Presentation Skills Essay

Introduction Presentations are a way of communicating ideas and information to a group. A good presentation has: †¢ Content – It contains information that people need. Unlike reports, it must account for how much information the audience can absorb in one sitting. †¢ Structure – It has a logical beginning, middle, and end. It must be sequenced and paced so that the audience can understand it. Where as reports have appendices and footnotes, the presenter must be careful not to loose the audience when wandering from the main point of the presentation. †¢ Packaging – It must be well prepared. A report can be reread and portions skipped over, but the audience is at the mercy of a presenter. †¢ Human Element – A good presentation will be remembered much more than a good report because it has a person attached to it. But you still need to analyze if the audience’s needs would not be better met if a report was sent instead. The Voice The voice is probably the most valuable tool of the presenter. It carries most of the content that the audience takes away. One of the oddities of speech is that we can easily tell others what is wrong with their voice, e.g. too fast, too high, too soft, etc., but we have trouble listening to and changing our own voices. There are four main terms used for defining vocal qualities: †¢ Volume: How loud the sound is. The goal is to be heard without shouting. Good speakers lower their voice to draw the audience in, and raise it to make a point. †¢ Tone: The characteristics of a sound. An airplane has a different sound than leaves being rustled by the wind. A voice that carries fear can frighten the audience, while a voice that carries laughter can get the audience to smile. †¢ Pitch: How high or low a note is. Pee Wee Herman has a high voice, Barbara Walters has a moderate voice, while James Earl Jones has a low voice. †¢ Color: Both projection and tone variance can be practiced by taking the  line â€Å"This new policy is going to be exciting† and saying it first with surprise, then with irony, then with grief, and finally with anger. The key is to over-act. Remember Shakespeare’s words â€Å"All the world’s a stage† — presentations are the opening night on Broadway! There are two good methods for improving your voice: †¢ †¢Listen to it! Practice listening to your voice while at home, driving, walking, etc. Then when you are at work or with company, monitor your voice to see if you are using it how you want to. To really listen to your voice, cup your right hand around your right ear and gently pull the -1-  ear forward. Next, cup your left hand around your mouth and direct the sound straight into your ear. This helps you to really hear your voice as others hear it†¦and it might be completely different from the voice you thought it was! Now practice moderating your voice. The Body Your body communicates different impressions to the audience. People not only listen to you, they also watch you. Slouching tells them you are indifferent or you do not care†¦even though you might care a great deal! On the other hand, displaying good posture tells your audience that you know what you are doing and you care deeply about it. Also, a good posture helps you to speak more clearly and effective. Throughout you presentation, display: †¢ Eye contact: This helps to regulate the flow of communication. It signals interest in others and increases the speaker’s credibility. Speakers who make eye contact open the flow of communication and convey interest,  concern, warmth, and credibility. †¢ Facial Expressions: Smiling is a powerful cue that transmits happiness, friendliness, warmth, and liking. So, if you smile frequently you will be perceived as more likable, friendly, warm, and approachable. Smiling is often contagious and others will react favorably. They will be more comfortable around you and will want to listen to you more. †¢ Gestures: If you fail to gesture while speaking, you may be perceived as boring and stiff. A lively speaking style captures attention, makes the material more interesting, and facilitates understanding. †¢ Posture and body orientation: You communicate numerous messages by the way you talk and move. Standing erect and leaning forward communicates that you are approachable, receptive, and friendly. Interpersonal closeness results when you and your audience face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided as it communicates disinterest. †¢ Proximity: Cultural norms dictate a comfortable distance for interaction with others. You should look for signals of discomfort caused by invading other’s space. Some of these are: rocking, leg swinging, tapping, and gaze aversion. Typically, in large rooms, space invasion is not a problem. In most instances there is too much distance. To counteract this, move around the room to increase interaction with your audience. Increasing the proximity enables you to make better eye contact and increases the opportunities for others to speak. †¢ Vary your voice. One of the major criticisms of speakers is that they speak in a monotone voice. Listeners perceive this type of speaker as boring and dull. People report that they learn less and lose interest more quickly when listening to those who have not learned to modulate their voices. -2- Active Listening Good speakers not only inform their audience, they also listen to them. By listening, you know if they are understanding the information and if the information is important to them. Active listening is NOT the same as hearing! Hearing is the first part and consists of the perception of sound. Listening, the second part, involves an attachment of meaning to the aural symbols that are perceived. Passive listening occurs when the receiver has little motivation to listen carefully. Active listening with a purpose is used to gain information, to determine how another person feels, and to understand others. Some good traits of effective listeners are: Spend more time listening than talking (but of course, as a presenter, you will be doing most of the talking). †¢ Do not finish the sentence of others. †¢ Aware of biases. We all have them. We need to control them. †¢ Never daydream or become preoccupied with their own thoughts when others talk. †¢ Let the other speaker talk. Do not dominate the conversation. †¢ Plan responses after others have finished speaking†¦NOT while they are speaking. Their full concentration is on what others are saying, not on what they are going to respond with. †¢ Provide feedback but do not interrupt incessantly. †¢ Analyze by looking at all the relevant factors and asking open-ended questions. Walk the person through analysis (summarize). †¢ Keep the conversation on what the speaker says†¦NOT on what interest them. Listening can be one of our most powerful communication tools! Be sure to use it! Part of the listening process is getting feedback by changing and altering the message so the intention of the original communicator is understood by the second communicator. This is done by paraphrasing the words of the sender and restating the sender’s feelings or ideas in your own words, rather than repeating their words. Your words should be saying, â€Å"This is what I understand your feelings to be, am I correct?† It not only includes verbal responses, but also nonverbal ones. Nodding your head or squeezing their hand to show agreement, dipping your eyebrows to show you don’t quite understand the meaning of their last phrase, or sucking air in deeply and blowing out hard shows that you are also exasperated with the  situation. Carl Roger listed five main categories of feedback. They are listed in the order in which they occur most frequently in daily conversations (notice that we make judgments more often than we try to understand): -3- 1. Evaluative: Makes a judgment about the worth, goodness, or appropriateness of the other person’s statement. 2. Interpretive: Paraphrasing – attempt to explain what the other persons statement mean. 3. Supportive: Attempt to assist or bolster the other communicator 4. Probing: Attempt to gain additional information, continue the discussion, or clarify a point. Understanding: Attempt to discover completely what the other communicator means by her statements. Nerves The main enemy of a presenter is tension, which ruins the voice, posture, and spontaneity. The voice becomes higher as the throat tenses. Shoulders tighten up and limits flexibility while the legs start to shake and causes unsteadiness. The presentation becomes â€Å"canned† as the speaker locks in on the notes and starts to read directly from them. First, do not fight nerves, welcome them! Then you can get on with the presentation instead of focusing in on being nervous. Actors recognize the value of nerves†¦they add to the value of the performance. This is because adrenaline starts to kick in. It’s a left over from our ancestors’ â€Å"fight or flight† syndrome. If you welcome nerves, then the presentation becomes a challenge and you become better. If you let your nerves take over, then you go into the flight mode by withdrawing from the audience. Again, welcome your nerves, recognize them, let them help you gain that needed edge! Do not go into the flight mode! When you feel tension or anxiety, remember that everyone gets them, but the winners use them to their advantage, while the losers get overwhelmed by them. Tension can be reduced by performing some relaxation exercises. Listed below  are a couple to get you started: †¢ Before the presentation: Lie on the floor. Your back should be flat on the floor. Pull your feet towards you so that your knees are up in the air. Relax. Close your eyes. Fell your back spreading out and supporting your weight. Feel your neck lengthening. Work your way through your body, relaxing one section at a time – your toes, feet, legs, torso, etc. When finished, stand up slowly and try to maintain the relaxed feeling in a standing position. †¢ If you cannot lie down: Stand with you feet about 6 inches apart, arms hanging by your sides, and fingers unclenched. Gently shake each part of your body, starting with your hands, then arms, shoulders, torso, and legs. Concentrate on shaking out the tension. Then slowly rotate your shoulders forwards and the backwards. Move on to your head. Rotate it slowly clockwise, and then counter-clockwise. †¢ Mental Visualization: Before the presentation, visualize the room, audience,and you giving the presentation. Mentally go over what you are going to do from the moment you start to the end of the presentation. -4- †¢ During the presentation: Take a moment to yourself by getting a drink of water, take a deep breath, concentrate on relaxing the most tense part of your body, and then return to the presentation saying to your self, â€Å"I can do it!† †¢ You do NOT need to get rid of anxiety and tension! Channel the energy into concentration and expressiveness. †¢ Know that anxiety and tension is not as noticeable to the audience as it is to you. †¢ Know that even the best presenters make mistakes. The key is to continue on after the mistake. If you pick up and continue, so will the audience. Winners continue! Losers stop. Never drink alcohol to reduce tension! It affects not only your coordination but also your awareness of coordination. You might not realize it, but your audience will! Questions  Although some people get a perverse pleasure from putting others on the spot, and some try to look good in front of the boss, most people ask questions from a genuine interest. Questions do not mean you did not explain the topic good enough, but that their interest is deeper than the average audience. Always allow time at the end of the presentation for questions. After inviting questions, do not rush ahead if no one asks a question. Pause for about 6 seconds to allow the audience to gather their thoughts. When a question is asked, repeat the question to ensure that everyone heard it (and that you heard it correctly). When answering, direct your remarks to the entire audience. That way, you keep everyone focused, not just the questioner. To reinforce your presentation, try to relate the question back to the main points. Make sure you listen to the question being asked. If you do not understand it, ask them to clarify. Pause to think about the question as the answer you give may be correct, but ignore the main issue. If you do not know the answer, be honest, do not waffle. Tell them you will get back to them†¦and make sure you do! Answers that last 10 to 40 seconds work best. If they are too short, they seem abrupt; while longer answers appear too elaborate. Also, be sure to keep on track. Do not let off-the-wall questions sidetrack you into areas that are not relevant to the presentation. If someone takes issue with something you said, try to find a way to agree with part of their argument. For example, â€Å"Yes, I understand your position†¦Ã¢â‚¬  or â€Å"I’m glad you raised that point, but†¦Ã¢â‚¬  The idea is to praise their point and agree with them. Audiences sometimes tend to think of â€Å"us verses you.† You do not want to risk alienating them. Preparing the Presentation -5- Great presentations require some preplanning. First, read Meetings for an outline of preparing and conducting a meeting, such as acquiring a room, informing participants, etc. A presentation follows the same basic guidelines as preparing for a meeting. The second step is to prepare the presentation: †¢ A good presentation starts out with introductions and an icebreaker such as a story, interesting statement or fact, joke, quotation, or an activity to get the group warmed up. The introduction also needs an objective, that is, the purpose or goal of the presentation. This not only tells you what you will talk about, but it also informs the audience of the purpose of the presentation. †¢ Next, comes the body of the presentation. Do NOT write it out word for word. All you want is an outline. By jotting down the main points on a set of  index cards, you not only have your outline, but also a memory jogger for the actual presentation. To prepare the presentation, ask yourself the following: What is the purpose of the presentation? Who will be attending? What does the audience already know about the subject? What is the audience’s attitude towards me (e.g. hostile, friendly)? †¢ A 45 minutes talk should have no more than about seven main points. This may not seem like very many, but if you are to leave the audience with a clear picture of what you have said, you cannot expect them to remember much more than that. †¢ There are several options for structuring the presentation: Timeline – Arranged in sequential order. Climax – The main points are delivered in order of increasing importance. Problem/Solution – A problem is presented, a solution is suggested, and benefits are then given. Classification – The important items are the major points. Simple to complex – Ideas are listed from the simplest to the most complex. done in reverse order. †¢ Can also be You want to include some visual information that will help the audience understand your presentation. Develop charts, graphs, slides, handouts, etc. -6- †¢ After the body, comes the closing. This is where you ask for questions, provide a wrap-up (summary), and thank the participants for attending. Notice that you told them what they are about to hear (the objective), told them (the body), and told them what they heard (the wrap up).  And finally, the important part – practice, practice, practice. The main purpose of creating an outline is to develop a coherent plan of what you want to talk about. You should know your presentation so well, that during the actual presentation, you should only have to briefly glance at your notes to ensure you are staying on track. This will also help you with your nerves by giving you the confidence that you can do it. Your practice session should include a â€Å"live† session by practicing in front of coworkers, family, or friends. They can be valuable at providing feedback and it gives you a chance to practice controlling your nerves. Another great feedback technique is to make a video or audio tape of your presentation and review it critically with a colleague. Habits We all have a few habits, and some are more annoying than others. For example, if we say â€Å"uh,† â€Å"you know,† or put our hands in our pockets and jingle our keys too often during a presentation, it distracts from the message we are trying to get across. The best way to break one of these distracting habits is with immediate feedback. This can be done with a small group of coworkers, family, or friends. Take turns giving small off-the-cuff talks about your favorite hobby, work project, first work assignment, etc. It talk should last about five minutes. During a speaker’s first talk, the audience should listen and watch for annoying habits. After the presentation, the audience should agree on the worst two or three habits that take the most away from the presentation. After agreement, each audience member should write these habits on a 8 1/2†³ x 11†³ sheet of paper (such as the word â€Å"Uh†). Use a magic marker and write in BIG letters. The next time the person gives her or his talk, each audience member should wave the corresponding sign in For most people, this method will break a habit by practicing at least once a day for one to two weeks. Tips and Techniques For Great Presentations †¢ If you have handouts, do not read straight from them. The audience does they should read along with you or listen to you read. not know if †¢ Do not put both hands in your pockets for long periods of time. This tends to make you  look unprofessional. It is OK to put one hand in a pocket but ensure there is no loose change  or keys to jingle around. This will distract the listeners. -7- †¢ Do not wave a pointer around in the air like a wild knight branding a sword to slay a  dragon. Use the pointer for what it is intended and then put it down, otherwise the audience will become fixated upon your â€Å"sword†,  instead upon you. †¢ Do not lean on the podium for long periods. The audience will begin to are going to fall over. wonder when you †¢ Speak to the audience†¦NOT to the visual aids, such as flip charts or overheads. Also, do not stand between the visual aid and the audience. †¢ Speak clearly and loudly enough for all to hear. Do not speak in a inflection to emphasize your main points. monotone voice. Use †¢ The disadvantages of presentations is that people cannot see the punctuation and this  can lead to misunderstandings. An effective way of overcoming this problem is to pause at the time when there would normally be punctuation marks. †¢ Use colored backgrounds on overhead transparencies and slides (such as yellow) as  the bright white light can be harsh on the eyes. This will quickly cause your audience to tire. If all of your transparencies or slides have clear backgrounds, then tape one blank yellow one on the overhead face. For slides, use a rubber band to hold a piece of colored cellophane over the projector lens. †¢ Learn the name of each participant as quickly as possible. Based upon the atmosphere  you want to create, call them by their first names or by using Mr., Mrs., Miss, Ms. †¢ Tell them what name and title you prefer to be called. †¢ Listen intently to comments and opinions. By using a lateral thinking technique (adding  to ideas rather than dismissing them), the audience will feel that their ideas, comments, and opinions are worthwhile. †¢ Circulate around the room as you speak. This movement creates a the audience. physical closeness to †¢ List and discuss your objectives at the beginning of the presentation. Let the audience know how your presentation fits in with their goals. Discuss some of the fears and  apprehensions that both you and the audience might have. Tell them what they should expect of you and how you will  contribute to their goals. †¢ Vary your techniques (lecture, discussion, debate, films, slides, reading, etc.) †¢ Get to the presentation before your audience arrives; be the last one to leave. †¢ Be prepared to use an alternate approach if the one you’ve chosen seems to bog down. You should be confident enough with your own material so  that the audience’s interests and -8- concerns, not the presentation outline, determines the format. Use your background, experience, and knowledge to interrelate your subject matter. †¢ When writing on flip charts use no more than 7 lines of text per page and no more  than 7 word per line (the 7/7 rule). Also, use bright and bold colors, and pictures as well as text. †¢ Consider the time of day and how long you have got for your talk. Time of day  can  affect the audience. After lunch is known as the graveyard section in training circles as audiences will feel more like a nap than listening to a  talk. †¢ Most people find that if they practice in their head, the actual talk will take about 25 per cent longer. Using a flip chart or other visual aids also adds to the time. Remember – it is better to finish slightly early than to overrun.

Historical accounts Essay

Historical accounts that support the role of globalization in poverty reduction are observed especially during peace time and pro-globalization among countries. There is at least eighty percent of the world population that lived at an inflation-adjusted $1 per day at the onset of wartime in the early nineteenth century (Srinivasan and Wallack 2003). Half century by half century, this level is consistently lowered with drastic improvement in post-war period. However, up to this day, debates continued at the gates of international organizations such as WTO, WB, IMF, etc. Most of the protagonists are still in doubt not on how globalization contributed to economic growth but more importantly how it impacted the poor. These debates are inconsistent with historical accounts that proved globalization as solution to poverty. The impact of globalization on poverty is a matter of time to give way for trickle effects, institutional adjustments and change of perception on traditional beliefs. And so, in the long run, there are fewer questions about the benefits that poor may have from globalization. In this view, protagonists are highly concern on the distance between the deliveries of poverty effects of globalization to the grass root people which are normally the poor with economic growth serving as intermediary. They are primarily concern on how unequal the amount that is delivered and how unfair the delay of those amount. Thus, economic growth is criticized to prioritize the welfare of the well-off sector rather than the welfare of the poor. The preceding statement is especially true when the risks of well-off people are compared with the risks of the poor. The former have ease in searching for employment, has enough liquidity for the delay in the welfare delivery and thus in the position to be doubly happy. On the other hand, the latter is in reverse situation aggravated by subsistence living and exposure to physical hazards and capitalist exploitation making them in absolute despair by lengthy wait for delivery of minimal welfare. A good example is the inequitable income distribution. As industries expand business due to increasing inflow of direct and portfolio capital from abroad, well-off people are prioritized to jobs that are created due to formal education. If they are terminated or walk out of the office in their voluntary preference, they are still on-demand from expanding businesses. In contrast, the poor with little knowledge of how the sector works and little options would feel inferior and thus is willing to take whatever salary, conditions of work and other dictates of their employer. Both their mobility and freedom are taken away. There are several empirical studies that suggest globalization is pro-poor. Besley and Burgess (2003) found that there is a negative relationship between the poverty and income per capita. In monitoring GDP growth and poverty on a twenty-year frame from 1980 to 2000, Deaton (2001) concluded that economic growth is responsible to poverty reduction in India. China, which is referred to as an economic giant awaken by foreign direct investments, is quoted by Park and Wang (2001) to have drastically eradicated rural poverty since 1998. To evidence that the role of globalization is not only limited to income aspect, poor nations in Africa showed high levels of lowered poverty during the 1990s elevated by consequently addressing issues of mortality, education and AIDS epidemic. According to Besley and Burgess (2003), economic growth is only possible when three resources are present; namely, physical capital, human capital and technological change. This is illustrated in many ways. As the poor gain equal knowledge as the well-off, the former salary will increase and thus get both of them in equal footing in terms of income. As newer technologies primarily in agriculture increase the yield of the poor, their incomes as well as capitalist tendencies will simultaneously benefit. There is even a surplus harvest to attend their nutritional demands and less risk that a natural calamity will make this positive situation short-lived. As road infrastructure takes over the rural and farm areas, access to larger markets and faster economic activity will further improve the situation of the poor. These three sources of economic growth can be done minimally by the national and local government due to the vicious cycle of being a poor nation. With globalization, deficient funding will not be a hindrance to provide sources of economic growth due to inflow of capital. Accepting the argument that economic growth is indeed a good middleman to improve the welfare of the poor from globalization, the global community must have an average annual economic growth of 3. 8% by 2015 with lowest demand growth from Eastern Europe and Central Asia and highest demand growth from Sub-Saharan Africa (Besley and Burgess 2003). Eminent in the work of Srinivasan and Wallack (2003) is that globalization must be coupled with redistribution such as price support and public services to the poor. On the other hand, Besley and Burgess (2003) specifically defined their preference on the term redistribution through income distribution. They argued that the volatility of income distribution among developing countries is very minimal. Thus, the impact of globalization on the poor sector is loomed by increasing the average income of the population. In the study of Dollar and Kraay (2001), it is found that globalizing large economies of the developing world are characterized by large rise in trade and large fall in tariff barriers starting in 1980s. Economic growth compared to 1970s is higher for the following decade through 1990s. However, even with this figures, non-globalizing developing countries that are small did not gain the same success of their large economy counterparts. On the positive side, the welfare of the poor in respect to level of income is argued to have regression relevance with the level of trade. This study supported the role of globalization to poverty reduction and the effectiveness of economic growth to deliver the necessary benefits to industries, sectors and public at large. Still, the minority of small countries that may not have the sufficient market as well as institutional backbone to exploit large foreign capital inflows are hoping for the miracles of globalization. Conclusion Would I support Globalization in terms of growth? The answer is relative and as much as we would like to place straightforward answer we cannot. It is hard to generalize the behavior of developed countries towards transition economies. The overlapping issue is that the former is offering the latter with the chance to achieve the former economic status without going through historical hardships which can include war. This is an offer that is hard to give away especially that most governments of transition economies are administered by older people. In addition, inability to integrate relations to world affairs at least partially would make the transitional country weak against global shocks, external feud and addressing of internal objectives. To this view, globalization is for growth since it encourages transitional economies to join the globalization wave to improve national economy. On the flip side, it is rational for the leaders of transitional economies to make a well-prepared and if not rigid bilateral and multilateral agreements with trading partners. This is true especially when its internal resources are vulnerable to adverse spill-over effects of globalization. It is a conservative but helpful to view these treaties as anti-growth particularly on quality of life, history and well-being of the nation’s identity. Internal resources do not only include people, places and things but also intangible resources like ideologies and memories. Globalization serves as intervening if not modifying mechanisms to status quo of these components. As a result, to be able to protect the non-economic growth of several national treasures and resources, seeing globalization as anti-growth to internal well-being is valid. References Besley, Timothy J, & Burgess, Robin (2003). Halving global poverty. Journal of economic perspectives, 17(3), 3-22. David Dollar, Aart Kraay (2004) Trade, Growth, and Poverty* The Economic Journal 114 (493), F22–F49 Deaton, Angus. (2001a), â€Å"Counting the World’s Poor’s Problems and Possible Solutions,† World Bank Research Observer, 16(2), 125-47. Park, A. and S. Wang (2001), â€Å"China’s Poverty Statistics,† China Economic Review, 23, 384-95. Srinivasan, T. N.? Wallack, J. S. ,â€Å"Globalization,Growthandthe Poor†,in De Economist, 152 (2), 2004, p. 251

Choose from one of the subjects in the attachment Term Paper

Choose from one of the subjects in the attachment - Term Paper Example Hypothetically this underground economy could be broken down into five significant parts. (Phongpaichit). 1. Exercises which are illicit, for example, drug trafficking, smuggling, unlawful logging, exchanging of moderated types of plants and creatures, trafficking in people, and exercises, for example, prostitution and betting where they are banned by law. (Phongpaichit) 4. Casual sector exercises, for example, distributing, independent work, cool work and family commercial enterprises which are not caught in the authority detail and are frequently not secured by taxation. (Phongpaichit) 5. Family unit work completed by relatives, however excluded in the worth included of the economy, for example, the consideration of the wiped out and matured, and numerous family unit errands which are paramount to the prosperity of family parts. (Phongpaichit) Different endeavours have been made to survey the span of these sectors in diverse nations. Case in point, the aggregate of tax evasion and the private sector has been evaluated at 15 percent of GNP in UK, 27 percent in Germany and the USA, and just about 60 percent in Thailand. (Phongpaichit). The family sector (5) has been evaluated at 37 percent of GNP in the USA, and 49 percent in India. (Phongpaichit). Corruption income produced by officials and legislators has been assessed at around 1 percent of GDP in Thailand in the period 1960-73. (Phongpaichit) Among evaluations of the illicit or criminal sector (1), the generation and exchanging of ganja was evaluated to be 3-6 percent of GNP in Columbia in the period 1981-1984. (Phongpaichit). In the U.S.A. the quality included from the unlawful drug exchange, illicit betting and prostitution represented 2.7 percent of the aggregate private sectors use. (Phongpaichit) There is something else entirely to matters in profit making than dollars and

Can Porters Value Chain Help Us Identify the Source(s) if Tesco's Essay

Can Porters Value Chain Help Us Identify the Source(s) if Tesco's Competitive Advantage - Essay Example With more than 240,000 employees, Tesco operates 164 and 2715 in USA and UK respectively (Annual Report, 2011). Tesco is widely known, as it always thrives to constantly communicate its brand message to potential customers, as a company that ‘creates value for customers to earn their lifetime loyalty’. Tesco’s Value Chain Analysis The primary aim of Value Chain analysis is to find sources of a company’s competitive advantages. In order to do this, company can be divided in to several activities so that the strategically relevant activities become evident (Bischoff, 2011, p. 3). More specifically, value is an extremely important concept to strategic management and marketing as well. Porter’s Value Chain proposes an organizational system composed of systematic transformation process with inputs and outputs to a distinct stage. Customers perceive and measure value in consideration of money they are willing to pay. If the marketer can make a difference b etween the total cost and the value which in turn equal to that of product’s price, he can generate profit. ... The support activities include administrative infrastructure management, HRM, IT, procurement etc. When it comes to the Value Chain Analysis of Tesco, it can be observed that the company has taken measures to ensure delivering of maximum values to its customers. As depicted below, Tesco’s seven strategies explained in its Annual Report, 2011 exhibit its focus on consumer choice. It is giving greater emphasis on green-retailing. As a global business, it is trying to make a difference in how effectively it can tackle the climate change issues (Annual Report, 2011, p. 15). Both these and its online home delivery system, which was reckoned as highly successful (Child, 2002, p. 135) are major inbound logistics that contribute to its values offers to the customers and profits it proposes to generate as well. In both its home and foreign markets, Tesco operates through a replenishment systems and distribute its goods in its own brands. Moreover, the company thrives on innovation. As far as outbound logistics are concerned, the company is highly successful in going global. As Child (2002, p. 135) noted, Tesco is very successful in delivering fastest organic growth of any retailer in the world. Its non-food business has grown by 18 % in 2000. Tesco was not simply globalizing its business, but rather, it thought of a strategy ‘Think Global, Act Local’ by which it positively approached to understanding of responsiveness of cultural vagaries as well as attitudes of foreign customers (Griffith, p. 4). Tesco in UK has emerged as part of routine, and therefore, it not just seized opportunities but rather it became part of a country where it launched its store and people too became part of it. This has eventually contributed greater to

The death penalty, when preceded by long confinement and administered Essay

The death penalty, when preceded by long confinement and administered bureaucratically, dehumanises both the agents and recipients of this punishment and amounts to a form of torture - Essay Example Debates on retention or abolition of the capital punishment have predominantly existed for years causing some countries to consider prolonged delays that precede execution, mostly allowing the condemned person reasonable time to appeal3. Such prisoners are condemned to dehumanizing conditions in â€Å"death row† units that have been criticized for transforming humans to caged animals. Penologists and criminologists have been actively engaged in extensive researches to find the answers to perennially baffling issues on prolonged delays that today precede execution4. The question of whether the prolonged delays can serve a just cause and whether they should be retained has in itself been a subject of debate among human rights lawyers, legal scholars, jurists, judges and social theorists the world over5. Whether the delays aptly serve the real purposes of punishment, whether eliminating the delays can promote the rights of the prisoners or violate them, and what message the brutal existence can send to the society are issues that this paper attempts to address6. In all, the dehumanizing conditions serve to portray the prisoners are being secluded from the society. Even as human rights activists have held that they should be reformed and corrected to make them sober citizens, studies7 have showed that such prisoners who undergo brutal conditions are made to be worse8. Such situations view the pre-arranged and proportional punishment as in conformity with Bentham’s theory of penal objectives which suggest that the pain of the offender should be higher than the pleasures he enjoys following the commission of the crime9. However, the element of â€Å"higher† must be proportional and uniform10. Even as legal and moral philosophers and scholars have examined the various objectives or justifications for death penalty, social scientists have focused more on explaining the effects of the

Communication and Relational Dynamics Essay Example | Topics and Well Written Essays - 500 words

Communication and Relational Dynamics - Essay Example Relational maintenance is one thing I have learned that I would use in future. Instead of drawing apart from people who I will come close to in the workplace, I would rather maintain the relationship. Discussion on managing dialectical tensions has enhanced my understanding of my communication style. In the face of tension and confusion, I have learned how to go to one side by denying the other. Balancing is another way I can manage tensions; by partially responding to both parties. Recalibration can also help to avoid any opposition from one party. Reaffirmation is yet another way that relates to being positive about a situation. These ways have enlightened me how I can respond to tensions in different circumstances.I am going to use metacommunication as a way to resolve conflict in a more constructive manner. We can resolve the conflict between my coworker, and I through this. What I like most in this discussion are the characteristics of relationships. It is interesting how relati onships turn out to be. You can be romantically involved with someone you will end up marrying you, but it reaches a point where disagreements come in making the relationship to come to an end. They keep on changing and are affected by culture. The least liked discussion was of the types of relational messages which I did not grasp how they occur. I suggest the topic on types of relational messages should be done individually to enhance my understanding and feature in YouTube for easier access.

Annotated Bibliography Assignment Example | Topics and Well Written Essays - 1500 words

Annotated Bibliography - Assignment Example The article was published in the last two years showing that it is current thus more applicable to the current situation. The article applied quantitative research methods in collecting primary data thereby making the results and conclusions drawn more relevant as they were based on a study of real college students. The research uses references that are more than 2 decades old in its theoretical model and theoretical framework chapters thereby bringing into question its reliability. This is, however, balanced out in the discussion chapter where more current research have been used extensively, such that a majority were published in the last 10 years and only two references were published in the last 22 years. The fact that the article is published in a journal lends credence to its reliability as journals have a reputation for only printing peer reviewed articles that have been subjected to extensive checks and reviews. This is a 13 page article, published in 2012, that addresses the subject of stress and strain among college students and how they cope. The article opens up by defining relevant and providing an overview of the article presentation. It then presents the thesis statement – effectiveness of coping mechanism in managing academic stress by the research subjects – and provides background information on stress among college students and how they cope. The literature review establishes that stress is common among college students, especially academic stress. The research employs a quantitative research approach with questionnaires as the data collection tool. The collected data was then used to either approve or disapprove the hypotheses. The study population was 120 college freshmen who included both males and females. The research also applied an experimental approach as it had a test group and a control group. The collected empirical data was then subjected to statistical analysis that determined trends and

How collaborative media technologies can be used in the planning, Essay

How collaborative media technologies can be used in the planning, design, development and delivery of multimedia projects - Essay Example vious limitations in accessing media and sharing methods are now resolved through the implementation of the contemporary collaborative media and associated sharing and recommendation methods, because, the contemporary collaborative media methods utilize agents on media players/devices to enlarge the extent of media sharing situations (Lamoureux & Rehak, 2007). The method supports a client in finding out media items and which are appealing to the user. The collaborative media commendation and sharing method contemporaneously find out a users media preferences foundational on media stored on a group of media devices as well as suggest media for potential sharing foundational on these assessable regarding user preferences (Diercks-O’Brien & Sharratt, 2002). The emergence of new technology for the development, designing and planning has offered a huge number of advantages to developers. In addition, at the present, we have a lot of applications those are helpful in collaboration a nd mutual data sharing. A project is a collection of various similar activities. All the activities are involved with each other, especially in multimedia projects. So the collaboration is the main thing in the successful implementation or completion of a multimedia project. The purpose of this paper is to analyze the new and more effective aspects of the collaboration technology and it’s utilization for the better project development and implementation. This paper presents a detailed analysis and investigation of the collaborative media technologies that can be used in the planning, designing, development, and delivery of multimedia projects. According to Kellerman (2009) a multimedia project is a substantial task that requires effective planning, management and organization of tasks. In this scenario we need to pay greater attention to management and handling of the multimedia project. A successful outcome relies on the time as well as effort that we spend in planning the project in an

Global Impact of Terrorism and Genocide Coursework

Global Impact of Terrorism and Genocide - Coursework Example The exploitation of fear within the global population, organizations and small social units helps to realize these terrorist goals. The September 11, 2001 attacks were a prominent example of terrorism in the 21st century. The incident involved a series of four separate, but well-coordinated terrorist invasions launched by the al-Qaeda on the New York City and the Washington, D.C. in the United States. The attacks impacted the Macro-system in the sense that the World Trade Centre was closed, and the economic system of Lower Manhattan nearly ground to a halt. Cancellations of international flights and business relations between the world and the two American cities had a substantial effect on the world markets. The Wall Street was also closed for nearly one week, and the civilian airspace three days in United States and Canada. In the Meso-system, different organizations such as churches, schools, and businesses suspended their operations and evacuated in the aftermath of the attack. At the individual and group level or microsystem, people were gripped with fear of a repeat of the attacks that had claimed about 3000 civilian lives. As Schlenger (582) has established, those who lost their loved ones, property or good physical health, have been enduring serious psychological disorders for more than 12 years now. America, Canada, their European allies and the whole world in general have since changed their security policies to eradicate cases of terrorism since then. Pham, P.N., H.M. Weinstein, and T. Longman. "Trauma and PTSD Symptoms in Rwanda: Implications for Attitudes Toward Justice and Reconciliation." Journal of the American Medical Association, 292.5 (2004):

Is edcuation a service industry Discuss and critically evauate the Essay

Is edcuation a service industry Discuss and critically evauate the role of the WTO in education - Essay Example Higher education is increasingly seen as a commercial product to be bought and sold like any other commodity. Higher education commercialization has now reached the global marketplace. According to the American Heritage dictionary, the term "EDUCATION" is defined as the knowledge or skill obtained or developed by a learning process (Answers.com). The World Trade Organization (WTO) is considering a series of proposals to include higher education as one of its concerns, ensuring that the import and export of higher education be subject to the complex rules and legal arrangements of the WTO protocols and free of most restrictions. The demand for higher education, on the one side, is growing, while on the other side, trans-border education is increasing. The capacity of the public sector has not kept up with this demand. This coupled with the recent developments of ICTs and the ensuing growth in online learning has resulted in the creation of this very lucrative market. Though higher education has a higher calling, it will not be able to compete successfully for necessary resources unless its rules comply with those established by the World Trade Organization (UNESCO) . ... Let us take a quick look at the history and evolution of education to understand it from various perspectives. Going back to the world's ancient civilizations of Egypt, China, Mesopotamia and Indo-Harappan civilizations, it's amply clear that the knowledgeable and the wise ones of the society were looked up to "educate" others. Coming a little closer to out times, I'm sure we can talk of various philosophers like Socrates, Plato, Seneca, Archimedes etc, who are even today acknowledged as some of the world's greatest thinkers and to make a point were in demand to "educate." At that point there was, strictly speaking, no concept of standardization. Education, especially the primary education has spin offs and major economic, social and financial implications on the society. Some of the economists have gone to the extent of linking primary education with the growth of a country's Gross Domestic Product (GDP) (Economics of Higher Education, 2003). Furthermore, education plays a very critical role in not only shaping an individual's capabilities and competence but also has spin - offs on nations. On inspection of history, one can also fairly conclude that economic growth has happened around the seats of education. Also there was great social differentiation between the educated and the not educated (UNESCO). Massing of wealth by the educated and the depreciation of values, later on, has lead to many social revolts, which is a different story and line of pursuit. By the end of the 19th century, all nations globally had recognized and set up some systems of education essentially aiming at long term growth prospects for themselves ( UNESCO). The burgeoning needs for education driven by governmental support, spurn the parental

Paranoid Personality Disorder Essay Example for Free

Paranoid Personality Disorder Essay Joe Fuller I. Introduction and Identifying Information Intelligence of a person somehow defines him/her. Through intelligence, a person will know his capacities and abilities and where he is good at. It boosts someone’s self- esteem and improves the confidence he had in himself. If you’re intelligent, you can possibly do and deal with anything especially if you have a very brilliant mind. An intelligent person knows how to deal with people and accept their mistakes and imperfections. Intelligence adds confidence but overconfidence that leads to mistrust and hostility is another issue. Intelligence must also be balanced with the emotional quotient which everyone must work hard for. Such is not the case at hand. The patient is a male whose name is Joe. He lived in a lower middle- class neighborhood in a large, northeastern city. His father is a steamfitter and his mother is a home maker. He had 2 older brothers and a younger sister. When Joe was 11 years old, his grandmother started living with them. His grandmother is already invalid and is not already capable to take care of herself after Joe’s grandfather died. Joe was exceptionally bright student. Yet, he had several chaotic relationships with his family, friends and other people around him. Later on, he developed anxiety and panic attacks that made him consult to a doctor. Then the doctor referred him to go to a psychiatrist. II. Background Information History and Course of the Present Problem The patient is described to be exceptionally bright and overconfident. He was admitted to a prestigious high school and college. He was an â€Å"A† student and often made jokes about people who â€Å"couldn’t make the grade. † Whenever a teacher made a mistake in class, Joe was always the first to laugh and make a side comment. He avoided group activities and issues with relationships. He couldn’t trust everyone and he was very suspicious. He liked to work alone over his projects because he always thought that people will steal his ideas. Joe would always think that he was the best and nobody could compete with him. The patient had argued with a teacher about a grade and after that he heard one of his classmates say, â€Å"I don’t know why some people have to work so hard for everything†. Joe took this comment as an insult to his family so Joe decided to get revenge. So while this student is attending a basketball game, Joe found his car and poured sugar in his gas tank. Suddenly, he started experiencing panic attacks that resulted him to go for a check-up. Current and Past Medical History The patient went to a doctor because he wanted a treatment for his anxiety and panic attacks. He had palpitations, sensations of shortness of breath, chest pain and nausea or abdominal stress. But his panic attacks are not associated with agoraphobia. Joe felt that he had no mental disorder at all. The doctor prescribed him Tofranil, an anti-depressant. But Joe had more knowledge on how this drug affected neurological mechanisms than the doctor. The said treatment was unsuccessful because Joe did not think that he has a personality disorder. The doctor, which he named as Dr. Fein, did not have any prior knowledge that Joe might have a paranoid personality disorder. Joe was not open to his life and Dr. Fein should have considered the possibility that Joe has a paranoid personality disorder that is why he behaved the way he did. Right now, Joe’s panic attacks still continued. Social History Joe is said to be rude and arrogant. His first steady relationship is with Carla but then later on, Carla broke up with him. Joe wanted to get revenge. Since then, he became extremely suspicious of women’s intentions. One time, Joe made fun of a guy talking to his date at a party. Joe always finds chaos with others. He argued with a professor for receiving a B+ instead of an A. Joe began to date his future wife Ruth. He also got his first job working with a drug company. Joe on his first job This is an ideal position for Joe. But he was asked by his boss to stop his independent research. Joe behaved with hostility towards his co-workers. Because of this continuous attitude, Joe was asked to resign after 3 years. Joe on his second job Joe took a job working in a university. Joe didn’t like his new job. He was asked again to curtail his independent research. He was asked to work in a new employee and suspected he was a spy. Joe accused the university in trying to kill him with radiation in the laboratory. Later on, Joe was fired and he took another job which is driving a taxi cab. Familial Relationship According to the patient, his father is mentally ill and he believed that he was being disregarded by his family. He was estranged to his family and friends and he believes that â€Å"he had nothing†. As a middle child, he felt that he is being left out so he needs to step up in everything he must do. In an early age, he became hypersensitive to the evaluation of others and believed that the world is a hostile place persecuted for being different. Later in his life, he married Ruth and they had a daughter. Their marital relationship has been putted on the rocks for a lot of times because of misunderstanding and Joe’s paranoia about his wife. Later on, Ruth recognized that Joe was overreacting to minor events. Joe then suggested that Ruth was a part of the conspiracy that people were trying to steal his ideas. After some years, Joe and Ruth divorced. Until now, he is still convinced that Ruth betrayed him. Typical Problem The patient’s life story stems up from his place in the family. In an early age, he faced struggles that led him to become suspicious of the motives of people to him. Since he’s very intelligent, he assumes that he knows everything and people are trying to steal his ideas that led him to have poor relationships with others. He received a comment before that struck his ego and saw it as an insult, so he always wanted to have revenge with people. The patient thinks that he is the best and nobody can beat him. He developed anxiety and panic attacks, which is a manifestation of Paranoid Personality Disorder, but still he thinks that he is not ill and he is mentally stable. A Misunderstanding of Some Sort When Joe went to a psychiatrist whose name is Dr. Flein, he reported their for treatment of his anxiety and panic attacks. The doctor gave him an anti-depressant drug without considering the other manifestations in the personality of the patient. Dr. Flein just thought that it was only a simple anxiety disorder, but he never takes the regard to consider Paranoid Personality Disorder on Joe.

The Term Of Nakakainis In The Philippines English Language Essay

The Term Of Nakakainis In The Philippines English Language Essay Have you encountered a time when you are feeling really irritated or annoyed that you would just like to punch or slap a pesky person? When you are being disturbed by an utterly foolish person who asks nonsense questions? Or when you did not get to watch your favorite soap opera? These situations make you say NAKAKAINIS!!, right? But Filipino youth these days barely use the original meaning of nakakainis irritated, annoyed and troubled (Nakakainis in English, Yahoo Answers. June 2010). Filipino youth would say NAKAKAINIS if they find things which are interesting like after watching this video (Ayos sa Trip si Manong, You Tube . June 2010), seeing this very cute picture (Baby Cheeks, Flickr [picture file]. November 2005) or cracking Filipino funny jokes like Q: bakit bawal maligo ng sabay-sabay ang mga kalbo sa Jacuzzi? A: Kasi, magmu-mukha silang pinipritong squid ball!! They would say NAKAKAINIS!! even if they are not feeling irritated or annoyed. This is the NAKAKAINIS of our youth . We can also say that it is the modern nakakinis for the youth. NAKAKAINIS is a form of expression that is used by Filipino youth. They use it when they see interesting pictures, videos, mannerisms or stuffed toys. The word nakakainis has a prefix nakaka- and a root word inis. In Filipino, the prefix or unlaping naka- is used when the word will be used as a conjugate in the sentence. If the essay or sentence must be written in formal, the conjugate should be written having its prefix nakaka- first, and the root word itself. Example: nakakabaliw, nakakamatay, nakakagalit. If it is informal, the prefix naka- should be written fist, followed by the first syllable of the word, and the root word itself. Example: nakababaliw nakamamatay, nakagagalit. (Panlapi, Gintong Pamana: Aklat sa Wika 3. 2006) The word nakakainis has two different meanings the feeling of irritation or annoyance and the reaction of the showing of interest in a thing. Nakakainis, in English, means irritating or annoying. According to the definition of annoyance, if the feeling of irritations and annoyance mount up, our feeling outbursts and thus, the feeing of irritation and annoyance will be changed or result in anger or frustration.(Annoyance, Experience Festival. n.d.) It is an uncomfortable feeling that can be the reason of a sudden outburst of anger. Sometimes, if a person is really irritated or annoyed, he could not control his emotions and do something rush that would result to a big problem. People who doesnt have control in their feelings would shout or hurt the feelings of the person who irritates or annoys them. When we get angry because of irritation and annoyance, we should have presence of mind to prevent unwanted events to happen like fighting. The expression nakakainis, in a high-pitched tone, can mean the reaction after seeing interesting things. For example, a teenager sees you carrying a cute Crayola pillow and her reaction will surely be: Its so cute! Where did you buy that? Nakakainis! or I would also like to have one! Nakakainis ang pagka-cute nya! In my high school, my classmates used nakakainis as an expression whenever they find cute and interesting things. Making a person happy of satisfying a persons need is the same as pleasing them while annoyance or irritation is when somebody or something making you feel uneasy by continuously bothering you. Pleasing a person is not easy as annoying or irritating a person. We can contrast irritation or annoyance to pleasing a person. It takes time and effort to please somebody. Most of the time, people please others because they are scared of rejection. They are scared to be left alone and thus, making themselves always available even though they are busy. People-pleasers, those people who please others, feel that people are taking advantage of them because of their low self esteem. People-pleasers always suffer because of low esteem and they cant say no to people who ask them favors or requests. Ms. Carla Valencia stated in her blog that those people who like to please others are scared of people rejecting them, preventing problems between other people, problem on always degrading themselves beca use they are not confident enough on their abilities, skills or knowledge. (Low Self Esteem and Pleasing People, More Self Esteem. n.d.) Stress can be the result of being irritated and annoyed always. As stated earlier, being irritated or annoyed can lead to emotions such as anger and frustration. We all know that stress has a great effect in our lives. It makes us age prematurely, can lead us to have psychosomatic illness and greatly affect our job. Stress can be more of a factor in determining your physical age than the number of candles you blow out each year. (#7 Effects of Stress, About. November 2007) Because of stress, a person can look older than his present age. A good example for this one is the commercial from the StressTabs. In the commercial, Giselle Sanchez, the host of the bar, thought that a looking sick and old girl was already in her 50s so she called her as lola. Then the boyfriend of the girl told Giselle Sanchez that she is his girlfriend and she looks like that because she is stressed and tired from work. But the girl, after taking StressTabs, looked like she transformed into a pretty, fine, youn g-looking girl. This commercial is telling us that being stress always would ruin our beautiful face and will only look older. According to the number five of the effects of stress, it is stated that thinking negative things and being emotionally stressed results in psychosomatic illness. We should be worrying about it because it can be treated like in any other kind of sickness. (#5 Effects of Stress, About. November 2007) People can cure themselves by attending Yoga classes. By doing Yoga, stress will go away and it can refrain us from getting or acquiring psychosomatic illnesses. People should always think positive things to also prevent from being stressed and sick. We, people, need to have energy to work. But, if we are always stressed, we cant do our job well. People need to rest to have energy. The Filipino expression kakagigil or a intense emotion, urge or feeling that a person gets over with something that he/she thinks is totally wonderful and together describes carefully how a person responds or want to respond (Getting Gigil with It, Culture Fried. March 2010), can be compared to kakainis. NAKAKAINIS is a form of expression that is used by Filipino youth. They use it when they see interesting pictures, videos, mannerisms or stuffed toys. The expressions that we daily use reflects on our attitudes. Most expressions are slang and vulgar words. We should be wary of people because they will base their first impressions on other people by just hearing their expressions. Especially here in the Philippines, most expressions used are curses, slang and other vulgar words. We should be careful in every word we say. Expressions are like any other words we encounter. As we all know, words are dynamic. Thus, the expressions we daily use could also evolve its meaning in years to come.

Vulnerability Issues In A Case Study Social Work Essay

Vulnerability Issues In A Case Study Social Work Essay The purpose of this assessment is to identify and discuss the vulnerability issues arising from the scenario. Peter is a vulnerable adult and inclined to be forgetful therefore, reference will be made to the nursing and Midwifery Councils code of professional conduct in respect of duty of care, safety, respecting clients dignity, confidentiality, and consent to accept or refuse treatment. This case scenario is not a real client, therefore no consent was needed and no breach of confidence was made. An attempt will be made to explore whether Peter has the mental capacity to consent to the treatment himself. Guidelines on The Mental Health Act 2005 and the legislation will be included to support this. A discussion will be outlined to the nurses role in safeguarding vulnerable patients and their families, which will include the governments policies and procedures, and the Nursing and Midwiferys Council guidelines. The discussion will also include the consequences of the policies not bein g followed correctly and the outcome that would have on the nurse. The key vulnerability issues relating to Peter and his daughter within the scenario will be identified such as Peters age and his forgetfulness. This assignment will contain the major role and responsibilities of a nurse in terms of ensuring that the rights of Peter are promoted and maintained and will be specifically around him not to be treated in a degrading manner. Autonomy and advocacy, and the interventions which are available to support Peter for his security to be assured and him needing confidence to increase his mobility. The Human Rights Act (2008) refers to individuals rights to make decisions for himself and not to be discriminated against. Peter has a specific right of expression of thought and conscience to accept or refuse care. The assignment criteria require students to explain how Peters autonomy may be promoted by the nurse to gain the ability to make his own decision, including patient-centred care and acting as an advocate. A final requirement of students is to specify and justify appropriate professional behaviour and interventions for Peter. Reference will be made to therapeutic relationships between t he nurse and Peter, highlighting the support the nurse should give to the patient and his family, and to discuss the importance of maintaining professional boundaries. The multi-disciplinary team will also have to assess Peters home to see if there were any adjustments needed to support him further with his mobility. Peter would also need further extensive health services if he agrees to go ahead with the surgery. The paper is presented in accordance in line with the Universitys academic guidelines presented as appendix 7 in the Student Handbook 2010. References will also be citied in line with the Universitys own version of the Harvard referencing system. Main Body Vulnerability Section 1 According to Rogers 1997, vulnerability is Liable to damage or harm, especially from aggression or attack. Vulnerability is when a person is put into a situation where they are not familiar with, which makes them feel uncomfortable. A vulnerable adult is anyone over the age of 18 who is unable to protect themselves against harm or exploitation. The types of people who may be particularly vulnerable are children, the elderly, adults with visual, hearing or speech impairment. Other types of vulnerable adults include those with learning disabilities, mental health problems or a severe physical illness. People who require care services may have an increase in their vulnerability as they are entering a new environment with unfamiliar surroundings. Another factor could be their age and if they are unable to take care of themselves. Therefore, they are not in control of the situation and could become fully dependant on a nurse to care for them which to the patient increases their risk of becoming vulnerable. Peter is particularly vulnerable due to him being 85 years old and inclined to be forgetful, also the fact his daughter is trying to force Peters decision in going ahead with the surgery yet he is no longer certain he wants too. Abuse is a violation of an individuals human and civil rights by any other person or persons (Department of Health, Pg 9). Abuse can consist of a single act or repeated acts. It may be verbal, physical or psychological; it may be an act of neglect or an omission to act. It may occur when a vulnerable person is persuaded to enter into a financial or sexual transaction to which he or she has not consented, or cannot consent. Abuse can occur in any relationship and may result in significant harm to, or exploitation of the person subjected to it. A nurses most important responsibility is to the client first. The NMC (2008), states that Nurses have an absolute duty to safeguard and protect vulnerable adults from harm. The responsibility of a nurse is to promote health, prevent illness, restore health and alleviate suffering. A nurse should take appropriate action to safeguard the individual when their care is endangered by a co-worker or anyone else. Nurses have a right but also a responsibility to act on behalf of the client if they feel he or she is being mistreated. Registered nurses hold a position of trust to the client and this must never be breached, they should also maintain professional relationships with vulnerable clients at all times. A nurse not only has a professional duty to protect vulnerable clients, but also a legal responsibility. If a nurse failed to comply with legal obligations they could be struck off the NMC register, but also it could be classed as a criminal offence. The Independent Safeguarding Authority is a government policy which helps to prevent unsuitable people from working with vulnerable adults. They assess those individuals working or wishing to work in regulated activity that are referred to them on the grounds that they pose a possible risk of harm to vulnerable groups. The Government ensures the safety of vulnerable adults by integrating strategies, policies and services relevant to abuse within the framework of the NHS and Community Care Act 1990, and the Mental Health Act 1983. The Mental Capacity Act 2005 and Code of Practice is another vitally important piece of legislation setup by the government. The Code of Practice provides guidance and support to anyone who is working with or caring for adults who may lack a decision making capacity. This includes professionals, carers and families who know the person best. It focuses on those who have a duty of care to someone who may lack the capacity to agree to the care that is being provided. As the NMC (2008) states, You must disclose information if you believe someone may be at risk of harm, in line with the law of the country in which you are practising. Section 2 The key vulnerability issues relating to Peter is that he is an elderly client of 85 years. He has not yet consented to the treatment as he is feeling apprehensive as there are major risks associated with the procedure. His daughter is very keen for the surgery to go ahead and Peter is seeking help from the nurse as he obviously feels he cannot discuss his fears with his daughter. Section 3 Article 3 in the Human Rights Act states no one shall be tortured, or suffer inhuman or degrading treating or punishment. Although there is no absolute right to receive care in the UK, all patients have certain rights in their dealings with health care professionals. In 1995, the government issued the patients charter to inform clients of their rights, it is designed to improve the services people receive and it lays down the level of care that people can expect from the National Health Service. The charter was made public so that clients know the standards they should expect, they can take steps to complain and have things put right if the standards are not met. Clients rights include the right to make their own decisions about their own lives and the right to be given appropriate information to make informed decisions. The right to privacy and confidentiality and to be given appropriate assistance in exercising their rights, when they are unable to themselves, such as having an advocate available. Clients also have the right to freedom from exploitative and abusive practice, and the right to have personal beliefs, preferences and choices including religion, culture and political beliefs. Peter should expect the nurse to maintain his rights by having his dignity and privacy maintained while care is being given. The right to be included when making his care plan, the right to accept or refuse treatment, and for his patient information to be kept confidential. Also as Peter asked the nurse to help him make the decision and due to him being vulnerable and inclined to be forgetful, the nurse should act as Peters advocate for him if needed. As the NMC (2008) states: You must uphold peoples rights to be fully involved in decisions about their care. Accountability Accountability is based on three conditions including ability, responsibility and authority. Nurses hold a position of responsibility and to promote efficiency and safety as other people rely on them. They are professionally accountable to the NMC and to the law for their actions. Nurses use their professional judgement, knowledge and skills to make a decision based on evidence for best practice and for the clients best interests. Nurses need to be able to justify the decisions they make. If you are a professional in charge of a task you can be called by law to account what happened, especially if something goes wrong. This is because if a nurse performs a task, they immediately take responsibility for that task and its outcomes As a professional, you are personally accountable for actions and omissions in your practice, and must always be able to justify your decisions (NMC, 2008). Duty of care Any health care professional who undertakes the care of a client owes them a duty of care. A nurses duty of care includes managing risk appropriately, work effectively as part of a team, share information with colleagues and delegate effectively. Treat people as individuals and respect their dignity and confidentiality. Nurses should also need to ensure they gain consent, maintain clear professional boundaries, and collaborate with those in your care. Confidentiality The most essential element to confidentiality is it must be built on trust. The nurses need to know that the client trusts them but also that they trust the nurses professional judgement, knowledge and skills. It is also essential that the nurse feels the client will inform the nurse all that is necessary to deliver the most appropriate care. Confidentiality is an integral component of the nurse-patient relationship and a fundamental element of professional conduct and ethical practice. Sharing information with other professionals can only be done on a strict need to know basis, and patient confidentiality can only be breached in exceptional circumstances. Nurses must maintain confidence and respect the privacy of a patients health information at all times. Professionals must only disclose confidential information with consent from the client, if they are required to by the court of law or where they can justify that it was in the publics interest. Section 4 Autonomy Autonomy is about independence and the freedom to choose, and about not being coerced into doing something one would not otherwise choose to do. Autonomy has been defined as the power of self-determination and freedom from alien domination and constraint (Smith, 1967). Autonomy involves clients making choices for themselves. As a nurse you should actively encourage clients to be involved in the decision making process and ensure that their voice is heard. Respecting clients autonomy means to treat them as a person with rights and not as objects of care. This mainly involves discussing their care and treatment with them in an open and honest way and allowing them to make their own decision about what care they want to receive. For a nurse to be able to promote clients autonomy there has to be a relationship and effective communication between them and the client. If their autonomy is to be respected, then nurses have to allow clients to make decisions and then act upon them. According to (Hendrick, 2004, pg 95) autonomy is defined as The capacity to make reasoned decisions, the ability to think for oneself, to make decisions for oneself and to act on the basis of such thought. Patient-centred care includes all aspects of how services are delivered to our clients. This includes compassion, empathy, values, preferences and responding to all their needs. A nurse should be delivering this care at all times and make sure they are giving the patient all the information available, communicating to them at all times and educating them about their care and how processes and procedures work, using as little jargon as possible. Emotional support should be provided to help relieve clients fears and anxieties as this can be important to a therapeutic relationship. Advocacy Promoting and protecting the interest of people in your care, many of whom will be vulnerable and incapable of protecting their own interest (NMC, 2008). Advocacy is about acting on behalf of the client in a professional capacity who cannot speak themselves. Anyone could potentially need an advocate as any client may feel vulnerable as they are in unfamiliar surroundings. An advocate is acting as an intermediary between clients and family, significant others, and health care providers. It is a role of support for clients, both speaking and emotionally. As a nurse you have a duty of care to encourage the client to participate or if they cannot speak for themselves then nurses should become that persons advocate by putting their needs and views forward, and to ensure their rights are promoted. You must act as an advocate for those in your care, helping them to access relevant health and social care, information and support (NMC, 2008). Consent Valid consent must be given by a competent person and must be given voluntarily. Nurses have three professional responsibilities with regard to obtaining consent. They need to make the care of people their first concern and ensure they gain consent before they begin any treatment or care, ensure that the process of establishing consent is transparent and demonstrate a clear level of professional accountability. After they have obtained consent they need to accurately record all discussions and decisions relating to obtaining consent. Every adult must be presumed to have the mental capacity to consent or refuse treatment, unless an assessment reveals they lack the capacity to consent (NMC, 2008). When a nurse needs to inform a client about proposed treatment or care it is important that they deliver the information in an understanding and sensitive way. It is essential that they are given sufficient information for them to make a decision whether to accept or refuse the treatment being offered. Nurses should also give the client enough time to consider the information and the opportunity to ask questions if they need too. Nurses should not assume that clients know even basic medical information and should explain every aspect with as little jargon as possible in order for the client to make their choice. There are three different types of consent including verbally, implied and written. Clients can express their agreement by either of these forms. With Peters surgery includes risks associated his agreement should be made by written consent. Written consent is a document which shows the patients choice and that discussions have taken place between them and a professional. There can sometimes be difficulties with gaining consent. There are particular vulnerable groups such as older people, people with mental health problems, people with learning difficulties and children. Nurses need to keep these vulnerable groups at the centre of the decision making process. As Peter is a vulnerable elderly client he is weaker and inclined to be forgetful, therefore an assessment would need to be carried out by a nurse of doctor to assess his mental capacity; professionals should always presume that older people are able to make decisions. In the same way a client can accept treatment, they can also make the choice to refuse treatment, even if this may harm them or cause death. Nurses should find out why they are refusing and then the consequences of declining the treatment and what will happen to their health if they dont go ahead. If this happens it is important that you honour their rights and wishes and document fully any decisions made to refuse, and clearly record that this is the clients choice. You must be aware of the legislation regarding mental capacity, ensuring that people who lack capacity remain at the centre of decision making and are full safeguarded (NMC, 2008). The Mental Capacity Act 2005 provides a statutory framework to empower and protect people who may lack the mental capacity to make an informed decision for themselves. The Act is underpinned by five main principles, the first one being that everyone is assumed to have the mental capacity to make a decision until proven otherwise. Every individual needs to be supported to make a decision and if a person makes what seems like an unwise decision, they should not be treated as lacking capacity. Section 5-last bit In order for a nurse to develop a therapeutic relationship with a client there must be effective communication involved. The very best of care is only achieved if the nurse is committed to getting to know the client in there care through effective assessment as individuals. This involves finding out how best to care for and communicate with them from their perspective, whilst ensuring respect, dignity and fairness are maintained.

Democracy In South America :: essays research papers

South America is a land of different cultures and has a history of as many different types of government, mostly dictatorships. Most of South America won independence from Spain and Portugal between 1810 and 1824. In 1823, President James Monroe enunciated the first US policy on Latin America. The Monroe Doctrine warned European nations against interfering in the affairs of independent nations in the Western Hemisphere. In 1904, Roosevelt's Corollary said the US would act as a "policeman", intervening militarily when US interests were at risk. After W.W.II, the independent countries of the Western Hemisphere formed the Organization of American States, a military alliance to prevent aggression against any American nation. South America is the fourth largest continent. It ranks fifth in population. The continent is divided into 12 independent countries and two political units. The countries consist of Brazil, Columbia, Venezuela, Ecuador, Peru, Chile, Argentina, Bolivia, Paraguay, Uruguay, Guyana, Surinam, and French Guinea. In the 12 countries of South America, democracy has slowly been on the rise since 1959. The rise started in Venezuela and ended in Surinam last year. One by one South America's countries have turned form dictatorships into democracies where the voters control the elections. Even with democracy taking control, the countries still have many problems. The largest problem is the tradition of corruption of the political leaders. The corruption has mainly been the use of bribe-taking and bribe-giving. "By definition, democracy presumes equal opportunity; bribery and corruption make the playing field uneven and weakens democracy's foundations." Recently, corruption has reached into high places in Venezuela and Brazil. President Carlos Perez (1993) and Fernando Collor de Mello (1992) were forced to resign when faced with corruption charges. The large drug trade has also caused problems for the rise of democracy in South America. Each year, hundreds of tons of Cocaine feed an illegal US drug market. It is worth an estimated $38 billion a year. This illegal money has found its way into the pockets of many people in high places. In Columbia, a major source of illegal drugs for the US, President Ernesto Samper was accused of taking a $6 million bribe to allow drug trafficking to continue as usual. Laundered drug money has financed development in many South American cities, but it has also brought bloodshed. The large gap between rich and poor of South America has presented another challenge for democracy. In South America, the rich keep getting richer and the poor keep getting poorer.

Kandinsky and Diebenkorn Artists :: essays research papers

Wassily Kandinsky was one of the best-known abstract painters and one of the most influential artists of his generation. He was born in Moscow, Russia on December 4th, 1866. From 1886-92, he studied law and economics at the University of Moscow. Kandinsky declined a teaching position in order to study art in Munich, Russia with Anton Azbe from 1897 to 1899 and at the Kunstakademie with Franz von Stuck in 1900. He died in a suburb of Paris on December 13th, 1944. Born on April 22nd, 1922 in Portland, Oregon, Richard Diebenkorn became a leading Abstract Expressionist. He enrolled at Stanford University in 1940. At first, he painted in a style influenced by Edward Hopper but by the late 1940s and early 1950s he began living and working in various places. Soon he developed his own style of Abstract Expressionist painting. Diebenkorn became an important figurative painter in the mid-1950s but returned to abstraction in 1967 in a geometric style. He died on March 30th, 1993. The work of Kandinsky and Diebenkorn were similar and different in many ways. Both artists used at least some geometric figures in their paintings, unique colors and unique patterns. Kandinsky used brighter colors and a greater variety of them. Although Diebenkorn?s colors were unique, they were kind of dull and there wasn?t as much of a variety. Also, Dibenkorn?s art was fairly simple compared to Kandinsky. Kandinsky filled the paper with many different shapes, scattered everywhere but Diebenkorn just stuck to rectangular and triangular figures mostly and rarely used circular figures. Kandinsky mostly used a bright variety of colors in his works. His art was based mainly on different kinds of shapes but usually contained lines. In some of his paintings, the texture is smooth like in ?Blue Painting?, but in others it is a bit rough like in ?Color Studies.? Kandinsky?s paintings made up only of shapes have their objects cluttered together with only a few objects by themselves. These shapes include triangles, circles, squares, rectangles, and everything in between. The colors in his art works help unite the pieces and bring it all together by fading and such in certain aspects. In a lot of Kandinsky?s paintings, there really isn?t anything that is dominant because there are so many pieces and unique objects.

The Spanish Tragedy Essay examples -- Literary Analysis, Thomas Kyd

The Spanish Tragedy by Thomas Kyd is a founder play of the tragedy during the Elizabethan period since it raises important issues of this time, such as the cruel and unfair death, revenge, social status as well as allegiance to the sovereign. These topics reached the population and it is probably due to this that The Spanish Tragedy was successful at the time. This paper will focus its analysis on the scene 2 of the first act, which is a short but meaningful passage of the play. This passage, which takes place at the beginning of the play, gives an idea of the initial situation. It allows the reader to become familiar with the characters, to know their role in the play and their intentions. This essay will be divided into four parts falling into line with the speaking turns of characters in this scene. The first part will focus on the General’s speech to the King of Spain. The second part will be concerned about the three times when Hieronimo pleads his son's cause to the King . The third part will look at the discussion between Balthazar, Prince of Portugal and the King of Spain. The fourth and final part will address on the quarrel between Lorenzo, the Spanish King’s nephew and Horatio, Hieronimo’s son and on how the King solves the quarrel by rewarding them for their acts. The second scene of the first act of this play begins with a discussion between two characters, the King of Spain and the General. All begins when the King asks the General how goes his "camp ", in other words his army. General tells the King about the battle (lines 1 to 115). First, the General says everything is fine except for some losses. The General announces that the victory is on the Spanish side. The King asks details and here the General begins the ... ...is proud to show to the King that he led out this battle and that he won it. If he acts this way, this is only to receive King's recognition and also a chain representing the dedication to his King. Hieronimo chooses to defend his son. If he does this, it is because it is important to him that the King sees and approves the achievements of his son. Balthazar does not necessarily expect any gratitude from the King of Spain but he stays polite and is pleased that the King spares him torture. For what concerns Lorenzo and Horatio, each of them wants to be seen by the King as the one who managed to capture the enemy prince. They wrangle in front of the King, who has to play the arbiter in this situation. The irony in their dispute is that it does not even need to be seen that the capture of Balthazar is the result of a collaborative effort where both were important.

Irish Prison System Essay

In 2012, the average cost of imprisonment per prisoner in Ireland was â‚ ¬65, 404. The current prison population is 4, 306. That’s an estimated 282, 000,000 of the tax payers money spent on prisons in Ireland per annum. Introduction This Irish prison system consists of 15 different institutions. This is made up of eleven traditional ‘closed’ prisons, two ‘open’ prisons, a training prison and a prison for young offenders. All of our prisons are termed medium-low security, apart from Portlaoise prison; a male only prison and our countries only high security prison. The purpose of a prison is to retain those legally committed of a crime as punishment or whilst they await trial. ‘The mission of the Irish prison service (as stated in their 2010 Annual Report) is to provide safe, secure and humane custody for people who are sent to prison. The Service is committed to managing custodial sentences in a way which encourages and supports prisoners in their endeavouring to live law abiding and purposeful lives as valued members of society.’ This essay will examine the capital which is currently spent on the Irish prison system and assess if the Irish prison system merits the money which it expends. Is â‚ ¬65,404 a reasonable amount to spend on the legal punishment of one individual, and are the systems in place effective in providing our prisoners with rehabilitation and social regeneration? Utilising these findings the discussion will attempt to offer alternative systems of punishment to imprisonment. Poor Conditions The European Convention for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment (CPT) carried out an examination of Irish prison conditions in January- February 2010. The report described ‘degrading’ behaviour and ‘un-hygienic’ conditions. An examination of Portlaoise prison’s E-block discovered inadequate and unacceptable sanitary facilities. The cells were small (6m ²) and some of them were dilapidated with broken windows and dirty walls. None of the cells had in-cell sanitation and, at night, if a prisoner had to defecate he was likely thereafter to wrap up the faeces in a parcel and sometimes throw it out of the window. A typical day for a prisoner is made up of 16  ½ hours of ‘lock up’, those under severe confinement can endure 18 hours or more of being restricted to their cell. In extreme cases some prisoners may not even get to spend one hour a day outside of their cell. The CPT concluded that: ‘†¦ 23-hour lock-up should only be considered as a temporary respite, whereas in the Irish prison system it has developed into a general measure.’ The Prisoner’s Life Whilst research presents the inhumane conditions that exist in some of our prisons we also hear reports of recreationally facilities that some law abiding working class citizens do not even have access too. In 2009 journalist with the Evening Herald, Cormac Looney states that a sum of almost â‚ ¬200,000 was spent on sports equipment for prisoners in Ireland. He notes that Mountjoy Prison received â‚ ¬36,388 worth or sports, gym and recreational equipment, while inmates of the high-security Portlaoise prison which include former gang lord John Giligan received â‚ ¬28, 214 in sports equipment. Fiach Kelly of the Irish Independent informed us in 2010 that members of the Irish prison service had signed an additional â‚ ¬200,000 contract to upgrade our prisons for the subsequent three years. Kelly quotes Fine Gael’s then spokesman on public spending, Brian Hayes. â€Å"I fully accept the prisoners need proper gym facilities,† he said. â€Å"The question is why are they being kitted out again at this cost. I find it quite extraordinary the IPS (Irish Prisoners Service) signed off on this lavish expenditure item.† The IPS justified these expenses, claiming the equipment was of good value for the agreed price. An IPS spokesperson maintained that the provision of a gym would in the long run help prisoners to take control of other areas of their lives. Surely our prison systems main priority should be acting in accordance to their mission statement as stated in their three year strategic plan (2012-2015), adhering to the guidelines set for protecting basic human rights and meeting the prescribed health and safety standards. Our Mission: Providing safe and secure custody, dignity of care and rehabilitation to prisoners for safer communities. Our Vision: A safer community through excellence in a prison service built on respect for human dignity. A Case Study – Inside the Joy Little do Irishmen know the wretchedness of imprisonment. (John K. Casey, Fenian prisoner, Mountjoy Prison) Much ‘no-holds-barred’ writings exist on the inside stories of Mountjoy prison. They reveal what life is really like as an inmate; from desperation and depression, to bullying, beatings and the drugs network. The 2010 report by the CPT describes the ill-treatment of prisoners by staff members. An inmate of Mountjoy prison claims he was physically assaulted by a number of prison officers; A prisoner at Mountjoy Prison alleged that on 15 October 2009 he was physically assaulted in his cell by several prison officers, in the course of which he claimed he was thrown on the floor and repeatedly stamped and hit on the chest, arms and head. He also alleged that he was punched in the ribs while being escorted down the stairs to the basement of B Block 9. The photographic evidence of the injuries contained in the medical record is consistent with repeated injury to the chest wall; extensive bruising of the outer aspect of the left arm is not consistent with simply having been restrained. Former Governor of Mountjoy John Lonergan provides an insight into the prison. Even Lonergan maintains it was still a kip when he retired in June 2010. Paul Howards ‘tell-all’ account of a prisoner’s life in Mountjoy unveil stark revelations of the desperate conditions Irelands’ criminals endure. Prisoners are limited to one shower a week and one change of underwear per week. We learn of the littlest things that bring joy to the inmates such as a radio-show by Father Michael Cleary and the effects that using a privilege like the use of the library have on prisoners. Problems with Irish Prisons The Irish Prison System leaves a lot to be desired, outlined below are two of the major problems the system faces. * Overcrowding An over-reliance of the Irish criminal system on imprisonment as a form of punishment is just one explanation but forward in an attempt to explain the vast number (4,306) of criminals sentenced to imprisonment. The number of individuals sent to prison for not paying fines has increased by 10.5%, resulting in an estimated 18 non-fine payers occupying prison cells on any one day. Findings of the CPT report over-crowding in all the major prisons. The report questions the progress of Mountjoy’s Thornton Hall complex which the Irish authorities had originally optimistically stated would be complete and ready for occupancy in 2010, this date has now been pushed back to 2015. Besides building new cells and providing additional sleeping arrangements our only option is to reduce the number of individuals admitted to our prisons. Tackling the crime rate is another problem so for now we should look at providing petty criminals with punishment other than imprisonment. The Irish Prison Services Annual Reports for 2002 and 2003, noting the expense of keeping an individual in prison stress that ‘imprisonment must remain the sanction of last resort.’ * Staffing Issues In 2010 the Irish Examiner amongst other national publications alleged that Northern Ireland’s prisons had more staff than inmates. Particular reference was made to Maghaberry prison, a high security prison in Co. Antrim. Statistics presented showed that Northern Ireland’s 1,500 prisoner population was staffed by approximately 2,300 persons. A well-staffed prison is not sufficient if it can’t recognise its’ inmates basic human rights and provide facilities which satisfy these. â‚ ¬282,000,000 Worth of Expenses If overcrowding is common, and basic sanitary facilities are not being provided then why is the Irish Prison System expending an overwhelming amount of capital? While the figures are high expenditure has actually de-creased in recent years, this is not due to a fall in the number of prisoners but more to do with the issue of overcrowding which reduces the cost of bed space. Again we need to look at those responsible for the management of staffing and finance. It seems the Irish Prison System, like much of the State’s governing bodies need a lesson in financial management. What is the Alternative? There is no question that prisons are an integral part of any functioning society, but in order to provide basic facilities for criminals who require such punishment we need to look at the crimes that may not require punishment of that extent. We need to look at alternative means of punishment for the likes of non-fine payers and similar offenders. The Evening Herald tells us that just less than 200 individuals were punished with prison sentences for not paying court fines linked to TV licenses in 2011. The article shows that 25 people a day are now being sent to prison for failing to pay court fines. There were 1, 680 women sent to prison in 2011 and 1, 300 of those were due to their failure to pay court ordered fines. An obvious alternative punishment for non-fine payers and similar offenders is community service, no real threat to society as a whole and humiliation and inconvenience would be effective punishment for such crimes. Community service could be in their local area so as to increase the humiliation therefore deter individuals from re-offending and encourage others to pay such charges. Another suggestion is the introduction of manual labour into the prison system. The Irish Prison System outlined the need for exercise for prisoners, instead of spending capital on the provision of state-of-the-art fitness and training equipment serious offenders could be forced to participate in tasks such as the cleaning, up-keep and refurbishing of prisons. While a prisoner’s intrinsic rights and health must always be foremost in decision making a reduction in some more lavish recreational facilities may reduce the number of re-offenders when they have extremely negative experiences in prison. The number of prisoners committed to prison more than once in 2010 stood at 3,421. In More Streetwise: Stories from Irish Prisons editor and part-time prison teacher Neville Thompson suggests the provision of a back-up system for prisoners when they are released. He describes a touring theatre company which he hopes to set up; â€Å"What a Waste Productions.† The company would engage in writing, music, acting, set design and production. This idea could reduce the number of re-offenders. With too much time to think and very little space in which to do it prisoner’s very often resort to writing or poetry, involvement in something positive which helps them discuss and come to terms with their experiences in prison may discourage prisoners from returning to crime. Thompson envisages the production company eventually becoming self-supporting but justifies initial government financial input in these terms; It now costs â‚ ¬85,000 to keep a prisoner inside. God knows how many prisoners rob before they are caught again. However, we are looking to get â‚ ¬20,000 per prisoner for the projects we have in hand. At first instance, taking the projects we have in place it would cost us â‚ ¬200,000 to keep our project afloat for a year as opposed to â‚ ¬850,000 to keep them incarcerated. Conclusion While the idea that prisons’ are a complete waste of money is generally as result of ignorance the large amount of capital that the Irish Prison System expends is not justified when we look at the failure of Irish prisons to deliver basic facilities to inmates. We need to sentence those who need to be dealt with in such a way and look at an alternative means of punishment for those who don’t require such punishment. Much media coverage tells us of the lavish lifestyles which inmates such as Sean Quinn lead. This glamourises prison life and needs to be tackled in order to promote a less-appealing system and make the Irish prison system what it should be; a threat to discourage individuals from committing crimes. The suggestion that tackling media portrayal of life in prison would greatly reduce the number of offenders is highly idealistic but coupled with an effective program for criminals coming out of prison may at least reduce the number of re-offenders. References Books: * Carey, T. 2000. Mountjoy: The Story of a Prison. Cork: The Collins Press. * Howard, P.1996. The Joy. Dublin: The O’Brien Press. * Lonergan, J. 2010. The Governor. Dublin: Penguin Ireland. * O’Donnell, I. and O’Sullivan. E. 2001. Crime Control in Ireland: The politics of Intolerance. Cork: Cork University Press. * O’Mahony, P. 2000. Prison Policy in Ireland: Criminal Justice versus Social Justice. Cork: Cork University Press. * Thompson, N. 2007. More Streetwise: Stories from Irish Prisons. Mullingar: Killynon House Books Ltd. Government Publications: * Irish Prison Service 2012. Three Year Strategic Plan [Online] Available from: http://www.drugsandalcohol.ie/17473/1/ips_three_year_strategic_plan.pdf [Last Accessed 09 May 2013] * The European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment 2010. Report to the Government of Ireland on the visit to Ireland carried out by the European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment [Online]. Available from: http://www.cpt.coe.int/documents/irl/2011-03-inf-eng.pdf [Accessed 09 May 2013]. * The Irish Prison Service 2010. Irish Prison Service Annual Report [Online] Available from:http://www.justice.ie/en/JELR/Irish_Prison_Service_2010_Annual_Report.pdf/Files/Irish_Prison_Service_2010_Annual_Report.pdf [Accessed 09 May 2013] Newspaper Articles: * Kelly, F. 2010. Prisons to spend â‚ ¬200,000 on ‘lavish’ equipment for gyms. The Irish Independent: Ireland [Online], 13 October. Available from: http://www.independent.ie/irish-news/prisons-to-spend-200000-on-lavish-equipment-for-gyms-26689415.html [Accessed 09 May 2013]. * Lavery, M. 2013. 121 women are sent to jail for failing to pay TV licence fines. The Evening Herald: Ireland [Online], 15 December. Available from: http://www.herald.ie/news/121-women-are-sent-to-jail-for-failing-to-pay-tv-licence-fines-28963049.html [Accessed 09 May 2013]. * Looney, C. 2009. â‚ ¬200k for prison gyms as garda budget slashed. The Evening Herald: Ireland [Online], 05 March. Available from: http://www.herald.ie/news/200k-for-prison-gyms-as-garda-budget-slashed-27903752.html [Accessed 09 May 2013]. * O’Keefe, C. 2013. Prison bosses urge to kick football spend to touch. The Irish Examiner Ireland [Online], 10 January. Available from: http://www.irishexaminer.com/ireland/pri son-bosses-urged-to-kick-football-spend-to-touch-219146.html [Accessed 09 May 2013]. * The Irish Examiner, 2010. North’s prisons ineffective ‘despite having more staff than prisoners’. 14 December. Available from: http://www.irishexaminer.com/breakingnews/ireland/norths-prisons-ineffective-despite-having-more-staff-than-prisoners-485592.html [Accessed 09 May 2013]. Websites: * The Irish Penal Reform Trust 2013. Facts and figures [Online]. Available from: http://www.iprt.ie/ [Last Accessed 09 May 2013]. * The Irish Prison Service 2013. Prisons [Online] Available from: http://www.irishprisons.ie/index.php/joomlaorg [Last Accessed 09 May 2013]. Other: * Jesuit Centre for Faith and Justice 2012. The Irish Prison System Vision, Values, Reality. Dublin: Jesuit Centre for Faith and Justice. * Matthews-Lynch, C. 2010. Are prisons a waste of money? [Online] BA, Dublin City University. Available: http://carlymatthews.me/writings/college/2nd-year/cm261-crime-the-media/ [Last Accessed 09 May 2013].