Twelve Angry Men Justice and Law - Free Essay Example

Sample details Pages: 5 Words: 1550 Downloads: 4 Date added: 2019/04/12 Category Art Essay Level High school Tags: 12 Angry Men Essay Film Analysis Essay Did you like this example? In the film 12 irate men a gathering of legal hearers are given the errand of choosing a decision for an 18-year old kid who is blamed for killing his dad. At first look the case is a simple scenario. There is one hearer, legal hearer number 8, who isnt persuaded that the kid is blameworthy. Don’t waste time! Our writers will create an original "Twelve Angry Men: Justice and Law" essay for you Create order Whatever remains of the gathering attempts to refute attendant number 8. As the film advances it turns out to be all the more an investigation of the legal hearers unpredictable identities and through all the consideration they discover the respondent not blameworthy. The gathering of members of the jury every interpretation of their own job and together experience huge numbers of the parts of gathering elements we have talked about and learned in class. As the members of the jury go into the pondering room they encounter the shaping phase of Tuckmans 5 Stages of Group Development. The legal hearers began to banter with one another discussing some inconsequential things and a few things identified with the case. This was the beginning of their gathering. They currently had an assignment to finish, so they began to become more acquainted with one another. One of the qualities of the framing stage from the Stages of Team Development handout is, dialogs about what data should be assembl ed. The gathering did this when they all went around and gave their thinking of why they said the kid was blameworthy. A great part of the juror personality turned out amid this point in the film. Legal hearer number 7 built up himself as the pressure reliever, a job from the Functional Roles of Group Members Handout. He utilized silliness all through the motion picture to help up the disposition or to help make his point. At times it was useful, yet most occasions it was unhelpful. In William Worsmorths article When Does a Group Look Like a Groupie states all bunches require a bit of cohesiveness; else the gathering would break down and stop to exist as a gathering. Hearer number 1 played the job of the gathering facilitator. He ensured the gathering was keeping focused and getting along enough to remain focused. I figure he didnt do the best employment as a facilitator; there were ordinarily when the gathering was off assignment and he neglected to hold the core interest. Legal hearer number 9, the more seasoned noble man, began off the motion picture filling the job of the supporter, he talked when he expected to yet generally obliged the stream of the gathering. Towards the finish of the motion picture he discovered his voice and turned into an exceptionally dynamic individual from the gathering. In this film the gathering rapidly discovered clash. Hearer number 7 was the hero of the group.He couldnt help contradicting every other person and through his difference assumed control over the gathering. All consideration was on him whatever remains of the gathering had an undertaking to persuade him that the kid was blameworthy. Now in the motion picture the gathering moved into the raging stage. There Was a great deal of aggravation caused and much contradiction going on. The gathering spent for a moment in the raging stage. They on occasion would climb to the norming stage however never remain for to long. Struggle emerges from contrasts between people this statement came from the Resolving Team Conflict Handout. This gathering of legal hearers is very different from each other. They experience much clash amid the film. Diverse identities clashed during the motion picture and contrasts of conclusion created animosity between gathering individuals. A considerable lot of the cont entions were settled utilizing the venting technique. This technique as depicted in the Working with Group Conflict Article as, goading the gatherings with inquiries to motivate them to account for themselves and thus settling the contention between members of the jury. There were several the members of the jury who settled clashes between different legal hearers all through the film. At the point when member of the jury number 8 had the gathering assist him with demonstrating elderly person getting out if his bed and strolling to his way to see the kid come up short on the building, the gathering achieved the performing stage. Notwithstanding they exhibit was finished. The gathering finished an errand. This was a urgent point in the film. The gathering turned out to be exceptionally isolated. There were still come legal hearers who were persuaded the kid was blameworthy, however an ever increasing number of individuals where persuaded that the proof isnt sufficient. Presently there were just about two gatherings. They were contending with one another for who had the most ideal approach to finish the assignment, to concoct a decision. There was some insubordinate partition inside the gathering. Following the trial the vote moved toward becoming for not blameworthy. Now the gathering came back to the norming stage. The legal hearers began to acknowledge each others perspectives they tuned in to one another. This is a normal for the norming stage. Legal hearer number 8 hardened himself as the pioneer now in the motion picture. The jury was around 8-4 for not liable. He tended to another part of the proof and demonstrated it was bad enough proof to convict the kid. He at that point circumvented the room and asked the people who were still for a blameworthy decision what they thought. Everything except one changed their vote to not liable. This was a major defining moment for the group.They all of a sudden were all in agreement however one. There was no all the more contending, or quibbling forward and backward. The main legal hearer who was talking was the member of the jury who was still for a blameworthy verdict.The lions share of the gathering was all in agreement, they all concurred with one another and together took a gander at the last legal hearer. Now I trust they achieved the performing stage once more. They were progressing in the direction of the errand of transforming one legal hearers mind. They had defeated the decent variety of the gathering; they had all been able to know one another. They had traversed the shaping, norming and raging phases of Tuckmans 5 Stages of Group Development.After the last hearer had changed his vote to not liable the gathering turned in their choice and achieved the last stage, suspending. The gathering had achieved accord on the decision. Nobody changed their vote simply go escape the room. Everybody all alone had changed their vote from blameworthy to not liable. They achieved accord through the voting in favor of agreement technique portrayed in the Organizing Team Decision Making Reaching agreement for better decisions handout. This Group was not the most useful but rather I accept when they all left the room regardless they trusted that the kid was not liable. The gathering of members of the jury did not be separated of the gathering. They had been separated of the gathering. The dissatisfaction turned out right off the bat in the film as the experienced the framing stage. At that point after the became acquainted with one another and started their thought they traveled through the norming and raging stages, sometimes getting into the performing stage for brief time frames. Be that as it may, toward the finish of the film they played out their undertaking and deferred as a gathering. They achieved accord on the decision and all went their different ways. This motion picture was an incredible case of a gathering loaded with decent variety and clashing identities, however they could meet up and finish the job that needs to be done. The two pioneers in this motion picture were the foreman and legal hearer number 8. The foreman was the pioneer naturally. He was given the job of facilitating the discussion and keeping the gathering on undertaking. He did this all through the motion picture in a genuinely aloof way. He didnt get the most regard from the gathering yet he worked to perfection of encouraging the gathering and controlling them to their ultimate choice. I trust the genuine pioneer of the gathering was hearer number 8. He was who the entire gathering looked to all through the motion picture. It was exceptionally clear toward the finish of the motion picture. He played the job of asking the members of the jury what their vote was, and asking them to clarify for what good reason. The foreman ventured down and attendant number 8 assumed control. At the simple end of the motion picture when the last legal hearer was settling on his choice they all looked to member of the jury number 8 to persuade him. He was the one asking the last member of the jury for what valid reason he thought the boy was liable and proves it to whatever remains of the legal hearer. Attendant number 8 was not named a pioneer, but rather played the job of the pioneer by they way he held himself. He tuned in to everybodys feelings with deference and pushed the legal hearers to clarify their contemplations and ensured everybody was tended to. He was the genuine pioneer of the gathering, without him the jury would have settled on the fast choice to send the boy off to die without hesitation.

Analysis Of The Book The Outsiders By Bys.e Hinton

Nowadays, even though our society is less stereotypical, people are still classified into groups based on wealth or others, this could create conflict between groups. In the book, The Outsiders, written by S.E Hinton, the Socs are a high class based on people’s wealth, and the Greasers are a lower class because this group has a very low level in money. The characters should not be classified and placed into specific social groups because different classes can lead to conflict between people, cause depression and anger. There are three main points to support this argument. Firstly, Dally decides to kill himself because of his fearful struggles on the social groups and the death of Johnny. Secondly, Randy has no more force to fight with the Greasers because Johnny killed his best buddy, Bob. Thirdly, the Socs and Greasers are dissimilar social groups with different classes, this may result in battles between each other. First of all, Dally will be discussed about the conflicts h e suffered. To start off, Dally kills himself because of the conflicts between the two groups and the death of Johnny. Firstly, Ponyboy and Johnny left to hide in the church from the Socs due to a violent incident between the groups. When the church catches on fire, Johnny saves numerous children who are trapped inside. Unfortunately, Johnny’s back is badly injured and later dies in the hospital. These events that lead to the death of Johnny can cause depression to the Gang, specially Dally, since he

Pancreatitis Medical Report free essay sample

Mr. Tabouya was diagnosed with Cystic Fibrosis and Pancreas Divisum at birth. These diseases have caused the patient to have Gallstones which were found and removed by ERCP 2 years ago. During the administering of the procedure the physician discovered the patient to have a pancreatic pseudocyst. The treatment for this condition was drainage with an endoscope. The onset of Hypertension (high blood pressure) was detected in the patient 5 years ago and he has been taking Furosemide (lasix) since the detection. He has also been taking Azathioprine for help with his weak immune system and to aid his rheumatoid arthritis. The patient’s history also shows low levels of triglyceride and was diagnosed with Hypertriglyceridemia, and has a severe case of pancreatitis. The patient may have a history of alcoholism. Due to the patient being obese, blood tests were ordered and the findings of elevated levels of lipids and too much calcium were noticed. We will write a custom essay sample on Pancreatitis Medical Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Therefore the diagnosis of hyperlipidemia and a reasonable recognition of hypercalcemia were established. Because of the new and pre-existing conditions another blood test was ordered to check the insulin levels. We determined there was a decreased level of insulin, along with a small increased level of blood amylase which is parallel to the lipase prognosis. This led us to the conclusion that the patient is suffering from severe pancreatitis. While using a Stethoscope to listen to the abdomen, the physician noticed no bowel sounds. After an abdominal CT scan was performed the patient was diagnosed with critical pancreatitis. Feasible complications involve infection in the pancreas and the onset of type II diabetes. Physician recommended a low fat diet, and prescribed oral pancreatic enzymes to help with the digestion process as well as insulin to regulate his blood sugar along with abstinence of alcohol. Surgery was mentioned to return the drainage of the pancreatic discharges.

Designing and Implementing Competency Models †MyAssignmenthelp.com

Question: Discuss about the Designing and Implementing Competency Models. Answer: Introduction The AHRI model of excellence tells us what an HR practitioner should do and what exactly is expected out of a HR practitioner. It tells us what the peer expects out of the HR practitioner. The model of excellence was developed upon survey that was conducted by the practitioner of HR from Australia and CEO. The model is used as a concrete guide for the entire human resource program that is being provided within the country. There are many Australian universities that are being accredited by AHRI; these institutions acknowledge the AHRI model of excellence as a guide to acknowledge the performances. It is a foundation for AHRI certification program (Armstrong and Taylor,2014.). The Circle of the model says that there are ten behavior and 7 capabilities that everyone should have idea about. This is a graphical explanation that a HR should have knowledge about the following. There are seven capabilities that is mentioned in the model and all these 7 capabilities are very important. In order to carry out business operations smoothly the HR should have some competencies which will help to main the human resources in the organization. These seven capabilities demand that the strategies of the business are well aligned with the capabilities. It helps to increase the performance of the business. A human resource practitioner should be with the 7 capabilities that are being mentioned in order to carry out effective business operations. It has to align with the business strategy to get the best possible results (Knowles et al, 2014). I am a very good at analyzing the situation that is I am in and I like critically evaluate each and every point before I come to any kind of solution. I am very critical and try to find the best solution possible while staying focused and calm in the particular situation. I try to look in to the future plan and strategies and accordingly try to align my ideas with those strategies. I try to develop relationship with others so that it gives me a chance to influence them in best possible way (Brewster et al, 2016). Before coming to a situation I like to analyze the situation and take time to critically evaluate the situation so that to analyze if there is a problem and if I find any problem, in that case I try to find the cause of the problem and try to solve by solving the cause. I dont come to a conclusion direct; rather I look at the situation from 360 degree view and try to find the gaps. Then I try fill in those gaps according to my analyzing power. Once these gaps are fulfilled the problems gets solve easily. I understand that the people who are in relation to functioning of a work who are also known as stakeholders and accordingly try to know their duties and there situation so that it helps to build up a strong relationship so that the duties can be carried out in a smoother way possible (Kavanagh and Johnson, 2017). I do understand what the strategies of the organization are and what their goal is and where they want to go in the future and accordingly formulate my ideas so that it gets easy aligned with each other. I can easily understand the culture and the working environment of the organization and analyze the situation to come up with better ideas which helps to deliver better results. I like to acquire knowledge as much as possible and keep my learning process continuous so that I acquire new learning which will help me cope with the upcoming challenges. I like to stay update with the present happening which helps me to anticipate future happenings so that I can stay well prepared for the future. I understand that human resource skills are very important to carry out business operations and accordingly I work in alignment with the need (Rao, 2014). I am a good advisor as a person who likes to uphold the characteristics in a way such that it is emphasized and holds a greater position in the eyes of the others. I have developed good communication so it helps me to convey any kind of message and influence people. I also understand the work place and the environment and thereby like to do research on how to make it better in all way so that it becomes a better place to carry out the work. Work place is a very important while it come carrying out the organizational activities. I understand this as important and try for the betterment of the environment of work in a best way possible. It is understandable that human resources strategies are very important for the organization and i understand that and i try to formulate strategies accordingly. The role of the human resource practitioner in an organization is varied and it is to be understood that human resource manager should carry out the duties and responsibilities very sincerely. The environment and the work culture within the organization is a very important point that should not be overlooked as it carries a very importance. There are numerous instances where the people working within the organization face many problems and difficulties and i understand those issues very minutely and always tries to solve these problems as fast as possible case. I try to find the cause of the problem and try to solve by solving the cause. I dont come to a conclusion direct; rather I look at the situation from 360 degree view and try to find the gaps. Then I try fill in those gaps according to my analyzing power. Once these gaps are fulfilled the problems gets solve easily The AHRI model of excellence tells us what an HR practitioner should do and what exactly is expected out of a HR practitioner, this model should be considered as a guide for each and every human resource practitioner. This model should be addressed thoroughly so that it get easier for hr managers to work efficiently. References Armstrong, M. and Taylor, S., 2014.Armstrong's handbook of human resource management practice. Kogan Page Publishers. Brewster, C., Houldsworth, E., Sparrow, P. and Vernon, G., 2016.International human resource management. Kogan Page Publishers. Gatewood, R., Feild, H.S. and Barrick, M., 2015.Human resource selection. Nelson Education. Kavanagh, M.J. and Johnson, R.D. eds., 2017.Human resource information systems: Basics, applications, and future directions. Sage Publications. Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014.The adult learner: The definitive classic in adult education and human resource development. Routledge. Pinto, J.K., Patanakul, P. and Pinto, M.B., 2017. The aura of capability: Gender bias in selection for a project manager job.International Journal of Project Management,35(3), pp.420-431. Rao, T.V., 2014.HRD audit: Evaluating the human resource function for business improvement. SAGE Publications India. Sanghi, S., 2016.The handbook of competency mapping: understanding, designing and implementing competency models in organizations. SAGE Publications India.

Multiple-Choice and Bimodal Essays - Solutions, Physical Chemistry

Multiple-Choice and Bimodal 1) The process of solute particles being surrounded by solvent particles is known as __________. A) salutation B) agglomeration C) solvation D) agglutination E) dehydration Answer: C 2) Pairs of liquids that will mix in all proportions are called __________ liquids. A) miscible B) unsaturated C) polar liquids D) saturated E) supersaturated Answer: A 3) The solubility of oxygen gas in water at 25 C and 1.0 atm pressure of oxygen is 0.041 g/L The solubility of oxygen in water at 3.0 atm and 25 C is __________ g/L. A) 0.041 B) 0.014 C) 0.31 D) 0.12 E) 3.0 Answer: D 4) The solubility of nitrogen gas in water at 25 C and a nitrogen pressure of 1.0 atm is 6.9 The solubility of nitrogen in water at a nitrogen pressure of 0.80 atm is __________ M. A) 5.5 B) 8.6 C) 1.2 D) 3.7 E) 0.80 Answer: A 5) The solubility of Ar in water at 25 C is 1.6 M when the pressure of the Ar above the solution is 1.0 atm. The solubility of Ar at a pressure of 2.5 atm is __________ M. A) 1.6 B) 6.4 C) 4.0 D) 7.5 E) 1.6 Answer: C 6) On a clear day at sea level, with a temperature of 25 C, the partial pressure of in air is 0.78 atm and the concentration of nitrogen in water is 5.3 . When the partial pressure of is __________ atm, the concentration in water is 1.1 . A) 0.63 atm B) 0.78 atm C) 1.0 atm D) 2.1 atm E) 1.6 atm Answer: E 8) A sample of potassium nitrate (49.0 g) is dissolved in 101 g of water at 100 C, with precautions taken to avoid evaporation of any water. The solution is cooled to 30.0 C and no precipitate is observed. This solution is __________. A) hydrated B) placated C) saturated D) unsaturated E) supersaturated Answer: E Diff: 2 Page Ref: Sec. 13.3 9) A sample of potassium chlorate (15.0 g) is dissolved in 201 g of water at 70 C with precautions taken to avoid evaporation of any water. The solution is cooled to 30.0 C and no precipitate is observed. This solution is __________. A) hydrated B) miscible C) saturated D) unsaturated E) supersaturated Answer: D 10) A sample of potassium nitrate (49.0 g) is dissolved in 101 g of water at 100 C with precautions taken to avoid evaporation of any water. The solution is cooled to 30.0 C and a small amount of precipitate is observed. This solution is __________. A) hydrated B) placated C) saturated D) unsaturated E) supersaturated Answer: C 11) The solubility of MnSO4 monohydrate in water at 20 C is 70.0 g per 100.0 mL of water. A solution at 20 C that is 4.22 M in MnSO4 monohydrate is best described as a(n) __________ solution. The formula weight of MnSO4 monohydrate is 168.97 g/mol. A) hydrated B) solvated C) saturated D) unsaturated E) supersaturated Answer: E 12) A solution is prepared by dissolving 23.7 g of in 375 g of water. The density of the resulting solution is 1.05 g/mL. The concentration of is __________% by mass. A) 5.94 B) 6.32 C) 0.0632 D) 0.0594 E) 6.24 Answer: A 13) The concentration of urea in a solution prepared by dissolving 16 g of urea in 39 g of is __________% by mass. The molar mass of urea is 60.0 g/mol. A) 29 B) 41 C) 0.29 D) 0.41 E) 0.48 Answer: A 14) The concentration of nitrate ion in a solution that contains 0.900 M aluminum nitrate is __________ M. A) 0.900 B) 0.450 C) 0.300 D) 2.70 E) 1.80 Answer: D 15) The concentration of KBr in a solution prepared by dissolving 2.21 g of KBr in 897 g of water is __________ molal. A) 2.46 B) 0.0167 C) 0.0207 D) 2.07 E) 0.0186 Answer: C 16) The concentration of lead nitrate in a 0.726 M solution is __________ molal. The density of the solution is 1.202 g/mL. A) 0.476 B) 1.928 C) 0.755 D) 0.819 E) 0.650 Answer: C 17) The concentration of a benzene solution prepared by mixing 12.0 g with 38.0 g is __________ molal.

Dying to be Beautiful essays

Dying to be Beautiful essays Beautiful or else a message often presented in society, is often detrimental to the American public. The desire to be beautiful has received more attention by blinding the public with images of the beautiful people. The extent of the message the media portrays to our society is more harmful than beneficial to the average person. The images depict the common person as unattractive which causes many to alter their figure to attain the medias vision of beauty. Unfortunately, these unrealistic pictures mostly affect self-conscious adolescents who are surrounded by images of what the media considers beautiful. Each day, adolescents are exposed to magazines with models who appear extremely emaciated along with men and women who have a perfect, muscular physique. These Calista Flockhart- and Arnold Schwarzenegger-like clones are not representatives of normal, everyday people, so they should not be considered images of beauty. However, many young adults look up to these fake role models and imitate their appearance. Due to the impact that celebrities have on individuals from the younger generations, people now find themselves bombarded by young Brittany Spears wannabes wearing tiny mini skirts and naval-bearing shirts. Seventeen magazine even has a ludicrous section on how to look like a favorite celebrity; it includes ideas as to what clothes to wear and what kind of makeup should be used. The medias influence is driven by the spending power of the younger generation and has purposefully created a superficial generation. Many teenagers and adults have gone to extremes to attain the best, often deadly, appearance possible. Millions of misguided people, including celebrities, have died due to anorexia nervosa and bulimia nervosa; they are willing to risk their job, or their life to attain the image the media expects. In 1983, Karen Carpenter, the promising lead sing ...

Interpersonal Relationships that Detract from a University Student's Essay

Interpersonal Relationships that Detract from a University Student's - Essay Example Often students may choose to please people in their immediate environment rather than completing assignments. Possible consequences include lower grades, increased stress and overall dissatisfaction with one's own academic achievement. The question arises as to how these interpersonal relationships can compromise a student's scholastic priorities. This paper will detail the effect these pressures have on academic performance and highlight some of the ways students have found to overcome these hurdles. The data supporting these claims was drawn from a set of twenty interviews conducted to ascertain a student's ability to cope to university life. The focus of these conversations was on how students combine academic and non-academic priorities to gain a balance between scholastic demands and non-academic requests for his time. The interview was conducted in a question and answer format with the questions. The questions from each interview contained strong similarities although not exactly alike. The subjects of the interviews were undergraduate students either majoring in or having a strong interest in Sociology or Child and Youth Studies. Many students have an additional minor relative to their proposed career upon graduating but the primary emphasis of students queried fell in one of these two fields. All conclusions reached in this study were arrived at by analyzing each case point by point in an exhaustive examination of files. The files contained quotes from both interviewer and students recorded exactly as spoken. Files scrutinized include students who have adapted well to external social pressures as well as those who haven't. This paper does not assume that the daily life of a student should be all work and no play. Rather, the author believes a student's university experience should also be enjoyable. Satisfaction in a student experience is directly correlated with their ability to balance studying with socializing. For example, as one student said, she wants "to find time to spend time with friends and my boyfriend but school is more important to me than these other responsibilities (Trina, 75). The most obvious diversions students face come from friends. Though well-meaning, friends may exert pressure on the student to neglect assignments. Different course schedules cause a student's deadlines to vary from that of his friends. This naturally results in conflicts between the student's free time and that of his peers. "I mean, everyone's been in that situation where all their friends are leaving to go to the bar and you feel like you're chained to your desk writing an essay" (Elizabeth, 101). Often the student is unable to resist the urge to please their friends. The dilemma faced is described as "going out, that's a big thing so far, and like, I find that I cave in a lot, too, to people" (Marta, 234). Rejecting social invitations too many times can cause a student to be perceived as a loner or asocial. Eventually the student may not be invited anymore. University students for the most part are not that removed from high school. The herd mentality of that age creates a desire to belong that makes them susceptible to placing studies on the back burner. They may not have developed the ability to say no. Socializing

Canadian Imperal Bank of Commerce Essay Example | Topics and Well Written Essays - 1500 words

Canadian Imperal Bank of Commerce - Essay Example It also has a business segment offering financial services to its customers. Wal-Mart Canada is one of the international divisions of Wal-Mart Inc. in USA. It is considered to be the largest retail group in the world and offers wide range of products and services to its clients through its retail stores. Different cost management practices followed by these three companies have been studied here. All the three companies have been observed to follow expansion strategies. It results in the growth of sales at a higher pace than the increase in operating expenses of the companies. CIBC and Canadian Tire have been following the Activity Based Costing (ABC) system. JIT, wage management strategy while Wal-Mart has also effectively implemented other cost minimization strategies. Following these management accounting practices, all the three companies are expected to have a sustainable growth in future. Table of Contents Table of Contents 3 Introduction 4 Canadian Imperial Bank of Commerce (C IBC) 4 Canadian Tire 6 Wal-Mart Canada 7 Conclusion 8 References 10 Introduction Accounting relates to a process of recording of business transactions carried out by an organization. The information related to the business activities followed by an organization are first identified, evaluated and then communicated to the various users in order to facilitate the decision making process. Accounting can be divided into three parts, namely cost accounting, financial accounting and management accounting. Management accounting refers to those accounting information which is utilized by the managers of the company to perform their managerial activities within the organization (Khan, & Jain, 2006, p.1.3). Hence, management accounting is an integral part of any organization. Canadian Imperial Bank of Commerce (CIBC), Canadian Tire and Wal-Mart Canada are three of the large organizations operating their business activities in Canada. Some of the key management accounting practices followed by these three companies has been discussed in this study. Canadian Imperial Bank of Commerce (CIBC) CIBC is involved in the business of providing different kinds of financial services to various individuals, corporate, etc. in Canada and outside. It has in offer both retail and wholesale banking products for its clients. CIBC is headquartered at Toronto and was founded in the year 1867. There has been a recent change in the organizational structure of CIBC in the year 2011. As of now CIBC has three Strategic Business Units (SBUs), namely Retail Banking, Wholesale Banking and Wealth Management. Each of these SBUs is considered to be the profit centers of the company. The treasury activities associated with each of these SBUs have an impact on its financial performance. The revenue performance of each of the SBUs are affected because of the policy of using cost of funds based on market prices adopted by the company's management. Transfer pricing system is also prevalent in CIBC (CIBC, 2012, p.41). If we look at the overall cost structure of CIBC, it can be found that it has both interest and non-interest expenses. The interest expenses of the company mostly include interest on deposits. On the other hand its non-interest expenses include employee benefits and compensation, occupancy costs, advertising costs etc. In addition to this the company has a provision for credit losses. The provision for cre

An in-depth understanding of the organizational and the individual Essay

An in-depth understanding of the organizational and the individual performance of a company - Essay Example From an individual level, it has also been witnessed several times that an individual worker who was a ‘good performer’ previously has turned to be a ‘bad performer’ within a short-term period. However, there can be various reasons to cause ‘poor performance’ active in both the organizational and the personal level of the workers (Jackson & Et. Al., 2008). With this point of view, the paper shall intend to identify few factors in an organization which is solely based on the marketing of various kinds of products through telesales. Certainly, the sales force of the organization plays a vital role in signifying its overall performance. According to the job responsibilities of the sales force of the company, the individuals require to call the potential customers and influence them to buy the product. Thus, the workers should possess a high level of competencies in terms of learning skills, interactive skills, change-ability, and readiness. The com petencies of the workers or the task force shall in turn influence the competency of the organization. However, the actors of competencies shall be measured according to the determined instructional objectives, i.e. to identify the causes of poor performance, assess the potential of the workforce and enhance their competencies which in turn shall positively encourage the organizational competencies.

Health Promotion Strategies: Sexual Health and Chlamydia

Health Promotion Strategies: Sexual Health and Chlamydia Sexual Health Chlamydia This essay seeks to discuss a topical health promotion issue in the United Kingdom and to explore the topic in terms of current research findings, support mechanisms currently on offer and the role of the nurse in promoting health and well being. Relevant health promotion models, terms relating to health and health promotion will also be analysed. Primarily the focus will be on sexual health promotion of sexually transmitted infections such as chlamydia, its effect on young people including barriers that are inhibiting sexual health promotion. Rationale for choosing sexual health and targeting young people has been the increased concern by the government to promote sexual health in young people necessitated by the rise in figures of sexually transmitted infections. The Department of Health (DoH, 2008c) acknowledges that due to new evidence from research, sexual transmitted infections (STIs) and Human immunodeficiency virus (HIV) are causing a wide range of illnesses and are a significant cause of long term and serious disability in the United Kingdom. It goes on to mention about the arrival of HIV epidemic in the 1980’s, high infection rates and risky sexual behaviours as the reasons for increased concern among health professionals, the government and the public (DoH, 2008c). Chlamydia is the most common STI diagnosed in genitourinary medicine clinics in England with high prevalence among young men and women under 25 years old. The highest rates are among the 20-24 year age group in men and 16-19 years in women (DoH, 2008c). Because of these reasons the government has targeted chlamydia for sexual health promotion through published reports and implementing educational programmes with the help of different public bodies and organisations. Prior to that, ‘pilot studies of opportunistic screening for genital chlamydia’ were carried out in Portsmouth and Wiral between 1999 and 2001, and they revealed high figures of chlamydia infection (DoH, 2008b). DoH (2003) reiterated that another reason why chlamydia had been targeted was because of serious health problems associated with it since it is asymptomatic and at least three quarters of women and half of men with the infection have not been treated. Furthermore, one in ten young people are unaware of the infection. Chlamydia is known to cause pelvic inflammatory disease, ectopic pregnancy and infertility in women and in men it can cause arthritis, epididymitis and Reiters Syndrome (DoH, 2008c). The anticipated change in the National Health Service (NHS) in dealing with sexual health matters was facilitated by the government through programmes such as the National Strategy for Sexual Health and HIV which was implemented in 2001 in conjunction with the DoH and the NHS. It outlined among other issues the need for a National Chlamydia Screening Programme which was subsequently established in 2003 with the aim of controlling chlamydia in young adults, detecting and treating the infections thereby preventing further infections and complications associated with it (DoH, 2008b). In 2005 there was a re-launch of the National Chlamydia Screening Programme in collaboration with the Health Protection Agency to raise awareness of Chlamydia amongst young people by offering free confidential screening, a website with factual information on chlamydia which also addresses some commonly asked questions (DoH, 2008c). This in itself indicates some failings in the programme between the time it was first established in 2001 until the re-launch in 2005. Nevertheless, this also shows the commitment of the government in promoting sexual health by aiming to improve the services and continuing to try different ways of reaching out to the public. It is interesting to note that the idea of health promotion was initiated as early as 1977 with targets and legislative policy and guidance being put in place but little seems to have been done practically. Kart (2000 p.6) mentioned that ‘In 1977 Health for All by the year 2000 was launched at the 30th World Health Assembly. This policy initiative formulated a range of performance indicators by which progress towards better health might be judged, such as reduction in rates of disease, increased levels of nutrition and improved primary healthcare.’ One can certainly conclude that the battle is still ongoing and much more practical interventions to facilitate sexual health promotion calls for serious consideration. However, Johnson et al, (2001) agrees that HIV and STI transmission is a major public health challenge. Davey et al (2001) sought to obtain views from the public on the definition of health. Their definitions included health as the absence of disease, as physical fitness, as energy, as a social relationship, as function and as psycho-social well-being. Davey et al (2001) concluded that the differences in definitions were influenced by sex differences and age groups. The World Health Organisation (1986) emphasised health as a two-way process of critical consciousness raising, clarifying values, exploring attitudes, educating policy makers and taking control over one’s own health. This definition seeks to empower the individual who is in need of assistance by giving them the opportunity to identify and learn from their experience alongside professional support. Evidence has proved the ambiguity of the term health promotion. Many authors have defined health promotion in various ways. Terms such as health education and public health have been used in place of health promotion but conflicts still arise in terms of what is to be included in the definition and what has to be excluded. Tones (1994 p. 14) defined health promotion as ‘health promotion = health education x health public.’ While French (1990) questioned the exclusion of disease management as a way of promoting health. Most authors agree that health promotion cannot be discussed without mentioning health education in the process. Perhaps, it should be acknowledged that the two work effectively when used concurrently. Health education also emphasizes the large part of health promotion offered by nurses, as their intervention seeks to empower the patient with knowledge. Kartz et al (2000) described health education as a form of communication that offers knowledge and skills essential in making healthier choices through behavioural changes that will benefit the wider community. The Department of Health asked the National Institute for Health and Clinical Excellence (NICE, 2007) to produce public health guidance on interventions to reduce the transmission of chlamydia, including screening and other STI’s including HIV reduce the rate of under 18 conceptions, especially among vulnerable and at risk groups. This guidance focuses on one to one interventions to prevent STIs and under 18 conceptions. In 2004 the DoH on behalf of the government published a report by Tony Blair titled ‘Choosing Health: Making healthy choices easier.’ This white paper explained how the government intended to support the public in making informed healthy choices and tackling the causes of ill health without discrimination. It also aimed to set realistic goals and offer ongoing health support into the 21st century. The government also initiated the accessible services provided by adults who feel confident working with young people through youth services such as Young People’s Development Programme and outreach services with a particular focus on those who are experiencing or are at risk of experiencing, poor outcomes because of mental health problems or substance misuse (DoH, 2004). Furthermore, the government provided  £300 million in support of the White Paper: Choosing Health as a constructive measure to sexual health promotion and introduced a reduction in value added tax for condoms if one has to buy them (DoH, 2004). Due to inadequate access of specialist sexual health, the DoH (2008a) introduced the Evaluation of One-Stop Shop (OSS) model of sexual health provision for different specialist care under one roof for easy accessibility and effectiveness of services. However, there was much debate on the issue with some professionals welcoming the idea while others did not think that this would make much difference after considering costs and opening times of different clinics. Measor et al (2000) points out the discrepenses in policies or lack of consideration when it comes to making policies that involve young adults such as the lack of a clear national policy. This has had a number of negative effects on sexual health promotion. The result has been a confused mix of messages for adolescents about sexuality. A research done by Blenkinsop et al (2004) on adolescents highlighted that young people were not in agreement with the government’s view of the rights of parents over children. They challenged this view of the balance of power between the generations. However, the children acknowledged the need for adults to be involved in sexual health promotion but the vast majority preferred to discuss sexual concerns with teachers, nurses and other health professionals. On the other hand, the children expressed their right to withdraw if they suspected that information was going to be shared with their parents, which is a breach of confidentiality. Confidentiality and trust should be guaranteed and where possible maintained at all times and this is in accordance with the NMC code of professional conduct (2008). Some cultures need to depart from traditional health communications and beliefs that do not permit sexual health issues to be discussed with a parent as the DoH (2003) highlighted cultural differences, stigma, discrimination, inequalities and poverty as barriers to sexual health promotion. An important aspect that parents have to keep in mind is to refrain from the blame culture, being judgemental or dominating conversations when their children seek advice on sexual matters. The government through the document ‘Choosing Health’ intend to develop new ways of supporting the parents of teenagers so that they feel equipped to help their children make informed choices, particularly on sensitive issues such as sex and relationships (DoH, 2004). Some Primary Care Trusts have begun to implement the government’s plan by involving young people in projects that offer communication on sexual health through magazines. In Manchester Your Life magazine which covered sexual health issues has published and distributed over 7,000 copies of the magazine through Manchester Secondary schools, attracting a positive response from both pupils and education professionals. The response of young people towards the magazine was exceptionally overwhelming (DoH, 2004). There seem to be more need to change behaviour now than ever before. Dines et al (995) points out that there is research evidence of increased risky sexual behaviour mostly amongst young people and also across the population. NICE (2007) elaborates on behaviours that increase the risk of STIs as including drug and alcohol abuse, early onset of sexual activity, engaging in unprotected sex and frequently changing sexual partners. Therefore NICE (2007) recommends health professionals working in general practice, genito-urinary medicine (GUM), community health services (including community contraceptive services), voluntary and community organisations, school clinics to actively facilitate health promotion programmes . Benzeval et al (1995) also highlighted the interconnections of lifestyle and environmental factors, suggesting that action was required to combat inequalities at various levels. Assumptions, different beliefs and values also play an important role in how people react to health promotion as well as prioritising it. However, evidence from research has to be embraced to avoid conflicting ideas and approaches in analysing and implementing the health models individually and in the society. Ewles et al (1999) defined five approaches to health promotion as medical which promotes health by providing medical intervention, behaviour change which encourages attitude and behaviour change by adopting healthier lifestyles, educational which empowers individuals with knowledge and understanding to make informed decisions, client centred which facilitates choice of health actions as identified by the client, last but not the least is the societal approach which seeks to change the physical and social environment to enable choice of healthier lifestyle. One can conclude that these theories are direct input to health promotion which is provided by facilitators of health promotion such as nurses, other health care professionals and teachers. Young people need to learn about behaviour change. Changing behaviour can be challenging, stressful and bring uncertainty in one’s life but support from friends, families and professionals is of paramount importance in convincing the individual that they are doing the right thing. Ewles (1999) further suggests that the individual should implement and adopt behaviour that promotes health. Maslow’s hierarchy of needs as cited by Wagner (2008) identified basic needs such as self actualisation, esteem, social, safety and physiological needs. Young people should be encouraged to realise these needs, have a sense of belonging and fulfil love needs through working with families and groups. Self actualisation assists in having a deeper understanding of self through realising personal potential, growth, peak and self fulfilment. Nurses play an important role in facilitating awareness of sexually transmitted infections in young people at an early stage through school nursing. The nurses work closely with children, teenagers, their parents, carers and teachers providing advice and support about health issues such as puberty and sexual health. As Murphy (2004) suggests that nursing intervention aims to control genital chlamydia infections through early detection and treatment. This reduces the chance of onward transmission and prevents the development of complications. NICE (2007) recommend action from health professional to identify individuals at high risk of STIs using their sexual history. Opportunities for risk assessment may arise during consultations on contraception, pregnancy or abortion, and when carrying out a cervical smear test, offering an STI test or providing travel immunisation. Risk assessment could also be carried out during routine care or during registration of new patients. One to one structured discussions with individuals at high risk of contracting STIs offer more privacy, is assuring to the individual and encourages good rapport. The discussions should be structured on the basis of behavioural change theories. They should address factors that can help reduce risk-taking and improve self-efficacy and motivation. Ideally, each session should last at least 15–20 minutes. The number of sessions one can receive depends on individual need. As difficult and embarrassing as it may be for young people, the acceptance of behavioural change should prepare them to take action and ensure their sexual partners also seek help. NICE (2007) remind facilitators of health promotion to ensure that sexual health services, including contraceptive and abortion services, are in place to meet local needs. Services should include arrangements for the notification, testing, treatment and follow-up of partners of people who have an STI. The government also highlighted the need to combat health inequalities by targeting young people from poor and disadvantaged backgrounds who are socially excluded such as those who are in care, disabled, from black and minority groups, with low educational attainment or those who are or have experienced homelessness (DoH, 2004 NICE, 2007). GPs, nurses and other clinicians working in healthcare settings such as primary care, community contraceptive services, antenatal and postnatal care, abortion and GUM services, drug/alcohol misuse and youth clinics, and pharmacies other clinicians working in non-healthcare settings such as schools and other education and outreach centres should take responsibility of health promotion (DoH, 2006). Nurses also have a responsibility whenever possible, to provide one to one sexual health advice on, preventing and getting tested for STIs and preventing unwanted pregnancies by introducing methods of reversible contraception, including long-acting reversible contraception, how to get and use emergency contraception and other reproductive issues and concerns. Another group that seem to be forgotten is the vulnerable young women aged under 18 who are pregnant or are already mothers (NICE, 2007). The unique function of the nurse is to assist the individual who has ill health to perform activities that contribute to health or its recovery that he would perform unaided if he had the necessary strength, will or knowledge (McBean, 1992). Nurses must not be judgemental or make assumptions of situations. Young people would benefit from being given time to explore their feelings uninterrupted and the nurse must seek to consider health promotion activities that best suit the individual and offer flexible alternatives as well. Watterson (2003) suggested that affected young people should have influence over the outcome of their health as young people often feel powerless because of the way issues are addressed as nurses at times unconsciously exclude them in decision making. He goes on to say that it is more effective to empower young people by involving them in decision making processes, giving them a voice and valuing what they know and believe about matters that affect their health. This encourages behavioural change by using the patient centred approach model of health promotion. The role of the nurse is to encourage the youths to discuss issues of sexual health with their parents, approach teachers and to provide them with information about services available such as Young People’s Development Programme and National Chlamydia Screening Programme. Nevertheless, parents need to realise the need for open dialogue and creating relationships built on trust. The DoH in 2006 launched a campaign through the website known as the ‘Condom Essential Wear’ to raise awareness of sexual health by encouraging the use of condoms. It encourages safe sex and communication about condoms as means of minimising the risk of sexually transmitted infections and unwanted pregnancy among young people. However, an independent advisory group (IAG) as cited by the DoH (2008c) found out that of the original  £50 million budget for sexual health awareness campaign only  £4 million had been released. IAG raised concern as to whether enough free condoms were being distributed to recommended places such as GUM clinics, GP surgeries, schools, community contraceptive clinics and youth centres. Consequently, it is arguable that the issue of funding jeopardizes sexual health promotion services to prosper. Nurses need to educate young people on the correct use of condoms. Posters can also be placed in private and public toilets for young people to read and condoms can also be distributed via this channel. In view of GUM clinics, the government mentioned about the prioritisation of the 48 hour GUM access target as one of the NHS top six targets and the access to specialist sexual health services. However, these clinics are not as wide spread as they should be to accommodate and provide services to youth. The recommended quality service is not consistent at both national and local level as stipulated in the 2005/2006 annual report (DoH, 2008c). Opening hours are about an hour and a half for two times a week which is not sufficient or beneficial at all to young adults. This does not encourage young people to come forward because they would have to wait long in the queue and being seen by other people is quite embarrassing for them. This further complicates the problem and better services need to be put in place to encourage increased uptake of sexual health services. To conclude this essay, it can be said that nurses must provide supporting information in an appropriate format to encourage young people to take responsibility for their own actions as far as sexual health promotion is concerned. Cultural differences, age and gender differences can be barriers for health promotion. Nurses should therefore acknowledge these facts and seek to deal with situations accordingly. In this case, the failure or success of this aspect of health promotion is largely influenced by the interpersonal skills of the nurse. Health promotion is also everyone’s responsibility and the government has incorporated community needs in health promotion programmes to try and meet individual needs. REFERENCES Benzeval, M., Judge, K Whitehead, M. (1995) Tackling inequalities in health: An agenda for action. London: Kings Fund. Davey, B. Gray L., Seale C. (2001) Health and Disease: A Reader. Third Edition. Biddles Ltd: Great Britain. Department of Health (2004) Choosing Health: Making health choices easier [Online] Available at: http://www.dh.gov.uk (Accessed 10 May 2008). Department of Health (2006) Condom Essential Wear [Online] Available at: http://www.dh.gov.uk (Accessed 19 April 2008). Department of Health (2008a) Evaluation of One- Stop Shop (OSS) Model of Sexual Health Provision [Online] Available at: http://www.dh.gov.uk (Accessed 1 May 2008). Department of Health (2008b) Members of the Independent Advisory Group on Sexual Health HIV. London: ++++ Department of Health (2008c) The National Chlamydia Screening Programme [Online] Available at: http://www.dh.gov.uk (Accessed 5 May 2008). Dines, A. Cribb, A. (1993) Health Promotion. Concepts and Practice. London: Blackwell. Elwes L. Simnett l. (1999) Promoting Health. 4th Edition. London: Bailliere Tindall. French, J. (1990) ‘Boundaries and horizons. The role of health education within health promotion,’ Health Education Journal, 49 (1): pp. 7-10. Johnson, A. M. et al (2001). ‘Sexual Behaviour in Britain: Partnerships, practices and HIV risk behaviours. vol 358: pp.1835-42. Katz J., Peberdy A., Douglas J. (2000) Promoting Health. Knowledge and Practice. The Open University. Oxford: Palgrave. McBean, S. (1992) Definition of Health and health promotion. Britain: The Open College. Measor, L. Coralie, T., Katrina M. (2000) Young Peoples views on sex education. Education, Attitudes and Behaviour. London: Routledge Falmer. National Institute of Health and Clinical Excellence (2007) NICE. Clinical Guidelines [Online] Available at: http://www.dh.gov.uk (Accessed 5 May 2008). Nursing and Midwifery Council (2008) Code of Professional Conduct. London: NMC. Tones, B.K., Tilford, S. (1994) Health Education: Effectiveness, Efficiency and Equity. London: Chapman Hall. Wagner, K. V. (2008) Maslow’s Hierarchy of Needs. [Online ] Available at:http//www.psychology.about.com (Accessed 15 May 2008). Watterson, A. (2003) Public Health in practice. Great Britain: Palgrave. World Health Organisation (WHO) 1986. Ottawa. Charter for Health Promotion. Geneva: WHO.

Genetic Engineering Essay -- Argumentative Persuasive Essays

Genetic Engineering Most people take for granted the food that they consume each and every day will be safe and nutritious. When they wake up in the morning they do not have to think about getting enough food to survive the day. In order for the agriculture industry, that produces food and clothing for everyone, to keep up with our growing population it needs to utilize new technology. Agriculture has to find ways to produce more crops while many fertile acres of land are lost to development. Many people who like to eat the food produced would like to do away with genetic engineering; this would lead to lack of food and increased starvation around the world. Genetic engineering is the artificial moving of genes from one species to another. Genes are special chemicals that work as sets of blueprints to determine an organism's traits. Moving genes from one organism to another moves those traits. This gene transfer allows traits that would never naturally occur in a certain species to be inserted into the DNA of that species. Scientists can take a gene for blue coat color from a sea urchin and transplant it into a brown horse to get a blue horse. In nature the only way you could get a blue horse is if a line of horses already contain the gene for blue coat color. Genetic engineering is a radically new technology for changing the traits of organisms by substituting genetic material that has been altered outside of cells. This process allows scientists to rearrange and change genetic material before transfer and may one day lead to the transplanting of genes not found in nature but made in a laboratory. Through this altering of genes crops ca n be produced that are safer for the consumer. Transplanted genes develop crops th... ... impossible to confidently predict the effects of genetic manipulations because of the complexity and interconnectedness of living systems. (Fagan 1) We do have to be careful so herbicide resistance genes do not get transferred to weeds; or "super weeds" might be created which cannot be killed with traditional methods. We also have to make sure that only the genes that we want will be inserted so we do not insert bad traits with the bad (Sage 2). As you can see from these arguments from both sides, if we are going to be able to continue to feed the world we have to be able to keep producing more food on less land. The best way to do this is through genetically engineered crops. Works Cited http://www.biotechknowledge.com/showlib.php3?378#Pred (Monsanto) http://www.sage-intl.org/issues.html (Sage) http://www.maharishi.co.uk/fagan.htm (Fagan)

Positioning Statement Essay

â€Å"To busy, career oriented professionals who need convenient car services, Pate Car Service is a mobile car service company that specializes in servicing your vehicle at your place of employment or residence, giving you the ability to spend more time being productive at work or spending time with your family.† My target segments would be men and woman who work a full time job because they are extremely busy and would not have enough time to get their car serviced. Another segment would be to high end neighborhoods, because most people who can afford nice homes work a lot of hours. Often times those whom reside in high scale neighborhoods have two working adults in the household. This would mean they do not have a lot of time on their hands and would want to maximize their down time with their families. I would also target people who were making high salaries. People making high salaries are great at time management and would realize it is not cost effective to take time off work to get their car serviced. If someone could come to their place of employment and service their vehicle, it would be more practical. My value proposition would be more for more. I believe this would be good because of the target market. By targeting those individuals who have high salaries and work full time jobs, they would pay a little more money for the convenience. They would have the most need for a mobile car service company and could afford it.

LOTFLaw and order essays

LOTFLaw and order essays Imagine that you are in charge of setting up a civilization. What would be the first thing that you did? Many people might choose to set up a system of rules and regulations to better control the way the civilization acted and regulated it. After all, a civilization cannot grow and prosper without rules. The civilization would die because no food would be gathered and no one would work for anything. In Lord of the Flies, William Golding had the boys do exactly this. To symbolize the rules and regulations in the boys new society Golding picked a symbol of the conch. By doing this he assigned the conch the responsibility of representing the rules and order in the boys island life. The conch symbolized the rise and fall of order and rules in a civilization. When the United States of America were created, one of the first things that the founding fathers did was to write the Constitution. Every citizen of the USA, then and now, respects the rules and regulations outlined by this docume nt. This is one of the main reasons why our country is so successful, because no one disrespects and questions the basis of our society, the Constitution (rules and order). In Iraq, however, there is a totally different situation. There, they have a leader (Saddam Hussein) who misuses the rules. He disrespects the rules and order of Iraq and uses them for his own propaganda. When people of a country, especially the leader of a country, disrespect and misuse the rules, it can have an adverse effect on the well being of that country. The worst thing that can happen for law and order in a society is when people completely disrespect them. This is similar to when Pinochet overthrew the Chilean government. He banned any opposing views and also restricted the freedom of the press. A period of anarchy ensued and common person in Chile was very badly hurt. In Lord of the Flies, William Golding uses the conch as an allegory to law and order in a society. Once ...

3M Rhythm of Change Essay Example

3M Rhythm of Change Essay Example 3M Rhythm of Change Essay 3M Rhythm of Change Essay 3M Rhythm of Change BY atnee126 3Ms rhythm of change: 3M started as a mining and manufacturing company but soon developed into and moving toward technological innovations and products an example of steady rejuvenation. This kind of change was continuous throughout the life cycle of the company. The change started when a young book keeper named William L. McKnight took the place of 3Ms sales manager and observed the quality problems with companys products. He started with a systematic change which eventually took effort after 14 years of the start of 3M, turning losses into profits. This systematic change lead to a fermented revolution when in 1916, 3M took up technological activities by setting up its first lab, thus leading to an educated reform. Okies employment was an example of inadvertent rejuvenation, following his footsteps many employees started working and developing their ideas with no restrictions what so ever. All this was a result of one sales managers efforts. McKnights approval of Central Research Laboratory (CSR), the idea of tripod-like stability, and the approach to make a little, ell a little lead to imperative rejuvenation, thus a solid ground for learning and sharing knowledge was created within 3M, this approach of McKnights was to support the much desired organic change within the company. McKnight believed that innovative development was feasible only in an organization in which people are given considerable freedom. Awards like dual ladder, Carlton Society, and Golden Step Award Program were also initiatives to support organic change. Although McKnight started with a systematic change, soon after, change became dramatic hen he took over the position of CEO and later President, but still there was a support for organic change. After McKnight, came the era of Lou Lehr who kept going for the dramatic change with a driven revolution. As a successor of McKnight he went forward with the planned reform as he launched the Genesis Program to support individual promising ideas and The Circle of Technical Excellence for team efforts, and finally an ambitious program Cooperating for Growth. Lehr set an example of driven rejuvenation in the company as he set a personal example for being the eveloper of surgical tapes when he was a chemical engineer in the company. After Lou Lehr, Lake Jacobson also made some dramatic changes when he added more than 20 new technologies and introduced the ]35 program in the company. Although Jacobson continued Lehrs RD funding process, he was more into disciplined development process he wanted more focus in the choice of project development and an early introduction of new products in the market. Jacobson was much ridged in his approach as he introduced the Placing Programs which limited the support for rganic change by selecting only 100 developmental programs and ideas put forward by the employees, furthermore it became difficult for employees to find 15% of their time to work on their own ideas. But still this dramatic change led to an over achievement of target in 1991 at the time of Jacobsons retirement. When Desi DeSimone became CEO, he observed that the dramatic changes of his predecessors had led to a command and control system in the company even though it was decentralized. Although he wanted to combine the management styles of his agent of dramatic change.

Reciprocating Engines In-flight Fire Wildcountry Airways Ltd. De Assignment

Reciprocating Engines In-flight Fire Wildcountry Airways Ltd. De Havilland DHC-3 Otter C-FMEL 16 - Assignment Example The case under study was inclined towards a float-equipped DHC-3 (Otter). It had departed Ontario with six passengers and the pilot on board. At an approximate height of 2500 ft. above the sea level, the pilot managed to level the aircraft, hence configuring it for the cruise flight. Within a short period of time after such a level-off, he heard a form of popping sound and a notable loss of the engine power, while the whitish-grey smoke penetrated into the cabin (Sawyer, 1971). All the aircraft instruments showed normal engine operations. On the other hand, the fire warning unit failed to activate. The pilot thus assumed that the air-craft’s engine had been marred with a cylinder failure. The passenger who was seated in the front crew reported flames that were emerging from the right corner of the entire cockpit. The pilot hence tried to radio the Flight Service Station in order to seek for advice. Thick smoke bulged into the ultimate cabin thereby causing the respiratory distress and restricting visibility. The pilot then opened the left door so as to get a proper visual view and he luckily managed to land the aircraft while it was still on fire. It landed harder but lingered upright on floats. The passengers left through the main door with the life jackets on. The entire aircraft was hence consumed by the fire within almost immediately after landing. Being the last person to get out, the pilot suffered the second degree burns while the other passengers escaped with various injuries. This scenario hence called for an in-depth analysis and research of what might have ca used such a fire outbreak. All the findings were regarded to have been linked to the reciprocating engine. The reciprocating-engine powered transport aircraft offers essential public transport networks in most parts of the world. The only mishap as per the ATSB reports and

The Impact of Burger King's Arrival in Lausanne Research Paper

The Impact of Burger King's Arrival in Lausanne - Research Paper Example The questions took both the open and closed format. The data thus collected were analyzed using SPSS version 19 and the results presented in graphical, tabular and arithmetic formats. The questions were designed to draw as much feedback as possible on the satisfaction levels of clients in terms of product quality, affordability, and service. There was one question which was inferential and it was aimed at establishing the respondents’ loyalty. The multiple choice format and Likert based scales which is a preferred method for determining the ranking of answers (Huck 76; Creswell 98) were used. The questions were set with the assistance of findings from previous studies and the questionnaire was self-administered. The questionnaire was constructed with the eventual purpose of analysis in mind. The setting of the research questions was done with reference to previous research done in competing firms and the multiple choices were double checked to ensure that they captured all nec essary aspects of the research. Care was taken to use only positive statements and the questionnaire was in easy to understand language and was checked for grammatical errors, spelling, and punctuation to ensure all respondents understood it in the same manner (De Vaus, 62). The return rate for the Questionnaire was 100% since it was self-administered. 9 Results and Findings 11 1.0 Descriptive results for demographic variables 11 2.0 Preliminary results of main outcome measures 12 The main aim of the study was to establish the level of loyalty and contentment among McDonald’s clients, In this regard, major selling points of McDonald's were identified and respondents questioned on how they rated them. Table 2 presents a summary of the qualitative variables. 12 Hypothesis Tests 15 Discussions and Recommendations 16 Works cited 19  Ã‚   Executive Summary:   Businesses do not operate in a vacuum. They operate in an environment peopled with individuals otherwise referred to as the customers, suppliers, the civil authorities, diverse economic and social factors, entrepreneurs and shareholders as well as homogenous institutions otherwise known as competitors. A business has to navigate all these factors so that to remain economically viable (Israelite, 27). In the current research, the Lausanne Franchises of McDonald's are faced with imminent competition from the entry of McDonald's perennial competitor; Burger King. This entry is presumed to be sometime in December of this year. The entry of a competitor always heralds new challenges to be surmounted by any company. The customers were the main source of revenue also become, at such times, an important source of information. In this regard, McDonalds Lausanne commissioned this study to establish whether their current customer base is under threat from this new entrant.

Business Research Essay Example | Topics and Well Written Essays - 1000 words

Business Research - Essay Example NatWest traces its origin to the year 1968 when the National Provincial Bank merged with the Westminster Bank. NatWest has remained one of the â€Å"biggest four clearing banks† in the United Kingdom and it has opened over 1,600 branches and 3,400 automated teller machines across the UK (Jones, 2012, p.258). The bank currently has nearly 7.5 million customers and over 850,000 accounts specifically tailored for small businesses. It operates through a subsidiary bank known as Ulster Bank in the republic of Ireland. As per the year 2003 NatWest was a wholly owned subsidiary of the RBS. However, it has currently become the ultimate holding company of the Royal Bank of Scotland Group (RBS). Basing on this, it is evidently cleat that the shareholders, competitors and interest groups of RBS are directly linked to the National Westminster Bank. The government of the United Kingdom acquired majority of the shares of RBS in 2008 to become the majority shareholder of the bank. Currently, the UK government owns over 67% of the ordinary shares floated by the Royal Bank of Scotland Group in the stock market. OWNERSHIP Government Ownership of National Westminster Bank As already stated, NatWest is the main holding company of the Royal Bank of Scotland. ... The government went further to acquire B shares in December thus making the cumulative government ownership of the RBS Group to stand at 81.15 percent (Waller, 2000, p.31). Stephen Hester is the chief executive officer of the Royal Bank of Scotland, a company which by extension owns the National Westminster Bank. Since the majority of the shareholding comes from the government whose main source of income is the taxpayer’s money, it is also true to say that NatWest is a bank owned by the public (Steiner, 2000, p.18). UK Financial Investments Ltd (UKFI) was then charged with the mandate of overseeing the government’s investments in financial institution including Royal Bank of Scotland Group. In connection to the desire of promoting economic stability and healthy competition in the banking sector, the UK government has given UKFI the duty to manage the orderly but active disposing of government’s shareholding in some of these institutions. Norwich Union is a compos ite insurer and owns about 1.12 percent of the original shares of NatWest Bank. Before the â€Å"takeover† of the company by the Royal Bank of Scotland, the managers of this bank were in full support of the bid presented by the RBS. COMPETITION NatWest, which by extension refers to the Royal Bank of Scotland, faces competition from several banks that include HSBC, Credit Suisse Bank, Barclays Bank and Standard Chartered. About HSBC: It is ranked as the top most banks in the whole world. According to the financial statements of the bank released in the first quarter of 2011, this bank recorded the largest profit of 4,153 billion dollars. It highly trusted in emerging markets such as China. This factor

School Uniform Essay Example for Free

School Uniform Essay A school uniform makes it easier for the school authorities to recognize students belonging to their school. Authorities can also make out if someone doesnt belong to a school, if someone just manages to sneak in; unless, of course, they go through all the trouble of buying a uniform that fits! †¢ A school uniform also saves the school administrators from having to police what the students wear. There are no daily battles regarding whats appropriate to wear or not for school. †¢ A school uniform apparently also saves students from putting their fashion tastes before their learning requirements. When they dont have to spend time wondering what to wear and how to make a fashion statement, they can devote more time to getting educated. This in turn, lifts their academic performance. †¢ Wearing the same type of dress reduces social snobbery and peer pressure in educational institutions. It is also supposed to reduce incidents of bullying and theft. How do you pick on someone for wearing the same dress as yourself? Why would you steal a pair of shoes you both have and can afford? Thus there are fewer arguments, and following a dress code plays more of a balancing act. †¢ School uniforms cramp the style of gang members. They have to recognize each other by names and faces instead of flaunting aggressively painted jackets, T-shirts with obscene messages, clunky jewelry, and things like that. Instead of my gang and your gang, they also have to think in terms of our school. Its a hard life. On the brighter side, it helps them to live another day and go on to survive in college. †¢ A school uniform can instill a sense of discipline and community feeling. This naturally reduces incidents of violence. Students can come to school without worrying about personal safety. Teachers dont have to double as guards, and can concentrate on teaching. †¢ By wearing a uniform dress code, students can find other means to showcase  their creativeness. †¢ At a very young age, school uniforms instill the spirit of teamwork and one feels proud to be a part of a school, if he/she represents the school for any occasion. †¢ Most importantly, uniforms are cost-efficient, as parents do not have to spend on clothes for their children, thus benefiting them. So, to sum it up, by wearing uniforms, students appear to belong to a single community, they require less time to spend on deciding what to wear and it prevents wrong conduct, thus inculcating discipline in them. Hence, wearing school uniforms seems to be a pretty convincing and stimulating strategy. Read more at Buzzle: http://www.buzzle.com/articles/benefits-of-school-uniforms.html Pros of School Uniforms It helps you to find children: If a school is on a trip, or if a child runs away, a school uniform can help teachers to quickly identify children from their school and so prevent them from getting lost. This is a very useful ability for teachers and if it means fewer children going missing its of course a good thing. It prevents competition and teasing: When children wear their own clothes into school, this then becomes a time for them to judge each other. Some children will be more mature than others, some will have better dress sense, and some will have more money at their disposal. What you dont want is some children turning up in fashionable new clothes and bullying the ones in their hand-me-downs who will inevitably feel embarrassed as a result. With a school uniform everyone is the same, thus no one can argue this point. Likewise wearing home clothes can show affiliation – to sports teams, to TV series, or to bands – and this can then cause arguments between the r ival teams. It can enforce a positive attitude: In a work place we dress smartly even though theres normally no uniform in office jobs, and even the self employed are advised to dress as though they were going into an office. The reason for this is that it can make you feel professional, and that that in turn can make you produce a better quality of  work. The same is true of school children and if they are in shirts they will feel more like little workers and less like football fans. It can teach discipline: Though many jobs do not require a uniform, others do. If you children are going to grow up to become nurses or checkout assistants then they may as well get used now to putting on the same uniform day in and out. It shows their age: At the end of the day you want people to know that your children are children. This prevents people from chatting them up or serving them alcohol. By putting them in school uniforms the older looking children then cant pretend to be older than they are. It can be used as an excuse: If a child is misbehaving and needs to be put in line, it can sometimes be difficult for a teacher to find a reason. By telling them off for having their shirt un-tucked though you have a legitimate reason. This is often why there are dress codes in clubs (though some parents would undoubtedly argue this was a bad reason to wear a uniform) Helpful for Teachers * Uniforms allow teachers to teach. Taking away the need to police clothing choices gives teachers a chance to focus on curriculum and not on what the students are wearing. It helps to remove the subjective nature of general clothing guidelines, such as determining what is offensive. Attitude * Uniforms help to change the attitude of those wearing them. Unlike regular clothing choices, you are not likely to pick on someone wearing the exact same thing as yourself. Many a schoolyard fight has begun with someone making fun of someone else regarding the clothing they are wearing. Dressing nicely also helps students to live up to their clothing. There is an innate sense of decorum when we dress for success. People tend to act differently depending on the clothing they are wearing. By creating a uniform specifically designed for attending school, the attitude falls in line. When those clothes are on, it becomes as regular as putting on pajamas, so a brain knows it is time to focus and learn. Sex Factor * Reducing the sex factor also provides motivation to focus on studies. Even when students dress within guidelines, children can find a way to push the limits with how low cut or tight their clothing might be. With a  uniform, that is almost entirely removed. You will no longer have the girl with the low-cut blouse distracting the boys in the classroom. Sense of Belonging * Providing a sense of belonging is an important part of uniformity. When you help to remove the class system by leveling the playing field, it provides students with the opportunity to be included. Clothing is an easy way to point out those who do not have money or support. By eliminating this discrepancy, you have made life easier for all students. Safety * Safety-wise, uniforms make students easily identifiable. It becomes simple to locate those who do not belong on a campus when they are not in the correct clothing. They also prevent the concerns of gangs and other forms of cliques sporting their colors and causing friction between groups or individuals. The main reason schools in America choose not to allow their students to wear their own clothes is because of the gangs. Having a uniform stops gang members from displaying their colours and garb. The schools also believe it helps stop violence and helps instill a sense of pride in the students. It also helps to break down the barriers between different socioeconomic groups. Below are some opinions taken from a messageboard regarding the issue: I feel we should keep to the uniform. It sets an example of the school. It is representation the community. It is easy to point out different people. Also there would be more fights/bulllys due to the lack of fashion. Many schools throughout the U.S. force students grades kindergarten through twelfth to wear uniforms. Students who attend public schools should not have to wear uniforms for four reasons. 1. School uniforms inhibit studentsEUR(TM) individuality. Young people often express their feelings through the clothing that they wear. Uniforms will take away this form of expression. Why should school districts try to make everyone look the same? 2. A school uniform policy inhibits a students freedom of choice. Schools teach students that our country is a free one. But when school boards make students wear what they tell them too it curtails the students freedom. 3. There is the issue of cost. Many parents shop for  their childrens clothes at used and discount stores. Uniforms can cost more money than these families might be able to afford. Also, these students would need to buy additional clothing to wear after school and on the weekends. Thats double the amount of money a family would spend than they would without the uniforms.  wearing comfortable clothing to school. Uniforms are not necessarily comfortable. Also, wearing a uniform might make the student uncomfortable around people outside the school who dont have to wear a uniform. If we want individuality, freedom, and comfort for students while keeping costs down for families, we should not have a school uniform policy for students who attend public schools. In my opinion, right up to year 11 students/kids should have to wear school uniform, it stops all the arguments about who has the latest fashions etc. But when you reach college or 6th form it should stop, because by then your old enough to know not to take the pee out of what people wear. Mind you saying that, most of the people at my 6th form were wallys. Professional: Some say that a child in a school uniform is more likely to take school seriously. Putting on the school uniform signals he or she is going to school just like dad dresses up to go to work. Schools report that when students dress in work clothes rather than play clothes they take a more serious approach to their studies. Promotes Good Discipline: Many think that school uniforms help maintain school discipline, decreasing the amount of discipline problems. The argument is that children today are lacking in self-discipline because parents refuse to discipline them. This makes it more difficult on the teacher who has to deal with classes of 25-30 students at a time. Reduces Fighting and Violence: Schools report that school uniforms decrease fighting and violence that arrise out of arguments over fashionable clothes. Children invariably tease those who do not have trendy clothes. Those who cant afford name brand clothes are often sensitive about their clothing. Schools struggling with  gang problems report that school uniforms help ease tensions. Distractions: Many parents believe that students wearing school uniforms look nicer and that a school uniform policy ensures that children will come to school in appropriate clothing, avoiding distractions such as fads considered to be outlandish or overly revealing. Some students have turned school into an unending fashion show. This disctracts from learning, as some kids spend more time focused on thier clothes than on homework. AdChoices Values: School uniforms stress that individuality and self-expression are not determined by designer clothing or the latest fashion fad. Low Cost: School uniforms are a bargain. They are becoming far less expensive than many other clothes. Schools argue that school uniforms are economical, especially compared to designer clothing, and parents agree given school uniform durability. They say school uniforms last longer because they are made for repeated wash and wear. Many schools capitalize on this by starting used school uniform stores or swap meets. Parents can get used school uniforms at discount prices, or just use them as hand-me-downs between siblings. School Spirit: Some feel wearing a school uniform helps build school spirit. It instills a feeling of belonging. As the Beach Boys said, Be true to your school. Schools report an increase in school pride. Individuality: Supressing individuality is the most commonly cited objection to school uniforms. Educators argue that an academic program encouraging students to pursue individual thought is much more important than what they wear. They inhibit creativity and self-expression, forcing students to conform. Causes Discipline Problems: Some students reject any rules. Forcing them to wear school uniforms only aggravates their rebelious spirit. They alter their school uniform by tightening, widening, shortening, or lengthening them, and teachers are given the impossible task of policing the students on a daily basis. Little  or No Relationship to Academics: Opponents insist that their is no credible evidence that school uniforms improve school discipline or promote higher academic acheivement. The principal argument is that some great students are terrible dressers. Dress does not necessarily improve learning.

Graduation Speech: Mom and Dad, Your Babies Have Grown Up! :: Graduation Speech, Commencement Address

The year 2012 is as unique as our class that’s graduating within it. As the Class of 2012, we should be prepared to answer questions about the things that make us unique. Our children will revisit this historic year through their text books, their TV reruns and our own high school keepsakes which we have held on to over the years. With all this attention will come questions from our children, questions like: "Hey dad, what’s an email?" Or, "What's Facebook?" As our yearbooks are taken from our shelves and our photo albums are cracked open once again, our kids will certainly be curious to ask: — Hey dad, was your hair blond all through high school? As our kids rummage through our old boxes of high school stuff there will be questions like: — Weren’t you supposed to return this library book? It looks like you haven’t even cracked the cover." Or, — Where did these 10 parking tickets come from? I thought there was a parking lot at County High." The year 2012 has been anticipated since 1997, when our mothers and fathers looked at us as newborns and said, "Hey, our baby is going to graduate in the year 2012." Well, Mom and Dad, your babies have grown up! This is a special date and an exciting time of our lives, and as we move into this next stage let us never forget the experiences that we have had. I encourage everyone to appreciate not only the uniqueness of our generation but the uniqueness of others. As we go our separate ways, embrace diversity, meet new people, and listen to different perspectives.

Your Child Model

All of us have some model or an inspirer when s/he was a kid . For me it was a girl but not any girl She's a small Indian girl . That’s not all, But she's also Not real girl She's a cartoon girl Do you want to know her? Sally she was my model . In my presentation I will give you more details about my little model and her carton . I will explain to you how this little girl affected on my personality. First of all, Princess Sarah ( , Purinsesu Sera? ,Sally, also known as Little Princess Sara(h) is a 1985 Japanese anime series produced by Nippon Animation, based on Frances Hodgson Burnett's novel, A Little Princess. Spanning 46 episodes It was also aired in numerous countries worldwide and translated into several languages, including French, Italian, German, Arabic and Spanish. In the Pan-Arab region, it became the most successful anime based on a novel adaptation in the 90s with small variation in which the main character name is Sally instead of Sara. StorySally or Princess Sar ah tells the story of Sarah Crewe, a young daughter of a wealthy English family in India, who starts attending an all-girl's seminary selection boarding school in London, where she excels in her studies and is loved deeply by many of her friends and classmates. However, tragedy soon strikes when Sally's father passes away and her family goes bankrupt, leaving her to be a poor orphan. The school's headmistress, Miss Minchin, takes advantage of this situation and makes her a maid in the school, trying hard to make her life as miserable as possible.However, Sally, with the help of her friends, tries to endure all her hardships until redemption comes at last. Main Characters Sally Crewe. I weared her in many things the look, style . She was beautiful , stylish and petite. When I was child I wish if I were her at the begins of her life off course. Emilly=Ralph Crewe Sally's doll . she was the best friend for sally because it was a present from her father and it's look like to one of her friends in India. Exactly from this point I learnt to be loyal and true-blue girl . Miss Minchin Maria minchinIt was unfeeling , strict , keen woman . Hates sally and treats her very badly. From this woman I knew the real meaning of unfairness and sally's reaction learnt me the meaning of the patient. Amelia Minchin The sister of maria minchin . but it was kind and always try to help sally. I believe that a good-hearted person can find a good-hearted person even if s/he inside the devils world. Peter A poor boy . He was the driver of sally's rig. Becky=vecky She was the maid . she was very poor. When sally was rich she helped her many times . so when sally became poor . ally and vecky become best friends . Ermengarde St. John She was a student her family in force her to study so, she found everything difficult . sally helped her in many subjects and when sally became maid ermengarde help sally and gave her books I learnt from her to be obliging person. Lottie Legh The smallest and n osiest student in the school . sally treat her very kindly . she called sally mama sally. I learnt from sally to be tenderness and kindness Lavinia Herbert It hold a grudge against sally because sally was smarter, richer ,and more beautiful than her.Sally always be polite and kind with her . That's told the person always reflects himself so, he must be polite all the time. James The cooker it was strict and following miss menchin.. Tom Carrisford An old man partner and friend of sally's father . return to sally her heritage and she's be wealthy again . I learnt from that the truth and prerogative never lost. Summary Hope you are enjoy in my presentation and maybe this told us to be very careful when we chose the cartoons and movies for our children. because as you see it's 16 years ago and this cartoon still stick in my mind. . .

Implement Person Centred Approaches In Health And Social Care Essay

1.1 Define Person – centred values? Person centred values means the people whom we support are able to be involved and included in every aspect of their care and support. For example: * Their needs, Assessments, Care delivery, and Support planning. So basically person centred approaches, policies and procedures and care practices should put the residents at the centre of the day-to-day activities. It should also include the residents and their families in the planning and maintaining of this. 1.2 Explain why it is important to work in a way that embeds person centred values? It is important to do this as person centred approaches, policies and procedures, as well as care practices should always put the people whom we support at the centre of the day-to-day activities, as well as including the residents and their families in the planning and maintaining of this. see more:explain why it is important to work in a way that embeds person centred values All person centred approaches for every person we support as care professionals, should have eight values, and these are: 1. INDIVIDUALITY – realising and understanding the uniqueness of every person I support. 2. RIGHTS – always endeavouring to make sure all the rights of those I support are upheld e.g. Human Rights Act. 3. CHOICE – endeavouring to maintain the service user’s rights to choice. As well as maintaining their choices and making sure these choices are upheld in their care plans. 4. PRIVACY – maintaining the service user’s rights to privacy. I would do this by making sure they are not intruded upon by other service users, staff, relatives and friends. 5. INDEPENDENCE – always making sure that as a care professional I empower the service users to achieve their maximum. 1.3 Explain why risk – taking can be part of a person centred approach? Taking risks means that you are able to choose and be in control of what you do . You need to ensure that concerns about taking risks is not stopping you living the way you want to. A risk assessment can always be carried out to see if it is possible for someone to do something that they  thought would not be possible. 1.4 Explain how using an Individual’s care plan contributes to working in a person centred way? Using an individual’s care plan will ensure that the person’s own needs and wishes are being met, rather than offering them a ‘choice’ of what is available. Using their care plan, you can build on what they want and see where there are gaps that need to be addressed. Outcome 3 Be able to work in a person – centred way? 3.1 Explain the importance of establishing consent when providing care or support? It is important to establish consent because it is a basic human right for everyone to have the choice. Much of the treatment or support the individual receives is either invasive or personal, so consent is essential as it protects providers against legal challenge. Asking for consent is also part of the codes of practice for social care. 3.3 Explain what steps to take if consent cannot be readily established? These steps should be taken by professionals as stated in five principles set on in the Mental Capacity Act 2005. A presumption of capacity The right for people to be supported to make their own decisions People must retain the right to make what might be seen as eccentric or unwise decisions Anything done on behalf of people who do not have capacity must be in their best interests Anything done for or on behalf of people without capacity should be the least restrictive of their basic rights and freedoms Outcome 4 Be able to encourage active participation? 4.1 Describe how active participation benefits an individual’s? Active participation is an approach that enables individuals to be included in their care and have a greater say in how they live their life in ways that matter to them. The benefits of active participation can be divided into primary benefits and secondary benefits. Primary benefits include: 1. Physical benefits including greater activity levels. 2. Increased independence and autonomy in what people do. 3. An opportunity for individuals in health and social care settings to have a say in matters of direct concern to their lives. 4. Increased opportunities for social contact and interpersonal relationships. 5. Encouraging involvement and self-awareness. Individuals become more involved in the community and more aware of opportunities and what they can hope for themselves. 6. Increased opportunities for learning and development of important skills, knowledge, education and employment. 7. Enhanced well-being, with increases in self-confidence, self-esteem and self-belief. The benefits of active participation include the above primary benefits where the individual gains from its application in the real world of health and social care practice, but there are also some secondary benefits. The secondary benefits can be described as benefits that occur as a result of active participation, but are not a direct aim of active participation. These include: 1. Decreasing the likelihood of abuse. As the individual engages positively by actively participating is area of their life, such as in personal care, the scope for abuse by others is reduced. 2. Decreasing vulnerability. As individuals gain in their self-confidence and self-esteem they are less prone to exploitation and harm from others 4.2 Identify possible barriers to active participation? Factors including the following can cause barriers to active participation. Chronic pain, sadness, insecurity, depression, loss of hearing, poor eye sight, memory loss and immobility. Outcome 5 Be able to support the individual’s right to make choices? 5.3 Explain why a worker’s personal views should not influence an individual’s choices? If residents have the ability to make good choices, then they should be allowed to do so within reason. For example, if a service worker thinks a resident would be better off watching television with other residents, and they aren’t interested in the programming, that’s a choice they should be allowed to make. If a service worker thinks it would  be good for a resident to go outdoors to get some fresh air, and the resident doesn’t want to, then their choice should be respected. Not everyone likes to watch TV and spend time outdoors Making choices for most of us is part of our everyday life. It is a fundamental part of us being recognised and respected as an individual. Such choices contribute to us having control over our lives and individuals with learning disabilities also have the right to participate in decisions which affect their lives. Our practice should recognise the right of service users to make their own choices. Alongside this, services also need to provide capacity to give their users options. Choosing to ‘take it or leave it’ is not a real choice. Choice for users is now rightly promoted as a quality standard when care organisations advertise their services and forms part of how they are judged. The vast majority of decisions – and perhaps virtually all choices – can ultimately be tackled by most adults with a learning disability if right information and options are made accessible to them in terms they can understand. These efforts can involve advocates and other measures to safeguard the choice or decision making and may, for some parties, require considerable time and expertise in communication. 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others? You need to make sure that they have all of the information, and understand it, in order to make an informal decision. They have the right to make their own choices and decisions under the human rights act, as long as the decisions they make do not put them at risk of harm or injury and they have the mental capacity to make them. you could support them to question or challenge by speaking on their behalf but you would need to know exactly what their wishes are. and record it for them to sign. Outcome 6 Be able to promote individuals well – being 6.1 Explain how individual identity and self esteem are linked with well – being? It’s been shown that thoughts effect a person’s physiology and immune system. A person with a low self-esteem would probably have more negative thoughts about themselves and also behave in a way that might cause others  to reinforce this low opinion of themselves which will increase those negative feelings. Identity-a person with a strong sense of self who knows who there are, are less likely to find themselves in situations that they don’t want to tolerate, when they feel these might have a negative effect on themselves. Having said I’ve seen lots of people that consider themselves to have low self-esteem but they appear very bubbly and happy. 6.2 Describe attitudes and approaches that are likely to promote an individual’s well – being? Being caring – listen to what the individual has to say{feeling and choices, opinions ect} being understanding and supportive, – positive comments/feedback- Ask questions; get involved with what they have to say or what they are Ask questions; get involved with what they have to say or what they are interested in.- Calm approach, do not sound angry or negative, positive facial expressions- Ensuring the individual knows they have somebody they can trust- encouraging.