The Importance of Being Victorian Oscar Wilde Essay Example

The Importance of Being Victorian: Oscar Wilde Paper The Importance of Being Victorian: Oscar Wilde â€Å"The truth is infrequently unadulterated and never straightforward. Present day life would be monotonous on the off chance that it were either, and current writing a total impossibility† (Wilde 14). As a splendid essayist of the 1800’s, Oscar Wilde gave most of his moves in the direction of divulging the brutal certainties of the Victorian culture. Driving an existence of duplicity himself, he decided to feature his abhorrences for the social treachery he saw around him with over the top amusingness. Being the main dramatist to incorporate gay allusions, elevate ladies, and false present normal practices, it was astonishing to discover how generally acknowledged his creation became. Audits adulated his utilization of clever discourse and comedic characters, making the most suffering play of the Victorian Era. In â€Å"The Importance of Being Earnest: A Trivial Comedy for Serious People,† Oscar Wilde uses his own encounters to expose the social shows of the British Aristocracy during the late 1800’s. Oscar Wilde’s life was a long way from regular. Brought into the world under the sporadic name Oscar Fingal O’Flahertie Wills Wilde on October sixteenth, 1854, he experienced childhood in a â€Å"richly eccentric† family (Woodcock 9). His dad, Sir William Wilde, was a regarded aural specialist for the Victorian high society who was â€Å"appointed clinical consultant to the Irish Census of 1841† by the youthful age of twenty-eight (Gately). Wilde’s mother, Jane Francesca Elgee, frequently alluded to as Lady Wilde, was an Irish patriot who trusted herself to be a progressive. We will compose a custom paper test on The Importance of Being Victorian: Oscar Wilde explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on The Importance of Being Victorian: Oscar Wilde explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on The Importance of Being Victorian: Oscar Wilde explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer She composed verse under the nom de plume â€Å"Speranza,† for a week by week Irish paper, The Nation, and sorted out a few social occasions for craftsmen to chat upon scholarly themes (Harris 3). Among his folks, Wilde was acquainted with a wide exhibit of craftsmen, learned people, and specialists from around the globe. These thoughts helped Wilde to figure out how to esteem clever and scholarly discussion, which he lights up all through â€Å"The Importance of Being Earnest. † Wilde was given the favorable position to achieve prevalent training. Winning a few honors at Portora Royal School, he was at that point thought about a significant researcher before going to school at Trinity and Magdalen in Oxford (Pearson 18). At these schools, Wilde started a deep rooted worship of the works of art, which would later impact his ensuing composition (Harris 17). Affected by three teachers, John Ruskin, Walter Pater, and Frank Mahaffy, Wilde was changed into a capital man of honor who wearing strange apparel and continually scrutinized the Victorian standards (Harris 24). Ruskin propelled Wilde’s creative mind and refined soul with â€Å"his prose† style and sentimental composition (Harris 28). Pater, Wilde battles, â€Å"taught me the most noteworthy type of workmanship: the severity of beauty† (Harris 28). His accentuation in expressions of the human experience additionally asked Wilde to live for joy and test with â€Å"the instrument of speech,† which later helped him structure clever exchange in his plays (Harris 28). Mahaffy took him on outings to Italy and Greece, roused his adoration for the Greek language, and moved him to take a gander at the oppressive morals around them (Harris 27, Pearson 34). Without the direction and consolation of these teachers, Wilde might not have advanced into the funny and regarded essayist seen today. Wilde went into the superstar spotlight through his astuteness and unpredictable way of life. To make himself significant, he wore capricious dress and wore blossoms and lilies with every one of his outfits. He made a trip and addressed to build his notoriety in Britain and abroad (Pearson 38). Audience members announced, â€Å"[he] was no matter what the most splendid talker I have ever gone over, the most prepared, the most clever, the most audacious†¦ Nobody could profess to eclipse him† (Pearson 170). As his notoriety bloomed, he started to court superstars and book triumphant visits. On one of these visits, Wilde met his significant other Constance Lloyd, for better or for more regrettable (Harris 52). They settled down together, became good guardians, and had two children, Cyril and Vyvyan. Thusly, this all changed drastically in 1891 when he met Lord Alfred Douglas and went into a gay relationship with him outside of his marriage (Gately). Exhausted by the show of his wedded life at home, Wilde would frequently get away to a subsequent condo with Douglas and straightforwardly share a relationship with him (Small 25). His mystery, doppelganger way of life, scholarly foundation, and encounters with Victorian Britain all meet up in his parody to exhibit Wilde’s reactions for the British nobility. In the West End of London, Wilde’s ,â€Å"The Importance of Being Ernest,† debuted during a period of change. Around him, numerous social, strict, political, and monetary regulations were developing. Earlier exhibitions at the George Alexander’s St. James Theater, for instance, never set out to taunt the principles of society (Raby xi). It was viewed as a significant foul to sneer the privileged, yet Wilde was not reluctant to imperil their help. On February fourteenth, 1894, â€Å"The Importance of Being Earnest,† made its presentation and immediately rose to a triumph, running eighty-six additional occasions from that point (Gately). As a joke, his clever play overstated physical activity, for example, droll, craziness, and unlikelihood, to astonish the crowd with unforeseen occasions and reestablish real parody to the stage (Bloom 35-39). As an Irish Protestant outcast to London, Wilde was prominently acknowledged by the high society of London, even as they snickered about themselves. His three significant wellsprings of satire: social analysis of the upper and working class, homosexuality, and witticisms and quips; made the play a splendid achievement (Mazer). Wilde’s play uncovers a few ramifications about this Victorian high society. Algernon Moncrieff, a well off single guy who claims to have a sibling named â€Å"Bumbry† to escape from the city, is continually searching for fervor because of his weariness with the shows (Wilde 15). Worried about close to home fulfillment and appearance, Algernon speaks to the visual beliefs of the high society and consistently dresses in a la mode and dandy clothing. Despite the fact that he ostensibly exemplifies them, inside, he really conflicts with the decorum of the high society, making a Catch 22. Wilde uncovers through Algernon’s character that Victorian estimations of obligation and ideals are oppressive to the human soul (Raby 59). John Worthing, then again, is an equity of the harmony, gatekeeper of Cecily, and proprietor of a decent nation home. Because of his position, he is a result of his social standing and in this way, keeps rules (Bloom 38). He is acknowledged by the privileged for his fortune and proper habits, which have a higher incentive than the way of life Algernon leads. Albeit the two men have a mystery existence obscure to society, Wilde infers that society â€Å"cares about substance however rather adores preliminary and triviality† (Raby 82). Like Wilde’s individual life, his male heroes have mystery existences. Recorded as a hard copy a play about truth, â€Å"surfaces [and] marks accept an exceptional ignifigance† (Raby 52). John Worthing alludes to himself as â€Å"Jack† in the nation and â€Å"Ernest† when he goes to the city for the sake of entertainment (Wilde 15). Algernon, Jack’s companion, additionally uncovers that he made a nonexistent companion named â€Å"Bunbury† to visit at whatever point he wants to leave the city and later on professes to be J ack’s insidious sibling â€Å"Ernest† when he visits his nation domain (Wilde 15). Both of these characters corresponding to Wilde’s individual character†living as a wedded man with a gay twofold life. As a Victorian perfect, â€Å"earnestness† intends to have incredible commitment to ideals and obligation, representing earnestness and reality (Raby 51). Wilde rather repudiates these suggestions and flips around it’s moderate significance by making the name represent double dealing: a mode by which his characters can escape from the problems of their regular day to day existences and duties. Hence, Wilde is suggesting that carrying on with a traditional way of life is standard and dull. So as to liven things up, one must look for an invented counter-personality, like the secret one Wilde holds with Lord Alfred Douglas. To the blue-bloods, appearance was significant and style substantially more significant than substance. While an individual could have a mystery existence, carry on issue inside a marriage or have kids outside of marry lock, society would look the other path as long as the presence of legitimacy was constantly kept up (Bloom 43). Consequently, Wilde addresses whether the more significant or major issues of the day are neglected for casual conversation about style and tattle. Gwendolen states, â€Å"In matters of grave significance, style, not truthfulness is the fundamental thing† (Wilde 86). Her mom, Lady Bracknell additionally trusts Algernon is an ideal spouse for similar reasons. â€Å"What more can one desire,† she questions, â€Å"Algernon is an†¦ garishly, qualified man. He has nothing, yet he looks everything† (Wilde 95). In a general public where picture is everything, Algernon is unquestionably an ideal surface picture of a spouse. Th

Distributive Justice (M4C) Essay Example | Topics and Well Written Essays - 250 words

Distributive Justice (M4C) - Essay Example Anyway sensible this may show up in the light of financial measuring sticks, it will consistently stay a pointless endeavor in accomplishing clinical morals, if benefit takes the middle stage. Nature of social insurance may require clinical plans that require certain clinical plans in the cutting edge age. The manageability of coordinated human services plans structured in the advanced period draws in a great deal of complexities that go a long ways past cost issues (Frangenberg, 2011). Clinical administration will progressively think that its important to depend on the arrangements of clinical morals if the center duty of guaranteeing patients’ wellbeing isn't to be undermined. Future clinical frameworks will just veer off the contention of improper practices by leading earlier contemplations of the hidden moral issues before celebrating when it is too soon. Distributive equity rules is applied in the assurance of where and how to allot assets and is completely guided by decency standards (Maddox, 1998). Ach of the measures must be completely and fundamentally dismembered to decide suggestions on the essential morals anticipated. It is accordingly nonsensical to execute a sweeping strategy where the uninsured patients pay higher charges for a similar technique given to the guaranteed. Maddox, P.J. (1998) â€Å"Administrative Ethics and the Allocation of Scarce Resources.† Online Journal of Issues in Nursing, 3(3) Retrieved from:

Freshman Fifty-Seven

Freshman Fifty-Seven By now, three full days have passed into my second semester here. The infinite corridor is total chaos as tourists and students battle for placement in the hall, the dining halls are back up and running, and the weight of 4 Psets are setting in. All that being said, I am glad to be back and with a full schedule. Here is a look at how I am keeping busy for the next few months with 57 units of courses: On February 6th, the first day back started. I got up way too early, ate way too much grapefruit, and sat in front of my Real Analysis class (18.100A) for a solid twenty minutes because I showed up too early. Pretty soon, I grabbed a seat, and the instructor came in. The class started right off feeling a lot different from the only other math class I have taken here, 18.02. For starters, I wasn’t in a huge lecture hall filled with hundreds of people. It seems to be a real mix of different year students in there, and I don’t know anyone. I started the first homework assignment last night, and it honestly is pretty satisfying even proving simple limits and stuff that just can be solved by doing a quick glance at it and writing down the answer like in Calc AB. In high school, I always used to bug my math teacher about wanting to have things proved and all, so I definitely like the idea of the class in general of proving all the results although my instructor warns that the proofs ge t annoying. I’m sure I’ll see in the next few weeks. On a good note, I almost finished the Pset. My work looks more like an essay rather than math! Moving on with my classes, the next lecture I attended was 8.03 (Waves and Vibrations). The first lecture was kind of a throwback to AP Physics C: Mechanics, with a little new material on complex numbers. So much Euler for the first day back. The first third of the course or so centers around mechanics, which I will admit is not my favorite. I am really looking forward to the electromagnetic portion and optics. I never have formally learned any optics before, so it will be all new material! In general, it is exciting to take 8.03 as well as 18.100A because both of them are officially out of the GIRs. I am entering classes that are part of my major now, and they feel that way too. I am not really a fan of the big lecture hall 26-100 (If you go here, you’ll know this place, trust me), and I prefer these smaller classes that give a more individualized experience with the professor and recitation leaders. So far, those two courses are my favorite. Although, as I finish this blog post, I am only two lectures deep in both of them, I am certain of my decision in majoring in Course 8 (Physics) as well as Course 18 (Mathematics). Other than these two, 18.03 (differential equations) started off on a very exciting and quite funny note just yesterday. Professor Poonen is our instructor. After reading his CV, you’ll probably have a moment saying, “holy crap” to yourself. He is quite the character. Although the class is in 26-100 and is basically a graduate requirement for over half the school resulting in the huge size of the course, I enjoyed the lecture a lot more than expected. He really brings the life the subject through a very enthusiastic presentation of the material. I can’t finish this discussion without bringing out the awesome fact that he is the guy online with the Big Mouth Conjecture. Finally, I have Chemistry (5.111) and a HASS (humanities course) called Materials in Human Experience (3.094). I took a few years of chemistry in high school, so it seems that the latter portion of the class is very similar to AP Chemistry. However, the first portion, which we are diving into today, is about quantum mechanics. I am excited for this part because my high school chemistry was a lot of AP Chem and organic stuff as well, so it will be a lot of new things. In terms of the Materials class, it is a humanities course with a lab component! Next Tuesday, I will be smelting copper from minerals from 7-10 at night, and it will be my first time doing anything even remotely close to this kind of work. My fingers are crossed that I don’t burn down the school or myself in the process. Overall, this semester seems like it is going to be a lot of new material. Everyone of my subjects, other than chemistry for the most part, is going to be brand new information for me! Other than classes, I decided to stay with my UROP in Biocrude Oil that I wrote a blog post about a while back because we are in the final stages of producing the oil and moving into more interesting components of the applications of our products. Also, my two post docs I am working with and I will be hopefully publishing a paper before the spring semester ends. Next Wednesday as well, I will be going to orientation for a job I got as a Teaching Assistant for TSR^2. TSR^2 is a program run through the Office of Minority Education, and I will be helping help with physics on Pset nights, one-on-one tutoring, and exam reviews. It definitetly will be a busy semester indeed, but I am ready to take it on. Post Tagged #18.02 Multivariable Calculus #18.100 Real Analysis #GIRs #HASS subjects #MIT OME (Office of Minority Education) #TSR^2

Freshman Fifty-Seven

Freshman Fifty-Seven By now, three full days have passed into my second semester here. The infinite corridor is total chaos as tourists and students battle for placement in the hall, the dining halls are back up and running, and the weight of 4 Psets are setting in. All that being said, I am glad to be back and with a full schedule. Here is a look at how I am keeping busy for the next few months with 57 units of courses: On February 6th, the first day back started. I got up way too early, ate way too much grapefruit, and sat in front of my Real Analysis class (18.100A) for a solid twenty minutes because I showed up too early. Pretty soon, I grabbed a seat, and the instructor came in. The class started right off feeling a lot different from the only other math class I have taken here, 18.02. For starters, I wasn’t in a huge lecture hall filled with hundreds of people. It seems to be a real mix of different year students in there, and I don’t know anyone. I started the first homework assignment last night, and it honestly is pretty satisfying even proving simple limits and stuff that just can be solved by doing a quick glance at it and writing down the answer like in Calc AB. In high school, I always used to bug my math teacher about wanting to have things proved and all, so I definitely like the idea of the class in general of proving all the results although my instructor warns that the proofs ge t annoying. I’m sure I’ll see in the next few weeks. On a good note, I almost finished the Pset. My work looks more like an essay rather than math! Moving on with my classes, the next lecture I attended was 8.03 (Waves and Vibrations). The first lecture was kind of a throwback to AP Physics C: Mechanics, with a little new material on complex numbers. So much Euler for the first day back. The first third of the course or so centers around mechanics, which I will admit is not my favorite. I am really looking forward to the electromagnetic portion and optics. I never have formally learned any optics before, so it will be all new material! In general, it is exciting to take 8.03 as well as 18.100A because both of them are officially out of the GIRs. I am entering classes that are part of my major now, and they feel that way too. I am not really a fan of the big lecture hall 26-100 (If you go here, you’ll know this place, trust me), and I prefer these smaller classes that give a more individualized experience with the professor and recitation leaders. So far, those two courses are my favorite. Although, as I finish this blog post, I am only two lectures deep in both of them, I am certain of my decision in majoring in Course 8 (Physics) as well as Course 18 (Mathematics). Other than these two, 18.03 (differential equations) started off on a very exciting and quite funny note just yesterday. Professor Poonen is our instructor. After reading his CV, you’ll probably have a moment saying, “holy crap” to yourself. He is quite the character. Although the class is in 26-100 and is basically a graduate requirement for over half the school resulting in the huge size of the course, I enjoyed the lecture a lot more than expected. He really brings the life the subject through a very enthusiastic presentation of the material. I can’t finish this discussion without bringing out the awesome fact that he is the guy online with the Big Mouth Conjecture. Finally, I have Chemistry (5.111) and a HASS (humanities course) called Materials in Human Experience (3.094). I took a few years of chemistry in high school, so it seems that the latter portion of the class is very similar to AP Chemistry. However, the first portion, which we are diving into today, is about quantum mechanics. I am excited for this part because my high school chemistry was a lot of AP Chem and organic stuff as well, so it will be a lot of new things. In terms of the Materials class, it is a humanities course with a lab component! Next Tuesday, I will be smelting copper from minerals from 7-10 at night, and it will be my first time doing anything even remotely close to this kind of work. My fingers are crossed that I don’t burn down the school or myself in the process. Overall, this semester seems like it is going to be a lot of new material. Everyone of my subjects, other than chemistry for the most part, is going to be brand new information for me! Other than classes, I decided to stay with my UROP in Biocrude Oil that I wrote a blog post about a while back because we are in the final stages of producing the oil and moving into more interesting components of the applications of our products. Also, my two post docs I am working with and I will be hopefully publishing a paper before the spring semester ends. Next Wednesday as well, I will be going to orientation for a job I got as a Teaching Assistant for TSR^2. TSR^2 is a program run through the Office of Minority Education, and I will be helping help with physics on Pset nights, one-on-one tutoring, and exam reviews. It definitetly will be a busy semester indeed, but I am ready to take it on. Post Tagged #18.02 Multivariable Calculus #18.100 Real Analysis #GIRs #HASS subjects #MIT OME (Office of Minority Education) #TSR^2

The Reasons For Human Resource Planning - 1450 Words

Task2: Recruiting employees 2.1. Analyses the reasons for human resource planning in Tesco: There are several important reasons of human resource planning that business organisation carry out regardless their size and it is important for the continuity of any business organisation to plan. However, in many business owners may not include human resource planning at the beginning of their business but later realise the importance of human capital and no business can survive without having competitive human capital. Reasons are human capital, budget control, training and development, and employee satisfaction and cost saving. As business world is quite unpredictable and challenging so Tesco has routinely carried out these analyses to make sure there will be no shortage of staff, which affects the overall performance of the organisations. Knowing future demand and the type of skills that would be required in the future time is very important for the business, and it is one of the reasons that human resource planning is often done. According to Ruth Mayhew Human resource planning is to help the entities to meet the organisational goals because planning links human resource planning with the actual operational process, and also one of the most reasons of human resource planning is to counteract the uncertainty and changes. Human resource planning helps Tesco and any other business to maximise career development and high employment retaining methods. Planning has theShow MoreRelatedHuman Resource P lanning Assignment1359 Words   |  6 PagesModule: Human Resources Assignment: Discuss how Human Resource Planning contributes to effective Human Resource Management Date: 21st December 2011 Student: Laura Doyle Lecturer: Michelle Flannery Introduction In the following text, the process of Human Resource Planning will be defined and described in detail. We will see the importance of Human Resource Planning and the essential role it plays in ensuring successful Human Resource Management. Human Resource ManagementRead MoreQuestions On Human Resource Planning1476 Words   |  6 Pagesthe reasons for human resource planning in Tesco: There are several important reasons of human resource planning that business organisation carry out regardless their size and it is important for the continuity of any business organisation to plan. 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HR planning links peopleRead MoreHuman Resource Planning : An Organization1466 Words   |  6 PagesThere are several important reasons of human resource planning that business organisation carry out regardless their size and it is important for the continuity of any business organisation to plan. However, in many business owners may not include human resource planning at the beginning of their business but later realise the importance of human capital and no business can survive without having competitive human capital. Reasons are human capital, budget control, training and development, andRead MoreHr Planning1615 Words   |  7 PagesIMPORTANCE OF Human ResourceS PLANNING IN ORGANIZATIONS by Nyamupachari Vareta HUMAN RESOURCES ASSISTANT. DIP PM; HND DIP HRM; DIP TM (IPMZ. BRAZZAVILLE, CONGO E-MAIL: VARETAN@YAHOO.COM InTroduction Planning is very important to our everyday activities. Several definitions have been given by different writers what planning is all about and its importance to achieving our objectives. It is amazing that this important part of HR is mostly ignored in HR in most organizations because thoseRead MoreThe Roles and Resposibilies of the Line Mangers in Virgin Atlantics Human Resource Management998 Words   |  4 PagesLONDON SCHOOL OF BUSINESS AND MANAGEMENT NQF level 4: BTEC Higher National – H1 UNIT NO: 21 UNIT TITLE: Human Resource Management ASSIGNMENT NO: 1 ASSIGNMENT TITLE: Human Resource Management UNIT OUTCOMES COVERED: LO 1. Understand the difference between personnel management and human resource management LO 2. Understand how to recruit employees LO 3. Understand how to reward employees in order to motivate and retain them LO 4. Know the mechanisms for the cessation of employment Read MoreHuman Resource Planning Is The Most Valuable Assets Of Organization Essay1591 Words   |  7 Pagesto survive in the competitive environment? Introduction – Human resource planning is the most valuable assets of organization. It is a ongoing process of systematic planning to achieve optimum use. Human resource planning is to ensure the best fit between employees and jobs, while avoiding manpower shortages or surpluses. In order to realize company objectives, it is essentially to have a human resource plan. Human resource planning is essentially the process of getting the right number qualifiedRead MoreLimitations to Hr Planning1688 Words   |  7 PagesHuman resource planning is the process by which the management ensures that the right number of people with the right skills is available at the right time, in the right job, in order to help the organization achieve its objectives. In other words, human resource planning is all about finding out in advance how many workers are needed to perform the tasks, how many employees with the required skills are available within and outside the organization and how is it poss ible to fulfil the staffing needsRead MoreBus303 Final Paper1671 Words   |  7 PagesHuman Resources Management Reflective Paper BUS 303 Human Resource Management Reflective Paper In analyzing the concepts discussed in Human Resource Management, I have found an interesting mix of education and forethought into the role of a human resource manager. Many of the aspect of human resource management such as HR planning, recruitment and selection, as well as, human resources development and labor relations all play a significantRead MoreFunctions Of Human Resource Management1632 Words   |  7 Pages Primary function human resource management can divide into primary and secondary function primary function is directly involved with obtaining, maintaining and developing employee. Primary function included human resource planning, equal employment opportunity, staffing, recruitment, and selection. Compensation and benefit, employee, labor relation health, safety and security and human resource development. Secondary function included organization, job design, performance appraisal system, and

Shared definitions by learned scholars refer to organisational culture - Free Essay Example

Sample details Pages: 14 Words: 4225 Downloads: 7 Date added: 2017/06/26 Category Marketing Essay Type Research paper Did you like this example? 2.1 CORPORATE CULTURE (Shein 1996), defined culture as: ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦. a pattern of basic assumptions that a group has invented, discovered or developed in learning to cope with its problems of external adaptation and internal integration, and that have worked well enough to be considered valid, and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems. This he said is evident in the approach that members of the organizations use to perform their given tasks and the manner that key decisions about important issues of the organization are executed. The manner this is done, buttresses the organisations policy, strategy and procedures. Don’t waste time! Our writers will create an original "Shared definitions by learned scholars refer to organisational culture" essay for you Create order Other shared definitions by learned scholars refer to organisational culture as pattern of shared values and beliefs that help individuals understand organizational functioning and thus provide them with the norms for behavior in the organization(Deshpande and Webster 1989), a set of cognitions shared by members of a social unit (OReilly et al., 1991). According to (Laurie 2008), organisational culture is a combination of traditions, values, policies, beliefs, and attitude that establishes a general framework for everything done in an organisation. It can also refer to the form of beliefs, values, and ways of managing experience that have developed during the course of the organizations history, and becomes noticeable in its material arrangements and the behavior of its members. (Brown 1998). (Gupta 2009), in his write up, stated that organisational culture is a set of unwritten rules meant to guide the employees towards an standardardised and rewarding behaviour. Despite the d iffering definitions of corporate culture by many researchers and authors, some of them have collectively agreed that corporate culture entails combining the pattern of behavior, beliefs, procedures and values that make up the organizations identity; and also to assist in the structuring of the users behavior. It is very significant to view how people perform within the context of the group, sharing with a group of people in an organization is the main definition of corporate culture that most authors agreed on. (Deshpande and Farley, 1999). Many studies demonstrate that organizational culture is one of the most important factors with a significant role in determining how an organization performs (Chatman and John, 1994, Hofstede et al, 1990, Schein, 1990, Denison, 1990, Gillespie et al, 2007). According to Lewis (2002) organizational culture has been confirmed to be a lasting theory in the prediction of the organizations performance. In addition, many researchers such as (Den ison, 1990; Ambro`, 2004; Ouchi, 1981; Kwantes and Boglarsky, 2007; Berry and Parasuraman, 1992; Stein and Bowen, 2003) have confirmed the relationship between organisational culture and effectiveness. Some other authors have investigated culture from a strategic point of view and have presented culture as a basis of competitive advantage (Wilkins and Ouchi, 1983; ONeill et al, 2001; Hasmi and Asaari, 2007). Choe (1993) establish a strong relationship between corporate strategy and culture. He found that firms that practice the business strategy tends to have a culture that develops over time and those that apply defensive strategy tend to have hierarchical culture. According to (Deshpandà © 1999), investigations into market orientation suggest that the existence of an innovative and entrepreneurial culture is strongly associated with exceptional business performance. Collectively, these reports suggest that an organizational culture that puts more importance on customer-oriented b ehaviours, cross-functional teams, performance-based rewards, adjustment and reactive attitudes to change, and a higher degree of risk taking and improvement, is likely to contribute to have successful customer relations management system implementations. Detert (2000) was responsible for alerting other organisational researchers on the importance of the relationship between organisational culture and quality of services. His research shows that there is a close relationship between a quality service system and organisational culture. Starkey and Woodcock (2002) reiterated the importance of a customer oriented service system. They stressed that organizations that are less customer oriented are more likely to perform poorly in terms of sales output as against those that are customer oriented. To survive in the highly competitive retail service markets, organisations need to provide products and services that will produce highly satisfied and loyal customers (Westbrook and Oliver, 1991). According to (Asif and Sargeant, 2000), several benefits accrue to the organisation via customer loyalty such as generation of profit, costs related to promotions, advertising and start-up costs are limited. More so, chances of increase in customers will be high, as satisfied customers will recommend the organisations products and services to others. As a result, customer satisfaction can be the key factor to the growth of the business, in term of market share and profit. Service organizations were investigated by Gilbert and Parhizgari (2000) who established that different service organization cultures are successful in different contexts. Researches into the relationship between organizational culture and performance in organizations have confirmed that their culture characteristically and uniquely affected their performance Ambro (2004). Trice and Beyer (1993: 174) warn that though organizations may have unique cultures, they should not be considered to have a single, h omogeneous culture. Curry and Kkolou (2004) identify customer focus, participation, and teamwork as important cultural issues influencing customer relations outcomes. They suggested that empowering employees to excel at customer service and ensuring their job security also contribute to customer relation success. Uniformality of Organizational Culture Though organizational culture is basically termed to be the existence of shared value system and beliefs, this does not however imply that there is no sub-culture within an organization (Jermier et al., 1991). In arguing their case, researchers commented that most organisations have multiple cultures ingrained within the basic corporate culture, and these are known as sub-cultures (Ouchi, 1980; Ashforth and Mael, 1989). According to (Bellou, 2007) sub-groups in organizations can generate sub-cultures that build specific networks of meaning and meanwhile still remain associated with the ideologies and values of the organizations leadership. However, the inherent culture mutual to the generality of the organization is known as the dominant culture. In fact, when talking about the organizational culture absolutely the dominant culture is meant. Originally, it was assumed for a long period that the organizational culture is static (Schein, 1983). However, according to (Barely, 1983) many other researchers have challenged this assumption, claiming that the organizational culture is dynamic and is evolving to suit the organization growth stage. Researching the dynamic nature of organizational culture, Zheng, Yang, and McLean (2010) argued that as the organization develops through different growth stages i.e. start-up, growth, maturity, and revival, so also does the dominant organizational culture follows many stages i.e. inspiration, implantation, negotiation, and transformation. On the relationship between the perceptions of the function of the organizational culture of the employees and the customers of the particular organization, Parasuraman et al. (1985) proposed that employees can correctly forecast customer perceptions of many determinants of service quality and are mainly accurate in service quality areas such as courtesy and responsiveness. Concerning customer attitudes about service quality, Schneider, Parkington Buxton (1980) and Schneider and Bowen (1985) remarked that customer attitudes regarding service quality were significantly correlated how employees view the issue of customer service. Furthermore, Conduit and Mavondo (2001) found that the combined effects of customer orientation and market orientation have a considerably strong infuence on an organizations performance. Subramony, Beehr and Johnson (2004) confirmed positive links between employee and customer perceptions on service effectiveness, group maturity, and service quality. Ho wever, other studies do not support their conclusions. A study by Shahani-Denning (2000) disagreed by revealing that customers and employees often perceive organizational effectiveness from different perspectives. Identification of the Organizational Culture For the rationale of identifying the organizational culture system, Allaire and Firsirotu (1984) suggested that three interconnected sets of systems can assist in identifying organizational culture. Following Scheins (1990) write-up on culture, the first is the socio-cultural system, which covers organizational structures, strategies, policies, and other associated management practices. According to (Mackenzie, 1986; Thompson, 1967), this sub-system of organizational culture follows the classic theory of management that centers on attaining set organizational goals through task-oriented management. Conventionally, leaders have the prevailing role in deciding how tasks apportionment is structures within the organization. Towards this end, leaders tend to manage the core technology of the organization through clarifying the goals of the organisation, structuring the procedures that would lead to achievement of these goals, and develop strategies that convert these goals into outcomes ( Bossert et al. 1982; Mackenzie 1986). However, scholars have suggested that the development of the cultural aspects of any organization is a powerful function of the top management, meaning that it is the duty of leaders in the organization to set the organizational goals and purposes and channel their decisions effectively to all those involved (Heck, Larsen, Marcoulides, 1990; Reynolds, 1986). In developing the organizational culture, Bolman and Deal (1984) and Owens (1987) emphasized that it is the role of leaders of organizations to teach organizational values and promote organizational missions. Strong versus Weak Culture (Sorensen, 2002; Rosenthal Masarech, 2003) have argued that there is a clear demarcation between strong and weak organizational culture and the way they influence organizational performance and employees behaviors. Furthermore, it has been extensively debated by academics and practitioners that a strong culture, the measure of belief and acceptance of shared culture, is the overriding determinant of the performance of any organisation (Deal Kennedy, 1982; Peters Waterman, 1982). The strength or weakness of a culture according to (Peters Waterman, 1982) is determined by firstly, the economic value it adds to the organization in order to create competitive advantage for the organization. Secondly by the uniqueness and how valuable the organizational culture is as this will help the organization to behave differently from their rivals. Finally, the structure organizational culture of an organization must not be easy to imitate and not be transferable in order to create competitive advantage for the organization. There is a general argument that strong cultures have a greater impact on employee behavior and are more directly linked to reduction in staff turnover, the organizations core values are both intensely held and widely shared and that a lofty conformity concerning what the organization stands for, builds cohesiveness, loyalty, and organizational commitment. Based on these there have been numerous efforts by scholars to give details of the performance supremacy of some very big organizations based on their organizational cultures (Deal Kennedy, 1982; Peters Waterman, 1982). However, based on their findings, they concluded that the better performance of these companies can be attributed basically to their core value sets such as human resource management practices, customers and suppliers relationships established and maintained by their leaders. These management practices promote innovativeness of these organizations, improved the employees self-esteem and quality of work life and consequently led to competitive advantage (Peters Waterman, 1982). Notwithstanding the fact that profit is the main goal of most organization, most research efforts are spent on customer satisfaction and experiences gained within a service organization (Anderson et al., 1997). Bowen et al (2000) and Gupta et al (2005) studied organisational culture and custo mer satisfaction and established the strong link between these two factors that have great influence on the conditions of organizational effectiveness. Organizational Culture Theories Daniel R. Denison, who is a Professor at IMD in Lausanne, Switzerland has done many researches on cultural impact on organizational effectiveness. He established that there are four basic cultural traits that can have impact on positive performance and these which are adaptability, involvement, mission and consistency. The effectiveness and culture model for (Denison 1990) as this is known, represents the relationship between management, corporate culture, effectiveness and finally the performance of the organization. This model is structured to lay emphasis on the significance of association in management practices with the beliefs and principles when investigating the effectiveness and culture of the organization in relation to its performance. The Adaptability Theory According to (Denison, 1990), the adaptation theory lays emphasis on an organizations ability to accept, interpret and translate interference from the external environment into internal norms that could be the organizations goals that lead to survival or success. The three key aspects of adaptability; perception and response to the external environment, the ability to respond to internal customers and prompt reaction to either internal and external customer, are likely to have an strong effect on an organizations effectiveness (Denison, 1989), and requires the capacity to reorganize and a laid down set of behaviours and processes that allow for organizational adaptation. The Involvement Theory This theory whose feature includes constructing the individual ability, responsibility, duty and ownership proposes that a high level of involvement and participation increases a sense of ownership and responsibility (Denison, 1989). Here, employees are meant to be involved in decision making and have a reasonable degree of autonomy, and this could lead to higher performance. The Mission Theory The mission of the organization provides rationale and meaning by defining a social responsibility. Provided the organizations purpose is understood and used to guide the behaviour, discussions and decisions of the members,it leads to greater commitment and effective performance (Denison, 1989). A second major influence that mission affected on organization performance is the direction and clarity. It is the long term development for the corporation. Evidently, mission gives a clear trend and objectives for the members and organization that is provided to identify the appropriate course of action. Success according to Denison (1995) is more likely when it is goal directed. The definition of common goal shall coordinate well with the structured a positive organizational behaviour. The Consistency Theory Positive culture such as a shared beliefs, values and symbols among the organizations members will allow them to coordinate their actions, but this must be done continually. The basic concept of this theory is that inherent control systems based upon internalized values are a more successful means of achieving coordination than external controls systems which are based on explicit rules and regulations (Denison, 1995). Consistency is the necessary basis of power, direction, formation and integration and can generate an internal system depending on the support of all involved. Most effective organization seems to merge the consistency and involvement principles in continual cycles. (Denison, 1995) 2.5 MEASURING CORPORATE CULTURE Organizations are meant to understand their existing corporate culture before deciding to develop or make changes to their organizations strategy. Measuring corporate culture in the organization is the greatest technique to develop the understanding. Qualitative method can be used to study the corporate culture (Siehl and Martin 1988); however, the benefits may possibly be purchased at a cost while typically the gathered data cannot structure the basics for systematic contrasts. Corporate culture can be examined theoretically through contrasts among the departments in the organization, it is also very important to contrast the memberÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¸s reply with the organization to understand the feature of culture. Data can be gathered from various departments in the same corporation which will assist in the contrast. There are a variety of ways of measuring corporate culture depending on the cultures makeup. The cultures elements can be observable, for instance quantitative methods or conscious like behaviors and values. Corporate culture was defined in previous sections as behaviors, norms and values, which lay emphasis on the conscious elements. It can also be measured using the combination of qualitative and quantitative methods, which includes interviews, questionnaire and surveys, to examine and the cultural trend (Rosseau 1990). According to (Xenikou and furnham 1996), the questionnaires must be used in order to measure organizational culture. Learned scholars, Researchers and also managers are using questionnaire in measuring corporate culture, since they are keen on understanding and amending corporate culture where necessary. Several empirical studies have been conducted to measure quantitatively corporate culture which was done by various researchers; for instance (Cooke and Laffertys 1989) developed a culture questionnaire in Organizational Culture Inventory, while (OReilly et al, 1991) developed Organizational Culture Profile. Denison and William Neale has developed the Denison Organizational Culture Survey which is used in testing the link among corporate culture and financial performance measures such as profitability, improvement, market share, growth of sales, values and the satisfaction of employees. This research will be based on Denisons questionnaire, and will be used to find the relation between corporate culture and customer satisfaction in the retail sector using (ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦) 2.6 IMPACT OF CORPORATE CULTURE ON ANY ORGANIZATION In recent times, corporate culture has captured the attention of many organizations due to its effect on the organizations achievement. Researchers such as (kotter and heskett 1992) believed that there is a long lasting effect of corporate culture on the performance of the organizations. (Schwartz and davis 1981, choe 1993, Rashid and anantharaman 1997 ) supposed that there a relationship between organizational strategy and corporate culture, especially in the application in an organization of a particular strategy. Corporate culture is one of the most significant elements in the range of the behavior performance in any organization, particularly in understanding the structure of the organization. This means that the success or otherwise of the organization in accomplishing its objectives and target was influenced by the corporate culture. 2.2 Customer satisfaction Survival in todays highly competitive markets means that it is imperative that organisations have to provide services that lead to highly satisfied and loyal customers (Westbrook and Oliver, 1991). Customer satisfaction is currently the new standard by which customers are measuring business performance Nagel and Cilliers (1990, p. 4). Customer satisfaction is an organizations capacity to create awareness, attention and retain customers and also to develop customer relationship over a certain period of time. Most at times, it is often seen as the satisfaction benefited from the products or services of an organization. In addition, it is considered to be the key to a successful and long-term competitiveness. The understanding of customer satisfaction is the means of realizing the customers expectations, a source for gaining, retaining and studying organizational effectiveness in the course of service delivery. All organisations are confronted with the challenge of discovering the critical factors that influences customer satisfaction and loyalty (McDougall and Levesque, 1992) and can decide on the actions necessary in meeting customer desires if it understands perceptions. In Deshpande et al.s (1993, p. 27) definition, customer orientation is: . . . the set of beliefs that put the customers interest first, while not excluding those of other stakeholders such as owners, managers and employees, in order to develop a long-term profitable enterprise. (Slater and Narver, 1994) sees customer orientation as basically associated with customers welfare, listening to the voice of the customers and delivering service and solutions based on their best interest and wants. In recent years, several researchers have opined that organisations centering their activities on the needs of their customers perform better than those companies that do not, will more likely to meet long-term goals and increased financial performance (Homburg et al., 2002; Lytle and Timmerman, 2006; Narver and Slater, 1990). According to Darby et al.s (1997), the level of customer satisfaction can be measured through the extent to which employees show customer service orientation. Fornell et al. (1996, p96) highlight the significance of the relationship between customer satisfaction and perceived value. They identified three backgrounds of customer satisfaction as perceived value, perceived quality, and customer expectations. Some other literature also supports the relationship between customers perceived value and customer satisfaction (Hellier et al., 2003). According to (Eggert and Ulaga, 2002), perceived value can either be pre- or post-purchased as customers seek additional benefit in contrast to the cost at the time of purchase of a product or service. (Ambro and Praprotnik, 2008), argued that customer satisfaction is a concept that cannot be universally used as its meaning is based on different conditions and different points of view and is the result of individual customer judgments. Several other researchers of customer satisfaction have introduced different concepts and different views of organizational performance outcome. In Rust et al.s (1996) opinion, customer service is seen to be all about perceptions. This is more so since service cannot be tested before it is sold, and can neither be stored, returned nor exchanged. Based on this, customers understanding of service experience and interpretation of it is the crux of the matter (Gro ¨nroos, 2001; Ross, 1995). Wilson (2002) opined that customer satisfaction is vague and complex in nature, and is generally comprised of various components measured with different methods under different conditions. ONeill and Palmer (2004) see customer satisfaction as a cognitive concept and as a state of the mind. Edvardsson (1996) argues that customer satisfaction is an individualistic concept which is uniquely understood by individual customers. This paves way for the assumption that customer satisfaction can be understood to be a web of psychological, social and physical variables, which is associated with the perceptions of a satisfied customer. Anderson, Fornell, and Lehman (1994) argue that customer satisfaction is first and foremost an emotional state of mind and the outcome of the long-term relationship between customers and service providers. Ning-jun Zhang et al (2007) show that employees are to an extent emotionally dependent on the organization and this encourages their efforts to satisfy customers. Parasuraman, Zeithaml Berry (1988) see customer satisfaction in terms of qualitative and quantitative elements of the service. Zeithaml Bitner (2000) suggested a simpler definition of customer satisfaction based on the level of customer needs and expected satisfaction, which directly affects the degree of customer dissatisfaction. (Bolton and Drew 1991; Parasuraman; Zeithaml, and Berry 1988) opined that customer satisfaction is used to measure future customer expectations while quality measures future customer service expectation, the outcome they say is this they say is the relation between expectations and performance. According to (Ambro and Praprotnik, 2008), there has been the emergence of two definitions of customer satisfaction. The first type defines customer satisfaction as an outcome of a buying experience (Westbrook and Reilly, 1983), while the second definition sees customer satisfaction as a benchmark between the actual purchase and the purchase expectations of the customer (Hunt, 1977). Researchers have found a strong and positive relationship between customer satisfaction and intentions to repurchase (Anderson and Sullivan, 1993; Mittal and Kamakura, 2001; Oliver, 1980). Nonetheless, the connection between satisfaction and actual loyalty behavior is still ambiguous, and the relationships that occur between satisfaction, intentions and actual behavior is still confusing (Rust et al, 1995) Regardless of its complexity, customers do not have any problems with the definition of satisfaction even if it is not deliberately explained (Gupta and Zeithaml, 2007). This is the reason it is so important that the management of a service organization primarily sees the customers point of view of the organisations strength that results in delivering the service that fulfils the customers social, personal and physical expectations regarding service quality. Service organizations must consider customer satisfaction as a key leverage point to differentiate themselves from other organisations (Gillespie et al, 2007). Customer satisfaction is the outcome of his or her needs and expectations which influence the interaction with service providers and other customers. The quality of this interaction impacts customer decisions to repurchase the service, his retention and the intention of the customer to recommend to other potential customers and finally to pass on useful information about the service quality and delivery. Customer satisfaction is related to different ways of interacting with the environment. A positive recommendation is a social interaction, which is positively related to customer retention, reduces transaction costs and increases long-term profitability (Jamieson, 1994, Mackey, 2005). Word of mouth has great communication power because it is a direct transmission of customer satisfaction to other potential customers. Weinberger, Allen and Dillon (1981) and Herr et al (1991), are convinced that word of mouth is more important than information about service generated by marketing activ ities. The communication power of word of mouth is manifested when the service provider fails to meet the complaints of the customer or his reactions are not congruent with the customer demands. The highest importance of word of mouth is when customer reaction to the service provider is negative (Richins, 1983). The result of negative perceptions is a dissatisfied customer, who rarely decides to repurchase the service from the same provider (Newman and Werbel, 1973). The worst case is when a customer refuses to buy another service from the same provider (Fitzgibbon and White, 2007). Word of mouth is closely related to the customer intentions to repurchase the service (Gupta and Zeithaml, 2007). Customer satisfaction in service industries To survive in highly competitive markets, organisations need to provide services that yield highly satisfied and loyal customers (Westbrook and Oliver, 1991). As Nagel and Cilliers (1990, p. 4) claimed, customer satisfaction is currently the new standard by which customers are measuring business performance. Satisfied customers are more inclined to be loyal, producing several benefits for organisations (Asif and Sargeant, 2000; Hansemark and Albinsson, 2004; Reichheld and Sasser, 1990). First, repeat business generates income. Second, it limits costs related to acquiring new customers, such as advertising, promotion and start-up activities. Third, satisfied customers often spread the good news and recommend products and services to others. Consequently, customer satisfaction is considered to be a key to organisational survival (Jones and Sasser, 1995), as well as increased market share (Rust et al., 1992) and profitability (Heskett et al., 1994). All organisations are faced with the challenge of identifying the critical factors that determine customer satisfaction and loyalty (McDougall and Levesque, 1992). Nevertheless, the service industry has several particularities that need to be taken into account. Services are more or less intangible, their production and consumption are inseparable, and customers are at least to some extent active participants in their production process while service production and consumption are simultaneous (Gro ¨nroos, 1982, 1988). Moreover, due to the fact that the production process of services involves employee-customer interaction, it is hard to ensure consistency and reliability (Haysa and Hill, 2000; Jun et al., 1998). For all these reasons, customers perception of the service experience is frequently the only way accurately to estimate quality level of services provided (Babakus and Mangold, 1992). This is probably the reason why the argument that customers are greatly influenced by their interaction with employees when assessing services provided is gaining increased recognition within the services industry (Boshoff and Tait, 1996).

Loyal Disobedience - A Social Tract of Euripides in Medea...

Loyal Disobedience-A Social Tract of Euripides In ancient Greece the females were considered to be conniving and deceiving whisperers, and men almost never trusted their wives. The ideal woman was an obedient and placating wife. They believed that the female should be strong but still yield to the power of the male in charge, whether it was older brother, father, or husband. Euripides often used females in uncommon ways; he did not simply show them as complacent animals. Women in Euripides plays were used for social commentary. They were not just simple characters; they could be both agathos and kakos. The females in the works of Euripides were extremely strong and devious and they were loyal but at the same time†¦show more content†¦Having no other option Menelaos goes to the house of Theoklymenos to beg for food. He is turned away and Helen enters the scene having just returned from the oracle. They meet each other and it is not love at first sight as Helen was promised. Nevertheless Menelaos soon believes tha t his new-found wife is the real Helen.. She has remained loyal to him unlike his deceitful apparition. He wants to take her away and she disobediently refuses. Helen comes up with a plan of her own to reunite the two, a unique twist in the typical hero-rescues-damsel story. The roles have been changed and Helen is in charge. She, like Thenoe, is not an obedient female-she is loyal. Helen then turns to Theoklymenos and play-acts as if her husband has died. She feigns obedience to her (soon-to-be) husband to lure him into allowing the plan to work. My new-found husband I am duty bound to revere the memory, the intimacy of my first marriage. Ive loved Menelaos so much that I could die with him-but then what benefit would my death bring him in death? ...And for your kindness to me and to Menelaos you shall find me exactly the sort of wife that you deserve (Helen 1492-1501). She is placating the Egyptian king with stories of how she wishes to honor the passing of Menelaos. She is portraying the qualities most commonly considered to be agathos in a female. She is

International Banking and Finance Market Volatility and Learning

Question: Describe about the International Banking and Finance for Market Volatility and Learning. Answer: The daily FX rate changes have been recorded for China (CNY), Europe (EUR), Japan (JPY), Malaysia (MYR), New Zealand (NZD) and USA (USD) The calculation of the Average return, Standard deviation and Value At Risk of 95% confidence level has been calculated in the table below Average 5.8 0.7 87.7 3.0 1.2 0.9 Standard deviation 0.8 0.1 6.9 0.1 0.1 0.1 Value At Risk 6.8 1916.2 1816.4 0.9 0.0 6.3408 Annual Average return depicted above is highest in case of Japanese Yen which is given as 87.7, which implies that percentage used in reporting the daily FX rate form of the four year. Standard Deviation from the given calculation is 6.9 which is also in case of Japanese Yen which implies that risk in case of Japanese Yen is the highest, which further says that If the investment is done in the Japanese Yen the person will be facing a high degree of risk. Moreover, in Europe, Malaysia, New Zealand and USA currencies have very less risk. Someone can think of investing on that currency easily as people only goes for those investments whose risk will be less. In the view of Correlation, it can be said that there is negative relationship existing in case Europe and Japan as well as Japan and Malaysia which says that these two currency do not depend on one another, whereas rest of the Correlations are positive which says that they are depending on one another. The highest FX rate is 150 JPY in 12 April 2013 and lowest FX rate is 0.6169 EUR in 21 September 2015. VAR represents or measure risk of volatility of the given currency. One of the most important issues with the volatility is that it does not care about the direction of the investment. VAR of European currency is coming to be highest so at 95% of the confidence level EUR has the highest risk. Reference List: Adam, K., Marcet, A. and Nicolini, J.P., 2016. Stock market volatility and learning.The Journal of Finance,71(1), pp.33-82. Chkili, W. and Nguyen, D.K., 2014. Exchange rate movements and stock market returns in a regime-switching environment: Evidence for BRICS countries.Research in International Business and Finance,31, pp.46-56. Cohen, J., Cohen, P., West, S.G. and Aiken, L.S., 2013.Applied multiple regression/correlation analysis for the behavioral sciences. Routledge. Della Corte, P., Ramadorai, T. and Sarno, L., 2016. Volatility risk premia and exchange rate predictability.Journal of Financial Economics,120(1), pp.21-40. Gravetter, F.J. and Wallnau, L.B., 2016.Statistics for the behavioral sciences. Cengage Learning. Gyntelberg, J., Loretan, M., Subhanij, T. and Chan, E., 2014. Exchange rate fluctuations and international portfolio rebalancing.Emerging Markets Review,18, pp.34-44. Simmons, B.E., 2014. Average rate of change.Mathwords: Terms and Formulas. Tong, Y.L., 2012.The multivariate normal distribution. Springer Science Business Media. Willick, K., Storer, B. and Wesolkowski, S., 2013, June. A new principal curve algorithm and standard deviation clouds for non-parametric ordered data analysis. In2013 IEEE Congress on Evolutionary Computation(pp. 1459-1466). IEEE. Zhang, S., Liu, J., Kato, N., Ujikawa, H. and Suzuki, K., 2015, June. Average rate analysis for a D2D overlaying two-tier downlink cellular network. In2015 IEEE International Conference on Communications (ICC)(pp. 3376-3381). IEEE.

The Great Gatsby and Citizen Kane Essays - Citizen Kane,

The Great Gatsby and Citizen Kane Americans dream of a successful marriage, family, successful job, and own a Victorian-style home with a white picket fence and an oak tree with a swing tire in the front yard. The accessories add to the package according to the individuality of the American Dream. And, perhaps along with the melting pot includes the entangled extremes of each American's dream; the degree of the Dream is now ambiguous in terms of boundaries. Perhaps the American Dream varies for the individual as the individual varies. Charles Foster Kane possessed everything the materialistic man could hope for. Kane had more money than he could count, power, a successful job, women at the crook of his arm, and expensive possessions some men would go to the extremes to have. Yet, Charles constantly had a vast void within him. The most important element Kane lacked was the single thing he couldn't have; that...

How to Make a Solar System Model

How to Make a Solar System Model A solar system model is an effective tool that teachers use to teach about our planet and its environment. The solar system is made of the sun (a star), as well as the  planets  Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto, and the celestial bodies that orbit those planets (like moons).   You can make a solar system model out of many types of materials. The one thing you should keep in mind is scale; you will need to represent the different planets according to differences in size. You should also realize that a true scale will probably not be possible when it comes to distance. Especially if you have to carry this model on the school bus. One of the easiest materials to use for planets is Styrofoam © balls. They are inexpensive, lightweight, and they come in a variety of sizes; however, if you intend to color the planets, be aware that regular spray paint in a can often contain chemicals that will dissolve Styrofoam - so it is best to use water-based paints. Types of Solar System Models There are two main types of models: box models and hanging models. You will need a very large (basketball sized) circle or semi-circle to represent the sun. For a box model, you could use a large foam ball, and for a hanging model, you could use an inexpensive toy ball. You will often find inexpensive balls at a one-dollar type store. You can use affordable finger paint or markers to color the planets. A sample range when considering sizes for planets, from large to small, might measure: Jupiter (brownish with a red spot): 4 - 7 inchesSaturn (yellow with red ring): 3 - 6 inchesUranus (green): 4 - 5 inchesNeptune (blue): 3 - 4 inchesVenus (yellow): 2 inchesEarth (blue): 2 inchesMars (red): 1.5 inchesMercury (orange): 1 inch Please note that this is not the right order of arrangement (see the sequence below.) How to Assemble the Model To make a hanging model, you can use straws or wooden  dowel  rods (like for grilling kebabs) to connect the planets to the sun  in the center. You could also use a hula-hoop toy to form the main structure, suspend the sun in the middle (connect it to two sides), and hang the planets around the circle. You can also arrange the planets in a straight line from the sun showing their relative distance (to scale). However, although you may have heard the term planetary alignment used by astronomers, they do not mean the planets are all in a straight line, they are simply referring to some of the planets being in the same general region. To make a box model, cut off the top flaps of the box and set it on its side. Color the inside of the box black, to represent space. You might also sprinkle silver glitter inside for stars. Attach the semicircular sun to one side, and hang the planets in order, from the sun, in the following sequence: MercuryVenusEarthMarsJupiterSaturnUranusNeptune Remember the mnemonic device for this is: My very educated mother just served us nachos.

My summer place(after I read once more to the lake) Essay

My summer place(after I read once more to the lake) - Essay Example My two brothers and I would visit Crystal Lake twice a year, usually during our summer break. The years had passed, and the inevitable had happened, we had all grown apart. One of my brothers moved to the east, the other to the west, and we hadn’t spoken in quite some time. It was the morning of my birthday. I was staring out the window at the rain pouring from the ceilings of the heavens, covering the streets turning them into a swarm of distant rivers. I lay on my bed dreaming about the calmness of the lake and the never ending beauty that I for so long had seemed to have forgotten. For it was now only a dream inside my empty soulless mind. Too many years had passed and too many things had been forgotten. The memories were now merely a torn out page of an old book I had lost. And I too, just like that book, had been lost as well. The thoughts circling around in my head, like a dusty wind storm, started to give impressions of eagerness. I knew deep down inside me, that I couldn’t just sit here, on my birthday, again. I collected all of my unorganised thoughts and compiled them into one, sensible plan. I decided that I would venture off back to Crystal Lake. If I didn’t go, I knew I would eventually be driven to insanity. I also determined that I would give my brother’s a call. I hadn’t spoken to them in years, but I knew that Crystal Lake wouldn’t be the same as it was back when we were young without them. Unfortunately, neither brother was home when I called, so I left a message on their answering machines. I informed them that I would be returning to our spot, although I doubt they cared. But that wouldn’t stop me. I would still go on my quest back to Crystal Lake. I packed all of the relevant camping equipment, my large tent which I had kept all these years, together with an assortment of blankets. I had never been much of a fisherman, so I decided to prepare some food to take with

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words

Discussion Board Post Response - Essay Example For instance, many of the employees look demoralized in their activities as they feel devalued as their contributions in terms of input to the budget formulation does not matter (Zelman, McCue and Glick, 2009)). There is however one issue in particular I am interested in and would want you to clarify. Does your organization has a specific way of collecting employees, supervisors, and lower-level managers ideas or contributions to the budget? Does it happen during weekly meetings or do the employees forward their contributions or input to their supervisors who then forward it to the top managers? Martusciello, your post was interesting and I learnt a lot from your research. I had not imagined that a change in staffing matrix could be reason enough to deviate from a budget as you have noted in your post. It is true that when cases where some of the staff resigns or are on leave puts the management in a hard situation whereby they have to hire new employees temporarily. This according to Zelman, McCue and Glick (2009) translates to additional expenses as such expenditure in terms of salaries for the temporary staff is not initially planned. I also agree that unplanned situations such as an influx or surge in the number of patients could cause deviation from a budget. Your organization did the right thing to employ the additional eleven nurses to float to units. I am interested to know, did the surge in patients affect the nurses in any way in terms of burnout and elevated stress levels? Zelman, W., McCue, M., & Glick, N. (2009).Financial management of health care organizations: An introduction to fundamental tools, concepts, and applications(3rd ed.). Hoboken, NJ: Jossey-Bass. Retrieved from the Walden Library

Communication and Interpersonal Skills Reflection

Communication and Interpersonal Skills Reflection The aim of this report is to look at a critical incident that occurred in placement and relate this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice Reflection is part of reflective practice and a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001). This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. The incident that was chosen was so for the reasons that the situation made the student aware of inadequacies on his own part and those of the staff on the team, which made him reflect upon the situation and how this could be learned from, so as not to make the same mistake again. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice, there are several models of reflection available. All can help to direct individual reflection. Reflective models, however, are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) model reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Another model, Schon (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance future practice. Terry Bortons (1970) 3 stem questions: What?, So What? and Now What? were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an experiential learning cycle, and added trigger questions that can be used to complete the cycle. However, Driscoll (2006) notes that reflective practice is often represented as a choice for health professionals, whether to be reflective or not to be, about their clinical practice. Finally, Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what one would do if the situation arose again. In spite of all these models advantages, there are known barriers which prevent practitioners being able to reflect effectively and time plays a huge role. Smyth (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are involved in. CHOSEN MODEL In this report, I have chosen to use Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance and I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident; and consists of six stages to complete one cycle. Its cyclical nature starts with a description of the situation. This includes e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing. Next is to analysis of the feelings that is, trying to recall and explore those things that were going on inside your head? The third stage is an evaluation of the experience; making a judgement regarding the reasons behind the event and its possible consequences. The fourth stage is an analysis to make sense of the experience. At this stage the event is broken down into its component parts so they can be explored separately. The fifth stage is a conclusion of what else could I have done; the creation of insight through the reflective process towards individual roles within the event being considered. And final stage is an action plan to prepare if the situation arose again. That is, recognitions leading towards behavioural adjustments where faced with similar events in the future (NHS, 2006). The use of this model represents a fundamental shift from the ideas of Kolb in that Gibbs model specifically refers to the key processes within reflection itself, rather than as reflection as a process within general learning. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). The experience gained in this can then be used to deal with other situations in a professional manner. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Context of incident In the scenario the patients name will be given as Xst. The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered. I will finally reflect on what actions I will take in order to ensure my continued professional development and learning. Xst is 55 year old woman who has a 10 year old daughter. She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care under supervision. Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008). Description Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I was asked to call a meeting of the multi-disciplinary team (MDT) who, at the meeting agreed that there would be a problem if the next injections were missed. At the next clinic, we waited for about an hour but she failed to attend. At a subsequent meeting with the patient, she agreed a joint visit with the CPN, my mentor and me to re-assess her condition and consider if it was necessary to refer her case to the Consultant. I was given the opportunity to participate in the assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well and indeed, had no insight into her illness and was in denial (Barker, 2004). However, the patient had been very upset because of the lack of communication and interpersonal skills that the staff and the student had displayed. I talked to Xst about her non-concordance with her medication, whilst stroking her hand but she persisted in saying she was well. I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse. We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Xst or could cause her readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members. However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Xst failure to comply with the treatment regime. From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008). The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt. What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it. I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine. During the first MDT meeting, I felt that we did not provide enough time to freely interact with Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources. Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the author was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. The behaviour of the person listening to the person who is talking is important during the interpersonal process (Burnard, 1992).The author used touch to convey support, genuineness and empathy, which is essential for the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). Carl Rogers (1967, cited by Betts, 2002, in Kenworthy et al, 2002) recommended three principal conditions necessary for effective counseling: empathic understanding, congruence or genuineness and unconditional positive regard. The terms genuineness and congruence ar e used interchangeably and used to describe the helper always being real in the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). I found it difficult to communicate with the patient initially because I did not understand her condition ( Adams,2008). It was also difficult for me not to take her behaviour to heart and show emotion at the time and thought this to be a failure. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient, the principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001). All these transactions were recorded in Xsts care plan file and on computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009). The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnightly visits t o the clinic. Her mental condition was improved. She was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. However, Bulman Schutz (2008) argue that this failure is to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care. Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems. Whilst talking I attempted to use Egans SOLER (Egan, 1990, cited in Burnard, 1992).The SOLER acronym is an aid to identifying and remembering the behaviours that should be implemented in order to promote effective listening (Burnard, 1992). I Sat facing Xst; assumed an Open posture; Leaned towards Xst slightly (in order to express interest); maintained Eye contact and attempted to appear Relaxed, as advised by Egan. During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions. My mentor explained that a patient with schizophrenia can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about schizophrenia and I am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity. Therefore, nurses must ensure they are effective communicators. I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Xst I have realised that a good background information and feedback about mental health problems before providing care to clients can assist in accurate diagnosis and progress monitoring. A good relationship between client and staff nurse is therapeutic and help in building trust. This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation. From the experience, I feel the knowledge I have acquired will aid me in future practice should such situation arise again. Action Plan So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need To improve my knowledge about patients illnesses and the risks of relapse associated with not taking medication. To identify and have good background information and feedback about patients mental health problems before providing care to them. To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. To have effective communication with the patients and other members of the multidisciplinary team and being prepared. Planned action to meet these learning needs I aim to read books about different illnesses and causes of relapse and to read my patients notes. I will be talking with senior members of staff and allocating time to talk to patients and their relatives and participating in the ward round. Finally, I will have regular meetings with my clients. Target time to meet the learning needs I hope by the end of third year and some will be on-going skills to develop throughout the training. CONCLUSION I have clearly demonstrated that by using a reflective model as a guide, I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. Nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what some writers refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. The invaluable use of non-verbal communication has now become clearer to the author. The author believes he has become more self-aware regarding his own non-verbal communication and hopes that in the future he will use his communication skills to become a better advocate for the patient in his care. The aim of this report is to look at a critical incident that occurred in placement and relate this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice Reflection is part of reflective practice and a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001). This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. The incident that was chosen was so for the reasons that the situation made the student aware of inadequacies on his own part and those of the staff on the team, which made him reflect upon the situation and how this could be learned from, so as not to make the same mistake again. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice, there are several models of reflection available. All can help to direct individual reflection. Reflective models, however, are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) model reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Another model, Schon (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance future practice. Terry Bortons (1970) 3 stem questions: What?, So What? and Now What? were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an experiential learning cycle, and added trigger questions that can be used to complete the cycle. However, Driscoll (2006) notes that reflective practice is often represented as a choice for health professionals, whether to be reflective or not to be, about their clinical practice. Finally, Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what one would do if the situation arose again. In spite of all these models advantages, there are known barriers which prevent practitioners being able to reflect effectively and time plays a huge role. Smyth (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are involved in. CHOSEN MODEL In this report, I have chosen to use Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance and I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident; and consists of six stages to complete one cycle. Its cyclical nature starts with a description of the situation. This includes e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing. Next is to analysis of the feelings that is, trying to recall and explore those things that were going on inside your head? The third stage is an evaluation of the experience; making a judgement regarding the reasons behind the event and its possible consequences. The fourth stage is an analysis to make sense of the experience. At this stage the event is broken down into its component parts so they can be explored separately. The fifth stage is a conclusion of what else could I have done; the creation of insight through the reflective process towards individual roles within the event being considered. And final stage is an action plan to prepare if the situation arose again. That is, recognitions leading towards behavioural adjustments where faced with similar events in the future (NHS, 2006). The use of this model represents a fundamental shift from the ideas of Kolb in that Gibbs model specifically refers to the key processes within reflection itself, rather than as reflection as a process within general learning. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). The experience gained in this can then be used to deal with other situations in a professional manner. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Context of incident In the scenario the patients name will be given as Xst. The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered. I will finally reflect on what actions I will take in order to ensure my continued professional development and learning. Xst is 55 year old woman who has a 10 year old daughter. She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care under supervision. Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008). Description Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I was asked to call a meeting of the multi-disciplinary team (MDT) who, at the meeting agreed that there would be a problem if the next injections were missed. At the next clinic, we waited for about an hour but she failed to attend. At a subsequent meeting with the patient, she agreed a joint visit with the CPN, my mentor and me to re-assess her condition and consider if it was necessary to refer her case to the Consultant. I was given the opportunity to participate in the assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well and indeed, had no insight into her illness and was in denial (Barker, 2004). However, the patient had been very upset because of the lack of communication and interpersonal skills that the staff and the student had displayed. I talked to Xst about her non-concordance with her medication, whilst stroking her hand but she persisted in saying she was well. I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse. We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Xst or could cause her readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members. However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Xst failure to comply with the treatment regime. From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008). The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt. What was not good about the experience was the fact that my