The Integration Of The Mdgs Into The Indonesia s National...

3.2. The NLTDP, NMTDP and the MDGs As a reflection of Indonesia’s increased willingness to play a cooperative role in the international arena, the government is becoming increasingly aware of the importance of providing a systematic data to measure development progress. Although there are many instances where various international development programs are being incorporated into the national development plan, in this dissertation I present a case study on the integration of the MDGs into the Indonesia’s national development plan as a specific example where the Indonesian government takes a proactive role in integrating an international development agenda into its national development plan. 3.2.1. Why MDGs? Aside from the MDGs being the first comprehensively outlined global development goals that were agreed by UN member states, the fact that they provide specific indicators illustrate that the MDGs are able to provide the initial frameworks for developing countries to achieve development objectives deemed as important by setting specific goals and targeted indicators which statutory countries have pledged to fulfil by the end of 2015. The multi-dimensional nature of what consist of development as outlined in the MDGs will also enable us to incorporate a more holistic view of development, as opposed to the traditional interpretation of development that almost exclusively refers to economic progress. Furthermore, Indonesia was one of the 189 UN member state signees of theShow MoreRelatedIncreasing Number Of Infections Among Women1728 Words   |  7 Pageschildren. 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CHAPTER 2 INTRODUCTION Foreign capital has significant role for every national economy, regardless of its level of development. For the developed countries it is necessary to support sustainable development. For the developing countries, it is used to increase accumulation and rate of investments to create conditions for more intensive economic growth. For the transition countries1,Read MorePrimary Sector of Economy17717 Words   |  71 Pages| 4,130.689 | 5.9% | 100.0% | 1 |   China | 670.893 | 9.6% | 16.2% | 2 |   India | 333.652 | 18.1% | 8.1% | — |   European Union | 323.284 | 1.8% | 7.8% | 3 |   United States | 180.778 | 1.2% | 4.4% | 4 |   Brazil | 146.040 | 5.8% | 3.5% | 5 |   Indonesia | 124.316 | 14.9% | 3.0% | 6 |   Nigeria | 87.483 | 35.4% | 2.1% | 7 |   Japan | 81.975 | 1.4% | 2.0% | 8 |   Russia | 79.166 | 4.2% | 1.9% | 9 |   Turkey | 70.205 | 9.2% | 1.7% | 10 |   Australia | 60.296 | 4.0% | 1.5% | 11 |   Iran | 53.206 | 11

Women s Rights And Abolitionist Movement Essay - 985 Words

The Beginning of Women’s Rights Abolitionist Movement Women’s Rights Abolitionists Back in the nineteenth century men and women were not treated equally as they are now. Women did not have as much freedom as the men did and that caused a national movement. Not only were the women segregated from the men, but the discrimination against the African American race was a huge ordeal as well. With both movements combined, it led to a controversial development at that time. Not only were women fighting for equality, they were also fighting for the prejudice to end amongst the different races. The beginning of the Women’s Rights Movement and the Abolitionist Movement was not only a historic development, but it changed the world forever. First, let’s talk about what caused the women’s rights movement and how it not only paved the way for the abolitionist movement but, how powerful the campaigns were when combined. In the nineteenth century, the women’s main role was to be a house wife. Women were often stuck at home doing chores and taking care of the children. They were not allowed to vote, hold a title in public office, work, own property, or even get an education (Women s Rights. (n.d.), 2016). The women of the nineteenth century wanted to change those rules so they fought for equality. There were many women who were brave enough to stand up for their rights and publicly speak about their thoughts and civil liberties towards equality between men and women. InShow MoreRelatedWomen s Rights Movement And Abolitionist Movements1397 Words   |  6 Pagesmultiple factors which linked the women’s rights movements and the abolitionist movements. Many women joined abolitionist movement as a way to enter public life and have the opportunity to talk about controversial topics. They faced criticism for addressing these controversial issues which prompted them to attempt gain freedom for women as well as those who were enslaved. They tried to use the abolitionist movement as a w ay to also gain equal rights for a women as there seemed to be a common idea sharedRead MoreWomen s Rights During The 19th Century1411 Words   |  6 PagesWilliam Lloyd Garrison, an abolitionists and a reporter Association organized an association against slavery and encouraged the full participation of women. Garrison s idea is not supported by most of the abolitionists. Those abolitionists who did not want women to participate in established another abolitionist organization. Abolitionism, also known as abolition of slavery, is a political movement in order to abolishing the slave trade and slavery system. This movement began in the Age of EnlightenmentRead MoreFeminists, Abolitionists, and Democracy Essay736 Words   |  3 PagesFeminists, Abolitionists, and Democracy The framework of America’s government was forged in the spirit of democracy. 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They are the reforms of abolition, women’sRead MoreThe Abolitionist Movement and The Civil Rights Movement Essay615 Words   |  3 Pages Throughout the history of the United States there have been many reform movements that have molded the culture we live in today. The rights that we as Americans enjoy today can be credited to the people who fought for more rights and a better way of life. Two reform movements that have changed America for the better are the Abolitionist Movement and the Civil Rights Movement. Around the 1820’s the feeling of legal slavery was changing in the United States. The southRead MoreSummary Of Hobomok : A Tale Of Early Times1136 Words   |  5 PagesConvers, a Unitarian minister, helped to mentor and teach Lydia. Convers was extremely successful, teaching theology at Harvard and participating in the American Transcendentalist movement. In 1821, Lydia wrote the first chapter of her novel, Hobomok: A Tale of Early Times. Her first novel was set in Salem in the 1620’s but the taste of writing quickly caused Lydia to write The Juvenile Miscellany, which was a children’s periodical. Her first novel was received very well as well as her second novelRead MoreWomen s Rights By Margaret Brent1213 Words   |  5 PagesWomen’s rights did not officially begin to be a problem until 1848. Many believe that it’s been a problem from at most the 1600’s. Colonial women didn’t give a thought about their rights, but there were some female political leaders. Margaret Brent, a woman who had been given po wer-of-attorney from Lord Baltimore. Judith Sargent Stevens Murray, the writer of the United States’ first feminist theory. â€Å"Will it be said that the judgment of a male of two years old is more sage than that of a female theRead MoreThe Fight For Women s Suffrage Movement1328 Words   |  6 PagesThe Fight For Women’s Suffrage The Women’s Suffrage Movement of the 1920’s worked to grant women the right to vote nationally, thereby allowing women more political equality. Due to many industrial and social changes during the early 19th century, many women were involved in social advocacy efforts, which eventually led them to advocate for their own right to vote and take part in government agencies. Women have been an integral part of society, working to help those in need, which then fueled aRead MoreReform Movements853 Words   |  4 PagesReform Movements During the 19th Century there were many reform movements that took place. Reform movements were movements that were organized to reform or change the certain way of things. 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Export Assistance and Incentives Free Essays

string(225) " Credit and Foreign Investment Reinsurance Scheme \(ECRS\), \? Duty Credit Certificate Scheme \(DCCS\), \?Motor Industry Development Program \(MIDP\), \?Sector Partnership Fund, \?Export Credit Incentives and Export Finance\." Export incentives Devices used by countries to encourage exports. These can include tax incentives for exporters, allowing them exemptions from the normal provisions of anti-monopoly legislation, preferential access to capital markets, priority Developing countries have started manufacturing industries only recently. As a result, their cost of production generally tends to be high because of the following reasons: ? Total market availability within the country is small with the result that the economies of large-scale production cannot be reaped. We will write a custom essay sample on Export Assistance and Incentives or any similar topic only for you Order Now Productivity of labor is low because the level of mechanization as compared to that in the developed countries is low. ?Manufacturing units in developing countries, being small and new, have considerably less expertise in the field of international marketing and because the volume of exports is low, the per unit cost of trade promotion expenditure tends to be high. India has to raise higher resources for development which has to be done through a number of indirect levies which tend to push up the overall cost of production. Most developing countries have, therefore, resorted to a number of export promotion measures. India has also been providing export assistance to Indian exporters. However, the WTO Agreement on Subsidies and countervailing duties does not allow specific types of export subsidies. The Government of India is, therefore, removing those export incentives which are not WTO compatible. NEW SYSTEM OF EXPORT ASSISTANCE: From 1992, export incentive system in India has been made simple. There are essentially three major incentives. These are: (1) Market-based Exchange Rate; (2) Fiscal Concessions, and (3) Facilities under the Export-Import Policy. These are discussed in detail below: MARKET BASED EXCHANGE RATE: For long, external value of the rupee was managed by the Reserve bank of India (RBI) by pegging the value of the rupee to a basket of currencies. RBI used to keep the value of the rupee at a level which was higher than the real value. In the post-Economic Reforms period, the Government of India decided to abolish all direct incentives to exports and promote exports through the exchange rate mechanism. Accordingly, the Liberalized Exchange Rate Management System (LERMS) was introduced. Under this system, there were two exchange rates: one official rate which was determined by the RBI as was the practice earlier; and second, a rate which was quoted by the banks based on the demand-supply position. Exporters had to surrender 40 per cent of their foreign exchange earnings to banks and could sell the residual 60 percent at the market rate which was normally expected to be more attractive than the official rate. Through this mechanism the Government hoped to achieve two objectives: First the difference between the market rate and the official rate would provide enough incentives to the exporters. Second, this would introduce a self-balancing mechanism for the balance of trade, because only that much imports could be made which could be financed through the market i. e. the resources available through the 60 percent account. One year’s experience revealed that rupee remained stable in the international market. This gave to the Government for full convertibility on the trade account. Accordingly, rupee was made fully convertible for export-import transactions in March 1993. This would provide more financial benefit to the exporters as under the LERMS, they had to surrender 40 per cent of their receivables at a discount which averaged about 15 per cent when LERMS was in operation. Since March 1993, the exchange rate of the rupees is fully determined by the demand supply conditions in the market. Under such a system, exporters will get benefit when rupee depreciates while importers will lose. When rupee appreciates, the balance of benefits will be just the reverse. TAX CONCESSIONS: a)In the computation of total income, Section 80-HHC allows a deduction of the whole of the profit derived from the export of goods or merchandise. The requirement of minimum tax contained in Section 115-J does not apply to exporting corporate assesses. This benefit is also available to supporting manufacturers exporting through Export/ Trading Houses provided that the amount of deductio n claimed is retained as a reserve for the purpose of the business of the assesse. However, the budget for the year 2000-2001 has reduced this exemption by 20 per cent every year to be phased out in five years. b)Exemption from taxation of the profits from overseas projects to the extent of 50 per cent. (c)Exemption from taxation of 50 per cent of royalty, commission, fees or any similar payment obtained from the exports of technical know-how and technical services. (d)A 10-year tax holiday for 100 per cent export-oriented units and for units located in Free Trade/Export Processing Zones. (e)Discounted rates of customs duty on imports of selected items of machinery for export production. ? EXPORT ASSISTANCE AND INCENTIVES AVAILABLE TO THE EXPORTS Export assistance and a variety of facilities and export incentives available to the Exporters are given in mindset and more aggressive approach is needed to develop technology. Export capabilities and to enhance such exports. These may include better Management of trade policies at international level, simplified procedures, better Incentives for high value-technology incentives exports etc. Export incentives can play an integral role in developing export capability and can encourage exports by providing financial assistance to exporting companies to enable them to compete effectively in international markets. For South African industries facing exchange rate fluctuations and constant threats of competitors in other developing markets, tools to enhance global access to key markets are imperative. In addition to benefits available under the African Growth and Opportunities Act (AGOA) (legislation passed in the United States of America), bilateral trade agreements such as the one between South Africa and the European Union, the General System of Preferences (GSPs), the Department of Trade and Industry (DTI) and the International Trade Administration Commission (ITAC) provide assistance ranging from marketing support to export credits. The primary export incentives currently in operation in South Africa include: ? Export marketing and investment assistance scheme (EMIA) ? Tariff Restructuring Program, ?Sector Assistance Scheme (SSAS), ?Rebate Provisions ?Export Credit and Foreign Investment Reinsurance Scheme (ECRS), ? Duty Credit Certificate Scheme (DCCS), ?Motor Industry Development Program (MIDP), ?Sector Partnership Fund, ?Export Credit Incentives and Export Finance. You read "Export Assistance and Incentives" in category "Papers" EXPORT MARKETING AND INVESTMENT ASSISTANCE SCHEME (EMIA) The purpose of the EMIA scheme is to partially compensate exporters for certain costs incurred in respect of activities aimed at developing export markets for South African products and to recruit new foreign direct investment into South Africa. Additional benefits are awarded to small, medium and micro-sized enterprises (SMMEs) and businesses owned by the previously disadvantaged. The financial assistance is in the form of reimbursement and is not a pre-paid benefit. TARIFF RESTRUCTURING PROGRAM: By virtue of South Africa’s World Trade Organization (WTO) membership, import tariff levels are also being reduced and the import tariff listings are being simplified by reducing the number of tariff headings. Export incentives relate only to the export of goods destined for recognized export markets, which in general means to countries outside the Southern African Customs Union (SACU). SECTOR ASSISTANCE SCHEME (SSAS) Financial assistance is available to industry sectors with the objectives of developing new export markets; broadening the export base; stimulating the participation of SMMEs in the export sector, promoting black economic empowerment (BEE) and women empowerment within the overall objective of job creation. REBATE PROVISIONS: Is aimed at the promotion of manufacturing and exportation of goods, and are available to certain manufacturing industries in respect of duties applicable to imported goods, raw materials and components used in manufacturing, processing and for export. EXPORT CREDIT AND FOREIGN INVESTMENT REINSURANCE SCHEME (ECRS) Provides exporters with insurance cover against political and transfer risks, as well as commercial and insolvency risks. A special dispensation exists for SMMEs. DUTY CREDIT CERTIFICATE SCHEME (DCCS) This scheme is designed as a temporary â€Å"kick-start† measure to enhance the export competitiveness of certain prescribed textile and clothing products by offering duty credit certificates to qualifying exporters. These duty credit certificates could be used to off-set customs duties payable on import of similar products. MOTOR INDUSTRY DEVELOPMENT PROGRAM (MIDP) Is available to motor vehicle assemblers and component manufacturers and exporters. The programme enables local vehicle and component manufacturers to increase production runs and encourages rationalization of the number of models manufactured by way of exports and complementing import of vehicles and components. EXPORT CREDIT INCENTIVE Financing at reduced rates by the Investment Development Corporation (IDC). An export credit incentive is available to selected expansion schemes expected to result in increased foreign exchange earnings. Financing of credit for exporters of capital goods is also available through the IDC or private-sector merchant banks at reduced rates. ? Credit facilities under the export finance scheme for capital projects: Credit facilities are available to exporters of capital projects under the Export Finance Scheme for Capital Projects to allow them to compete internationally by offering buyers competitive rates denominated in US Dollars. FACILITIES AND INCENTIVES TO INDIAN EXPORTERS Promotion of export has been a major thrust area of the Ministry of Commerce And Industry for the last three decades. Apart from this. Many other Central/State Ministries have also been involved in the promotion of India’s exports. Many Exports Promotion Councils, Public Sector Undertakings, Chambers of Commerce, Industries’ Associations and Services Organizations are also contributing towards the promotion of Indian exports. The facilities and incentives presently available to the Indian exporters include the Following. MARKETING DEVELOPMENT ASSISTANCE (MDA) The Ministry of Commerce and Industry has a scheme of MDA, which was launched in 1963 with a view to stimulate and diversify the export trade, along with he development of marketing of Indian products and commodities abroad. The MDA is utilized for: Market research, commodity research, area survey and research; Participation in trade fairs and exhibitions; Export publicity and dissemination of information; Trade delegation and study teams; Establishment of offices and branches in abroad; Grant-in-aid to Export Promotion Councils a nd other approved organizations for the development of exports and the promotion of foreign trade; and any other scheme which is generally aimed at promoting the development of markets for Indian products and commodities abroad. MARKET ACCESS INITIATIVE (MAI) The Ministry of Commerce and Industry has introduced the MAI in April 2001 with the idea that the Government shall assist the industry in RD, market research, specific market and product studies, warehousing and retail marketing infrastructure in select countries and direct market promotion activities through media advertising and buyer-seller meets. Financial assistance shall be available under the scheme to EPCs, industry and trade associations and other eligible activities, as may be notified from time to time. A small allocation of Rs 42 corer has been made for 2002-03. ? CENTRAL ASSISTANCE TO STATES The State Governments shall be encouraged to fully participate in encouraging exports from their respective States. For this purpose, a new scheme â€Å"Assistance to States for Infrastructural Development for Exports† (ASIDE) has been initiated which would provide funds to the States based on the twin criteria or gross exports and the rate of growth of exports from different States. Eighty per cent of the total funds would be allotted to the States based on the above criteria and remaining 20 per cent will brutalized by the Centre for various infrastructure activities that cut across State boundaries, etc. A sum of Rs 49. 5 crore has already been sanctioned for 2001-02 and furthers a sum of Rs 330 crore has also been approved for 2002-03. The State shall utilize this amount for developing complementary and critical infrastructure. TOWNS OF EXPORT EXCELLENCE A number of towns in specific geographical locations have emerged as dynamic industrial locations and handsomely contributing to India’s exports. These industrial cluster-towns have been recognized with a view to maximizing their export profiles and help in upgrading them to move up the higher value markets. A beginning is being made to consider industrial cluster towns such as Tripura for Hosiery, Panipat for Woolen Blankets and Ludhiana for Woolen knitwear. Common service providers in these areas shall be entitled for EPCG Scheme, funds under the MAI scheme for creating focused technological services, priority assistance for identified critical infrastructural gaps from the Scheme on Central Assistance to States. Units in these notified areas would be eligible for availing all the Exim Policy Scheme. The Government of India has framed several schemes to promote exports and to obtain foreign exchange. These schemes grants incentive and other benefits. The few important export incentives, from the point of view of indirect taxes are briefed below: ? FREE TRADE ZONES (FTZ) Several FTZs have been established at various places in India like Kandla, Noida, Cochin, etc. No excise duties are payable on goods manufactured in these zones provided they are made for export purpose. Goods being brought in these zones from different parts of the country are brought without the payment of any excise duty. Moreover, no customs duties are payable on imported raw material and components used in the manufacture of such goods being exported. If entire production is not sold outside the country, the unit has the provision of selling 25% of their production in India. On such sale, the excise duty is payable at 50% of basic plus additional customs or normal excise duty payable if the goods were produced elsewhere in India, whichever is higher. ELECTRONIC HARDWARE TECHNOLOGY PARK / SOFTWARE TECHNOLOGY PARKS This scheme is just like FTZ scheme, but it is restricted to units in the electronics and computer hardware and software sector. ADVANCE LICENCE / DUTY EXEMPTION ENTITLEMENT SCHEME (DEEC) In this scheme advance licence, either quantity based (Qbal) or value based (Vabal), is given to an exporter against which the raw materials and other components may be imported without payment of customs duty provided the manufactured goods are exported. These licence are transferable in the open market at a price. EXPORT PROMOTION CAPITAL GOODS SCHEME (EPCG) According to this scheme, a domestic manufacturer can import machinery and plant without paying customs duty or settling at a concessional rate of customs duty. But his undertakings should be as mentioned below: Customs Duty RateExport ObligationTimetime 10%4 times exports (on FOB basis) of CIF value of machinery5 years Nil in case CIF value is Rs200mn or more. 6 times exports (on FOB basis) of CIF value of machinery or 5 times exports on (NFE) basis of CIF value of machinery. 8 years Nil in case CIF value is Rs50mn or more for agriculture, aquaculture, animal husbandry, floriculture, horticulture, poultry and sericulture. 6 times exports (on FOB basis) of CIF value of machinery or 5 times exports on (NFE) basis of CIF value of machinery. years . Note:- NFE stands for net foreign earnings. CIF stands for cost plus insurance plus freight cost of the machinery. FOB stands for Free on Board i. e. export value excluding cost of freight and insurance. DEEMED EXPORTS The Indian suppliers are entitled for the following benefits in respect of deemed exports: ? Refund of excise duty paid on final products ?Duty drawback ?Imports under DEEC scheme ?Sp ecial import licenses based on value of deemed exports The following categories are treated as deemed exports for seller if the goods are manufactured in India: 1. Supply of goods against duty free licences under DEEC scheme 2. Supply of goods to a 100 % EOU or a unit in a free trade zone or a unit in a software technology park or a unit in a hardware technology park 3. Supply of goods to holders of licence under the EPCG scheme 4. Supply of goods to projects financed by multilateral or bilateral agencies or funds notified by the Finance Ministry under international competitive bidding or under limited tender systems in accordance with the procedures of those agencies or funds where legal agreements provide for ender evaluation without including customs duty 5. Supply of capital goods and spares upto 10% of the FOR value to fertilizer plants under international competitive bidding 6. Supply of goods to any project or purpose in respect of which the Ministry of Finance permits by notification the import of goods at zero customs duty along with benefits of deemed exports to domestic supplies 7. Supply of goods to power, oil and gas sectors in res pect of which the Ministry of Finance permits by notification benefits of deemed exports to domestic supplies MANUFACTURE UNDER BOND This scheme furnishes a bond with the manufacturer of adequate amount to undertake the export of his production. Against this the manufacturer is allowed to import goods without paying any customs duty, even if he obtain it from the domestic market without excise duty. The production is made under the supervision of customs or excise authority. DUTY DRAWBACK IT means the rebate of duty chargeable on imported material or excisable material used in the manufacturing of goods in and is exported. The exporter may claim drawback or refund of excise and customs duties being paid by his suppliers. The final exporter can claim the drawback on material used for the manufacture of export products. In case of re-import of goods the drawback can be claimed. The following are Drawbacks: ?Customs paid on imported inputs plus excise duty paid on indigenous imports. ?Duty paid on packing material. Drawback is not allowed on inputs obtained without payment of customs or excise duty. In part payment of customs and excise duty, rebate or refund can be claimed only on the paid part. In case of re-export of goods, it should be done within 2 years from the date of payment of duty when they were imported. 98% of the duty is allowable as drawback, only after inspection. If the goods imported are used before its re-export, the drawback will be allowed as at reduced per cent. ? NAME Yash patel COLLEGE NAME Kamala Mehta College of commerce ROLL NO. 156 PROJECT NAME Export assistance and incentives CLASS T. Y. BCOM (B) ? How to cite Export Assistance and Incentives, Papers

Bain Reflective Framework for Clinical Nursing - myassignmenthelp

Question: Discuss about theBain Reflective Framework for Clinical Nursing. Answer: Reflective practice is essential in health and social care as it gives scopes to the Healthcare professionals to identify different positive and negative aspects from an experience. It thereby helps to apply strategies so that the negative aspects do not take place in future (Shrader et al., 2013). It can be defined as the procedure of making sense of different events, situations and actions and then learning from those situations so that mistakes made once are not repeated in next time when similar situations arise (van Veen-Berkx et al., 2015). It gives scope to nurses to develop their knowledge as well as skills and also help them to become more responsible in the future. In the present assignment, Bains 5 R Framework would be used as it acts as a systematic approach to the description of events and the different reflections and knowledge learn from it. The first step of the reflection Framework is called reporting. In this step a brief description of the situation of the issue is provided. While I was placed as a graduate registered nurse in XYZ Healthcare Centre, I experienced issues in multidisciplinary team work where I was assigned .in the very first month an old lady was admitted to the ward when she faced a stroke following which she had fell down on the floor. This had caused her several bruises and skin tear. She was obese with a basal metabolic rate above 30. She also faced serious issues with Arthritis which has affected her few years ago. After her treatments in the emergency ward she was shifted to the general ward as the doctor has prescribed of proper rehabilitation for a week before being discharged to rehabilitation centre. She was facing issues with her speech and was not able to swallow properly and the right side of the body was also not functioning well although paralyses had not taken place. While working in th e ward, a large number of issues were noticed by me. The first issue which I noticed was that there was no proper care coordinator who would be maintaining the leadership of the team and performing the evaluation of the work done by different experts in the team. As there was no proper coordinator in the team all the experts were working individually which affected the main goal of the team work (Reeves et al., 2013). Moreover I saw that also the communication between the different experts of the team was not cordial. They usually avoided each other and did not have proper communication skills which are very important for maintaining a strong bond among the team members. While some members are rude, some are escapist. There were many team members who did not follow their own work responsibly and always played a blame game whenever confronted. Inter disciplinary communication was completely absent. All the members conducted their own diagnosis and treatment and jotted down the inform ation in the documentation sheet. There were no proper meeting that were held between the team members and therefore the perceptions of the experts about the development of the health of the old patient could not be analysed. Moreover I also noticed intense tension and stress among the different experts as they were involved into power struggles with each other. As a result of this they were not ready to provide effective feedback and always blamed each other when any negative sequences arose. The second step is the responding stage where the feeling of the individual is discussed. The continuous blame game that I noticed in the working environment of the team made me quite stressed. I became quite apprehensive because I knew that even if I did my job perfectly I can be blamed by anyone in the team which affected me. I gradually started feeling low on the ward and my enthusiasm with which I started the first day, gradually began to decline. The work which I used to enjoy previously made me felt burdened and therefore I easily become burnt out. No one provided me with effective feedback. I was gradually losing my motivation and this affected the care it was provided to the patient from my end point. I started developing a feeling of apathy towards my work and did not feel like going to the team. Not only that many of the team members acted rudely with me there by showing the power of the position and were not ready to accept any kind of suggestions from me. All this affecte d myself respect and self image. Moreover no one was accountable for their work and therefore these created a stressful environment in the department. I was also not getting proper guidance from any of the senior members and often made mistakes. However I was seriously criticized whenever I made mistakes and this affected my zeal to continue work in the tensed work environment. However I realised from the entire situation that if all these activities continued in the ward, the health of the patient would ultimately be compromised and therefore I took a decision to report it to the senior authorities so that our ultimate goal of saving the life of the patient and giving her quality life can be achieved. The next step of the reflective Framework is called the relating step. In this case the personal or theoretical understanding of an individual to a particular situation needs to be discussed. From the various theories that we have studied in the university years, I came to understand that the main issue of the ineffective teamwork in the general ward are mainly lack of proper communication skill among the different experts. They were not properly communicating among themselves and were only jotting down information in the documentation sheet. This absence of face to face communication has not allowed them to engage in different formal and informal discussions and therefore they were not able to develop strong relationships and Bond among themselves (Muller-Juge et al., 2014). Absence of a friendly approach towards Each Other has been the main reason of tensions as well as blame game among the different members. Researchers are also of the opinion that power struggles often hamper the main motto of health care of providing effective care to patients and prevents proper collaborative approach. Most of the team members were affected by the power struggles and they felt that their expertise and dedication are not respected by the experts of the higher rank. Mainly a lack of feedback providing and receiving skills was responsible for this situation (Al-Sayah et al. 2014). The senior should have provided effective feedback by properly encouraging them whenever they performed in a better way. Moreover when they would have conducted any mistake, they should be provided with the correct strategies in place of severe criticism. Besides absence of communication skills and power struggle there was also lack of a sense of accountability among the different experts as they were not accountable for their own work. They try to put the Blame on others and tried to escape the entire situation. All these affected the main Team Spirit of the multidisciplinary skills. Moreover the absence of a proper leader or care coordinator at the main reason for which all the activities conducted by the experts were taking place in an undisciplined way and no evaluation was made about the Quality of work conducted by the experts (Bookey-Bassett et al. 2017). All these had created workload and stress on different Healthcare professionals for which they have lost their enthusiasm as well as motivation to perform better. They are also no scope of continuous professional development in the ward as no training sessions were conducted for the effective teamwork (Wade, 2014). Therefore, organisation was also to some extent responsible for contribution to the tensed situation in the workplace. The next step of the reflective Framework is called reasoning. This mainly describes the rationale behind providing the comments in the previous step of the reflective framework. Effective communication helps the members of a team to communicate effectively. It reduces the chance for misinterpretation and miscommunication. The message which is delivered by proper communication is effective and brings successful results (Sawyer et al., 2016). Moreover effective communication also helps in the development of proper relationship among the different members. Development of both a formal and informal relationship is very important for maintaining harmony in relationship and also in different team work (Komer et al., 2016). Effective communication also helps in development of an understanding of each others perspectives of Work and thereby helps people to respect each other in the team. I also believe that power struggles hampers the smooth workflow in the workplace and affects the self re spect of different individuals. This may result in development of negative feelings, anger and disappointment against other members of the team for which the ultimate goal might be affected. Therefore it is very much important for each and every team members to understand the disadvantages of the power used by them and thereby modify their Behaviour for the betterment of the team performance (West Lynbovinikova, 2013). The senior should use their experience to help the junior nurses 2 develop their skills and enhance their knowledge. They should also provide effective feedback to them so that they feel motivated and encouraged at workplace (Weller et al., 2014). On the other hand the juniors should also develop collaborating and accommodating styles of work where they should be receptive of the feedback of the senior and work accordingly to develop the skills (Schaik et al. 2014). I have gone through different journal articles where researchers have placed and importance of account ability in nursing and health care feels. They are of the opinion that being accountable of one's own work is very much essential for patient advocacy and continuity of care. They also help in lifelong learning and being accountable to colleague the patient as well as to nursing profession and organisations can in turn help the individuals to serve the main motto of social contribution (Thomson et al., 2015). This value should be developed by every professional from the core of the heart. These would help to prevent the development of an environment where blame game and cursing each other or providing negative feedback to each other can be prevented. This would automatically reduce stress and workload on nurses as well as make them feels respected and loved by the team members and the organisation (Salas Rosen, 2013). Moreover an effective leadership by the care coordinator is very important who would help in maintaining unity among the different team members, develop their communi cation skills, overcome any barriers faced by the team members while developing relationship among themselves and many others. They would also analyse the different situations and provide suggestions for the scopes of development for effective teamwork (Deneckers et al. 2013). The last step of the reflective cycle is called the reconstructing state. The reconstructing state mainly includes drawing conclusions from the above Steps and thereby developing a future Action Plan. The step mainly helps in proposing strategies which would help in overcoming the barriers of the situation. After the condition if the ward revealed by me to the senior authority about the present scenario going in the general ward of the rehabilitation department, the first strategy that was taken by them was assigning a proper care coordinator. He was to be the main leader of the entire multidisciplinary team. He was assigned with the duty of fixing proper meetings, assigning time slots for each of the expert so there that there are no clashes, evaluating the care provided by each of the expert and to see that no blame game arises in the future. Proper leadership would help in the development of an ethical teamwork (Weaver et al., 2014). In order to develop the communication skills of the different team members as well as of myself, I requested the senior authority to take important steps. For this they conducted communication workshops at the different healthcare professionals for about twice a week. This helps in the development of the communication skills (Rosen et al., 2014). I also arranged for meeting twice of week where all the members are requested to attend and describe about the case of the patient with transparency. This helps each other to know about the perception of the other members of the team about the health of the patient and thereby develop for the care plan for the patient (Valentino et al., 2015). I also arranged for meetings on the weekends where all members would come forward and express their views and feedback of each other. Both negative and positive feedbacks were expected from them in such a way so that the help in the development of skills of the other members. This usually helps in the development of relationship among the members and also helps to maintain a transparency in workplace. The senior authority also arranged for continuous professional development courses for the experts so that the virtues of accountability and the negative aspects of power struggles could be discussed effectively. Moreover the different strategies to maintain an effective teamwork would also be taught in the training classes (Casimiro et al., 2015). All the above mentioned strategies are believed by me would help in changing the present scenario of the situation With the help of the reflective Framework provided by Bain, the issues in the team work which I faced in the first month of my placement were properly accessed by me. Following this, I tried to relate them with the theory that I studied in my University years. Then I tried to reconstruct the situation by implementing proper Strategies and helping the authorities of the organisation to implement different courses which help in developing the condition of the rehabilitation ward. This ensured effective teamwork which helped in maintaining a quality care to the patient and improving Patient Safety. References: Al Sayah, F., Szafran, O., Robertson, S., Bell, N. R., Williams, B. (2014). Nursing perspectives on factors influencing interdisciplinary teamwork in the Canadian primary care setting.Journal of clinical nursing,23(19-20), 2968-2979. Bookey?Bassett, S., Markle?Reid, M., Mckey, C. A., Akhtar?Danesh, N. (2017). Understanding interprofessional collaboration in the context of chronic disease management for older adults living in communities: a concept analysis.Journal of advanced nursing,73(1), 71-84. Casimiro, L. M., Hall, P., Kuziemsky, C., O'Connor, M., Varpio, L. (2015). Enhancing patient-engaged teamwork in healthcare: An observational case study.Journal of interprofessional care,29(1), 55-61. Deneckere, S., Euwema, M., Lodewijckx, C., Panella, M., Mutsvari, T., Sermeus, W., Vanhaecht, K. (2013). Better interprofessional teamwork, higher level of organized care, and lower risk of burnout in acute health care teams using care pathways: a cluster randomized controlled trial.Medical care,51(1), 99-107. Krner, M., Btof, S., Mller, C., Zimmermann, L., Becker, S., Bengel, J. (2016). Interprofessional teamwork and team interventions in chronic care: a systematic review.Journal of interprofessional care,30(1), 15-28. Krner, M., Lippenberger, C., Becker, S., Reichler, L., Mller, C., Zimmermann, L., ... Baumeister, H. (2016). Knowledge integration, teamwork and performance in health care.Journal of health organization and management,30(2), 227-243. Muller-Juge, V., Cullati, S., Blondon, K. S., Hudelson, P., Matre, F., Vu, N. V., ... Nendaz, M. R. (2014). Interprofessional collaboration between residents and nurses in general internal medicine: a qualitative study on behaviours enhancing teamwork quality.PloS one,9(4), e96160. Reeves, S., Perrier, L., Goldman, J., Freeth, D., Zwarenstein, M. (2013). Interprofessional education: effects on professional practice and healthcare outcomes (update).The Cochrane Library. Rosen, M. A., Dietz, A. S., Yang, T., Priebe, C. E., Pronovost, P. J. (2014). An integrative framework for sensor-based measurement of teamwork in healthcare.Journal of the American Medical Informatics Association,22(1), 11-18. Salas, E., Rosen, M. A. (2013). Building high reliability teams: progress and some reflections on teamwork training.BMJ Qual Saf,22(5), 369-373. Sawyer, T., Eppich, W., Brett-Fleegler, M., Grant, V., Cheng, A. (2016). More than one way to debrief: a critical review of healthcare simulation debriefing methods.Simulation in Healthcare,11(3), 209-217. Schaik, S. M., O'brien, B. C., Almeida, S. A., Adler, S. R. (2014). Perceptions of interprofessional teamwork in low?acuity settings: a qualitative analysis.Medical education,48(6), 583-592. Shrader, S., Kern, D., Zoller, J., Blue, A. (2013). Interprofessional teamwork skills as predictors of clinical outcomes in a simulated healthcare setting.Journal of allied health,42(1), 1E-6E. Thomson, K., Outram, S., Gilligan, C., Levett-Jones, T. (2015). Interprofessional experiences of recent healthcare graduates: A social psychology perspective on the barriers to effective communication, teamwork, and patient-centred care.Journal of interprofessional care,29(6), 634-640. Valentine, M. A., Nembhard, I. M., Edmondson, A. C. (2015). Measuring teamwork in health care settings: a review of survey instruments.Medical care,53(4), e16-e30. van Veen-Berkx, E., Bitter, J., Kazemier, G., Scheffer, G. J., Gooszen, H. G. (2015). Multidisciplinary teamwork improves use of the operating room: a multicenter study.Journal of the American College of Surgeons,220(6), 1070-1076. Wade, P. (2014). Developing a culture of collaboration in the operating room: more than effective communication/Developper une culture de collaboration en salle d'operation: mieux que la communication efficace.ORNAC journal,32(4), 17-31. Weaver, S. J., Dy, S. M., Rosen, M. A. (2014). Team-training in healthcare: a narrative synthesis of the literature.BMJ Qual Saf,23(5), 359-372. Weller, J., Boyd, M., Cumin, D. (2014). Teams, tribes and patient safety: overcoming barriers to effective teamwork in healthcare.Postgraduate medical journal,90(1061), 149-154. West, M. A., Lyubovnikova, J. (2013). Illusions of team working in health care.Journal of health organization and management,27(1), 134-142.

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Independent Learning For Nursing Nursing Essay Reflection is a way to look back on what a person experienced on a certain event. The purpose of this reflective essay is for me to mull over on what I have learned from my direct experience on placement. I opt to utilise on this reflective essay A Model of Structured Reflection by Driscoll (2007). This Model has three questions, what, so what and now what for me to answer and at the same time to ponder about my practice experience; hence I chose to take advantage on Driscolls model as it is very handy to apply even with or without a paper and pen, as all I need to bring to mind is the above aforementioned three questions. I will tackle what I think it matters to me most from my two weeks practice placement, share some learning needs from the learning plan and analysing whether I gained knowledge and understanding that can be applied in a new situation (Howatson-Jones, 2010). I was in the ward on my two weeks introductory period of practice experience. On my first day, the Ward Manager introduced me to her team. She had told me that my mentor was not around at that time; hence she handed me over to one of the nurses in-charge. As I came on an early shift, I have observed the patients hand over from night staff (Wywialowski, 2003). They printed out a handover sheet for each one of us. At first, I was a bit muddled up on how the night nurse was endorsing the patient, maybe because I am new, and not use to it. There are acronyms that they usually use, and I was telling myself that I have to familiarise the medical terms used so I could understand and comprehend, even I am supernumerary I want to be part of the team whilst learning (Jelphs and Dickinson, 2008). After the handover, the nurse asked me to be with the Health Care Assistant (HCA) at the moment, for me to be acquainted with the patients and adapt with the daily routine. I am fortunate that the HCA was helpful, and she taught me a lot about how to assist patient on personal hygiene. She showed me how to use the Blood Glucose monitor and plot it down on patients chart (The Global Diabetes Community, 2013). In addition, she taught me that they usually take the observation every four hourly if the patient is not on close observation. The days have gone by so quick; I was productive on my day to day experience as a student nurse. I never wasted my time just standing there without accomplishing anything at the end of my shift. With my passion of caring to patients, I become accustomed on dealing with the patient, assisted to go to the toilet, gave a hand to those who are not able to care for themselves, especially the immobilised patients. I became certain on writing down the nursing care plan of a patient (Lloyd, 2010), observed the Nasogastric tube (NGT) (Macmillan Cancer Support, 2013) and Electrocardiogram (ECG) procedures done by the staff nurse and HCA respectively (British H eart Foundation, 2013). I volunteered myself as well to get the take away medication of the patient in the Pharmacy. Furthermore, I have learned how to fill up the Nursing Assessment forms for a new patient admitted; I have done the said forms by means of communicating with the patient and family. I have mentioned the word communicating as there was a non-spoken English patient admitted because of back pain. In complying with the Nursing and Midwifery Council (NMC) Code of Professional Conduct (2010) about confidentiality, I will be using a false name for her. It was hand over to the day staff that English is not her first language; hence, Mrs. C cannot speak and comprehend well. When I went to her bedside to take her vital signs, I asked if she has any pain at the moment, she nodded her head and touched her back (White, 2005). I have seen the grimace caused of pain on her back. I reported to the nurse right away that Mrs. C is in pain, and she is due for another dose of pain killer based on her Drug Chart; as a result, Mrs. C has taken the said medication. I informed Mrs. C with the use of verbal and non-verbal gestures that she will undergo Colonoscopy to check whats causing her pain (Sully and Dallas, 2010). We waited for her nephew before accompanying them in the Gastroenterology Department as she needs somebody to translate the conversation on her behalf. Since it was my first time to watch a patient doing the procedure, I grabbed the opportunity to request from the Specialist Nurse if I can go inside and observe the procedure which she willingly accepted. I also asked permission from Mrs. C through her nephew; I was grateful when he told me his aunt wanted me to come with her in the colonoscopy room. During the procedure, I sat next to Mrs. C whilst holding her hand as she was feeling uneasy with the endoscope inserted into her anus. The Specialist Nurse has given me a few insights in relation to what she was trying to look inside the colon of Mrs. C. I was privileged for having an exquisite time of basic understanding about Colonoscopy (BUPA, 2011). After the procedure, Mrs. C has given me a hug and was thankful. I smiled and responded that it was my pleasure to help her. We went back to the ward, and before I leave Mrs. C on her bed with the assurance that she was comfortable and safe, her nephew expressed his appreciation for looking after his aunt whilst he was not around. Moreover, Mrs. C told him about me being there rubbing her back when she was in agony. I was overwhelmed on how they recognised my presence of comforting her for a short span of time and without much verbal communication. On the above scenario, I have achieved one of my learning needs, the effective communication between patient and me as a student nurse. Despite the inability of Mrs. C to express herself verbally, I was so sensitive observing her gestures and actions thus I can extend the appropriate care and assistance she needed. By intently looking at her countenance, I can interpret what she was trying to convey to me; henceforth I was able to address her needs. I have realised how vital is verbal and non-verbal communication in nursing. As a student nurse, I should be sensitive to the patients nonverbal message. I should not let language be a hindrance in giving the nursing intervention for the patient to recover and return in optimal health (Andrews and Boyle, 2008). Care of people is the priority of all nurses; this is one of the four principles of NMC Code (2010). The provision of care for the patient should be done in a holistic approach that includes the activities of their daily living (Ne wton, 1995). A simple act of care means a lot to the patient; consequently, I will put into practice again what I have learned from this in the future. Another learning need that I partially accomplished was being able to observe how to perform the Colonoscopy procedure. I partially achieved it because we have no time to explore the method used to find any abnormalities or inflammation from the patient; however, I did some informative readings about the procedure. To summarise what I have learned on my placement, I was able to see the nurses responsibilities. How they manage to give the best nursing interventions in a busy ward. How they collaborate to other health professionals for updating the patients care plan. I have proved to myself that most patients usually depend on nurses as they are the one who provide direct care on them (Altman, 2010). I do believe that nursing is a never ending process of learning; thereby ensuring that nurses are up to date with their trainings and education; otherwise the highest possible care for the patients will not be met. As a student, I have to be dedicated, motivated and inspired to achieve my ambitions in life (Maslow, 1954); continually accepting any challenges for my personal development. For the meantime, I will set my goals on what I want to learn; recognising any learning outcome on my learning plan as this will draw me closer to my aspiration, to be a Qualified Nurse (Peate, 2006). My two weeks pr actice experience was superlative. The Faculty of Nursing in the hospital provided teaching sessions that will develop us to be competent (McNiff, 1993). All the staff in the ward where I worked with were supportive and compassionate. I am looking forward for my next placement, for me to implement what I have learned from my previous one, and be able to identify new learning opportunities. In conclusion, practice placement is a day of experience, a day of new learning.

Framed :: social issues

Framed In this piece I create a particular day with a girl and her pet. I intend to cause a deadly scene where the supernatural is involved. I also plan to allow the reader to make the story believable by setting it in the real world. This piece is aimed at all ages. The sound of glass shattering onto the kitchen tiles was enough concern for Socks to investigate. He pounced immediately out of his personal rug and in a matter of seconds he was at the scene. It appeared that broken pieces of glass were scattered on the floor along with bright red tulips. He then looked up at the distress face of his owner Elisa, who had just arrived home from work. He decided to comfort her and gave her a juicy lick on her soft white face. ‘Oh! Socks. These were supposed to be for my boyfriend. I’m going over to his place tonight,’ she explained with a single teardrop, whilst rubbing her fingers through his golden fur coat. ‘I guest I’ll have to bring you along, you sweaty. Okay?’ He barked ecstatically to highlight a ‘yes.’ Socks was able to understand what Elisa had said as he was a Labrador and had five years of training. An hour prior to the departure, Elisa had tried on at least fourteen different outfits, which all looked dazzling. She finally chose the violet dress with matching lipstick and high heels that showed her stunning long legs. She added a touch of foundation to her naturally beautiful face and flipped her blonde hair back to create a catwalk style-look. ‘Socks, here boy,’ Elisa called from the front gate. â€Å"Hop into the car, we’re leaving.’ She tied a violet strap around his body to correspond with her look. They arrived at the spacious double storey house with an eerie atmosphere due to the leafless trees mainly surrounding the estate. At the entrance a tall, slim man with electric blue eyes greeted them at the front brass door. ‘How are you, Elisa?’ he asked her cheerfully. ‘I’m fine Darren. This is my pumpkin - Socks,’ she replied as they entered the house. Her first impression of the house was simply shocking. Clothes were spread on the couch to the floor not to mention the creepy appearance of the house, however when she reached the dining room she was quite stunned. Framed :: social issues Framed In this piece I create a particular day with a girl and her pet. I intend to cause a deadly scene where the supernatural is involved. I also plan to allow the reader to make the story believable by setting it in the real world. This piece is aimed at all ages. The sound of glass shattering onto the kitchen tiles was enough concern for Socks to investigate. He pounced immediately out of his personal rug and in a matter of seconds he was at the scene. It appeared that broken pieces of glass were scattered on the floor along with bright red tulips. He then looked up at the distress face of his owner Elisa, who had just arrived home from work. He decided to comfort her and gave her a juicy lick on her soft white face. ‘Oh! Socks. These were supposed to be for my boyfriend. I’m going over to his place tonight,’ she explained with a single teardrop, whilst rubbing her fingers through his golden fur coat. ‘I guest I’ll have to bring you along, you sweaty. Okay?’ He barked ecstatically to highlight a ‘yes.’ Socks was able to understand what Elisa had said as he was a Labrador and had five years of training. An hour prior to the departure, Elisa had tried on at least fourteen different outfits, which all looked dazzling. She finally chose the violet dress with matching lipstick and high heels that showed her stunning long legs. She added a touch of foundation to her naturally beautiful face and flipped her blonde hair back to create a catwalk style-look. ‘Socks, here boy,’ Elisa called from the front gate. â€Å"Hop into the car, we’re leaving.’ She tied a violet strap around his body to correspond with her look. They arrived at the spacious double storey house with an eerie atmosphere due to the leafless trees mainly surrounding the estate. At the entrance a tall, slim man with electric blue eyes greeted them at the front brass door. ‘How are you, Elisa?’ he asked her cheerfully. ‘I’m fine Darren. This is my pumpkin - Socks,’ she replied as they entered the house. Her first impression of the house was simply shocking. Clothes were spread on the couch to the floor not to mention the creepy appearance of the house, however when she reached the dining room she was quite stunned.

Manchild in the promised land

First generation blacks in New York had the unique situation of being in the urban life for the first time, having come from slave work conditions on southern farms, they brought their experiences of living as slaves, they brought their religion and they brought hope that life in the city would be different, that life would be better in the promise land.   As we seen in Manchild in the Promised Land, life in New York is hard, harder than the south in new ways that blacks could not have prepared themselves for. Poverty, violence, and prejudice followed them where ever they went in America, including New York.   Black children growing up in this urban setting are like weeds growing between the cracks in the pavement—they are hearty, they do what they have to do to survive.   The streets are their playground, their school and hope is only in the luck one has that they won’t get busted.   How did this lifestyle develop?   A number of factors, namely poverty and prejudice caused other problems to develop such as violence, child abuse, drugs, prostitution etc. Child Abuse One social ill that often stems from poverty is child abuse.   In the book child abuse is seen in homes such as Claude’s friend Bucky whose mother, who is on welfare, is in such a state of despair that she chooses her drink and gambling over feeding her own four children.   These children liked living in the child welfare house because at least there they had three meals a day and a place to sleep.   Of his friend Claude says, â€Å"Bucky was the only kid I knew who could stay out all night long and not be missed† (p 32). This clearly instilled in these youth the struggle to survive at all costs whether it be violence or stealing.   School also became something that hardly seems worthwhile when a child could be out â€Å"catting† on the streets and come home with food, money, clothes or other items when school only meant that you would probably get in trouble for something and get beat when you got home.   Claude doesn’t seem to realize the benefits of going to school, learning to read etc. until almost his high school years when the prison warden encourages him and believes that he could do well. Just as a master abused the slave, many a black parent abused their children under the pretense of â€Å"spare the rod and spoil the child,† raising them up with violence in their hearts from the start.   Black children in Harlem were to respect their parents and do what they were told or pay the cost. For punishment for his various crimes and school skipping, Claude is beaten progressively more seriously until his father resorts to hitting him with his fists because it seems that no matter what punishment Claude is given, he continues to get into trouble and his father is frustrated to the point of serious violence.   So from the age of six years old, violence is instilled in Claude as a means for upholding authority and for punishing wrong doing but interestingly enough, violence was not enough to make Claude respect his father and the day his father used his fists on Claude seems to be the day that Claude’s relationship with his father was severed. Violence Violence is a part of survival in Harlem.   One must defend their manhood, their reputation or fear losing important alliances with other men who help make street life livable.   In prison one must protect their rank of power, which is more clear cut than on the street. Examples of violence in the book include when Claude disowns his friend for allowing himself to be beat up by white men—to Harlem street youth this was the most disrespectful thing one could do to oneself. Big Bill, a man in Claude’s neighborhood, encouraged the kids to fight because he knew they needed to learn how to defend themselves on those hard streets.   Big Bill was preparing them for life, as he saw it.   In order to survive, Claude learned, you had to be a â€Å"bad nigger,† which meant that you had to be willing to do anything; you had to be willing to die.   One time when Claude was beat up over a quarter he said, â€Å"It wasn’t the value of money†¦ It was just that these things symbolized a man’s manhood or principles† (p. 256). Violence is used to keep racial segregation—Claude is raised being told that if he were to ever sleep with a white woman he would be lynched.   The police use violence to control violence.   Violence is also used by the everyday inhabitants of Harlem to protect themselves against the people who live the street life.   Claude caught a bullet in the stomach from a neighbor who was simply trying to keep their sheets from being stolen.   One man’s head was cracked open by a landlord for peeing in the hallway of his building.     Ã‚  The cycle of wrong doing seems to be perpetuated by violence; it cuts the psyche and makes a person grow callous to what has to be done to protect oneself and one’s belongings in Harlem or any poor urban ghetto. Role of Women Black women in Harlem are the lowest on the totem pole so to speak and are treated as if they were objects to own or use.   Women are considered to only exist to please men and men like Johnny, a pimp, treat women very badly in order to get what they want.   Claude’s own mother is helpless to control her son, simply ringing her hands and saying, â€Å"Boy, why you so bad?† (p 27).   In the case of Sugar and Melvin, Sugar must step up when her man decides that he is not going to struggle to survive in hostile Harlem but simply give up—she must take on a more important role in the relationship and lead the household. Drugs Drugs are another result of urban poverty in Harlem.   Drugs are an escape, a chance to make a quick buck.   Claude also said that drugs became associated with manhood, â€Å"the young cats wanted to take drugs because they used to listen to the way the junkies talked, with a drag in their voice† (p 261).   Many a black man in Harlem got caught in the web of Heroine, thinking that they were in control and selling it, the drug took control of them.   Pimp, Claude’s little brother, was just such a character and Claude spent a lot of time trying to show his brother that this just wasn’t the way. Religion Religion in Harlem harks back to the spirituals of the South.   Charismatic church services were held in old stores, apartments or where ever there is space to be had. The preachers, such as Mrs. Rogers, a jackleg preacher, have no formal training but lead their family and peers in a sermon and loud prayer sessions. Claude was very skeptical of his experience in Mrs. Roger’s church and for years later he remembered church as a place where, â€Å" somebody lined up a lot of kitchen chairs in a few rows, a preacher did a lot of shouting about the Lord, people jumping up and down until they got knocked down by the spirit, and Mrs. Rogers put bowls of money on a kitchen table and kept pointing to it and asking from more† (p. 27).   Claude believes throughout the book that religion is just another distraction, like a drug, to take one’s mind away from the suffering of hard living. Black Muslims in Harlem represented a little different form of faith that dealt with the issues of the ghetto by turning the philosophy of prejudice around so that the black man was the superior race and the whites inferior and according to Floyd Saks, â€Å"The time has come for all back men to rise up, band together and do something for themselves† (p 319).   These Muslim’s encouraged blacks to â€Å"buy black† to better the black economy.   Although Claude recognizes the need for change in his community he quickly sees that Floyd’s faith is simply exchanging one hate for another. Role Models The only role models that urban youth in Harlem seemed to have were negative ones.   Those that worked hard did not make enough money to survive or live well.   Those that seemed to have enough money and to have control over their life were the â€Å"street heroes† or the men who were able to lie, cheat and steal their living.   Claude was influenced by friends his own age such as Danny, who taught him how to steal from cash registers and skip school or Johnny who taught him how to hustle on the street. Claude in turn became a â€Å"street hero† and influenced his little brother Pimp who then ended up becoming a drug user.   The influence of siblings was such that Pimp was expected to live up to his brother’s tough reputation so he had to be a â€Å"bad nigger† and he had to get in as much trouble as possible to catch up to his brother’s years of street experience.   Claude has to beat up an older boy for his sister Carole’s honor in order to preserve his own as well as hers. Claude finds a positive influence only in the â€Å"comforts† of the regimented prison where everything is clearly laid out with purpose.   Mr. Papanek and Mrs. Coen are the only two people in Claude’s life who positively influenced his actions and helped him to realize that he was going no where doing the same things that got him in trouble before and got other men in trouble before and after him. Papanek kept telling people that, â€Å"Claude Brown is going to be a real success† and as a result, Claude believed it and made it happen (p 167).   Doing something different had not occurred to Claude before this or to other youth like him because there just weren’t any successful young black men to be found. Reverend James was a positive role model in the Harlem community that Claude sought to help his brother Pimp get off drugs and to find a track into college.   Claude respected Reverend James because he was as intelligent as Mr. Papanek but he was black and he lived in Harlem with the rest of those struggling to survive and had found a way to survive outside of the mores of the street.   â€Å"Reverend James is a pretty hip guy for a minister,†Ã‚   Claude admitted to Pimp and it is the Reverend’s ability to be â€Å"hip† that made him capable of really making a difference in the lives of Harlem youth (p 390). The Ghetto Mentality Poverty, violence, crime and the lack of any hope or any positive role models caused a â€Å"ghetto mentality† to develop that made people have low aspirations and to focus on the appearance of things such as making sure to have fine clothes rather than planning ahead with finances for the future.   Success was seen only in the street heroes: pimps and successful criminals. Tilto, Danny and Mac are good examples of boys with no aspiration to ever do anything else but hustle and hope for a quick showy success.   When asked what he was going to do with his life Claude’s friend Mac says, â€Å"I don’t know man. I guess I’ll deal drugs† like every one else in the neighborhood was already doing (p 237).   This ghetto mentality was re-enforced by the fact that men with a criminal record after the age of sixteen were unable to find gainful employment or become a successful citizen in society so there was a sense of, â€Å"why try, I can’t do anything about it now.† This mentality is broken only by the influence of someone like Claude, who everyone respects on the street and who decided to get out of the lifestyle and to find something more fulfilling in life.   The likelihood of urban youth to come in contact with a Mr. Pancheck, like Claude did is less likely than for them to be impressed to change by someone like Claude.                              

Digital Photography Essay

Digital Photography Essay Digital Photography Essay My goal is to be a photographer and I selected this career because I like taking pictures. COPS-The skills and abilities that I need in these jobs are apply artistic skills, such as painting, drawing, or modeling in practical ways. Make finger and hand movements correspond with seeing to operate equipment, adjust instruments, and use pens to make sketches or use measuring tools. Select the tools, materials and methods which are best for each purpose. Use your eyes, hands, and fingers skillfully to guide knives, pens, brushes, and modeling tools precisely. Picture the way the finished product should look from computerized drawings. Choose the most appropriate equipment to express an idea or create a particular effect and use fingers skillfully when making drawings. Understand and apply artistic principles and techniques. Perform detailed work with great accuracy. Take pride in turning out work that appears attractive and meets the standards set by a customer or your supervisor. Look a t an object and notice tiny flaws which should be removed or repaired. Understand and use blueprints, sketches, drawings and other kinds of directions. Work to precise measurements, use arithmetic to measure, compute, compute amount of materials to use, and to inspect a product to be sure it meets requirements. Suggested activities to get experience that I need to take to get more experience are Take crafts or ceramics classes, take art classes, draw cartoons, sketch or paint posters. Join an art, media, or photography club. Enter photography or art contests, do etchings with woodburning tools, make models of cars and airplanes. Take photographs or make videos of friends, family, animals or scenery. Use a computer graphics program to design a newsletter or newspaper. Where I will attend is Penn Highlands Community College. The class for photography will cost $69. It will cost $3,830.00 to go to school there and there are no living accommodations because it’s a community college. What degree I will obtain there is an associate in specialized technology degree. During the 10 years of operation the community college had expanded its academic offers in liberal arts and career programs and to include online courses, and advanced technology offers. In addition to that they also provide area residents with credit courses, they have increased noncredit and are continuing education programs to meet to the workforce development needs of the region. President Dr. Anna Weitz vision was to grow enrollment and expand the outreach of the college to the surrounding countries that were underserved or were not served by any Community College. To achieve their goal, the Community College petitioned the Department of Education to change their name from CCACC to reflect a more regional approach. The name was changed to Pennsylvania Highlands Community College on July 1, 2004. Pitt Johnstown was founded in 1927, it is the first and largest regional campus of the University of Pittsburgh. It is a vital knowledge center and a contributor to the region’s educational, social, cultural, and economic development, UPJ provides a high quality educational experience that is designed to get students ready for the real world of the 21st century. UPJ’s record of excellence was reflected in part by the accomplishments of the students, faculty, and staff; more than 20,000 alumni achievements are on record; the gratification of area employers; and accomplishments of many external organizations. University of Pittsburgh at Johnstown brings a high quality educational experience in a supportive living and learning environment that is grounded in the liberal arts and sciences, and is current and responsive to both our students’ persona l and professional needs and also to our communities needs. UPJ’s campus is located on 655 picturesque acres in the Laurel Highlands of Pennsylvania, 70 miles east of

University of New Mexico (UNM) Admissions Data

University of New Mexico (UNM) Admissions Data The University of New Mexico has an acceptance rate of 58 percent. Those with good grades and test scores are likely to get into the school. To apply, interested students will need to visit the schools website for the application form and complete admissions guidelines/instructions. Required materials to apply include official high school transcripts and SAT or ACT scores. Be sure to contact the admissions office if you have any questions. Will you get in? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) University of New Mexico Acceptance Rate: 58 percentTest Scores: 25th / 75th PercentileSAT Critical Reading: 470 / 600SAT Math: 480 / 600What these SAT numbers meanSAT comparison for New Mexico collegesMountain West SAT comparisonACT Composite: 19 / 25ACT English: 18Â  / 25ACT Math: 18Â  / 25What these ACT numbers meanACT comparison for New Mexico collegesMountain West ACT comparison University of New Mexico Description The University of New Mexicos 600-acre campus sits in the heart of Albuquerque. Its distinctive buildings are designed with Pueblo-style architecture, and the park-like campus features a duck pond and an impressive arboretum. In academics, Business is the most popular major, but the University of New Mexicos strengths in the liberal arts and sciences earned the school a chapter of Phi Beta Kappa. Academics are supported by a good 19 to 1 student / faculty ratio. In athletics, the UNM Lobos compete in the NCAA Division I Mountain West Conference. Enrollment (2016) Total Enrollment: 26,999Â  (21,023 undergraduates)Gender Breakdown: 44Â  percent male / 56 percent female76 percent Full-time Costs (2016-17) Tuition and Fees: $7,340 (in-state); $21,929 (out-of-state)Books: $1,080 (why so much?)Room and Board: $9,472Other Expenses: $3,858Total Cost: $21,750 (in-state); $36,339 (out-of-state) University of New Mexico Financial Aid (2015-16) Percentage of Students Receiving Aid: 96 percentPercentage of Students Receiving Types of AidGrants: 95Â  percentLoans: 38 percentAverage Amount of AidGrants: $6,157Loans: $4,626 Academic Programs Most Popular Majors: Biology, Business Administration, Elementary Education, General Studies, Nursing, PsychologyWhat major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 80 percent4-Year Graduation Rate: 16Â  percent6-Year Graduation Rate: 44Â  percent Intercollegiate Athletic Programs Mens Sports: Football, Skiing, Tennis, Track and Field, Golf, Basketball, BaseballWomens Sports: Skiing, Swimming, Volleyball, Tennis, Basketball, Soccer, Volleyball If You Like University of New Mexico, You May Also Like These Schools New Mexico State University: ProfileNorthern Arizona University: Profile | GPA-SAT-ACT GraphFort Lewis College: ProfileTexas Tech University: Profile | GPA-SAT-ACT GraphStanford University: Profile | GPA-SAT-ACT GraphUniversity of Oregon: Profile | GPA-SAT-ACT GraphUniversity of Utah: Profile | GPA-SAT-ACT GraphColorado State University - Fort Collins: Profile | GPA-SAT-ACT GraphUniversity of Arizona: Profile | GPA-SAT-ACT GraphUniversity of Colorado Boulder: Profile | GPA-SAT-ACT GraphUniversity of Texas - Austin: Profile | GPA-SAT-ACT Graph Data Source: National Center for Educational Statistics

International Financial Management Essay Example | Topics and Well Written Essays - 2500 words - 1

International Financial Management - Essay Example Moreover, Wall-Mart also has projected plan to invest further 37% of its US $ 13.05 million and 38 percent of US $ 12.5 million of capital investment in the international market for the year 2013 and 2014 respectively. Significant portion of the above mentioned investment is aimed at adjustments and capturing e-commerce retail sales in US, Brazil and China (Wal-Mart, 2013). In light of the Wall-Marts decision to invest and since the conditions of the world are constantly changing; therefore, underlying report is aimed at exploring factors that affect the foreign direct investment in specific context to China. The report will provide comprehensive review of foreign direct investment arena of China that determines its attractiveness. Furthermore, assessment of the FDI scenario of China with reference to global financial crises and the current position will be highlighted. Finally the improvement recommendations will be made. IMPORTANCE OF INVESTMENT AVENUES ASSESSMENT Foreign Direct In vestment, in accordance with the definition of World Bank, is investment leading to ten percent stake ownership by an organization that is not domestic by origin. MNC’s have been making investments in foreign investments since past 200 years but these investments centrally constituted portfolio investments than green field business purpose, wholly owned subsidiaries or joint ventures (Vardar, 2011). Liberalization of economies led to the relaxation of paths for the foreign investors by removing barrier (Vardar, 2011). Factors that drive multinational corporations towards investment in international arena are concretely dependent on either the objective of growth of diversification. Though increasingly important driver of the country’s economies; FDI also benefits extensively to the investing companies in response to taking risks and costs in international markets. Companies usually undertake foreign investment decisions when export and licensing such as tariffs and quo tas etc are prone to increased costs and risks than benefits. Alike, Wall-Mart many other corporations such as Coca-Cola, Exxon Mobile, Tesco, Starbucks, Nokia etc all have invested their stakes in the foreign markets. Complimenting to growth and diversification, factors that influence international investment are highlighted as follows: Significant reduction in transportation cost is gained. Attractive markets may turn unprofitable on shipping or transporting of products in bulk from local market to long distance markets. Internationalization and FDI stake in market, according to internationalization strategy, gets attractive once the cost, difficulties and limited level of control in licensing mode restrains corporations from gaining actual benefits from international markets. Investment in international markets also forms an important dimension of strategic behavior of gaining dominant position in the international market. This factor adds significant value to the firm in compari son with competitors by gaining first mover’s advantage. Stages of the product’s life cycle where demand of the product increases to considerable extent in the international markets leads to firm’s investment in the international market. In most instances, the maturity stage of product’s life cycle leads to FDI in international market. Each country in the world offers some advantages that are not offered by many other markets or locations in the world. Other than market