships, compared with more distant relationships (Aarons, 2006) and this close relationship may be typical of a supervisor-supervisee relationship and is also captured in the notion of first-level leaders (Priestland, 2005). Mentors can be thought of as first level leaders as they are functionally close to the mentoree, in the organizational setting and because of that are vitally important, (Aarons, 2006). Mentors work closely with their mentoree, the RCN (2007) in t heir guidance for mentoring stipulates spending 40% of the time working and observing the mentoring. This leadership style would be good for the mentor mentoree relationship as the mentor is inspirational, positive and innovative; inspiring new, creative ideas and fosters an open honest learning relationship. This is a type of leadership that allows a person to step away from their comfort zone, promotes a high level of openness and innovation, is externally open in the hope of developing a high level of discovery and competence; they embrace deep change in order to obtain meaning, purpose and vision. The transformational leader (mentor) according to Aarons (2006) is a leader that works towards a goal in order for both members to benefit (Aarons, 2006). This style although appropriate for the needs of the mentor-mentored context perhaps could benefit from the some of the principles from the transactional leadership style outlined below. The transactional leadership is orientated towards satisfying subordinates self interest through suitable transactions in the work environment, (Aarons, 2006 ). There is a clear structure with this leadership style and Aarons (2006) comments on it as being a give and take technique. Rewards are given for work that is done, the work is set for the members and recognition is given when the task is completed; in this way it would be applicable to the mentor-mentored as mentoring should have a clear structure and achievement should be rewarded, however failure should not be punished but recognized and learned from . The transformational leader is similar to the autocratic style as there are clear set tasks within set time frames, the task is order to be done by the leader and the members will follow orders in assurance they will be rewarded. Aspects of the transactional leadership coupled with the innovative and open transformational style may be the most appropriate style; providing bot h motivation, inspiration and structure and security. The new nurse has just stepped from a secure environment of university and now has to be able to control what is happening within their new clinical setting. Whilst structure and security are important for the mentoree it is also important that they feel they are able to speak freely, honestly and openly to their mentor; for example the mentor should encourage the student to ask questions and speak openly and honestly about their views on the progress, and the mentor should give praise where it is due, as suggested in the RCN Toolkit (2007).The new or student, nurse need to feel secure within the ward; they are new to the role within the team and have a need to be perceived as confident in what they are doing. The mentor is also responsible for the professional socialization of a new nurse in the clinical setting (Bulman Schultz, 2008). The need to fit in must be balanced with the need to perform. Professional socialization is s een to be a process in which a person acquires a professional identity, and thereby is accepted by others in the profession (Bulman Schultz, 2008). Having support from their mentor is vitally important when making the transition from student to qualified nurse; their experiences can help to set aside any worries and issues that are felt by the new nurse. The mentoree is on a journey with a steep learning curve and it is the role of the mentor to help the them navigate the problems and challenges and help transform them into learning experiences, therefore the mentor should be able to identify learning opportunities which step from student to staff nurse is a journey that involves many problems and uncomfortable situations, though these problems are what help the student to learn and develop. The mentor is an integral part of the learning and orientating process of the new nurse, not only do they explicitly teach and inform but they also play a large part in the implicit learning process; for example positive role modeling and practice under supervision of the mentor helps the mentoree to develop the processes of integrating the knowledge with the conditions under which that knowledge applies and the culture in which that knowledge is used. A key skill required of students is that they learn to integrate into the culture and communiti es of practice (Eraut 2003). Mentoring, in an increasingly stretched national health service, is becoming more and more important; if done effectively it can instill confidence and competence it can also ensure that the mentored are comfortable with their identities and competencies leading to the retention of good nurses who contribute in the effort and emphasis of maintaining nursing excellence in practice (Godfrey, Nelson, Purdy, 2004).

Health and Hygiene

Hygiene is an essential component of healthy living, integral to achieving health and preventing disease. Not just selecting the right food choices but also cooking & consuming them in a hygienic way is equally important in preventing the infectious diseases. Adopting hygienic practices and promoting hygiene in the community, schools and workplace prevents innumerable infectious disease. Some of the infectious diseases prevented through hygienic practices are diarrhoea, amoebiasis, giardiasis, worm infections, typhoid, jaundice, bacterial pharyngitis, skin infections, tuberculosis, conjunctivitis etc. Many chronic diseases have also been linked to infections, especially unhygienic food, gastric ulcers, certain types of cancers and there is some evidence for cardiovascular disease. Following are some points, which should be inculcated in day-to-day life. †¢ Wash hands thoroughly with soap after urination, after using the toilet and also after changing diapers, †¢ Wash your hands with soap and water after handling pets †¢ Before touching any food item, wash your hands with soap and water. †¢ Keep nails short and clean. Clean & Trim the nails of both hands. †¢ Your hair should be tied when you cook. †¢ Preferably the cooking area and the area used for washing utensils should be separate and dedicated for that purpose and not connected to the bathrooms or any other source of potential faecal matter like washing clothes. †¢ Kitchen should be well lighted & ventilated (with either chimney/exhaust fan) & with meshed windows. †¢ The cooking and eating area should be preferably elevated. †¢ Keep the cooking, washing, and utility area and kitchen clothes clean. The kitchen surface and the floor should be regularly cleaned. Additionally, clean the kitchen in the night. Kitchens left dirty in the night tend to attract pests which are carriers of infection. †¢ Cover all foods, cooked as well as uncooked, at all times. †¢ If a house fly or any insect has even fleetingly sat on a food item, then, that food item needs to be discarded. †¢ Protect the kitchen & food items from insects, pests & other animals.

Analysis Of Macbeth By William Shakespeare - 1266 Words

Micki Mooberry English 4 Livengood 2nd Hr 11 December 2015 Confliction Leading to Guilt A mind, in this case, is controlled by a man’s actions, unlike in reality, to where a mind controls actions. Someone who constantly has a quarrel with his own mind can lead him to frustration and over thinking. Overthinking then leads to blocking out certain actions and thoughts, creating anger to build up. From then, it leads to conflictions with not only self but others who may have a negative influence. Macbeth is a story of man, wanting to be recognized and have power. To get this power he will do anything, including murdering any man in his way. In doing so he slowly creeps into madness, leading him to only start harming innocent people because what his guilty conscience thought what was right was not. Macbeth conflicts with his self mind, Lady Macbeth is a major external conflict leading to both of them going mad, to this, it leads them to become very corrupt in the mind and leads them to go insane with guilt. One competing within themselves is an extreme internal force that causes them to choose between either good and evil, which then, not always leads to the best outcome. Macbeth leeds himself into battling his own mind the he ends up dreaming about the dagger which later physically gave him a path of courage to killing Duncan. â€Å"A dagger of the mind, a false creation, proceeding from the heat-oppressed brain? I see thee yet, in form of a palpable, As to which now I draw† (ActShow MoreRelatedAnalysis of Macbeth by William Shakespeare Essay1823 Words   |  8 PagesAnalysis of Macbeth by William Shakespeare William Shakespeare wrote Macbeth between 1605 and1606 in what we call his dark period; it became one of his finest tragedies. 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The Behavioral Definition of Punishment - 1907 Words

This paper will provide the behavioral definition of punishment and give examples of both positive and negative punishment in different types of settings. The guidelines for the effective use of punishment, as well as legal and ethical issues that should be considered by the Behavior Analyst while designing a behavior intervention plan are identified. The term punishment as used in operant conditioning refers to any change that occurs after a behavior happens that reduces the likelihood that the behavior will follow again in the future. Punishment occurs when a response is followed immediately by a stimulus change that decreases the future frequency of similar responses. Behaviorist B.F. Skinner was the first psychologist to identify†¦show more content†¦The mere mention of the word punishment as in the origin of the word make most people think of causing pain when in fact negative punishment is very different from corporal punishment. Corporal punishment is the use of p hysical force with the intention of causing a child to experience pain but not injury for the purposes of correction or control of the childs behavior (Gershoff, 2002). Behavior change strategies based on negative punishment involve taking away a desirable stimulus after a behavior occurs. Punishment has occurred when a response is followed immediately by a stimulus change to decrease the future frequency of the behavior. Positive punishment aids in the decrease in the problem behavior. Reprimand is one of the most common forms of positive punishments. A firm No or Stop delivered immediately on the occurrence of an undesirable behavior will significantly reduce the chance of the behavior being repeated in the future. Verbal praise is a form of positive punishment. In a study using 2  ½ to 7-year-olds praise was used to reward compliance by the parents in the home (Owen, 2012). Parent training on elements of praise and positive attention was conducted at the onset of the study. The setting of this study was conducted in the home setting for handling noncompliance. The methods of punishment explored for this study were the effects of parental praise, positive nonverbal responses, reprimand, and negative nonverbal responses.Show MoreRelatedEffects of Corporal Punishment on Children When Used in the Home1354 Words   |  6 PagesEffects of Corporal Punishment on Children When Used in the Home Discussion about corporal punishment is everywhere. It is in the news and in the home, and in education on what is punishment and what is abuse is beginning to rise. Corporal punishment has been used as a disciplinary tool for parents throughout all of Americas history (Gershoff, 2002, p. 1). However, the definition of what corporal punishment actually is, is still unclear to some people and parents. 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At the same time, the U.S. Department of Education has established the National Technical Assistance Center on Positive Behavior InterventionsRead MoreSocial Learning Theory Of Crime1278 Words   |  6 Pagespsychology (Bradshaw, 2011). Akers retained the concepts of differential association and definitions from Sutherland s theory, but conceptualized them in more behavioral terms and added concepts and propositions from social behaviorism (Bradshaw, 2011). Akers explicated his theory primarily by identifying and explaining four central concepts 1) differential association 2) differential reinforcements 3) definition 4) imitation. Akers SLT is a child of differential association theory and not a rival