Online Travel Case Study Example | Topics and Well Written Essays - 1500 words

Online Travel - Case Study Example The possibility of spreading the reach of the business overseas is made possible by the practically zero marginal cost incurred by online travel companies in extending their marketing to foreign countries. Europeans have actually been observed to travel more than their Americans counterpart, averaging four weeks of vacation annually while Asian travelers such as Chinese and Indians have posted a notable increase int heir frequency of travel due to the improved number of middle class consumers (Tracy). Subscribers of online travel have benefitted from the dominance of market economy and market system as we observe prices become competitive due to the presence of of more online travel service suppliers such as Kayak and Sidestep (Bhargava) . This leaves an experience of intense competition for the big three companies such as Orbitz, Expedia and Travelocity, practically showing the validity of Adam Smith's theory of self-interest- that in the pursuit of business of many, self-interest can bring important sociopoliticsal evolution and economic growth (Robert B. Ekelund Jr.) Last minute dot com resides in an industry where consumers are task-oriented and highly price conscious, with many experienced travel deal seekers searching for the best deals on air fare, hotels and car rentals with the competition being concentrated mainly in two areas-the corporate travel and the package deals(Bhargava). Currently, the way of handling the travel business have been very innovative as we see site like FlyerTal being flocked by most online travelers being consumer discussion driven, having posts from travelers helping each other, trading discount certificates and talking about customer service experiences. TravelAdvisory is also one of the most trafficked sites being due to its high rankings in a location or hotel-based keyword search (Bhargava). Obviously, the industry is taking on a different phase of competition especially as the technology develops more. The use of dot travel domain has also been introduced recently but has been used slightly with hyatt.travel and solmelia.travel as the only notable sites. Lastminute.com, on the other hand, has refused to activate a dot travel domain with the belief that the dot com domain is central to its brand (Nelson). The industry is expected to tread upward in terms of usage and sales, with the many facets of technology being adapted specifically in the marketing aspect. As one of the articles in the Harvard Business Review in Management says, "if tops management wants to find ways of improving profits and growth, it must actively participate in the development of marketing plans by challenging their underlying assumptions and by contributing alternative ideas on strategy and programs (Ames). Effect of Current Political and Economic Issues Starting in 1998, last minute.com was well managed by owners Brent Hoberman and Martha Lane-Fox, expanding its services to holidays, hotels, car hire, restaurants, theater and spa. In 2005, it was purchased by Travelocity, becoming part of Saber family of travel companies (Last Minute Network Limited). The buy-out of Saber Holdings of Lastminute.com has made its share soar from "45.4 per cent, to 153.25p, putting a value of pounds 522m on the company" (Reece). The decision by Hoberman and Lane-Fox to renounce leadership of the company was made after its financial struggle, experiencing an over-all loss of pounds

Global Warming Research Paper Example | Topics and Well Written Essays - 1000 words

Global Warming - Research Paper Example This decision is fundamentally based upon the assumption that if humans are legally bound to control CO2 emissions, global warming can be reduced. However, scientists vary in their views regarding the existence of global warming as a problem. Many do not attribute this problem to humans. Government’s resolution to finalize such a treaty is being criticized in that if its enforcement is delayed up to some 25 years, it would hardly do anything to lower the temperature after 100 years. In this way, the proposed restrictions of the treaty would do more of economic harm than environmental good. A better idea is to postpone any legal action unless human activity is proved to be the fundamental cause of global warming. Meanwhile, better technology should be developed in order to mitigate the issue of global warming so that both environment and economy remain in good health. Biblebelievers.org.au (n.d.) has discussed certain myths that contradict the beliefs of many. They are discusse d as follows: Myth 1 – scientists mutually consent upon warming up of Earth. According to the ground-level temperature measurements, since 1850, temperature of Earth has only increased from 0.3C to 0.6C. There is no evidence of global warming in the global satellite data of the past 18 years. Thus, saying that the globe is warming up is a myth. Myth 2 – Humans are making the globe warm. ... Scientists’ view on global warming (biblebelievers.org.au, n.d.). Myth 3 – If necessary action is not taken in time, this can be very deleterious for the environment. Immediate government action is required before it gets too late. Proponents of the theory of global warming consented in a 1995 analysis that action to safeguard the environment against global warming can be delayed for at least 25 years without causing any harm to the environment. Governments can cut emissions to approximately 9 billion tons per year now, or wait until 2020 and cut emissions by 12 billion tons per year. Either scenario would result in the desired CO2 concentration of 550 parts per million. Delaying action until 2020 would yield an insignificant temperature rise of 0.2 degrees Celsius by 2100. (biblebelievers.org.au, n.d.). Myth 4 – Global warming caused by humans will create dreadful environmental issues. Such beliefs have been totally rejected by many reputable scientists, particu larly those who researched upon the Intergovernmental Panel on Climate Change (IPCC) of the UN organization. â€Å"There is no actual evidence that carbon dioxide emissions are causing global warming. Note that computer models are just concatenations of calculations you could do on a hand-held calculator, so they are theoretical and cannot be part of any evidence† (David Evans cited in Cook, 2011). International energy statistics are available that tabulate the peat, coal, crude oil and brown coal production for every country starting from 1751. An in-depth analysis of the statistics suggests that the emission of CO2 has increased manifolds in the last century. According to EIA (cited in Cook, 2011), up to 29 billion tonnes of CO2 were released in the year 2006. The level

Earthquake preparedness Essay Example | Topics and Well Written Essays - 2500 words

Earthquake preparedness - Essay Example Near Prince William's Sound the movement in plates had already started. The fault started to slip, resulted in tsunamis. rush under the foot. Huge fissures began to open and close as the shaking continued. In a moment every thing started to come down and collapse. For around 5 minutes the ground shook like anything and than it stopped, leaving every thing ruined and devastated. (1) First moving on the seismic perimeters, the magnitude of this quake was noted to be 8.4 on the RICHTER SCALE. But later the calculation of the movement proved it to be around 9.2, holding it to be the second largest quake after the CHILE earthquake which was recorded to be of 9.5 magnitudes. This quake was the largest in the Northern Hemisphere, largest in the North America. The total area on which it was felt was 1,300,000km2. (The whole of Epicenter: It was 120 km on the east side of the Anchorage, around 90km on the west of Valdez and approximately around 10km east of the College Fiord. (2) Its focal dept comes up to 25km and the movement continued for around 240 seconds or approximately 4 minutes. After the earthquake the tremors and quakes continued for and year at least. There were approximately 52 larger after shocks. The largest quake had a magnitude of 6.7. Around 15 of these shocks occurred on the same day. And these were of around 6.0 and above magnitude. In next few weeks same kind of shocks continued. Other than this there were many small quakes that came in the very same month of the earthquake. Now let's see what the strength of the Earthquake was. According to the different researchers, it was 6 * 10 raised to the power of 25, in ergs. The sudden rise of the Alaskan sea floor caused a tsunami which gave rise to 121 deaths of 132 deaths. The tsunami waves which was rushing at a tremendous seed of 400 miles per hour reached Hawaii Island, than it struck the Crescent City of California where the huge green wood trees which were in the near by sawmill were shoved into the city taking away lives of 10 people. Around 16 people died in California. Sloshing of the water back and forth started to occur in the rivers a water ways. The landslides cau sed huge water waves of around 100 feet above the normal tide levels smashing the harbor walls and destroying it. (3)The sand turned into a liquid state because of the ground liquefaction due to the earthquake. As a effect of the liquefaction avalanches and rockslides occurred. About 75 houses were ruined because of this in the region of Anchorage, Turn again Heights. Property of around $311 million was destroyed most of it occurring in Anchorage area. The Penney's building was one of the strongest buildings that came down. Its panels were five inches thick. When the quake occurred the panels came out and fell into the street below. A woman was killed in this that was driving by. Air traffic controller was also killed when the 68 foot long and heavy control tower of Anchorage came down. Other than this in Anchorage area electricity poles, water lines, gas lines telephone lines were all smashed and

Society In Philippiness Essay Example for Free

Society In Philippiness Essay When we were human beings in small tribe hunting and gathering, everybody you had to deal with was somebody you saw every day. We’re species that’s based on communication with our entire tribe. As the population grew and people had to split up into smaller tribes and separate, they got into the point where they never see each other for their whole lives (Lamy Lester). Communication is important in maintaining relationship with our family, friends, and even somebody we encounter in our day-to-day lives. The internet is the first technology that let us have many-to-many communication with anybody on the planet. In a sense, it brought us back to something we lost thousands of years ago Internet allows people to interact with others anywhere on the planet (Lamy Lester). Today’s generation is based around technology. Everything we do revolve around the internet. It is primarily a source of communication, information and entertainment, as simple click and search, internet can provide us the information we need. The internet is unique among the mass media in allowing interpersonal communication through email and instant messaging. It is a community known as â€Å"Social networking†. Social networking has left us with the chance to meet people in a much easier method; a friend is now a finger click away. _______ Filipinos use social networking sites every day. Facebook, Yahoo, MySpace and Twitter are used extensively for the purpose of communication because those are the most popular networking sites this time. There are also programs that allow us to communicate such as Skype and Yahoo messenger. On Facebook, you can simply click â€Å"add friends† and the other person can either accept you or deny you. One of the most important advantages of the use of social media is the online sharing of knowledge and information among the different groups of people. This online sharing of information also promotes the increase in the communication skills among the people especially among the learners/students of educational institutions. Some people can access social networking sites without even leaving their house. Technology and social networking is slowly taking over people’s lives and beginning to affect their personal relationships and real life interaction. College teenagers are the most common users in Social networking. Students in Lyceum of the Philippines University – Cavite (LPU-Cavite) are using social networks to keep in touch with their friends, family and for academic purposes. Since LPU-Cavite is updated and uses modern technology as a way of teaching, student’s now have the knowledge to use technology as well. Some professors even use the networking sites to upload their lectures and upcoming lessons for the student’s benefit and advantage. Social networks are increasingly being used by teachers and learners as a communication tool. Teachers create chat rooms and groups to extend classroom discussion to posting assignments, tests and quizzes, to assisting with homework outside of the classroom setting. Learners can also form groups over the social networking sites and engage in discussion over a variety of topics (Trisha Dowerah Baruah). Using social networks as a way of sending lessons and information to students consume less time and effort that will give student’s benefit for their upcoming class and discussion.

Vodafone Is A UK Based Telecommunications Marketing Essay

Vodafone Is A UK Based Telecommunications Marketing Essay In this case report we will provide two detailed strategic options for Vodafone as a telecommunications provider to sustain its growth internationally. We will give reason for our recommendations and evaluate the VRIO Framework of the organization and provide a clear Five Forces Analysis. Vodafone is a UK based telecommunications giant that has been a part of shaping the wireless phone industry as we know it today. Vodafone is present is most European and Asian markets. The company failed in Japan and has yet to enter the American market successfully as an independent company. We have developed two strategies for management to consider. Our first option is highly innovative and requires the company to utilize technology that already exists by forming alliances with providers of internet connections and with phone manufacturers. Our second option suggest that Vodafone should enter the American market as soon as possible providing wireless phone service in the American market place using many aspects of its existing business model. Suggesting the first option involves higher risk than option two. There is however room for sustainable growth with both options. Case 3-11: Vodafone; E Pluribus Enum Mission and objectives of Vodafone: Vodafone is the worlds largest provider of voice and data communication services to consumers and enterprise customers. The company employs about 66,000 people around the world. The company headquarter is situated in Berkshire, UK. Vodafone operates through single reportable business segment: supply of communications services and products. At the end of March 2007, the company had 206 million customers world wide. (Vodafone, 2007) Vodafones strategic objectives: Revenue stimulation and cost reduction in Europe Innovate and deliver on our customers total communication needs Deliver strong growth in emerging markets Actively manage our portfolio to maximize returns Align capital structure and shareholder returns policy to strategy Key issues and problems; Key issues and problems for Vodafone include how the company manages to coordinate its growth and to maintain its competitive advantage in the dramatically changing market environment of the dynamic telecommunication sector. VRIO: Table 1.1 The VRIO framework Value Rarity Imitability Organization Competitive implications Network infrastructure Yes No No Yes Competitive parity Diversified revenue base Yes Yes No Yes Temporary competitive advantage Leading market position Yes Yes Yes Yes Sustained competitive advantage Network infrastructure One of Vodafones key technologies and resources is the strong network infrastructure that supports its operations. To be able to provide mobile services, a strong network infrastructure is fundamental for the company. Vodafone operates 2G networks, through GSM networks, in all its mobile operating subsidiaries, offering its customers services such as voice, text messaging and basic data services. All the networks operate GPRS or 2.5G as well, which enables wireless access with mobile devices to data networks like the internet. Vodafone also controls 3G networks offering its customers mobile broadband data access services allowing data download speeds of up to 384 kilobits per second. 2006 launched High Speed Downlink Packet Access (HSDPA) technology shortens download times significantly with data transmission speeds of up to 3.6 megabits per second and makes the usage of mobile broadband services much more pleasant for the customers. HSDPA is enabled in the existing 3G network with a fter software updates. (Vodafone, 2007) The strong network infrastructure is a valuable resource and enables the company to respond to the growing customer needs with high quality services now and in the future. This valuable resource is not a rarity in the wireless telecommunication industry and therefore it cannot be costly for the competitors to imitate. Many of the worlds large mobile operators have the same access to the same technology as Vodafone and a control over massive networks. Vodafone is very well organized to exploit the full competitive potential of the network infrastructure by providing the employees a productive and safe working environment with attractive performance based incentives. This resource is an organizational strength and generates a competitive parity. Diversified revenue base By acquisitions, stakes in companies, and partner networks Vodafone has strategically expanded its presence to consider the whole world. The company has equity interests in 25 countries. Vodafones partner network arrangements extend to a further 38 countries. (Vodafone, 2007) Vodafone has significant mobile operations in countries such as Germany, Italy, Spain, UK, Egypt, Kenya, South Africa, Australia and New Zealand. In 2007 the largest geographic region was Germany with a contribution of 17.1% to the total revenue, followed by UK 16.3%, Spain 14.1%, Italy 13.5%, and other Europe 13.5%. Arcor and Pacific contributed 9%, Middle East, Africa and Asia 8.2%, and Eastern Europe the rest 9% of the revenues. (Datamonitor, 2007) Vodafones global reach and geographically diversified revenue base is a valuable resource for the company. This valuable resource helps the company to compensate its risks and losses. As diversified as Vodafones revenue base is it is a rarity within the wireless te lecommunication industry. Vodafones strategy is to actively manage their portfolio by investing into markets that offer a strong local position. With strict financial investment criteria Vodafone maximizes its and its shareholders returns. (Vodafone, 2007) Vodafones competitors would not face a cost disadvantage in trying to imitate this resource. It is more about the strategy that a company implements than about the financial resources. Vodafone is well organized to exploit the full competitive potential of this valuable and rare resource. The Boards goal is to make sure that the companys employees are aware of Vodafones strategic goals and mutual obligations. This resource is an organizational strength and distinctive competence and generates a temporary competitive advantage. Leading market position Vodafone is the worlds leading mobile telecommunications company. Vodafone operates in Europe, the Middle East, Africa, Asia Pacific and the US by subsidiary undertakings, associated undertakings and investments. In countries with significant operations Vodafones market shares are impressive; Germany 36%, Italy 33%, Spain 31%, UK 26%, South Africa 58%, US 25%, Egypt 48%, and Australia 18%. (Datamonitor, 2007) A strong market share with the market leader position is an extremely valuable and rare resource which improves the companys brand image and gives it a solid foundation to enter new potential markets. This resource is imperfectly imitable and the competitors would face a cost disadvantage in obtaining or developing it. Vodafones market leader position is based on the passion and effort of the companys employees. The company is well organized to manage effectively its employees to reach their full potential and benefiting them selves and the company. This resource is an organizat ional strength and sustainable distinctive competence and generates a sustained competitive advantage. 5 Forces Vodafone: Rivalry: The threat of rivalry in this business is impacted by the low number of big firms in the market. There are a few numbers of large firms worldwide that competes for the market share; this lowers the threat of rivalry. The firms that are in the business however are very competitive and because of a relative slow market growth in this industry the firms fight over the market shares that are out there and that increase the threat. There is also a low level of switching costs to the consumer and a low level of product differentiation and this further brings the threat level of rivalry up. So in the mobile network industry the threat of rivalry is fairly high. Substitutes: The threat of substitutes for voice and data communication over the traditional network is moderate. People calling over long distances could instead of picking up a phone go to a computer and call through that. The low costs of computer calling could potentially take over most long distance calling. The more local calls and business calls would be more secure for the mobile market, although cell phones with the ability to use the internet to make calls are being made available and will soon take a considerable market share of calls made. The threat of substitutes can be reasonable high in this industry. Buyers: The threat of buyers in this industry can be considered fairly low. The individual buyer has no impact on the price of the products offered. Suppliers: Suppliers power in some aspects of this industry is high. In the cell phone part of the business the suppliers of the phones can have a big impact on the price of products and the condition of the deal they make with the provider. One clear example of this is when apple launched their new I-phone. They made an exclusive contract with ATT so they had the exclusive right to be the service provider to their phone in America. So the suppliers power in this industry is high. New Entry: The threat of entry is highly influenced by the economy of scale of the existing companies. The large well established companies that have a strong foothold in the market and a known brand name would make entry for a new company costly. Although there are some new arrivals the larger firms control the market and will put pressure on any new entries. The threat of new entries is fairly low for the bigger companies. Table 2.1 Market Positioning Grid: High Tele2 TeliaSonera Low DKSonofon Coverage BT Vodafone VirginMobile ATT High Market Share Low Market Share Coverage Main Problem Statement: How can WE revolutionize the wireless telecom industry? Strategic Option 1: There is a lot of buzz in the telecommunication market about 2G and 3G networks. It was the dream of the CEO of Vodafone to bring the 3G network into the hands of the American consumers a few years back, but Vodafones partner in America did not want to invest in the new 3rd generation network. The new technologies that are out in the market now can give Vodafone the opportunity to be in front of all the competition in the American market. What we propose that Vodafone enters the American market with a 6th generation phone and phone service for cell phones. The type of phone is a phone that not only works on the regular network used to day in America but can also use the internet to make calls, not only to other Vodafone customers but to all networks. The technology is not new and exists today in America, but not in the mobile phone market. Vonage and Comcast offer their customers a phone service based over digital networks and not over standard phone lines. The way Vodafone is going to differ themselves from the existing firms is to offer this to cell phones. The way that this system works is that instead of the cell phone using the regular network to connect the calls it makes, it uses any wireless internet access that it can connect to. This means that calling people from you cell is virtually free and you would only pay a monthly charge on you cell phone to Vodafone. If you cannot find a wireless network to connect to, the phone can use a regular phone network as a backup. With a strategy to enter and take a market share in America like this one, you do not have to make large fixed investments in the hardware. Instead you have a 6th generation phone that can be operated on both the old networks and on digital networks. To get these phones and plans out to a large customer group, Vodafone should concentrate on the big cities first, making a encrypted wireless network available in the city that only their phones can access. This way the company can see how the customers like being connected to a faster and better network with a more advanced phone then available in the American market. The latest hype in the American cell phone market is the Iphone; this phone is looked into one carrier and can over the carriers network connect to the internet. The phone is locked to one carrier (ATT) but can be hacked and used by others. The Vodafone would be configured so that you cannot hack it by the software allowing the consumer to connect and call for free to any phone in the world by simply not connecting that person to the Vodafone network. The phone could be free for all providers to sell but some functions on the phone like IP communication would be useless. Since this is one of the biggest selling points for the product you basically lock the customer in to your carrier. To be able to make money of you customers you set a fixed monthly payment for the plan and no extra charges for calling people over the wireless networks, but standard charges for regular charges made from the phones. Strategic Option 2: It is hard to try to develop a strategic option to revolutionize the telecom industry for a company that has already been involved in shaping the industry for many years. Option 2 will differ from Option 1 in multiple areas. For option 2 we propose that Vodafone enters the American market place as soon as possible as Vodafone the company instead of through subsidiaries. Vodafone has always focused their marketing efforts mainly through sponsorships of large sports teams such as Manchester United Football Club and McLaren Mercedes Benz Formula 1 team along with hundreds of others. We believe that Vodafone can copy many of the elements that European customers have been satisfied with directly over to the American market which is currently lagging behind by almost five years compared to Asia and almost two years compared to Europe. Providing 3G service in the United States is needed and we believe that Vodafone could successfully gain market share in the United States. Vodafone has very high brand equity world wide and we believe that it is time to establish a grip on the US market. Recommendation Implementation: It is easy to see similarities between Vodafone and Sir Richard Bransons Virgin Corporation, other than the fact that the logos look similar. They are both UK based companies that are very dynamic and the company cultures are similar. Both companies are not afraid to be innovative and to move in new directions. We therefore recommend that Vodafone choose to move forwards with Option 1. This option involves the most risk, but we firmly believe that the industry is moving more and more towards telecommunication via wireless broadband connections. Just take a look at the Apple iPhone which with just one push on the touch screen switches from WI-FI to pure telephone mode. The iPhone does not provide IP-voice communication yet but we firmly believe that it is just a matter of time before it and others will. Implementing Option 1 we recommend that Vodafone establish strategic alliances with certain US based companies to be able to provide WI-FI hotspots that the handheld devices connect to. Also establish alliances or strengthen alliances with the phone manufacturers. We recognize that there are some privacy issues with Option 1 that needs to be solved, but this could not be done overnight and those issues will apply to the Vodafones competitors, such as ATT as well. We choose to recommend Option 1 because we have identified an opportunity for Vodafone to become the industry innovator and leader also in the United States over time. And we believe that it is possible due to the fact that the company is dynamic and it is not afraid to explore new opportunities. The same level of brand equity can be achieved in the US as in Europe and Asia. Lessons Learned: There are many valuable lessons in this case. First lesson is that in order to sustain growth in an industry as rapidly changing as technology companies always has to look for ways to be innovative and renew themselves in order to stay competitive and current. Another lesson is that a dynamic company without too many constraints to change can be extremely successful in rapid paced industries. We therefore identify a significant opportunity for Vodafone to emerge into new markets in the future. iReferences: Vodafone, (2007). Annual report 2007. Retrieved November 6, 2007, from vodafone.com Web site: http://www.vodafone.com/etc/medialib/attachments/agm_2007.Par. 62252.File.tmp/Vodafone_RA_2007_web.pdf Datamonitor, (2007 July 26). Vodafone group plc, compan profile. Retrieved November 6, 2007, from EBSCOhost Web site: http://web.ebscohost.com/ehost/ pdf?vid=7hid=3sid=6cebab29-68f7-4981-b9c3-485f73f9fcb1%40SRCSM1

Clinical Remit

Clinical Remit Teaching and Nursing Practice 1 A Learning Needs Assessment 1. Clinical Remit. As a nurse working within a clinical specialty it is within the remit of my job to promote the stoma care service and maintain high standards of care. It is also the responsibility of the stoma care department to meet the training and educational needs of ward based nursing staff to ensure high quality care which is evidence based and kept updated. Prior to coming into post my teaching experience had been limited to mentorship of students and informal ward based seminars. My only formal teaching experience had been as a student when attending lectures and courses. My teaching remit includes patients, relatives, carers, colleagues and students. It provides me with the opportunity to pass on my clinical skills, knowledge and experience to junior staff. This not only allows them to develop their own practice but influence the surgical unit and their patients. There is allocated placement time to the stoma team for students and we also teach students who have placements within the colorectal and general surgery unit. Teaching is often done in an informal, ward based environment where learners are able to observe and study with patients. Patients are carefully chosen and their consent obtained before the introduction of the learner. These patients are vulnerable therefore it is important that the patient is comfortable with any change or addition of another person to teaching sessions. Patients and their stoma nurses develop a special bond and it is important that this relationship remains strong. It is through this unique relationship that the patient gains the skills and knowledge needed to equip them for life with a stoma. The stoma care nurse is a facilitator, he/she empowers patients to optimise quality of life and adjust to their new circumstances. My principle clinical role is in the teaching and support of patients who are about to have or have undergone surgery to create a stoma. Fulham (2008) acknowledged that nurses play an important role in helping patients adjust both physically and psychologically to a new stoma. Research (OConnor, 2003; Metcalf, 1999; White, 1998) has shown that early teaching of practical skills and coping strategies help new stoma patients have a more favourable outcome. Early education helps prepare them for surgery and allows patients to adapt more positively to the stoma (Burch, 2005). I have chosen to focus on one particular aspect of teaching within stoma care, namely the changing of a one piece stoma pouch. The reason for my choice is that this is a fundamental part of the stoma care process. It is the focus of many patients anxieties and is key to many patients feeling of wellbeing; it is one area where they feel they still have some control. Bekkers et al (1996) saw self-efficiency as crucial to adjusting to a stoma and as a result saw fewer psychological problems post- operatively. Commonly, the assumption is that teaching stoma management is someone elses responsibility (Turnbull, 2002). The principles of a pouch change are simple to follow to achieve success, yet it is generally carried out poorly at ward level. This could be due to a number of reasons. Pouch changing is a practical skill not widely practiced at university; it is often passed on through experiential learning and reflective practice while on placement. This indicates that the current university curriculum does not adequately equip students with the skills needed to support these vulnerable patients (Simmons et al, 2007). It is a specialised skill that has to be practiced to become proficient. Some nurses approach changing a stoma pouch merely as a task to be carried out rather than an integral part of individualised patient centred care (Mitchell, 1995) or a teaching opportunity. Lacking knowledge or confidence in stoma care my lead to a reluctance to become involved with patients with a stoma. Norris and Spelic (2002) reported that many nurses do not feel competent enough to support patients adapting to altered body image. Stoma care is not an integral part of all healthcare areas therefore many nurses lack the opportunity to practice learned skills which then become redundant. Hollinworth et al (2004) highlighted the importance of enabling all practitioners who regularly care for patients with a stoma the opportunity to develop professionally. It is with this in mind I have chosen to carry out a learning needs assessment on a small group of nurses who work within the surgical directorate who regularly care for patients who have a stoma. The group consists of 3 nurses; 2 trained staff and 1 untrained. The rationale being that it is often untrained staff who carry out patient care due to time constraints and workload pressure on their trained colleagues. I thought it would be interesting to compare these groups; to establish strengths and weaknesses and where improvements can be made that is patient centred, individualised and of the highest standard. Learning Theories Conducting a learning needs assessment is critical to the educational process. This can lead to change in practice and forms the cornerstone of continuing professional development (Grant Stanton, cited in Grant, 2002). Evidence based practice has become the focus of NHS policy over recent years with emphasis on cost effectiveness. This ensures patients receive the most efficient care based on evidence from the most up to date research (Upton, 1999). Turnbull (2002) highlighted that ostomy teaching starts at the patients bedside often by non specialised staff; therefore it is important that staff have the necessary knowledge and skills to be able to support these patients. It is also important that patients receive the best possible care and advice no matter who is giving it. Prashnig (2006) discussed the responses of teachers to the varying learning needs of students when the teachers are aware of their teaching styles. I use a combination of styles. My approach is initially pedagogy as particular skills and information is being taught as the learner is often a new stoma patient. It then develops into an andragogical approach as the teacher learner relationship changes to guide and empower the learner towards independence through discussion and problem-solving rather than just instruction (Jarvis, 1985 as cited in Smith 1996; 1999). This can be illustrated through many of the learning theories used in education today. Banduras (1977) social learning theory shows learning comes form observing and copying behaviour before adopting it and adopting his ‘role model when teaching practical skills and giving advice. Skinners (1954) conditioning theory of positive reinforcement can be applied to stoma pouch changing. Reinforcement in the form of repeated p ractice helps to form a habitual pattern and the necessary skills to perform the task. The nursing process model of assess, plan, implement and evaluate can also be applied to this theory. Kolbs experiential learning cycle (1984) has influenced nurse education for decades (Quinn, 2000). The learner moves around the cycle through the four adaptive abilities of concrete experience; reflective observation; generalisation and application from action to observation through the learning process. Ausubels (1978) assimilation theory enables the student to build on their existing knowledge. I teach in small, easily managed sections. Revising what was learned previously and ensuring it is understood before continuing with the next stage. Rational for carrying out a learning needs assessment. Identifying a learning need is the first step in planning any education programme (Dyson et al, 2009). This ensures that the programme is appropriate for all, regardless of knowledge and experience and forms the basis of the objectives and content (DeSilets, 2007). In this case the assessment will be carried out on a small group of healthcare professionals but the principle can be used on a larger scale. A learning needs assessment forms a baseline; it identifies what is already known and what is needed to fill in gaps in knowledge or experience. The need to carry out a learning needs assessment in this clinical area was identified through casual observation of interactions between ward staff and new stoma patients. The poor uptake of stoma patient education was highlighted by a disappointing lack of documentation within patient records and limited assessment of the stomas function, the local skin condition and the patients independent progress. This has an impact on the patients psychological adjustment and ultimately their satisfaction regarding quality of care. Nursing is based on holistic, individualised needs; if a fundamental part of a new stoma patients wellbeing is not being addressed it can increase length of hospital stay, delaying independent stoma management prior to discharge with evident associated financial implications. Employers too have expectations of their staff. The NMC codes (2008) states knowledge and skills should be kept updated; and healthcare professionals should attend education which maintains and develops competence. A learning needs assessment enables the setting of goals benefit not only the learner (through improving practice) but also benefit the patients and ultimately the organisation. There are however drawbacks with carrying out a learning needs assessment. Learners often concentrate on positive aspects of their practice and do not highlight areas that need refining or further work. Teachers may focus on the negative aspects and may not give the learner credit for what they do well. Identify an area of learning A review of ward notes and patient questioning identified a poor uptake of patient teaching in stoma care. When questioned staff answers ranged from time constraints, lack of confidence when dealing with stomas and feeling that it was the responsibility of someone else to take charge. Some staff when questioned thought responsibility lay with the specialist stoma nurses. CNSs were carrying out the majority of teaching and support in the minimum amount of time, with little support from other members of the multi-disciplinary team. This identified an area of learning and an opportunity to address some of the issues through an education programme. This would re-empower ward staff and give them the skills and confidence to work with new stoma patients. This will also have a positive impact on time management. An initial increase in time spent teaching and supporting patients to manage their stoma would be rewarded when the patient was independent and more confident in their own ability. Staff are encouraged to observe, work and participate in teaching patients along with the Stoma Care CNS on the ward where she is available to answer any queries and offer assistance. Discussion with ward staff has shown that although stoma care is carried out regularly in a general surgery unit there are staff members who a greater interest and subsequently are more confident when providing stoma care. Nursing staff from the colorectal ward were informally approached and asked if they would participate in a stoma care education programme. Three members of staff expressed an interest and agreed to participate. It was decided that this would form a pilot study group. Like other forms of research a pilot study should be carried out to ensure validity and reliability (Burns and Grove, 2005). The group consisted of 2 qualified and 1 unqualified nurse. This was to attempt to determine the varying strengths and weaknesses of the grades of staff (Hesketh and Laidlaw, 2002). In accordance with the Nursing and Midwifery Council Code Standards of conduct, performance and ethics for nurses and midwives (2008), to maintain client confidentiality, all names have been changed and no reference has been made to vocation. Kate- Qualified for 3 years. Worked initially as a bank nurse but recently joined the staff of the general surgical ward full time. She has been in post for 6 months. Amy- Qualified for 5 years. Worked in a medical ward for 1 year but has worked in the general surgical ward for 4 years. Janet- Worked as a health care assistant for 14 years, all within the general surgical ward. She had aspirations to train as a nurse but never pursued this after having a family and now feels she has missed the opportunity. She is a part-time member of staff. It was decided that the teaching session should include other aspects of stoma care for which patients often need extra support e.g.; skin assessment and simple remedies, measuring a stoma and template cutting. Some common but relatively simple problems such as sore skin can be improved or resolved by prompt and correct treatment (Burch and Sica, 2008). With this in mind it was decided that the education should contain a practical session; to revise and practice pouch changing, using stoma measuring tools, cutting out templates and dealing with simple problems. Methods of assessing the learning needs. To assess learning needs it is first necessary to choose a method for gathering information. As learning needs are individual; based on knowledge, understanding, attitudes and self-assessment (McKimm, 2009; Norman et al, 2004; Grant, 2002). It was hoped the results would reveal the individual learning needs of each participant. Vaughan (1992) discussed that a learners competency can be assessed through direct observation. It identifies the learners performance level and capability. Bee and Bee (2003) also discussed the value of observation as a tool to determine strengths and weaknesses in learners practice. Quinn (2000) however identified that observation can be subjective, so to prevent observer bias a checklist or rating scale should be used. Following the example of Bee and Bee (2003) Observation can be subdivided into Direct observation, Work samples and Simulations. Direct Observation Enables assessment in real time. It quickly identifies good practice and areas requiring work. This was carried out by the Stoma Care CNS. It was decided that as she was a familiar face in the wards the nursing staff would be relaxed in her presence and would not alter their practice when â€Å"on show† and results would be accurate. It was seen as an efficient use of time/resources by ward staff and the CNS as she was available to advise and help patients and staff. Work Samples- Assessing current work practice can be difficult to assess accurately, particularly as ward staff and the CNS have individual commitments and priorities. Assessing competed work does not give the assessor a true reflection. If the CNS is unavailable to offer advice on potential issues then a vulnerable patient can be put at unacceptable risk of stoma or skin complications. Therefore this method was excluded on moral and ethical issues. Simulation- Allows the observation of the learners when dealing with different situations e.g. the availability of a simulator mannequin for practice. Interchangeable pieces replicate differing shapes and sizes of stomas which assess basic pouch changing skills but would not allow assessment of any complication or teaching of the patient. It does however, not encourage the learner to consider the psychological needs of the patient further and see that changing a stoma pouch and disposal of the pouch is more than merely completing a task (McKenzie et al, 2006; Rust, 2007). Heskth and Laidlaw (2002) discuss other tools when assessing learning needs. These include: Practice Testing- Routine review of notes and charts. This can give an indication of good practice and areas requiring improvement. Informal Testing- Will establish the knowledge and current practice of the group by carrying out a simple test prior to the teaching session. This would enable the teacher to gear the education to the specific needs of the learner group. Reflective Practice- Discussing a memorable situation or experience whether it was memorable for good or bad reasons. This allows the individual to recognize their own strengths and weaknesses and identify learning needs. This can be carried out on a one-to-one basis or within a group as in individual or group supervision. It gives an opportunity to share feelings, attitudes and knowledge with their peers and is itself a valuable learning experience. The use of questionnaires and structure interviews are commonly used measuring tools used in needs assessment (Mailloux, 1998; Hopkins, 2002; Bee and Bee, 2002) Using different types of questions within the questionnaire will gain the information required. Classification questions check how representative the sample is. It enables respondents to be put into or ‘classified in a group e.g. gender, race or age. Coded/Structured questions measure knowledge and attitudes. Open questions allow respondents to expand on their answers; it gives the opportunity to express their views. Semantic- differential questions also ask for opinion using a numerical scale. Lickert-type questions ask the respondent to express their opinion against a specified rating scale. Grant (2002) warns that reliance on formal needs assessments when planning education can restrict the learning process instead of encouraging it. To ensure learning needs are appropriately measured a questionnaire using a combination of question types was used (Appendix 1). Time was assigned for simulated practice using the mannequin and direct supervision of 10 pouch changes by the Stoma Care CNS. This would be the starting point for teaching stoma care. Learning needs assessment To assess the learning needs of the chosen group the questionnaire was given out two weeks prior to the teaching session. It was hoped that an education programme would address some anxieties and encourage some deeper understanding of stoma care so the questionnaire include all aspects of stoma care including skin assessment and simple treatment, measuring a stoma and preparing patients for discharge. This required the participants to have a basic knowledge of stomas and the principles of changing a stoma pouch. The questionnaire was made up of a combination of coded/structured; open and Lickert- type questions. This will gain information on the learners knowledge on the subject and an indication of knowledge on particular aspects which they may have limited or no experience. The Lickert-type question was used to identify knowledge and opinion on a specific skill used when caring for patients with a new stoma. One week later a second needs assessment was carried out. This took the form of ward based direct supervision. Time within the teaching session was also allocated for simulated practice using the mannequin. This included template measuring and cutting and treating minor complications using stoma care accessories. Questions were encouraged and following the simulation the group reflected on what they had learned. Due to close links with the nursing process model (Rolf, 1998; Masters, 2009) this needs assessment was based on Kolbs experiential learning theory (1984). Kolbs Learning StylesKolb (1999) The needs assessment is reflected within the learning cycle. The questionnaire and simulated practice reflected the learners knowledge and identified their learning needs Concrete experience. Group reflection and simulation exercise Reflective observation. Identifying topics for inclusion in the education Abstract conceptualisation. The learners application of new knowledge to practice when performing and teaching stoma care- Active experimentation. Williams (1998) advises a combination of three methods of assessing learning needs. A triangulation approach addresses the limitations and assumptions of each (Robson, 1993). A Lickert-type assessment tool was developed as the third method of assessing learning needs when observing the learners during their supervised practice and using the mannequin (Appendix 2). These methods provide valuable qualitative and quantitative date, as it provides both concrete knowledge and opinion from the learners (Moule and Goodman, 2009; Polit and Beck, 2008). Analysis of the Results of the Learning Needs Assessment To analyse the questionnaire and ward observation each participants results are examined in turn and a personalised learning need will form a conclusion. The questionnaire was divided into four parts: 1. The Stoma (5/5=25%) 2. Pouch management (4/4=10%) 3. Skin assessment and treatment (6/6=40%) 4. Prep for home (5/5=25%) Analysis of Kates results Kate showed a good basic knowledge of what a stoma and the importance of assessment and treatment of the parastomal skin. These results would indicate that the theoretical component of the education programme will re-enforce Kates good knowledge base. The results do however show that Kate does need to improve her knowledge with management of the stoma, namely the draining and timing of pouch changing and in the teaching and support of patients as the aim for self care of the stoma. Analysis of Amys results Amys results have shown that she has a sound knowledge of stomas; there management; skin assessment and treatment of common simple problems. This would reflect the experience Amy has within the colorectal specialty. Her single wrong answer reflects only that there is still room to learn. Experience is important but as technology and approaches change it is important to keep up with current trends and techniques. Analysis of Janets results Janets results were also impressive, particularly as she has had no formalised nurse training. She showed a good basic knowledge of the stoma, although was unable to identify specifics. She did know the picture was an ileostomy but not that it was a loop-ileostomy. Janets assessment skills also reflect good practice. She can identify changes in the stoma and has the knowledge and skills to adjust treatment to minimise minor setbacks like sore skin. She showed a patient centred approach to teaching and supporting patients towards stoma self care; this may reflect that as a healthcare assistant Janet has greater patient contact and therefore has more ‘hands-on experience. Analysis of direct observation The information obtained from the Lickert-type observation study carried out during direct observation by the teacher was transferred onto a bar chart. This was compiled while the learners were practicing stoma care skills on the mannequin. It compares the learners practical skills and highlights areas of good practice and where further practice is required. The Lickert-type scale used documents each learners current level of competence. The range 1-5 was used, 1 (very poor) 5 (very good). The bar chart illustrates the strengths and weaknesses of each learner and makes comparisons among the group. The chart reflects that Amys knowledge on stomas and management is better than her practical management skills. Kate requires further practice with both theory and practice. Janet has shown consistency with theory and practice, scoring well in both. It is hoped that Kate, as the least experienced nurse will improve in time as her knowledge and skills increase as reflected by Benner (2001). Reflection the learning needs assessment. Learning needs assessment is a specific form of educational research (Williams, 1998) and conducting a learning needs assessment requires careful planning. It forms a vital element of teaching within continuing professional development (McKimm, 2009). It is important to address a need rather than a preference for learning that benefits the organisation and enhances the practice of health professionals. Grant (2002) reported only limited evidence of educational effectiveness as a result of needs assessment alone, therefore it should be used in context within a wider learning plan which must be relevant to practice. Learning needs assessments focus on identified need and often fails to address needs not looked for, therefore it requires flexibility (Hicks and Taylor, 2002 as cited in Dyson et al, 2009). It re-enforces that the needs of individuals are different. No single needs assessment is effective. Using a variety of assessment methods provides a comprehensive picture of an individuals performance (Hesketh and Laidlaw, 2002). SWOT analysis is an auditing tool developed by a research team from the Stanford Research Institute in the 1960s, led by Albert Humphrey. It is built on the use of four dimensions: Strengths, Weaknesses, Opportunities and Threats which enables pro-active thought. Strengths and weaknesses are internal factors; Opportunities and threats are external. Strengths * LNA produced information required to address a gap in knowledge and practice. * Observation of small sample identified individualised needs. Weaknesses * Only small sample used, Is this representative? * Is practice under observation reflecting everyday practice? * Time consuming. * Limiting due to design and response subjectivity. Opportunities * Address the knowledge gap through education. * Identify individuals with skills to act a link nurses. Threats * Response to survey may be poor. * Time and financial barriers to effective education. Needs assessments should be an ongoing process which facilitates learning to ensure practice and knowledge are kept up to date (Hicks and Hennesy as cited in Dyson et al, 2009).It would be useful to carry out the needs assessment on a larger scale, perhaps initially throughout wards to ascertain knowledge and skills of all nurses within the surgical area References 1. Ausubel, D. (1978) 2. Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall. 3. Bee, F. and Bee, R. (2003) Learning Needs Analysis and Evaluation. 2nd Edn. London: Chartered Institute of Personnel and Development. 4. Bekkers, M. J. T. M., van Knippenberg, F. C. E., van den Borne, H. W. and van Berge-Henegouwen, G. P. (1996) Prospective evaluation of psychosocial adaptation to stoma surgery: The role of self-efficiency. Psychosomatic Medicine. Vol.58(2), pp183-191. 5. Benner, P. (2001) From Novice to Expert. Commemorative Edn. New Jersey: Prentice-Hall. 6. Burch, J. (2005) Exploring the conditions leading to stoma forming surgery. British Journal of Nursing. Vol.14(2), pp94-98. 7. Burch, J. and Sica, J. (2008) Common peristomal skin problems and potential treatment options. The British Journal of Nursing. Vol.17(17 Stoma Care Supplement), ppS4-S11. 8. Burns, N. and Grove, S. (2005) The Practice of Nursing Research: Conduct, Critique and Utilization. 5th Edn. St Louis, MO: Elsevier/Saunders. 9. DeSilets, L. D. (2007) Needs Assessment: An array of possibilities. The Journal of Continuing Education in Nursing. Vol.38(3), pp107-112. 10. Dyson,L., Hedgecock, B., Tomkins, S. and Cooke, G. (2009) Learning needs assessment for registered nurses in two large acute care hospitals in Urban New Zealand. Nurse Education Today. Vol.29(8) November, pp821-828. 11. Fulham, J. (2008) A guide to caring for patients with a newly formed stoma in the acute hospital setting. Gastrointestinal nursing. Vol.6(8), pp14-23. 12. Grant, J. (2002) Learning needs assessment: assessing the need. British Medical Journal. Vol.324(7330), pp156-159. 13. Hesketh, E. A. and Laidlaw, J. M. (2002) Needs Assessment. [Online] Available URL: http://www.nes.scot.nhs.uk/Courses/ti/NeedsAssessment.pdf. (Accessed 18th November 2009). 14. Hollinworth, H. et al (2004) Professional holistic care of the person with a stoma: online learning. British Journal of Nursing. Vol.13(21), pp1268-1275. 15. Kolb, D. A. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. 16. Kolb, D. A (1999) Experiential Learning Cycle. In: Kolbs Learning Styles and Experiential Learning Model. (2008) [Online] Washington: Donald Clark. Available from: http://www.nwlink.com/~donclark/hrd/styles/kolb.html. (Accessed 14th December 2009). 17. Masters, K. (ed.) (2009) Role Development in Professional Nursing Practice. Massachusetts: Jones and Bartlett Publishers. 18. McKenzie, F., White, C. A., Kendall, S., Finlayson, A., Urquhart, M. And Williams, I. (2006) Psychological impact of colostomy pouch change and disposal. British Journal of Nursing. Vol.15(6), pp308-316. 19. Metcalf, C. (1999) Stoma Care: empowering patients through teaching practical skills. British Journal of Nursing. Vol.8(9), pp593-600. 20. Mitchell, A. (1995) The therapeutic relationship in health care: towards a model of the process of treatment. Journal of Interprofessional Care. Vol.9(1), pp15-20. 21. Mailloux, J. P. (1998) Learning Needs Assessment: Definitions, Techniques, and Self-Perceived Abilities of the Hospital-Based Nurse Educator. The Journal of Continuing Education in Nursing. Vol. 29(1) Jan/Feb, pp40-45. 22. Norman, G. R., Shannon, S. I. And Marrin, M. L. (2004) Learning in Practice. The need for needs assessment in continuing medical education. British Medical Journal. Vol. 328 April, pp 999-1001. 23. Norris, J. and Spelic, S, S. (2002) Supporting adapting to body image disruption. Rehabilitation Nursing. Vol.27(1), pp8-13. 24. Nursing and Midwifery Council (2008) The Code. Standards of conduct, performance and ethics for nurses and midwives. London: NMC. 25. OConnor, G. (2003) Discharge planning in rehabilitation following surgery for stoma. British Journal of Nursing. Vol.12(13), pp800-807. 26. Polit, D.F. and Beck, C.T. (2008) Nursing Research: Generating and assessing evidence for nursing practice. 8th ed. Philadelphia: Lippincott Williams and Wilkins, pp206-209. 27. Prashnig, K. (2006) Learning Styles in Action. London: Network Continuum Education. 28. Quinn, F. M. (2000) Principles and Practice of Nurse Education. 4th Edn. Cheltenham: Nelson Thornes. 29. Robson, C. (1993) Real World Research: A Resource for Social Scientists and Practitioner-Researchers. Oxford: Blackwell Publishing. 30. Rolfe, G. (1998) Beyone Expertise: Reflective and Reflexive Nursing Practice. In: Johns, C. and Dreshwater, D. (eds.) Transforming Nursing through Reflective Practice. Oxford: Blackwell Science. 31. Rust, J. (2007) Care of patients with stomas: the pouch change procedure. Nursing Standard. Vol.22(6) July, pp43-47. 32. Skinner, B, F. (1954) The science of learning and the art of teaching. Harvard Educational Review. Vol.24(2), pp86-97. 33. Simmons, K.L., Smith, J.A., Bobb, K-A. and Liles, L.L.M. (2007) Adjustment to Colostomy: stoma acceptance, stoma care self-efficacy and interpersonal relationships. Journal of Advanced Nursing. Vol.60(6), pp627-635. 34. Smith, M. K. (1996; 1999) ‘Andragogy, The Encyclopedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm. (Accessed 6th November 2008). 35. Turnbull, G.B. (2002) The importance of coordinating ostomy care and teaching across settings. Ostomy/Wound Manag

Aristotelian Rhetoric: Progression of Sophists Nascent Teachings Essay

Scholars and historians of rhetoric consider the Greek philosopher, Aristotle, one of the great contributors to our present understanding of this art which, since its early origins and until present, has been a controversial field of study because of its association with persuasion and influence. However, readings of the many ancient and contemporary texts and analyses of the origins and the developments of this ancient art marginalized the role of the Sophists, who were the first to introduce rhetoric to Greece, and usually associated them with the bad reputation rhetoric has acquired over the years. Undoubtedly, Aristotle developed rhetoric in a more comprehensive and systemized explanation than what the Sophists offered, but an examination of how this great philosopher reached his findings, and what elements formed his theory on rhetoric points out that the Sophists, who initiated this art, deserve a re-evaluation of their role and an explanation of their â€Å"unethical† p erspectives. In this essay, I consider the Aristotelian rhetoric to be a progression of the Sophists’ nascent teachings in rhetoric. Arguably, the â€Å"disdained† Sophists introduced a novel field of study that constituted a base for Aristotle’s theory. My argument is based on a chronological reading of the origins and development of rhetoric and recent studies on the Sophists and their discredited achievements almost since the great philosopher, Plato, staged his battle against them. I also regard the platonic versus sophistic approach to the definition of rhetoric, its goals and purposes, and its relation with the public as consequential factors of development of this art. Accordingly, I assume that this rivaling situation could not have existed without the sophisti... ...e’s concern of ethos was closely related with what he considered abuses of previous orators, including the sophists, who exaggerated the use of ethos and gave â€Å"rhetoric a bad name† (p. 89). However, Allen (1994) had another interpretation: Aristotle â€Å"infuse(d) ethos with a strong recognition of kairos: the speaker†¦adjusts his/her character to fit the moment, in order to establish a sense identification – of credibility as a member of the community† (p. 7). Aristotle is undoubtedly a great philosopher whose contributions in many fields, including rhetoric, constitute a foundation of our modern education and research. However, many scholars suggested that his theory was an evolution of a preliminary sophistic rhetoric that developed through the years by a group of travelling teachers who formed this art and played a major role in reinforcing democracy in Greece. Aristotelian Rhetoric: Progression of Sophists' Nascent Teachings Essay Scholars and historians of rhetoric consider the Greek philosopher, Aristotle, one of the great contributors to our present understanding of this art which, since its early origins and until present, has been a controversial field of study because of its association with persuasion and influence. However, readings of the many ancient and contemporary texts and analyses of the origins and the developments of this ancient art marginalized the role of the Sophists, who were the first to introduce rhetoric to Greece, and usually associated them with the bad reputation rhetoric has acquired over the years. Undoubtedly, Aristotle developed rhetoric in a more comprehensive and systemized explanation than what the Sophists offered, but an examination of how this great philosopher reached his findings, and what elements formed his theory on rhetoric points out that the Sophists, who initiated this art, deserve a re-evaluation of their role and an explanation of their â€Å"unethical† p erspectives. In this essay, I consider the Aristotelian rhetoric to be a progression of the Sophists’ nascent teachings in rhetoric. Arguably, the â€Å"disdained† Sophists introduced a novel field of study that constituted a base for Aristotle’s theory. My argument is based on a chronological reading of the origins and development of rhetoric and recent studies on the Sophists and their discredited achievements almost since the great philosopher, Plato, staged his battle against them. I also regard the platonic versus sophistic approach to the definition of rhetoric, its goals and purposes, and its relation with the public as consequential factors of development of this art. Accordingly, I assume that this rivaling situation could not have existed without the sophisti... ...e’s concern of ethos was closely related with what he considered abuses of previous orators, including the sophists, who exaggerated the use of ethos and gave â€Å"rhetoric a bad name† (p. 89). However, Allen (1994) had another interpretation: Aristotle â€Å"infuse(d) ethos with a strong recognition of kairos: the speaker†¦adjusts his/her character to fit the moment, in order to establish a sense identification – of credibility as a member of the community† (p. 7). Aristotle is undoubtedly a great philosopher whose contributions in many fields, including rhetoric, constitute a foundation of our modern education and research. However, many scholars suggested that his theory was an evolution of a preliminary sophistic rhetoric that developed through the years by a group of travelling teachers who formed this art and played a major role in reinforcing democracy in Greece.

Televisions Effect on Self Image Essay -- Beauty Media

New mirrors are in the market and many homes have been remodeled with these mirrors. These new mirror are like snow whites mirror, they tell you who the most beautiful one of all is. A little girl is looking at her new mirror that tells her she has to wear makeup and look a certain way in order to be beautiful. This new mirror is the TV and the voice that is telling her is the media. The media portrays the beauty of women a certain way that is distorting beauty. The media distorts image so much that women start to see an unrealistic beauty and think that all women should actually look that way. An experiment done by Mahler Beckerley and Vogel (2010) demonstrate that women’s attitudes about certain looks reflect on how they view the models. There were two groups of women and some saw photos of models that were tanned and the other saw models that were not tanned. The participants then were told to describe their attitude about tanning. The group of women that viewed models that had a tan had a more positive attitude toward tans and the group of women that viewed models with out a tan had a negative attitude towards tanning. This research demonstrates that the media has a big influence in the decision women make on their appearance. So what is beauty? Is beauty the perfect supermodel on a magazine? Is it the stunning actress on television? Do you have to be thin and tall? According to Dictionary.com Unabridged, beauty is â€Å"the quality present in a thing or person that gives intense pleasure or deep satisfaction to the mind, whether arising from sensory manifestations (as shape, color, sound, etc.), a meaningful design or pattern, or something else (as a personality in which high spiritual qualities are manifest)†. However, the m... ...:10.1080/14680770903068266 Mahler, H. M., Beckerley, S. E., & Vogel, M. T. (2010). Effects of Media Images on Attitudes Toward Tanning. Basic & Applied Social Psychology, 32(2), 118-127. Slater, A., Tiggemann, M., Firth, B., & Hawkins, K. (2012). Reality Check: An Experimental Investigation of the Addition of Warning Labels to Fashion Magazine Images on Women's Mood and Body Dissatisfaction. Journal Of Social & Clinical Psychology, 31(2), 105-122. Solomon, M. R., Ashmore, R. D., & Basil G., E. (1994). Beauty before the Eyes of Beholders: The Cultural Encoding of Beauty Types in Magazine Advertising and Music Television. Journal Of Advertising, 23(2), 49-64. Bates, C. (2012, January 05). Mail online. Retrieved from http://www.dailymail.co.uk/health/article-2082500/A-quarter-children-10-diet-think-overweight-face-bullying-taunts-shocking-survey-finds.html

Change and Cultural Case Study

Six months after the merger of Mercy Medical Hospitals and the Promedica Health Systems, the new administration initiated a significant reduction in workforce. The decision was made to redesign patient care delivery. The administration’s first job redesign recommendation was that of a universal worker. The universal worker would deliver many support services. Although this is not a fail proof system, the administration wanted other options to be considered as well. The term universal worker is used when a person is cross trained in many departments, and therefore has a little more assignment flexibility. They are often used in call centers and hospitals to alleviate staff shortages and provide better service without the difficulties of processing so many referrals or dealing with call transfers (webAnswers. com2010). Depending upon the setting, universal worker may be more beneficial. One area that would fall within this area would be assisted living facilities; some of which have been affected since the merger. While some assisted living facilities still operate within this model, the industry as a whole is moving toward a more holistic approach to care in which the universal worker attends to all the daily living needs of their residents: assistance with ADLs, meal service, light housekeeping, laundry, programming, etc. Rather than dealing with four or five different people to have their needs met, residents are able to relate to one or two staff members who actually know them and are familiar with their needs, their routines, their likes and dislikes. The result is care that is more personal, customized and consistent (Widdes, 1996). An additional benefit is increased efficiency in staffing, i. e. , while the caregiver is assisting a resident with his bathing, dressing and so on, he or she may also be able to perform other duties, rather than having to call someone to dust off a countertop or clean a bathroom. Ultimately, this approach can result in increased staffing efficiencies. . The universal worker approach also seems to enhance job satisfaction. Feedback from the staff indicates that they enjoy being responsible for the resident as a whole rather than only one aspect of their care. It is a feeling that undoubtedly enhances the caregiver’s sense of job importance (Widdes, 1996). Training staff to assume responsibilities across departments and even more challenging, reshaping their attitudes and approach to care is an undertaking that requires a commitment to training, retraining and diligent follow up. It is imperative that management be very much in tune with this philosophy. Because this model often fails when implemented, there are only certain departments such as assisted living that the universal worker would actually be implemented in. For the majority of the facility, we would look at job redesign. In order for objectives to be achieved, thought needs to be given to other areas that will be impacted and may require changes to be implemented (An Organization Redesign Process). Other organizational systems that may be impacted by the introduction of a performance based reward system include: †¢The Information System How much information is given to team members, the speed at which they receive it and their ability to us the information to improve results. †¢The Training System- New skills training for employees may need to be implemented in order for them to be able to understand how to interpret information, training in new skills in order for the employees to do their jobs for effectively. †¢The Organization Structure- Departments may need to be integrated or roles significant changed. Decision-making Systems – Consider changing the way decisions are made and the level at which they are made. Authority to decide might need to be taken down to lower levels so that employees are able to make decisions the enable them to more quickly influence or improve the results. †¢Tasks and Technologies – Need to be improved in order fo r the bonus system to achieve its objectives†¦reward people for improved business performance. Changing an organization through an organization redesign process is a journey and generally a rather long journey. That is why the following three principles must be understood by anyone who is about to undertake any type of organization redesign: †¢The entire system has an effect on each element within the system †¢Every element in the system has an effect on the entire system and on each other †¢No matter what you do, the two points above always hold true. When an organization goes through redesign, 1. People need to be identified as being responsible for driving the organization through the process. Those individuals include: †¢Organization Leader: Who is generally the most senior person in the organization. This person will set the direction that the process will go in and names the Steering Committee †¢Steering Team: Consists of key leaders from the organization and other stakeholders. This teams’ responsibilities include naming and commissioning the Design Team, establishing boundaries and guidelines for the Design Team, approving Design Team recommendation and ensuring the Design Team have the resources (time and money included) they require to get the job done †¢Design Team: Generally consists of employees, half are lower level employees and the other half are upper management. Are responsible for reporting back to their functional teams on design choices being recommended and getting the input of the Implementation Team †¢Implementation Team: Basically, the entire organization, who implement the design choices recommended by the Design Team (and approved by the Steering Team). †¢Renewal Team: This team is set up after the Implementation Team. It monitors and assesses to what degree the organization design has done, what it has intended to do and make recommendations for further changes as required. †¢Consultant: Recommends and teaches the design model, the use of tools and methodology. Provides guidance to ensure the design effort stays on track. Provides expertise regarding best practice design choices and independent advice (An Organization Redesign Process). 2. Train the Strategic, Steering and Design Teams. All teams must have a commitment to the process and be able to understand the process in order to go ahead. 3. Environmental Scan: Become aware of the needs and expectations of the external environment: Customers (current and potential), Stakeholders (shareowners and their representatives), Influencers (regulators, suppliers, government, etc. , Competitors and Best in class organizations. 4. Develop Vision & Mission Statements: These statements describe why the organization was created, why it exists and its distinctive competence. 5. Success Criteria: Nominate the outcomes desired in these four categories: Customers, Stakeholder, People, Community 6. Culture: Identify the behaviors, skills and characteristics that the people working in the organization must have, along with the guiding principles that encourage people to use these behaviors and skills, in order to achieve the vision and mission. . Strategies to Influence: Determine the strategies needed to manage and reduce variability and demands from the external environment. This enables you to meet both the requirements of the external environment as well as achieve your desired performance outcomes. 8. Key Performance Indicators: Choose which ones will deliver the business performance required along with inspiring the behaviors and characteristics articulated in the culture. 9. Technical System: Analyze and redesign in terms of how tasks are performed, technologies required and the layout of buildings/facilities so that the people and the technical system are integrated for high performance. 10. Structural System: Design the structure for each of the three teams: Front Line, Resource (known in traditional organizations as Management) and Strategic so that they foster the culture required delivering high performance. 11. Decision Making & Information System: Review: what, where, how decisions are made, what information is needed to make those decisions and how it is stored and captured. 2. People System: Review: Competencies, Job Design, Selection, Induction/Orientation, Learning, and Performance Contracting, Career Development. 13. Reward System: Review how employee’s contributions are recognized and rewarded. Does the system encourage people to focus on organizational goals? 14. Renewal System: Decide how you will regularly review your business and make any design changes needed to ensure continuing optimum performance. 15. Develop an Implementation Plan: This plan identifies who is responsible for implementation, time lines, resources requires, potential bottlenecks, and contingency plans 6. Execute the plan: When the Implementation Team is kept involved in the process and has input to the Design Team, implementation happens much more quickly and seamlessly. Peter Senge (1990) suggests that team learning is the process of aligning and developing the capacities of a team to create the results its members truly desire. It builds on personal mastery and shared vision. When teams learn together, not only can there be good results for the organization, members will grow more rapidly than could have occu rred otherwise. Virtually all important decisions occur in groups. Teams, not individuals, are the fundamental learning units. Unless a team can learn, the organization cannot learn. Team learning focuses on the learning ability of the group. Adults learn best from each other, by reflecting on how they are addressing problems, questioning assumptions, and receiving feedback from their team and from their results. With team learning, the learning ability of the group becomes greater than the learning ability of any individual in the group (Learning Organisations). In order to make the work teams function at its optimal performance, there are nine key activities or work functions that must be present. Those functions include: †¢Advising – gathering and giving information †¢Innovating – creating new ideas or brainstorming new ways to tackle old problem †¢Promoting – selling the idea to management and gathering all the resources †¢Developing – once the idea has been sold to management, it then needs to go to the analytical process and be developed. †¢Organizing – setting up a structure and resources so that the product, scheme, or service can work. Producing – putting the product or service together. †¢Inspecting – watching out for details. Inspection of the high quality must be maintained and accurate records must be kept. †¢Maintaining – it is associated with the support services offered in an organization and the general background work done in a team to ensure that its requirements can be met quickly and efficiently. †¢Linking – is central to the success of all teams. It is the difference between an effective and an ineffective team. Someone coordinating all the team members to ensure that there is maximum cooperation and interchange of ideas, reports and experiences (Margerison, C. & McCann D. , 2000). Being able to plan, and control the intra-organizational and inter-organizational communication that must occur to implement the job design changes will be difficult but not impossible. The information that needs to be given out during the job redesign would have to be given to top managers right before it is given out. Then the staff can be in-serviced on the changes that would be going into effect and a question, answer type forum be done. Once the changes have been implemented, a committee of staff and managers can be appointed to look at the changes and see if there are any additional changes that may need to be implemented because of the initial changes. This is also a way to ensure job satisfaction. If the employee feels that their feedback is worth something and is being listened to, they are more willing to make the changes that need to be made. If individuals enjoy doing a job, they perform at their very best. Giving them the opportunity to be a part of the job redesign, makes them feel as though they have contributed to something and it is worthwhile to the employee.

Health and Social Care Essay

Introduction The aim of this essay is to review and learn about the perspectives of health and well-being, perspective measures and job roles, factors affecting health and well being, and to do a health promotion campaign. To do this we will look in books and on the internet to research each of these then once we have a good knowledge of them we will produce a campaign to teach to people on a health promotion topic. Defining Health I am doing first part of the essay on health and how people define it. To do this I will be handing out questionnaires and looking through my class notes and reviewing them. There are many definitions of health, but the way you define it depends on the person e.g. â€Å"Being without illness.† this means to have no illnesses or diseases, â€Å"Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.† this statement is trying to say you don’t just have to have an illness to be unwell it also depends on your social and mental state, and how you feel about yourself (W.H.O. 1948), â€Å"Just being happy.† this statement is just saying your healthy if your happy with yourself and your life, â€Å"Health is the extent to which an individual I wear skirts or group is able, on the one hand to realise aspiration and needs; and on the other hand, to change or cope with the environment. Health is therefore seen as a resource for everyday life, not the object of living. It is positive concept emphasing social and personal resources, as well as physical capacities.† (W. H.O. 1986) etc. (All of these are from class notes) However these views have a negative and positive point side to them such as â€Å"Being without illness† which is negative, because it’s just saying, if you not injured or you don’t have and illness your in good health, but it also depends on a persons state of mind, and how the truly feel about themselves also this is a bit to straight forward, and in considerate of all the other aspects of health (PI.E.S.) because it just says it in a more scientific way (bio-medical – see the body as a machine). Another view on health is â€Å"Being fit. Being the correct weight and height for your age. Feeling well in your self† (Appendix 2) these is a positive and negative view on health because it sees the fact that you can be unhealthy but still be happy and feel good. Bio-medial Model of Health This model of health dominates all other models of health. The Bio-medical or scientific model of health is when you see the body as a machine, so if it’s broken it can be fixed by repairing the damaged part e.g. Car Person Car wont start Person feels ill Call garage Go to G.P. Service Examination Diagnosis Diagnosis Mended Treatment offered Car runs Feeling better (Health and social care ocr: a. fisher etc.: p 78) This form of health doesn’t focus on the mind or the social circumstance; it focuses on understanding how a disease works or how the person can be cured. An example of some one using this form of health care is when a doctor and other qualified people decide on a treatment or diagnosis for a patient, e.g. looking at medical tests and notes to reach a diagnosis. Also there can be a few disadvantages to this model of health e.g. it’s not as suitable for people with long term illnesses or people with disabilities because they can not always be cured, and this form of treatment can be quite intrusive because of tests etc., so some people may not like it and it may make them feel uncomfortable. Another disadvantage is that because it doesn’t look at the social aspects of the patient’s life they may not find the origin of the problem, so the person could become ill again. Social Model of Health This form of health is more about the origins of health in a social situation such as housing, social groups etc., and understanding where the problem started and finding a better way to test the situation for example cleaning the house for dust so it doesn’t aggravate a person’s asthma. Also due to this health model the mortality has dramatically decreased during the 20th century, because people have found the original source of the problem and done something about it and they did it so you can increase a person’s quality of life and decrease illness. However there are disadvantages to this medical model because finding and solving the problems can be hard and it ignores the biomedical model of health. Government Initiative – Saving Lives: Our Healthier Nation For my health promotion campaign I’m doing smoking so this government initiative links into it. The aim of this government initiative is to improve everyone’s health, and the people who are severally affected in particular. By 2010 they want to †¢ Reduce the death rate from cancer in people under the age of 75 by at least 1/5 †¢ Reduce the death rate from coronary heart disease, stroke and other related illnesses in people under the age of 75 by at least 2/5 †¢ Reduce the death rate from accidents by at least 1/5 and to reduce the rate of serious injury from accidents by at least 1/10 †¢ Reduce the death rate from suicide and undetermined injury by at least 1/5 (Class notes) Due to these things the government brought in some measures to help deal with these problems which are tackling smoking which is one of the biggest causes of ill health along with alcohol, also to tackle sexual health, drugs, food safety, water fluoridation, and communicable diseases, to put more money in the NHS, local authorities and the government focusing on improving health. (Appendix 1) Illness – impairment of normal physiological function affecting part or all of an organism. (http://uk.ask.com/reference/dictionary/wordnetuk/81070/illness) The Illness Wellness Continuum According to The Illness Wellness Continuum the less well you are the closer you are to premature death (as shown by the diagram above left = death right = high level of wellness). This also relates to the government initiative because the government wants to reduce mortality by reducing illness. Reviewing Questionnaires This is a graph to show the amount of people who took the questionnaire and are either service users or service providers. This graph shows the number of men and women who took the questionnaire, and as you can see the main amount of people who took the questionnaire were women. Stop Smoking Advisor The Stop Smoking Advisor works with patients in the community, to provide stop smoking support, treatment and advice set by local and national standards. A Smoking Advisor works with the Stop Smoking Specialists to give one-to-one and group support so their work means they have to travel all around the country to many different places such as health centres, hospitals, community buildings, working men’s clubs, Sure Start buildings etc. To give support and inform people about the dangers of smoking they may do a presentation or bring in videos for people to watch such as the NHS (National Health Service) smoking adverts on T.V., also the advisor may bring in graphic pictures to shock people and make them understand what they’re doing to their bodies’ e.g. The responsibilities and skills needed to be a smoking advisor are as follows: (http://www.jobs.nhs.uk/cgi-bin/vacdetails.cgi?search_db_no=2&selection=911717227&vn=2) Health Visitor Health visitors are registered nurses or midwives who work to promote good health, and prevent illness in the community. But spend most of their day visiting people in their homes and helping with tasks. Health visitors work with many different people in the community such as the elderly, disabled, and the long-term sick, and offers them support and advice to help people overcome their disabilities. Health visitors have many duties they need to do: †¢ Advising the elderly on health issues – telling people about proper care needed to maintain equipment e.g. catheter care. †¢ Advising new mothers on issues such as hygiene, safety, feeding and sleeping – this is because a new mother may not no about all the responsibilities that come with a child so the will need to be informed. †¢ Counselling people on issues such as post-natal depression, bereavement, or being diagnosed HIV positive. †¢ Co-ordinating child immunisation programmes. †¢ Organising special clinics or drop-in centres. (http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile429/) To be a health visitor, you should be able to do all these things: †¢ Be able to get on well with all sorts of people – this is because they work with a wind range of people in all different circumstances. †¢ Be interested in and aware of health and social issues –this is so they can communicate with all different sorts of people and be aware of any issues that need addressing. †¢ Have very good communication and listening skills – this is so the patient can trust the health visitor and in turn give better care. †¢ Be patient and persuasive – this is because it may be hard for people to do certain things or they may have learning difficulties which may hinder their care. †¢ Be able to understand body language and other non-verbal communication – this is so you can make the best of a situation by interpreting it. Also it may improve communication. †¢ Be responsible and be good time management – this is also to improve the relation ship between patients and the health visitor because if there late the patient may feel they are not wanted of no one has time for them. †¢ Be able to work on your own – this is because a health visitor mainly works on their own in homes so you need to be independent. †¢ Be mature and be able to deal with distressing issues. Training As a qualified nurse or midwife it is necessary to take a degree or postgraduate course in public health nursing/health visiting if you wish to become a health visitor. Courses last one year full-time or two years part-time and are available at colleges and universities throughout the UK. Courses use both the theoretical (studying subjects such as community practice and public health, counselling and social policy), and practical placements supervised by an experienced health visitor. Qualified health visitors are expected to keep their skills up to date through continuous development. A health visitor also runs immunisation programmes set by the local government initiative i.e. in certain areas different illnesses may be more prominent so they will have different vaccines to immunise them. Factors That Affect Health Factors that affect health can be this such as eating habits, exercise, life style, attitudes and prejudices’, income, physical factors, environment etc. but there are many different views that go along with them, so to see if these descriptions meet with what normal civilians think are right (compared to professionals) I am going to do two interviews with two different people and see if there social factors and financial factors go along with these professional descriptions. Financial Factors Income factors are probably one of the main problems with trying to get good health care, this is when you do not earn enough money to get the things you need to survive and be well. If you do not have enough money to get adequate health care you may become unwell, also if you are unable to afford things such as health food, housing, etc. it could increase your chances of getting ill. Also this may lead to the life changes or factors that affect your health, because you are unable to get what you want and need. Social Factors Social factors or social class are tied in with income because what group you’re in depends on how much you earn. Social circumstances contribute a lot to a person’s health because usually if you’re higher up the socio-economic ladder you will have more money and be able to afford better health care. These social factors also relate to family and culture. †¢ Family – how many people in your family, how they affect your life etc. †¢ Culture – how people live their lives such as following religions (for example Jehovah’s witnesses don’t allow blood transfusions) etc. Poor social and economic circumstances affect health and well being all the way through life. People further down the social ladder are usually twice as likely to be at risk of serious illness and premature death. (Appendix 15) Also in certain classes things such as smoking or binge drinking can be more usual than in other classes. For example: †¢ Children in a lower group are five times more likely to die from an accident, than those in a higher group. †¢ People in class five are three times more likely to have a stroke than someone in class one. †¢ Infant mortality is higher in the lower groups. And all this is mainly because they cannot afford better health care and housing, healthier food etc. (N, Moonie: p138) Life Style People see Life style a choice you make such as drinking sensibly or the practice of safe sex. However, it can be more complicated than that e.g. if you have a low income it may be harder for you to eat healthier than those people who can afford a healthier life style. This is because trying to live a healthy life style is expensive, especially health food because it takes longer to prepare, also if you don’t have a local store that sales heath food i.e. organic things with no preservatives it can be hard. Also due to many other factors such as up bringing, social factors etc. it may be hard to lead a healthy life according to the government views, because doing all the things you may need to do to keep healthy can be expensive so some people may not be able to afford it, also it can be hard to change you ways and if your set in a unhealthy routine you will only get more unwell. A recent survey says 46% of people agreed that there are too many factors out side a single person’s health. (N, Moonie: p123) Attitudes and Prejudices This relates to the preconceived ideal people have about each other and how they act around different people. Environment Factors Your environment is all the things around you that affect your health such as housing e.g. if your child has asthma and you have a dusty house it may aggravate the condition and make the child unwell. Physical Factors This factor is al about you physical state i.e. healthy according to the government guidelines and whether you have any physical disabilities. If you have a disability it may restrict you from accessing all the services you need. Regular strenuous physical activity has a protective effect for heart disease and stroke, builds bone mass, improves posture and helps control body weight. Physical activity can also improve mental health and well-being. (All of these factors are from N, Moonie: p131-145) Interviews First of all I chose two factors that affect health, which were financial factors and social factors, next I came up with eight questions (five on finance and three on social factors see Appendix 12). After creating the interview I arranged a time with two people and asked them my questions. I started both interviews by saying â€Å"all the information I get will remain confidential and it will only be used in my course work†. Financial factors: 1. Does income affect how you want to live your life? Both the people I interviewed believed they don’t always have enough money to live the life they want but for two separate reasons the first person said â€Å"my wages are not rising with rate of inflation† so this person doesn’t believe they earn enough with the cost of things in this country i.e. things cost more because of inflation. The second person said â€Å"some times I don’t have enough money to do the things I want e.g. go away on holiday with my friends. But I am unemployed at the moment so that doesn’t help† so the reason this person cannot afford the life style they want is because they are unemployed and are currently out of money. 2. Or how does your life affect your income? Both the people say their social lives and bills are too expensive so they don’t always have the amount of money they want. 3. What things do you feel you are unable to access due to your income? Person 1 – this person doesn’t believe they can access holidays etc. so in other words time to relax and get away. Person 2 – this person believes that they are unable to socialise some times because of their income and this is a major part of their life. 4. What things do you feel you are able to access due to your income? Both people feel they are able to access all the important and necessary things and the stuff they want to do for themselves. 5. Do you think your income affects your health in any way? Both believe that there income doesn’t affect their life in any major way. Social Factors: 6. Do you follow your friend’s example i.e. peer pressure? Person 1 – this person does the things they want to do when they want to do them and doesn’t follow their friend’s example. Person 2 – this person says â€Å"Yes, but not peer pressure† so they follow what their friends do but they don’t believe there being forced or persuaded to do something they don’t want to do. 7. Is your family a positive or negative affect on your life and health? Person 1 – this person thinks that their family are a positive affect on their life. Person 2 – person 2 thinks â€Å"Yes and no because my family are just annoying and stress me out, but the support me when I need it†. Like in most families some things get on each others nerves but when you really need them they are there for you. 8. Does your social class affect your life style or health? Person 1 – they think there social class doesn’t affect their life in any way. Person 2 – they think that it does because if they were higher up the ladder they would have more money and be able to do more of the things they want and need. In conclusion my primary research (the interviews) show that the definitions of the two factors I chose are correct and they say the same as the interviewees but in more detail. My definition gathered from research in books etc. â€Å"this is when you do not earn enough money to get the things you need to survive and be well. If you do not have enough money to get adequate health care you may become unwell† this is basically the same as what the interviewees said i.e. â€Å"Both the people say their social lives and bills are too expensive so they don’t always have the amount of money they want† so in other words both the definition and people say they don’t all ways have enough money do the things they like or access all the things they need. Plan (Appendix 19) Aims and Objectives In a group of three, me and the other people in my group did a presentation to a thirty-seven different people aged 15 – 18 in ten different groups about the dangers of smoking. At the beginning and end of each group we gave them a questionnaire to test their knowledge before and after and we took 12 samples of each from different groups to test if they had learnt anything. We found out that before they only had a basic knowledge about smoking and after they had a more extensive knowledge and knew about smoking and its dangers in better detail. We knew this because we looked at the sample of questionnaires and saw how in much more detail they answered the questions. So we must have had an impact on their knowledge and views. However, we didn’t change some people views on smoking because they were slightly arrogant and just believed their life was their life. Aims: To produce a presentation to inform people about the dangers of smoking and inform people on ways they can quit e.g. NHS help line. Objectives: †¢ To know what’s offered by the NHS to help quit. †¢ By the end they should be able to identify the 3 main diseases caused by smoking and some substances in a cigarette. †¢ Raise awareness that smoking kills. Key Tasks/Activities: To produce: †¢ Make and collect in before and after questionnaires about smoking. †¢ Take part in talking to the people at the presentation. †¢ Posters and leaflets. †¢ Handouts with second hand smoke, dangers etc †¢ Power point presentation with the main major facts about smoking such as second hand smoke, the dangers of smoking, withdrawal symptoms etc. also videos showing the dangers of smoking e.g. NHS adverts from T.V. and shocking things about smoking Results: What do you hope will change as a result of your activities? To help people understand the dangers of smoking and hope they change their behaviour as a result of the presentation. Measures: How will you measure if the described change is occurring? Has occurred? To measure my presentation and see if the desired results have happened I will look at the before and after questionnaires and see if there knowledge has improved. Evaluation Skills: Communication skills I think my communication skills were quite good as I took it in turns with the people in my group to talk to people however one of the other people in the group spoke a lot more than the rest. Also because I was working the power point presentation there was a barrier between us all, so people may not have opened up as much and spoken as much as they might have if it wasn’t there. Team Work and Work Load Yes I believe the work load and team fork was shared fairly. Also I think it was appropriate for the people in the group. Resources used We used quite a lot of resources such as books like Moonie and the NHS booklets also I’ve been on the NHS web site and looked at the stop smoking advice they give. Activities used The activities we used to show people about the dangers of smoking are handouts a PowerPoint presentation with videos and a large poster with lots of information on. Also during the presentation we had small discussions about the material and answered any question the people had. The Environment We did the presentation in a classroom with the others in our class but there was three different groups doing different things. One of the other groups had a loud video, which sometimes overpowered what we were doing and was a distraction. Also we had 2 change rooms at the start because the room was needed for a test by another class, so we had to move all the equipment and reorganise the set out. Health and Safety The only health and social issues I think there were was the electricity we had to use to power every thing however there were floor plugs with caps on and we weren’t messing about with anything. Also all the cables were hidden out the way so no one could trip over them. Were the Aims and Objectivities Achieved? Yes all the aims and objectives were achieved because we saw from the questionnaires that their knowledge improved and they knew the main diseases and more substances in a cigarette. Also we produced an interesting presentation. For example of questionnaires and to see if the people’s knowledge improved see (Appendix 17 and 18) Would You Do Anything Differently Next Time? If I were doing the presentation again I would use a separate room so there were no interruptions, and I would try and be more involved and speak more. Conclusion In conclusion there are many things that contribute to people health such as life style, attitudes and prejudices etc. and they affect different people in different ways. This is why we looked at them in detail first because if we didn’t fully understand all the things that affect health, we wouldn’t have been able to do an affective campaign.