International Expansion Strategy of McDonalds

International Expansion Strategy of McDonalds Globalization has made the globe considerably smaller. States lines have turned into practically a divider separating certain regions of a massive unitary community. Businesses are the one that are highly affected by this occurrence. The virtual closeness of states has made trade and commerce an international event. Together with these advances, the key standards of business are similarly taken into account. The discussions in this paper shall involve an analysis of the international expansion strategy utilized by a multinational company. In this case, the situation surrounding McDonalds will be taken into consideration. The following annotations and propositions employed in the following discussions are to be supported by claims on journals and academic pieces that address international expansion strategies and international marketing theories. II.BACKGROUND The modest beginnings of McDonalds in Illinois turned out to be among the main brand names in the international scene. It has been synonymous to what is widely-accepted the fast-food concept. The company operates over thirty one thousand stores all over the world to date. It was one of the first to perfect the concept of fast service in the food industry in its early days of operations in 1955. Given that the products of the company are mainly western in character, its operations has also expanded to the Asian region. The first McDonalds store operated in Hong Kong in 1975. The first shop operated at Paterson Street in Causeway Bay. Up to this data, the functions of McDonalds in Hong Kong covers over two hundred restaurant chains spread in the whole of Hong Kong alone. In the rest of the globe, it operates thousands of store franchises that functions autonomously. III.PESTLE ANALYSIS Pestle is an analysis of the external macro environment in which a business operates. According to (2008), pestle stands for political, economic, social, technology, and environmental factors. A. Political Factors The international operations of McDonalds are highly influenced by the individual state policies enforced by each government. (2001, 705) For instance, there are certain groups in Europe and the United States that clamor for state actions pertaining to the health implications of eating fast food. (2005) They have indicated that harmful elements like cholesterol and adverse effects like obesity are attributable to consuming fast food products. On the other hand, the company is controlled by the individual policies and regulations of operations. Specific markets focus on different areas of concern such as that of health, worker protection, and environment. All these elements are seen in the government control of the licensing of the restaurants in the respective states. For instance, there is an impending legal dispute in the McDonalds franchise in India where certain infringement of rights and violation of religious laws pertaining to the contents of the food. The existence of meat in their menus in India is apparently offensive to the Hindu religion in the said market. There are also other studies that points to the infringement of McDonalds Stores with reference to the existing employment laws in the target market. Like any business venture, these McDonalds stores have to contend with the issues of employment procedures as well as their tax obligations so as to succeed in the foreign market. B. Economic Factors Organisations in the fast food industry are not excused from any disputes and troubles. Specifically, they do have their individual concerns involving economic factors. Branches and franchises of fast food chains like McDonalds has the tendency to experience hardship in instances where the economy of the respective states is hit by inflation and changes in the exchange rates. The customers consequently are faced with a stalemate of going over their individual budgets whether or not they should use up more on these foreign fast food chains. (2004) Hence, these chains may have to put up with the issues of the effects of the economic environment. Particularly, their problem depends on the response of the consumers on these fundamentals and how it could influence their general sales. In regarding the operations of the company, food chains like McDonalds tend to import much of their raw materials into a specific territory if there is a dearth of supply. Exchange rate fluctuations will als o play a significant role in the operations of the company. As stated in the paragraph above, McDonald stores have to take a great deal of consideration with reference to their microenvironment. The companys international supply as well as the existing exchange rates is merely a part of the overall components needed to guarantee success for the foreign operations of McDonalds. Moreover, it is imperative that the company be cognizant of the existing tax requirements needed by the individual governments on which they operate. This basically ensures the smooth operations of the McDonalds franchises. In the same regard, the company will also have to consider the economic standing of the state on which they operate on. The rate at which the economy of that particular state grows determines the purchasing power of the consumers in that country. Hence, if a franchise operates in a particularly economically weak state, hence their products shall cost higher than the other existing products in the market, then these franchises must take on certain adj ustments to maintain the economies of scale. C. Socio-Cultural Factors Articles on the international strategies of McDonalds seem to function on several fields to guarantee lucrative returns for the organisation. To illustrate, the organisation improves on establishing a positive mind-set from their core consumers. McDonalds indulge a particular variety of consumers with definite types of personalities. ( 1994) It has also been noted that the company have given the markets such as the United Kingdom, an option with regards to their dining needs. (2005) pointed out that McDonalds has launched a sensibly valued set of food that tenders a reliable level of quality for the respective market where it operates. Additionally, those who are aged just below the bracket of thirty-five are said to be the most frequent consumers of McDonalds franchises. ( 2005) The multifaceted character of business nowadays is reflected in the harsh significance of the information on the subject of the existing market. This procedure is essentially identified in the field as market research. (1997) Information with regards to the appeal and potential fields of the market would double as obstructions to the success of the company if this area of the operations is neglected. In the case of McDonalds they establish a good system in determining the needs of the market. The company uses concepts of consumer behaviour product personality and purchasing decisions to its advantage. ( 1998) It is said to have a major influence on the understanding of the prospective performance of the organisation in a particular market. (2000) D.Technological Factors McDonalds generates a demand for their own products. (2006) The companys key tool for marketing is by means of television advertisements. There are similarly some claims that McDonalds are inclined to interest the younger populations more. The existence of play spots as well as toys in meals offered by the company shows this actuality. ( 1995) Other demonstration of such a marketing strategy is apparent in the commercials of they use. They employ animated depictions of their characters like Grimace and Hamburglar. Other advertising operations employ popular celebrities to promote their products. The like has become endorsers for McDonalds worldwide loving it campaign. Moreover, the operations of McDonalds have significantly been infused with new technology. Elements like the inventory system and the management of the value chain of the company allows for easy payments for their suppliers and other vendors which the individual stores in respective markets deal with. The integration of technology in the operations of McDonalds tend to add value to their products. Basically, this is manifested in the improvements on its value chain. The improvement of the inventory system as well as its supply chain allows the company to operate in an international context. E. Legal Factors There has been the recurrent bellowing in opposition to the fast food industry. This has similarly made McDonalds apply a more careful consideration on their corporate social responsibilities. On the whole, this addressed the need of the company to form its corporate reputation to a more positive one and a more socially responsible company. ( 2005) The reputation of McDonalds is apparently a huge matter. Seen on the website of the company, it seems that they have acquired strides to take in hand the key social censures that they have been berating them in the past decades. The company has provided their customers the relevant data that they need with reference to the nutritional substances of their products. This is to attend to the arguments of obesity charged against the products of the company. In the same way, the consumers provided freedom in choosing whether or not they want to purchase their meals. This is tied up with the socio-cultural attributes of the market on which they operate. For instance, operations in predominantly Muslim countries require their meat to conform to theHalalrequirements of the law. In the same regard, those that operate in countries in the European Union should conform to the existing laws banning the use of genetically modified meat products in their food. Other legal concepts like tax obligations, employment standards, and quality requirements are only a few of important elements on which the company has to take into consideration. Otherwise, smooth operations shall be hard to achieve. F. Environment The social responsibilities of McDonalds on the state are influential to the operations of the company. These entail accusations of environmental damage. Among the reasons why they are charged with such claims is the employ of non-biodegradable substances for their drinks glasses and Styrofoam coffers for the meals. (1997) Several civic groups in Hong Kong have made actions to make the McDonalds franchises in Hong Kong aware of the rather copious use of Styrofoam containers and the resultant abuse of the environment. (1997) further indicated that in 1995, McDonalds Hong Kong went over the Styrofoam used by both Australia and the United States combined. IV. CONCLUSION Debatably, the most significant contribution of this generation is the combination of globalization and internationalization in the businesses sector. Developments in the international setting have an effect on the more particular factors in the operations in individual organisations. Alterations could take placer and require intense modifications to the operations such that it could have an adverse effect on the entire structure of the company. However, as indicated in the arguments and comments in this paper, this could be acquired by setting a certain level of flexibility in the organisation. This level of flexibility is basically acquired through the acquaintance of both the internal and external environment of the company. Even though McDonalds may have been deemed as demigod in the fast food business in the international scene, what it preserves as revealed in its processes is the need for flexibility. The slight changes that take place in the market have an effect on the operations of the business in any case. This denotes that having the information on the effects of these alterations swiftly provides these fast food industry giants to take fine-tuning actions on their acts and still preserve their market position. As implied in the introduction of this paper, the markets of nowadays manifest a cutthroat rivalry with the individual competitors, recognized brands or otherwise. Hence, any business in spite of the muscle of the brand name or the size of its reserves could not afford any failures in their individual markets

Sense And Sensibility Book Review Essay -- essays research papers

Book Report - Sense and Sensibility 1.) In Jane Austen, Sense and Sensibility, the title is a metaphor for the two main characters Elinor and Marianne. Elinor represents sense and Marianne represents sensibility.We find out early that Elinor does not share her feelings. When Edward comes into the story, there was an immediate attraction. She tells no one of her feelings. It was just assumed that they are meant for each other. When Edward has to leave, Elinor says nothing. Edward does promise he will come down and give Margaret an atlas. When the atlas comes and not Edward, the one who ends up crying was Margaret and not Elinor. We do learn, however, that Elinor can get emotional too. When Marianne was playing the piano at their new cottage, Elinor cries as she listens. She said the song was her late father's favorite. Later on in the story, Marianne kept on nagging Elinor for not sharing her feelings. Finally, Elinor shows her emotions by telling her that she did have a broken heart after she found out that Edward had a fiancee - Lucy. Elinor would definitely represent sense. She keeps her thoughts to herself. Maybe it is because she thinks she will not end up hurting so bad as Marianne did. Marianne, on the other hand, represents sensibility. She follows her heart. She does not let anything come in the way of showing her emotions. When she first met Colonel Brandon, it is obvious that he was in love with her at first sight. Marianne, shows very clear that she was not interested in such an old man like him. However, when Marianne meets Willoghby, it was like a hero rescuing his princess. They fall in love with each other. Marianne does not hide her emotions about Willoughby to anyone, However, in the society that they were in, Willoughby did not think he could marry Marianne because of the social class. In the end, this almost kills Marianne. As Marianne realizes that the Colonel has always been there, she falls in love with him. 2.) My favorite character is Colonel Brandon. I think in a way he is very much like Elinor. He does not show his emotions a whole lot, but he does talk to people about his problems. There were so many instances when he asks Elinor about the relationship between Marianne and Willoughby. He was always depressed to hear and to know that there was no way of getting his lover from Willoughby. However, that does not stop his ... ...old. I also learned that when things do not turn out the way we expected, or when things all the sudden turn down-side, we should react with calmness and composure and not just cry and burst out with our immediate feelings. Patience is the keyword. With patience it is much easier to deal with painful situations. Most of the time, it turns out pretty well if you can think optimistically'. J6.) Yes, I am glad I read this book because it is one of the well-known classics. I see no harm only benefits in reading a book. Sense and Sensibility has given me a better understanding of the women and lifestyle during that time-period. Most of the women back then are pretty much like Elinor and Marianne. Education for them wasn't viewed as highly as now. It seems their parents just want to marry them off to some rich and upper class man so that they may lead a luxurious life without bothering their parents anymore. Also, women back then are a lot more artistic than women now. Most of them play the piano "really" well; if not, they have some sort of other artistic talents. Personally, I'm glad I am born late in this century. I do not know how I could survive if I lived back then!!

Facilitating Learning And Assessment In Practice

Introduction I am a registered nurse based in a ward that manages spinal and orthopaedic conditions among patients. Currently, I am finalising my training as a qualified mentor. This paper presents a reflective account of my experiences in facilitating, teaching, and assessing student learning during their learning practice. It also highlights the learning outcomes drawn from the experience. Due to ethical considerations of any academic publication, which demands confidentiality, and anonymity of the persons that were actively involved in my encounter, this paper omitted names or used pseudonyms in the development of the account (Polit & Beck, 2008). Practice-based learning provides the students with needed experience, which is an essential aspect of skill development that enhances their ability to effectively interact with clients as well as their families by developing the student’s communication, interpersonal, psychomotor, and technical skills (Myall et al., 2008). Practice-based learning is also an effective opportunity that allows the learners to link theory and practice, which are vital in the learner’s professional development (Zachary, 2011). Furthermore, practice-based learning is essential in a nursing career due to its vocational nature as well as its role in determining the learner’s clinical competency and hence protecting the public from instances of incompetency in nursing practice (NMC, 2008). Through demanding and instilling high standards of professionalism during assessments, practice-based learning makes sure that nursing students are able to effectively practice before they are registere d as nurses (Myall et al., 2008). This demonstration of my eligibility to assess and supervise nursing students in practice coupled with successful completion of this training will allow me to be an effective mentor in nursing (Price, 2007). Therefore, I will be able to actively participate in the development of future nurses that will meet the needs of patients, which are increasing in diversity and complexity (Polit & Beck, 2008). Nursing Standards In order to promote adherence to specific attributes that support assessment and learning in practice, the nursing standards offers specific guidelines that must be met by teachers, practice teachers and mentors (NMC, 2008). Specifically, the fixed requirements cover standards, frameworks, and information on the approaches for assessment in nursing practice. There standards are defined by eight domains including: leadership, evidence-based practice, context of practice, creating a learning environment, learning evaluation, assessment and accountability, learning facilitation, and establishment of valuable working relationships (NMC, 2009). Linking these domains to my own practice, I hold high regard for leadership and formation of useful working relationships. Establishment of good working relationships is essential in nursing as a nurse works together with the patients family in ensuring the best nursing care is provided for the patient (Polit & Beck, 2008; Appendix 1) enhancing the standards of care. Good working relationship is also important in minimizing the negative student experiences building on the student’s competency in practice (NMC, 2008). Consideration of the imperativeness of family-centred approach to nursing care and the promotion of good working relationships demands effective leadership. To be specific, leadership in my case involves influencing others, improving nursing care, and role modelling (NMC, 2009). This demands application of a situational approach to leadership when handling different leadership situations at work. In my work setting, leadership is broad ranging from handling the pa tient’s family issues, which requires participative leadership, or directing a practicing student, which demands assertiveness. However, it is imperative for a nurse to act in the best interest of the patient (Price, 2007) which can best be achieved through autocratic approach to leadership. Consequently, establishment of effective leadership and relationships require knowledge, skill, and experience and are vital in the provision of high-quality nursing care (Myall et al., 2008). There are several professional challenges that I encountered during the assessment which emanated from the complexities related to staffing levels and hastiness in the ward that negatively influence the quality of practice assessment (Polit & Beck, 2008). The sustained pressure from clinical commitments and the limited time availability affects the process of student supervision and assessment during practice-based learning (NMC, 2009). More so, there may be inconsistency in achievement, which affects the process of student assessment with regard to their fitness to practice (NMC, 2008). In other cases, some students in practice-based learning do not conform to the existing support systems for instances of failure limiting their learning and effectiveness of the assessment. In addition, the supervisor may be reluctant to fail an incompetent learner due to perception that he process is too complex or general poor assessment, this also posed a challenge in my practice. The existing nursing standards that guide learning and assessment of students in practice offer frameworks for nursing mentors. However, the document is limited, as it does not consider all competence assessment aspects (Myall et al., 2008). Therefore, some forms of assessment are subjective as much as the framework for assessment is provided due to the intrinsic nature of the nursing profession and the variations in nursing skill-set to be assessed. It is challenging to establish a comprehensive assessment of competency especially due to learners’ spontaneous action to utilise their skills, knowledge, and attitude from an emotional intelligence perspective (Bradshaw & Merriman, 2008). These issues are enhanced in situations where a mentor fails to fail instances of incompetency among learners (Myall et al., 2008). These problems are resolved through the use of sign-off mentors that offer final evaluation of the students before being accredited to be effective to service as pr ofessional nurses at the end of nursing training program (NMC, 2009). Consequently, more support to the nursing standards is needed to promote effectiveness of learning assessment for practice-based learning. This support is provided various nursing documents such as nursing guides, which offer strategies and support for practitioners in the nursing profession. Facilitating Learning and Assessment This is an important approach for assessing skills, knowledge and attitudes among nursing students (Price, 2007) and is complex in nature with the focus of promoting objectivity in the assessments (Bradshaw & Merriman, 2008). The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that can be used in student mentorship programs including mini clinical assessment exercise, direct observation, case-based discussion, and mini peer assessments (Myall et al., 2008). Mini clinical assessment exercise offers an overview of student performance of key clinical skills. This assessment approach works both in routine patient encounter as well as ward environment. Direct observation of procedural skills involves observing a nursing student which conducting a clinical procedure where the observer provides necessary feedback at the end of the procedure. A good example of a clinical procedure that can be observed is preparatio n of a dressing trolley by a student. Case-based discussion, on the other hand, involves an interview aimed at exploring judgment and behaviour such as asking the student to list what he/she observed during a specific patient care program. Finally, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an individual. The process of selecting the method of assessment should consider its cost effectiveness, educational impact, acceptability, validity, and reliability (Bradshaw & Merriman, 2008). Assessing a student’s craft knowledge helps the student to reflect and develop based on experiential learning (NMC, 2009). Effective assessment should focus on developing insights into a student’s craft and formal knowledge in order to understand the student’s ability to assess risks and utilise learned knowledge in meeting practice requirements (Price, 2007). There are four vital areas that cover student assessment, namely motivation, performance, skill, and knowledge. Even though continuous assessment is known to promote effective positioning of a student’s performance, it has limitations with regard to reliability and validity. Therefore, successful implementation of student assessment require coordination between service providers and educators to ensure the assessment approach is appropriate in terms of its summative and formative perspectives which are imperative in promoting a working linkage between theory and practice (Myall et al, 2008). Mentorship program in clinical setting is complex due to the pressure emanating from the need of sustained student assessment in front of the patients and their family as well as other professionals, which may raise anxiety among the students as well as assessors, which may negatively impact on the assessment process (Bradshaw & Merriman, 2008). Anxiety may be caused by a variety of reasons including curriculum changes, which may undermine the assessor’s competency, the student’s readi ness during assessment, and the assessors feeling of competency with regard to the assessment process. This portfolio outlines an assessment of the competency of a nursing student with regard to the appropriate use of pain assessment tools. I considered this to be vital in the profession of nursing due to the importance of pain assessment skills in nursing care as it is classified as the fifth vital sign in nursing (Murray et al., 2008). Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety (Price, 2007). Further, I considered this assessment to be a direct observation of a procedural skill where I was available during the whole process while offering feedbacks and assessments on the process (NMC, 2009). To ensure the assessment was a success, I developed a plan that included a criterion for implementing the process as well as questions that were used for testing the levels of understanding exhibited by the learner. Furthermore, the assessment plan was developed with the consideration for th e student’s level of practical and theoretical learning (Myall et al., 2008). The questioned used in the assessment were open-ended to allow the student to offer the rationale behind their action path. This was important in developing deeper insight into the leaner’s competency, as well as promotes appreciation of diverse approaches to skills application (Murray et al., 2008). The assessment was initiated after ensuring the ward was quiet enough to minimise the effects of a noisy setting on the assessment program. The process commenced with an official introduction between me and the student as an approach to familiarization between me and the student to minimise instances of anxiety (Price, 2007). After that, I proceeded by informing the student my expectations, the timeline, and offered my reassurance that the process was not formal as I was just interested in observing the process and offering my feedback at the end of the process (Murray et al., 2008). As much as I managed to develop effective background information needed to establish an effective assessment void of anxiety, I did not inquire about the learner’s previous experience, which could have assisted in the assessment process. As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student durin g the practice-based learning. Furthermore, I did not clearly identify the outcomes of the assessment at the beginning of the assessment. As much as appropriate information was provided and the environment was conducive, developing a summary of discussion could have enhanced the levels of student conceptualization of the expectations as well as minimize anxiety and confusion (NMC, 2009). When the student completed the first process, I asked the student several questions. These questions were established to evaluate the student’s communication skills, their understanding of the problem at hand, and general nursing skills (Murray et al., 2008). From the assessment, I observed that the student effectively communicated with the patient as well as the patient’s family a clear illustration of practical application of family-centred approach to nursing (Price, 2007). The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient (Wong et al., 2001). After the student had gained an appropriate pain score, I asked the student a question regarding the appropriate frequency for observing pain, in which the response of the student was appropriate (Bradshaw & Merriman, 2008). From the case, it was evident that I had a problem with my communication skills as I had to repeat mys elf severally before the student could understand what I was addressing. Lowering my communication speed is necessary to enhance the student’s ability to comprehend the information given to them during assessment and minimise on instances where students are overwhelmed by information that is faster than their processing rates. I offered the student a feedback session with the aim of promoting proactive learning relation with the student (Murray et al., 2008). This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. Considering that the student demonstrated competency in the skill that I was assessing, the action plan was centered on increasing the number of alternative approaches that can be used in applying the skill with the focus on increasing the student’s reflexive skill and hence a holistic competency (Zachary, 2011). The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice (Myall et al, 2008). Research has demonstrated that st udent-mentor relationship influences the student’s learning experience (Price, 2007) and therefore, effective communication between the mentor and the learner can illicit competency concerns at early stages to minimise instances of failure (Zachary, 2011). Even though the student and the mentor may feel sad due to a failed assessment, it is vital for the mentor to appreciate failure as avoiding to report of failure may have an adverse effect on the progression of the student (Bradshaw & Merriman, 2008). This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session (Zachary, 2011). Based on the assessment and my individual reflections on the outcomes, I identified various areas of my practice that require improvement. Specifically, my feedback on the assessment was limited and did not offer the student a wider scope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback. Reflective Commentary Mentorship is an important leadership characteristic (Zachary, 2011). Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. It is also central to encouraging the development of excellent Interprofessional rapport (Myall et al., 2008). By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. This influence can also be transferred to other situations in the nursing environment, which will culminate to a better outcome in my nursing practice (Price, 2007). Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential (Price, 2007; Appendix 2). Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation. Being able to share with other mentors about feedback can also expand my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. Dealing with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student (Zachary, 2011). Conclusion The process of student assessment is only successful if it is administered objectively and fairly. As much as this approach may result to some emotional distresses by both the assessor and the student, it is imperative for the success of a mentorship program and prevention of negative implications on the student’s advancement. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not face surprises later during their summative assessment or even when practicing as registered nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program as I regard inputs by the patient vital to determining the competency of the student nurse. Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I eliminate the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice. References Bradshaw, A., & Merriman, C. (2008). ‘Nursing competence 10 years on: fit for practice and purpose yet?’ Journal of Clinical Nursing, 17(10): 1263-1269. Murray, C., Grant, MJ., Howarth, ML., & Leigh, J. (2008). ‘The use of simulation as a teaching and learning approach to support practice learning.’ Nurse Education in Practice, 8(1): 5-8. Myall, M., Levett?Jones, T., & Lathlean, J. (2008). ‘Mentorship in contemporary practice: the experiences of nursing students and practice mentors.’ Journal of clinical nursing, 17(14): 1834-1842. Nursing and Midwifery Council, NMC. (2009). Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK : Nursing and Midwifery Council (NMC). Nursing and Midwifery Council, NMC. (2008). The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Retrieved from http://www.nmc-uk.org/aArticle.Aspx Price B. (2007). ‘Practice-based assessment: strategies for mentors.’ Nursing Standard, 21 (36), pp. 49-56. Polit, DF., & Beck, CT. (2008). Nursing research: Generating and assessing evidence for nursing practice. Philadelphia, PA: Lippincott Williams & Wilkins. Zachary, LJ. (2011). The mentor’s guide: Facilitating effective learning relationships. New York, NY: John Wiley & Sons. Appendices Appendix 1: Critical thinking competency standards Source: http://www.drake.edu/media/collegesschools/soe/images/msld/competency_model.png Appendix 2: Essential competencies for an effective mentor

Reflexión de Casa de Muñecas

Reflexià ³n de Casa de Muà ±ecas Pregunta: ‚ ¿CÂÆ' ³mo se desarrollÂÆ' ³ su comprensiÂÆ' ³n de las consideraciones culturales y contextuales de la obra a travÂÆ' ©s de la actividad oral interactiva?Obra utilizada: Casa de MuÂÆ' ±ecas de Henrik IbsenEn el desarrollo de la discusiÂÆ' ³n, se expusieron a la clase algunas temÂÆ' ¡ticas. Entre los temas abordados se trata el amor y la amistad, el matrimonio y la familia, el machismo, el honor y las costumbres de la ÂÆ' ©poca. Cuando tratamos de las costumbres de la ÂÆ' ©poca se hizo ÂÆ' ©nfasis en el machismo que era base de la sociedad Noruega del siglo XIX, enfocado en la familia; asÂÆ' ­ se puede ver en la familia Helmer, donde Nora como mujer obededece a su marido, mientras Torvaldo era quiÂÆ' ©n mandaba y gobernaba en el hogar.La discusiÂÆ' ³n me permitiÂÆ' ³ darme cuenta que el matrimonio en la ÂÆ' ©poca estaba influenciado por la sociedad, donde se supone que habÂÆ' ­a amor, pero en realidad estaba presente el machismo y la manipulaciÂÆ' ³n; Henrik Ibsen en la obra presenta una crÂÆ' ­tica al matrimonio y la posiciÂÆ' ³n de la mujer en la sociedad; rompe con los modelos establecidos, ya que encontramos a la seÂÆ' ±ora Linde que trabaja y fue capaz de mantener a su familia.Silhoutte of Marichen Ibsen (1799-1869) as a young...AdemÂÆ' ¡s logre comprender como Nora al ser dependiente de su marido pierde su personalidad como mujer y persona, de esta forma el autor juzga como el machismo discriminaba a la mujer y la estaba convirtiendo en un juguete, que daba de orgullo y honor a su marido, haciÂÆ' ©ndolo ver a este como un buen hombre, ya que seguÂÆ' ­a las normas establecidas en la sociedad.Finalmente en conjunto con estas cuestiones que formaban parte del hilo de la historia, estÂÆ' ¡ el honor donde pude ver como este daba al gÂÆ' ©nero masculino supremacÂÆ' ­a, puesto que ganaba el respeto de los demÂÆ' ¡s, exaltando su dignidad, pero...

Free Essays on Colonialism of Africa

Although there had been a British and greater European presence in Africa prior to the last two decades of the 19th century it was primarily coastal and revolved around the slave trade. With the abolition of the slave trade within the British Empire in 1803 and a complete abolition of slavery across the empire in 1834 there was little interest in Africa by Britain until the end of the century. This lack of interest in Africa did not include The Cape Colony though, which the British gained at the end of the Napoleonic Wars and which served a key role in outfitting ships on the British trade route to India. The role and importance of Africa to the British soon changed though do to imperial competition with France and Germany. Germany under the aggressive policies of Bismarck set out to take a leading role in Africa and catch up to other European powers such as Britain and France in terms of empire by gaining new control over territory and expanding their spheres of influence. Other important factors made Africa the hot spot for British and European expansion including the discovery of gold in the Transvaal and diamonds in the Orange Free State, the palm oil industry in Nigeria, scientific discoveries such as the way to treat malaria, and the mapping and exploration of the previously mysterious African interior early in the 19th century. In order to explore the nature of British expansion in Africa Porter’s The Lion’s Share and T.O. Lloyds The British Empire 1558-1995 are indispensable texts. Using their information on British expansion throughout Africa as a foundation it becomes possible to break down the period of greatest growth between 1880 and 1900 by analyzing British role in Africa prior to 1880, the external roles that competitors such as Germany and France had in forcing England’s imperial hand coupled with the internal economic drives for procuring areas of Africa, and the special case and significance of the Cape Co... Free Essays on Colonialism of Africa Free Essays on Colonialism of Africa Although there had been a British and greater European presence in Africa prior to the last two decades of the 19th century it was primarily coastal and revolved around the slave trade. With the abolition of the slave trade within the British Empire in 1803 and a complete abolition of slavery across the empire in 1834 there was little interest in Africa by Britain until the end of the century. This lack of interest in Africa did not include The Cape Colony though, which the British gained at the end of the Napoleonic Wars and which served a key role in outfitting ships on the British trade route to India. The role and importance of Africa to the British soon changed though do to imperial competition with France and Germany. Germany under the aggressive policies of Bismarck set out to take a leading role in Africa and catch up to other European powers such as Britain and France in terms of empire by gaining new control over territory and expanding their spheres of influence. Other important factors made Africa the hot spot for British and European expansion including the discovery of gold in the Transvaal and diamonds in the Orange Free State, the palm oil industry in Nigeria, scientific discoveries such as the way to treat malaria, and the mapping and exploration of the previously mysterious African interior early in the 19th century. In order to explore the nature of British expansion in Africa Porter’s The Lion’s Share and T.O. Lloyds The British Empire 1558-1995 are indispensable texts. Using their information on British expansion throughout Africa as a foundation it becomes possible to break down the period of greatest growth between 1880 and 1900 by analyzing British role in Africa prior to 1880, the external roles that competitors such as Germany and France had in forcing England’s imperial hand coupled with the internal economic drives for procuring areas of Africa, and the special case and significance of the Cape Co...

Answer 9 questions Assignment Example | Topics and Well Written Essays - 500 words

Answer 9 questions - Assignment Example ironic, in that in its translation, it means It is sweet and glorious, while the actual theme of the story is to present the horrific incidence of a chemical weapon attack on a British soldier, who was unable to put on a protective gas mask. Referring to such a poem as sweet and glorious, yet presenting and condemning the horrific incidences of World War I is pure irony (660). 3. The point of view in the short poem â€Å"Death of the Ball Turret Gunner,† changes at the end, to indicate how the society loses interest in an individual after death, even after having considered them useful during their lifetime (652). 4. The flea in John Donne’s poem, â€Å"The Flea†, is an extended metaphor, which is used in this poem to represent sexual encounter (847), making the blood of the two individuals involved mingle and end up as one, through the divine act of nature where a child is formed, which the individuals cannot control. 5. The theme of â€Å"To His Coy Mistress† compares to that of â€Å"The Flea† in that, both poems present the theme of love. The narrators of these poems want to present their case for love, where the women they are in love with do not seem to satisfy their desires for intimacy (981). Both of these poems are an argument to the end, since the narrators are consistently presenting their interests to their love partners who do not seem to cater for such interest adequately. 6. The comparison in the treatment of fairy tales in the poems, â€Å"Snow White,† and â€Å"Cinderella is that, the beautiful girls, who actually belong to the throne, are mistreated by their stepmothers after the death of the queens, who were their mothers. However, due to their beauty, they eventually ended up being married by the kings of these thrones and become queens. The contrast is that while the girl in Cinderella is married by his father, the one in snow white is married by his stepbrother. The writers make the tales more realistic through having the mistreated girls

Levels of Inflation in Brazil Research Paper Example | Topics and Well Written Essays - 500 words

Levels of Inflation in Brazil - Research Paper Example This paper presents brief analysis of historical data of the inflation rates in Brazil. From the research it is clear, that the rate of inflation, prevailing in the Brazilian economy is high, as compared to other developed economies in the world. The reported rate of inflation in Brazil was 5.1 percent in April 2012. The reported rates of inflation in the US, UK and China were 2.3%, 3.47%, and 3.45% respectively. All these rates of inflation are lower than that of Brazil. The economic conditions in the South American countries are not as good as compared to other developed countries. However, the economy of Brazil has been growing at a rapid pace and it is becoming one of the well developed economies in the world. Brazil is the largest economy in South America and it has been growing at phenomenal rates in the recent past. With the rapid economic expansion, certain challenges are bound to be faced and one of such challenges is the high rate of inflation. Inflation refers to the rise in prices when compared to a specified level of purchasing power. The historical data of the inflation rates in Brazil suggests that the inflation rates in the Brazilian economy have not followed a constant trend and there have been numerous fluctuations in the inflation rates. In the set of analyzed data, its highest rate of inflation can be observed in the year 2005 which is 8.07% and in the immediately next year, the inflation rate fell to 4.63% which is a significant fall. The rate of inflation has showed a near constant behavior.