Luxury vehicle Essay Example for Free

Luxury vehicle Essay 1. Cadillac introduced it’s new luxury SUV that is called the Escalade, and they had no idea in what direction it would lead to. To their surprise, it becomes a instant classic and the most popular truck on the market. They weren’t set out to target a specific customer base, they just wanted to keep up with the SUV craze. They saw other companies putting out similar vehicles, so they wanted to dip into that market. Once it released, it seemed to become a staple in the hip hop community, sports world, and for regular customers looking for a luxury SUV. It became most prominent however in the hip hop and sports cultures. You see tons of athletes arriving to the games in their escalades, and a lot of hip hop artists have them featured in their music videos. For some reason, it just excelled in the market, and there is really no particular reason for it. It could be because of how unique it looks, the luxurious features, or just off the time it was released. The music and sports industry started to boom so there was a lot of money to be spent and the Escalade was the newest and hottest item on the street. 2. The Escalade became so popular I believe for the power it represents. I feel that if you own a Escalade, you have a sense of power in a way. Whether it shows that you have money, a sense of style, or anything else, it just brings off a certain type of vibe. It shows some type of boldness as well, because you think of personality when you think of an Escalade. When you look at one, you notice first how the shiny grill stands out and just how luxurious the car is. I think in a way Cadillac has extended its appeal because now a lot of the Cadillacs feature the shiny grill. You also see its influence on other vehicles, because a lot of competitors base their models off of it and try to make some similarities. 3. Other companies have a lot to learn from the Escalade. If they do it right, maybe they can become the leader in luxury SUVs. It’s all about whom you have to endorse your product and how you market it out to the public. Cadillac know it has many endorsers that are famous and widely known throughout the world. When you have people of that magnitude openly using your products, you gain a tremendous amount of recognition. Also, before you come up with a new concept or design, you should allow potential customers to see the product to see if it would be something they would like. If you market your product correctly, there is a good chance that it will be successful just like the Cadillac Escalade. Case Study Cadillac is one of the most popular vehicle brands in the United States to this date. As Americans, we tend to treat it differently because it is the luxury brand of our Country. Since it is an American made car, we take a sense of pride in it, and owning one is something special. In 1998 there started to be a craze for mid size SUVs, and just like every other vehicle company, Cadillac had some thoughts in mind. They released their brand new line of the Cadillac Escalade, a large luxurious SUV. When they originally released it, they felt that their market would be traditional customers, but boy, where they wrong. In fact, it was the complete opposite. The Escalade seemed to become nationally recognized when it was constantly featured in hip hop videos, commercials, and the sports industry. While Cadillac didn’t intend to get into those specific markets, I’m sure they aren’t complaining because of how much recognition it gave them. However, it does seem to brush off a certain bad image when you see it featured in some of those ways. When you see a Escalade in a hip hop video that has drugs, half naked women, and curse words, it may rub some of your other customers off. It can be seen as a gang car, and you certainly don’t want to be driving one of those in certain areas. A regular family can be in the market for a SUV, but they may get a negative vibe from the Escalade because it may come off as being too â€Å"hood† or â€Å"ghetto† for them. I’m not too sure how a car can gain that characteristic, but I understand by it being featured and abused in certain ways, it can portray a negative image. Cadillac can feature their products in certain ways, and be able to be seen as a positive vehicle that is made for everybody. They can limit their exposure in hip hop videos if they feel that is necessary. When you see certain commercials you notice that the brand symbol is blurred out. If Cadillac saw this as a dilemma, they can gain access to have their emblems blurred out in rap videos that feature bad behavior. They can still gain national recognition by more of a formal type of commercial. This way, you do not offend any particular race, and show that the vehicle is suitable for people of all ages, color, and race. Cadillac has become on of the mot powerful and influential car brand, that I feel they don’t need to do too much to market themselves. They already have a tremendously large market.

Professional Ethics in Construction Industry | Proposal

Professional Ethics in Construction Industry | Proposal Background In the complex and hectic world of work, it is becoming harder to live and work by values and behaviors based on integrity and principles. Pressures are placed upon professionals of the construction industry, where they do not always act the way they should, and matters are seldom black and white. Even though professionals are trying to the right thing most of the time, grey areas do exist. With ongoing ethical misconducts blasted daily in the media, especially within construction industry, construction players must acknowledge that the need for professional ethics is increasingly obvious. Negligence, conflict of interest, fraud, unfair conduct, confidentiality, bribery, and violation of environmental ethics are among the commonly unethical conducts in the construction industry. The practice of profession poses challenging ethical questions for which a working knowledge of ethics and professionalism is critical to the construction players. Professionals have the fundamental right to perform with responsibility and accountability in their line of work. Professional ethics should be driven by personal ethics, where a balance of both the requirements of the client and the impact on the society should be maintained by the professionals when making decisions. It has been suggested, however, that professionals in general tend to believe that their obligations to their client far outweigh their responsibility to others, such as the public (Johnson, 1991, p. 28). Problem Statement Construction players may refer to standards such as the professional code of ethics; however, the cases are not intended to provide absolute answers nor are they resolution, standard operating procedure, or policy for ethical problems. The purpose of a code of ethics or set of ethical principles is to define a standard of conduct that reflects the values of the organization or profession. They are designed to guide about ones personal reaction to ethical dilemmas. But when it comes to ethical dilemmas, construction players may not have the skills or competencies. Individual implicit ethical knowledge and practice need to be amplified into the profession, turning implicit ethical knowledge into explicit that leads towards the development of ethical professional ethics. However, it seems doubtful that professionals can always rely on own personal ethics as they find themselves working with diverse cultures, values and expectations. Professionals are often left to make tough decisions in the face of extremely chaotic and complicated ethical dilemmas. Scholarly publications have offered little help in terms of offering solutions to ethical dilemmas whereas practitioner publication have been ineffective for helping professionals reinforce their moral character. There will always be cases when professionals struggle between what they assume the profession expects and what the moral character tells. Even though majority of organization have their own ethical codes of conduct, the curbing of unethical conduct is difficult. Despite having professional code of ethics in the organization, professionals of the construction industry had directly or indirectly experiences some degree of unethical conduct. Aim Dignify and elevate the professional ethics among professionals in construction industry. Objectives To determine the factors affecting participants behaviours in professional ethics To identify the impacts of unethical behaviours on the project cost, safety and quality of work To evaluate the awareness on the importance of professional ethics in construction industry. Research Question What are the significant barriers that limit professional and ethical behavior? Why ethical issues occur in the construction industry practice? What should be done differently to improve professional and ethical behavior? How do ethical principles apply to the current construction industry? Scope of Research The scope of the research will be focus on assessing the professional ethics in construction industry. Prime attention is taken on the consultant firms at Klang Valley area only due to time and cost factor. The targeted respondents for this research will concentrate on the consultant quantity surveyors as observed from the working title, within the areas selected for the study. Research Methodology A literature review was undertaken to study the current issues of professional ethics in the construction industry, types of ethical misconducts and impacts of unethical conducts to the consultant quantity surveyors. Questionnaire survey will be directed towards consultant quantity surveyors concerning their views and experiences on a range of ethical issues surrounding construction industry activities. The survey will be conducted through postal mail and personal interviews. Case study of ethical issues in the construction industry will be set up. Significance of Implications of Study The outcomes of adhering to the professional ethics among professionals are highlighted in this research. These outcomes will be cornerstone for encouraging the professionals to comply with the principles of ethics, so that their works meet the clients expectations and that their obligations will be carried out in professional manner in the future. It is important for professionals to practice the knowledge of ethics using applicable codes or standards. The more the professionals practice their responses to ethical dilemmas, the more likely it is to make the right decision when the pressure is on. What is more, implementing the ethical conducts gain professionals significant credibility and respect from the clients and these professionals will win further in the long run. This study also suggests that professionals better understand why professional ethics is critical to be successful in the field. Corporate Social Responsibility: Marketing Strategy Corporate Social Responsibility: Marketing Strategy 1. INTRODUCTION Companies and their managers find themselves in an uncertain environment. This happens of the ever changing conditions that occur on the global economic market. Due to the changes and improvements of the new information and communication technologies, the companies and their managers find it harder and harder to reach an convince their clients or consumers. It is mandatory that these managers use all the potential promoting techniques in order to attract the consumers. It is no longer just about the usage of standard advertising techniques, the marketing specialists must take into account several other methods of advertising like online social networks, viral marketing, corporate social responsibility etc. In our paper we are underlining the importance of the Corporate Social Responsibility from the marketing point of view and especially of using this tool as a brand notoriety increasing factor. We live a world of continuous change, were mankinds influence on the environment is large r and larger. But Corporate Social Responsibility (CSR) is not just about the environment like many people think. The organizations of the entire world become more and more preoccupied by the necessity and the benefits of a responsible approach to society. 2. THE CONCEPT OF CORPORATE SOCIAL RESPONSIBILITY The concept of Corporate Social Responsibility (CSR) has first appeared in business for the first time in the second part of the 18th Century in the USA as a form of philanthropy, or donating to organizations / individuals in need (Sethi, 1977, in Bronn and Vrioni, 2001). From a historical point of view, the concept of Corporate Social Responsibility has become an important field of study, associated with management, in the 1950s. One important aspect to this development of CSR, was presented by Frank Adams in 1951, when he wrote in a Harvard Business Review about the importance of good citizens that should become professionals of the top management level (Banerjee, 2007, p. 5). Other authors state that CSR is concerned with treating the stakeholders of the firm ethically or in a socially responsible manner. Stakeholders exist both within a firm and outside. Consequently, behaving socially responsibly will increase the human development of stakeholders both within and outside the corporation. (Hopkins M. 1998) The performance of each organization, no matter its type (private, public, economical or NGO), is linked to the degree of development of their communities and in their social environment. Also the impact of such organizations on the environment has become an vital aspect which reflects the human interest for preserving the natural ecosystems and the pollution. This first aspect is joined by other elements of interests like: social equality and good governance. In 2001, the European Commission has defined CSR as: a concept whereby companies integrate social and environmental concerns in their business operations and in their interaction with their stakeholders on a voluntary basis (EU Commission, 2001) Over the years, the concept of Corporate Social Responsibility has become more present in the everyday life of corporations and even public administration institutions. There were numerous efforts to define this concept, but often no clear definition is given, making theoretical development and measurement difficult. Mallen Baker (2004) states that CSR is about how companies manage the business processes to produce an overall positive impact on society. According to the World Business Council for Sustainable Development considers corporate Social Responsibility as the continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as of the local community and society at large (Baker, 2004). Also in 2001 (McWilliams and Siege, 2006), CSR is defined as: situations where the firm goes beyond compliance and engages in actions that appear to further some social good, beyond the interests of the firm and that which is required by law. The concept of Corporate Social Responsibility usually refers to a couple of important elements like: (1) a collection of policies and practices linked to relationship with key stakeholders, values, compliance with legal requirements, and respect for people, communities and the environment; (2) the commitment of business to contribute to sustainable development, commonly understood as sustainable development is the ability of the current generation to meet its needs without compromising the ability of future generations to meet theirs objectives. (ECRC, accessed in October 2012). Corporate social responsibility (CSR) is the way a corporation achieves a balance among its economic, social, and environmental responsibilities in its operations so as to address shareholder and other stakeholder expectations. It is known by many names, including corporate responsibility, corporate accountability, corporate ethics, corporate citizenship, sustainability, stewardship, and triple-E bottom line (economical, ethical, and environmental;) (. After a careful analysis of the above mentioned concepts we can underline several important aspects of the CSR concept: Companies and organizations in general must act responsibly with regard to their environment; The concept of corporate social responsibility must integrate social, environmental and education aspects in their day to day activities; The usage of corporate social responsibility in ones company must have a positive impact on the organization and on society; All the activities integrated in the CSR scope must have an ethical aspect which must not by crossed. Following the 2001, EU Commission definition, the European Commission has defined the concept of Corporate Social Responsibility as the responsibility of enterprises for their impacts on society (EU Commission, 2011). The same paper underline that enterprises should have in place a process to integrate social, environmental, ethical, human rights and consumer concerns into their business operations and core strategy in close collaboration with their stakeholders, with the aim of: (1) Maximizing the creation of shared value for their owners/shareholders and for their other stakeholders and society at large; (2) Identifying, preventing and mitigating their possible adverse impacts. 3. PRINCIPLES OF IMPLENETING A CORPORATE SOCIAL RESPONSIBILITY STRATEGY FOR MARKETING PURPOSES In order to create a proper Corporate Social Responsibility Strategy, and to use this important tool in the marketing aspect of the organization, companies must adhere to several important principles that we consider to be of great importance of the companies (ISQ, 2012): Ethics and transparency accordance to the principles of ethics, honesty, mutual respect, trust between the parties, integrity and transparency in business, combat the traffic of influence, offering or receiving bribes and corruption in the public and private stakeholders and influence in this fight, as well how to promote fair trade practices. Fundamental Human Rights fully respect the protection of fundamental human rights based on the Universal Declaration of Human Rights and incorporating into their practices, the principles of fundamental United Nations and International Labor Organization Conventions. Recognize the right of all workers to form trade unions and representative bodies of workers and to comply with these organizations and respect the effective right to collective bargaining. Good governance Organizational commitment to the practices integrated into the social, environmental and economic leadership to the organization, seeking to reduce exposure to risks of economic, environmental and social activities, implementing requirements, standards and documents, to ensure its continuity. Dialogue with stakeholders Rely on dialogue as the only legitimate means of achieving persuasion, resolving disagreements and conflict resolution. Ensure an open, transparent and trust relation with the various stakeholders, establish channels of consultation with stakeholders and incorporate their concerns, and report a credible and objective performance in its economic, environmental and social. Value Creation Promote management of high quality products/services and processes by integrating environmental and social aspects in planning and decision making. Promote investment in research and development and incorporating innovation in your products/services and processes. Diversity and equality Respect and value differences as a fundamental condition for the existence of an ethical development of humanity and seek to encourage the promotion of cultural diversity, social and ethnic difference as a positive development of the organizations mission, not tolerating discrimination under any pretext. Environmental Protection and Management Promote projects, initiatives and good practices that contribute to the preservation of the environment. Investing in sustainable technologies and products and enhance the ecological dimension and eco-efficiency. Development of local communities Support initiatives to promote social, economic and cultural, based on transparent criteria for evaluation of relevance to the community. Promote the participation and involvement in volunteer work. Responsible Marketing Lead the marketing and communication policy of respect for truth, transparency, consistency and integrity of assertions, reflecting the organizations values. Encourage ethical and responsible behavior from the public to environmental, social and citizenship. 4. USING CORPORATE SOCIAL RESPONSIBILITY IN MARKETING The concept of Corporate Social Responsibility as we can see it has a great impact on many of the organizations departments and functions. We can not discuss the concept of CSR without taking into consideration the environment, the ethical aspects of consumer communication, the implication in local community and many others. One of the most important aspects and activities that the Corporate Social Responsibility, is the promotion and advertising activities, that the companies undertake when developing CSR strategies and activities. Even when the company undertakes, environmental protection activities, charitable activities, the assurance of diversity and equality and the development of local communities the organizations use them as marketing and brand notoriety increasing agent. Corporate responsibility policies have been gaining increasing attention from senior executives as questions of sustainability and green agendas have come to permeate business the world over. The business and marketing environment have evolved greatly in the last 20 to 30 years. If we look back at the evolution of the economic world in the last century, we can clearly observe a clear development of this environment. Before we can start to understand the development of the corporate social responsibility as a marketing tool, we have to understand the evolution of the marketing concept in the last century. Philip Kotler has made a short presentation of the marketing concept evolution in his book Marketing 3.0 (2010): Evolution Marketing 1.0 product orientation Marketing 2.0 consumer orientation Marketing 3.0 value orientation Objective To sale goods To satisfy and keep clients To make the world a better place Potentiating factors Industrial revolution Information technology New technology wave The manner in which companies see the market Mass consumers with physical needs A smarter consumer A human being with heart and soul The marketing fundamental concept Product development Differentiation Values Marketing general directions for the company Product specification Company and product positioning The companies mission, vision and values Proposal value Functional Functional and emotional Functional, emotional and spiritual Interaction with the consumers Transaction between a company and several consumers An individualized relationship Cooperation between more companies and consumers Source: Kotler, P., Kartajaya, H., Setiawan, I., Marketing 3.0 de la produs la consumator Ã…Å ¸i spiritul uman, Publica Publishing House, Bucharest, 2010, p. 20 As we can see for the above presented table, we find ourselves in the 3.0 marketing period which is considered to be the orientation of the entire marketing activity as an actor that create value for the consumer, the company and the society. So from what we can observe we can state that the two concepts have similar interests. Bur right now we find ourselves in the middle of an financial and economic crisis, this position has forced the companies to present themselves as trustworthy and responsible. The companies and their managers have pursued easy-win strategies or activities with direct commercial benefits, such as measuring and reducing their corporate carbon footprints. Such activities undoubtedly bring some value to businesses and society, but they fall far short of the mark (Bhattacharya, 2011). What we are slowly starting to see is a second wave of corporate responsibility behavior marked by a clearer focus on the total business value such policies can bring. To fully benefit from corporate responsibility, businesses must wake up to the fact that they need to take a more indirect route to creating value with it. They must start by seeing where and how key stakeholders react to a firms corporate responsibility initiatives. In order to have a successful marketing campaign using CSR strategies and activities there are several steps that have to be taken into consideration (Yohannan, 2012): Start Inside: Internal education and engagement is essential for the success of any CSR commitment and campaign. Defining CSR must work for the internal stakeholders based on the reality of business practices, their propensity for risk and desire for leadership. Brand or Bust: Branding provides a way to tie disparate assets together and provides a framework for key audiences such as employees to contribute and share the companys story. Industry Matters: Understanding the material issues of the company are critical. While many companies focus on environment, philanthropy and diversity and inclusion, they may be missing compliance issues or areas that may lead to brand differentiation or leadership. Efficiently Influence: Focusing on a handful of sustainability or key opinion leaders in the social space can elevate your companys profile dramatically. Gaining CSR notoriety can provide a halo for an improved reputation and drive core business objectives such as license to operate and sales. Measure Relentlessly: Know the end game. While CSR is a journey, it must deliver a spectrum of results every step of the way. Understand the urgency in the business and customize your marketing by audience and channel. Of course there are several advantages for using corporate social responsibility as a marketing tool. Among the most important ones we must consider the following ones (Corporate Social Responsibility, 2007): (1) Enhanced reputation and brand image Reputation is an important sustainable competitive advantage, because it is very hard to build and cannot be easily mimicked by competitors. A organisations reputation results from trust by its stakeholders. A strong reputation in ethical environmental and social responsibility can help a organisation build this trust; (2) Increased profit and customer loyalty Research has shown that there is a growing desire by consumers not only to buy good and safe products, but they also want to know that what they buy was produced in a socially and environmentally responsible way such as sweatshop-free and child-labor-free clothing, smaller environmental impact; (3) Creating new business opportunities Experience gained through addressing CSR challe nges also provides opportunities for organizations to create new business opportunities. (4) Increased ability to attract and retain employees A organizations dedication to CSR can be an important aid to recruitment and retention compared with competitors. People want to work for a organization that is in accordance with their own values and beliefs; (5) Increased productivity and morale Committing CSR internally to improve working conditions, lessen environmental impacts can lead to increased productivity and staff morale where the workforce are more reliable, enthusiastic and efficient. (5) Innovation in market through cooperation with local communities CSR requires cooperation with the local communities and relationships can be improved. This can help organisations in tailoring products and services as well as more rapid acceptance to local markets. 5. CONCLUSIONS The concept of Corporate Social Responsibility is in the same time a new and a old one. As we were able to see, CSR has developed in practice since the late 1800 as philanthropic activities. But today, this concept has evolved to take into account several other aspects like: (1) environmental protection; (2) implication in local communities; (3) involvement in social, educational activities and (4) internal and external business environment. In order for the managers and their companies to bee successful in their marketing campaigns they must use CSR as a marketing tool following and being aware of several important principles: Ethics and transparency; Fundamental Human Rights; Good governance; Dialogue with stakeholders; Value Creation; Environmental Protection and Management; Development of local communities; Responsible Marketing. Using all these principles and a responsible CSR activity towards society, the consumer and ethics in general, the companies will have successful market ing and profitable activities. Carbon and Nitrogen Cycles: Model of Chemical Cycling Carbon and Nitrogen Cycles: Model of Chemical Cycling The general model of nutrient cycling shows the main reservoirs relating to both the carbon and nitrogen cycles. Most nutrients accumulate in four reservoirs, each of which is defined by two attributes: whether it contains organic or inorganic matter and whether or not the matter is directly accessible for use by organisms. One section of organic materials is comprised of the living organisms themselves and detritus; these nutrients are available to other organisms when consumers feed and when detritivores (decomposers) consume non-living organic matter. The second organic section includes fossilised deposits of once-living organisms (i.e. fossil fuels, e.g. coal, oil, natural gas and peat), from which nutrients cannot be assimilated directly. Material moved from the living organic section to the fossilised organic compartment long ago, when organisms died and were buried by sedimentation over millions of years to become coal, oil, natural gas or peat. The Carbon Cycle. Biologically the transfer of carbon between living organisms and the non-living environment is The Carbon Cycle. In the atmosphere, carbon is covalently bonded to oxygen to form a gas; carbon dioxide (CO2). As a result of the process of photosynthesis (powered by light energy, usually from the Sun), CO2 is extracted from the atmosphere to make plant food from carbon. The process is called fixation; the integration of CO2 into the molecules of organisms. The majority of CO2 fixation is accomplished by photosynthesis, in which photosynthetic organisms form carbohydrates from CO2 and water (H2O), using light energy to drive the biochemical reactions involved. Photosynthetic organisms make use of carbohydrates to manufacture other organic molecules that make up their cells, e.g. cellulose, lipids, proteins, and nucleic acids. Inorganic CO2 in the atmosphere is converted by photosynthetic organisms via the process of photosynthesis into simple carbohydrates. Carbon dioxide+water(+ light energy)glucose+oxygen 6CO2+6H2O(+ light energy)C6H12O6+6O2 Herbivores and omnivores obtain carbohydrates and other more complex substances by consuming photosynthetic organisms and metabolise (chemically break down) the carbohydrates and complex substances into useful constituents for their own bodies/cells/molecules. Carnivores obtain these useful substances by eating herbivores/omnivores. Carbon dioxide is released back into the atmosphere when organisms undergo the process of cellular respiration; small amounts of CO2 are released into the air by the decomposition of dead organisms by the action of certain bacteria and fungi (detritivores): the majority of this CO2 returns to the atmosphere to be available for re-use in further photosynthesis. Carbon-containing substances from photosynthetic organisms are required by animals and some microorganisms in order to produce energy and as a source of materials to drive many of their own biochemical reactions; this is essential to such organisms. Glucose+oxygenCarbon dioxide+water+ Energy (ATP + heat) C6H12O6+6O26CO2+6H2O+ Energy (ATP + heat) The reciprocal processes of photosynthesis and cellular respiration are responsible for the major transformations and movements of carbon. On a global scale, the return of CO2 to the atmosphere by respiration is closely balanced by its removal by photosynthesis. However, the burning of wood and fossil fuels adds more CO2 to the atmosphere; as a result, the amount of atmospheric CO2 is steadily increasing. Humans have an impact on the amount of CO2 released into the atmosphere with the use and burning of fossil fuels; these actions also release CO2 into the atmosphere. Not all carbon-based matter is immediately decomposed. Under certain conditions dead organic matter accumulates more rapidly than it is decomposed within an ecosystem. The remnants are locked away in subterranean deposits. Fossil fuels will be formed when deposits of sediment compress this matter; this process takes many millennia. Continuing geological processes may expose the carbon in these fuels to the environment after an extensive period of time, but mostly the carbon within the fossil fuels is liberated during human activities, e.g. use of fossil fuels for combustion. Carbon, in the form of CO2, is the major greenhouse gas released to the environment/atmosphere as a consequence of human activities. The continuing discharge of greenhouse gases (CO2 is just one greenhouse gas) is causing the temperature of the earth to rise, disrupting the climate and affecting sea-levels. Sometime around the middle of the 18th century the industrial revolution began. Since then the concentration of CO2 in the atmosphere has increased by approximately 40% and will carry on increasing unless society reduces or eliminates the consumption of fossil fuels. The exploitation of fossil fuels for energy has resulted in the rise in atmospheric CO2 concentrations. Additionally over 30% of the CO2 rise over the last 150 years came from transformations in land use. These include deforestation and the cultivation of land for food production. The primary source of carbon/CO2 emissions from the Earth is as a result of tectonic or volcanic activity. Much of the CO2 released as a result of tectonic or volcanic activity is derived from the subduction of rocks including carbonate rocks. Much of the overall released CO2 was trapped when the Earth formed. Some discharged carbon remains as CO2 in the atmosphere; some is dissolved in the oceans; some is incorporated into organic molecules in living or dead/decomposing organisms, and some is trapped in carbonate rocks. Carbon is removed into long-term storage by burial of sedimentary strata (e.g. coal), that store organic carbon from un-decayed biomass and carbonate rocks e.g. limestone (calcium carbonate). The processes of tectonic movement and subduction release some of the CO2 through vents such as volcanoes (above and below ocean surfaces). The Nitrogen Cycle Although Earth’s atmosphere is almost 80% nitrogen, it is mostly in the form of nitrogen gas (N2), which is unavailable to plants and hence to consumers of plants. Green plants absorb nitrogen in the form of nitrates dissolved in the soil water. They use these nitrates to make proteins or nucleic acids; these proteins or nucleic acids are passed along the food chain as herbivores eat plants and are then themselves eaten by carnivores. In this way the nitrogen taken from the soil becomes incorporated into the bodies of all types of living organisms. The nitrates are returned to the soil in a number of ways. Urine contains urea, a breakdown product of proteins, and proteins are also passed out in the faeces, so the waste passed out of animals bodies contains many nitrogen-rich compounds. Similarly, when animals and plants die their bodies contain a large proportion of protein. Some of the detritivores that break down the waste products from animals and the bodies of animals and plants specifically digest the proteins. As detritivores break down the protein they excrete ammonium compounds. These ammonium compounds are then digested by nitrifying bacteria which excrete nitrates, which are returned to the soil to be absorbed by plants again. By the time the microbes and other animals that feed on decaying organic material (detritus feeders) have decomposed the waste products and the dead bodies of organisms in ecosystems, all the energy originally captured by the green plants in photosynthesis has been transferred to other organisms or back into the environment itself as heat or mineral compounds. A natural pathway for nitrogen to enter ecosystems is via nitrogen fixation. Only certain organisms (prokaryotes) can fix nitrogen, i.e. convert N2 to molecules that can be used to synthesise nitrogenous organic compounds e.g. amino acids. Prokaryotes are vital links at several points in the nitrogen cycle (see picture on next page). In terrestrial ecosystems nitrogen is fixed by free-living (non-symbiotic) soil bacteria as well as by symbiotic bacteria (Rhizobium) in the root nodules (also called nitrogen nodules) of legumes and certain other plants. Some cyanobacteria fix nitrogen in aquatic ecosystems. Organisms that fix nitrogen are fulfilling their own metabolic requirements, but the excess ammonia (NH3) they release becomes available to other organisms. A major contribution in terrestrial and aquatic ecosystems to the pool of nitrogenous minerals is the industrial fixation of nitrogen for fertiliser: this is in addition to the natural sources of usable nitrogen. The direct result of nitrogen fixation is ammonia (NH3). Since NH3 is a gas, it can evaporate back to the atmosphere. This local recycling of nitrogen by atmospheric deposition can be especially pronounced in agricultural areas where both nitrogen fertilisers and lime (a base that decreases soil acidity) are used extensively. Although plants can use ammonium (NH4+) directly, most of the ammonium in soil is utilised by particular aerobic bacteria as a source of energy; their activity oxidises ammonium to nitrite (NO2) and then to nitrate (NO3); the nitrification process. Nitrate released from these bacteria can then be assimilated by plants and converted to organic molecules e.g. amino acids and proteins. Animals can assimilate only organic nitrogen, and they do this by eating plants or other animals. Some bacteria utilise nitrates, under anaerobic conditions, to obtain the oxygen they need for metabolism from rather than from O2. As a consequence of the denitrification process, some nitrate is converted back to N2, returning to the atmosphere. The process called ammonification, mainly carried out by bacterial and fungal decomposers, is the decomposition of organic nitrogen back to ammonium: this process recycles large amounts of nitrogen to the soil. Overall, most of the nitrogen cycling in natural systems involves the nitrogenous compounds in soil and water, not atmospheric N2. Although nitrogen fixation is important in the build-up of a pool of available nitrogen, it contributes only a tiny fraction of the nitrogen assimilated annually by total vegetation. Nevertheless, many common species of plants depend on their association with nitrogen-fixing bacteria to provide this essential nutrient in a form they can assimilate. The amount of N2 returned to the atmosphere by denitrification is also relatively small. The important point is that although nitrogen exchanges between soil and atmosphere are significant over the long term, in most ecosystems the majority of nitrogen is recycled locally by decomposition and re-assimilation.

Portfolio of Learning Outcomes through Self Assessment

Portfolio of Learning Outcomes through Self Assessment This portfolio provides evidence of achieving learning outcomes. To provide this evidence I attended tutorials envisaging interactive methods and student cantered teaching strategies (Hinchcliff 2004), self-directed learning, group work and discussion. I also did further reading, utilizing library facilities, the cinnahl, Athens and other web sites available. To make this learning achievement possible I engaged in mentee / student relationship with the support and guidance of an approved mentor (NMC 2000). I chose this module due my interest in teaching. Since qualification, I have worked in specialist areas and have been actively involved in associate mentorship. I feel this module will be beneficial in my professional development and within the clinical areas, I choose to work. I have written this portfolio in first person (Webb 1992), as it is a reflective account, of experiences, thoughts and feelings, learning through critical analysis and evaluation. This kind of reflection enables us to take account of what has happened and to make sense of the outcome (Boud and Miller 1996). Many models of reflection may be used, Ghaye and Lilyman (2000) refer to structured models leading learners through stages and questions useful as a guide and others are flexible taking into account the reflective process and can start at different points then there is the focused model giving meaning to events improving practice. I have used an adaptation of the Reflective Cycle Model (Gibbs 1988) as it is simple and easy to interpret. Learning Outcomes 1. Assist students to identify current learning needs. ___ Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current practice: à ¢Ã¢â€š ¬Ã‚ ¢ Knowledgeable of student nurse curriculum. à ¢Ã¢â€š ¬Ã‚ ¢ Have a willingness and commitment to teach. My learning needs: à ¢Ã¢â€š ¬Ã‚ ¢ Gain an understanding of the FDA programme. à ¢Ã¢â€š ¬Ã‚ ¢ Review and critically analyze literature. à ¢Ã¢â€š ¬Ã‚ ¢ Critical reflection. Learning Outcome 1. Assist students to identify current learning needs. _____ Examples of evidence that could be provided by the end of the module to show how this outcome has been achieved. Produce evidence of placement learning opportunities suitable to meet the needs of specific students. Give at least one example of how you have helped the student to identify his/her learning needs, set goals and develop action plan for learning. ___________ Summary of Evidence for summative assessment of what you have achieved during the module. Cross- reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ I obtained copies of Sandras job description and FDA Mentor Pack. à ¢Ã¢â€š ¬Ã‚ ¢ Reviewed literature. à ¢Ã¢â€š ¬Ã‚ ¢ Critical reflection. Description The vascular surgical ward I work encounters many Nursing, Medical, Foundation Degree Studies, National Vocational Qualification students and newly qualified nurses all needing support. I have been asked by Sandra a 2nd year FDA student to be her mentor to take on this role effectively I attended a meeting with Sandra and her Practice trainer. Through discussion, we were able to complete a negotiated learning contract documenting the learning and achievements Sandra had gained, outlining what her current learning needs were to devise an agreed action plan. Feelings I take my role seriously, committing myself in assisting and supporting junior colleagues and students. I am genuinely interested in their stage and level of learning and enjoy having an active role in their learning experience. Analysis I agree with Hincliffe (2004) that learning is seen as a change in behaviour that is brought about to enable enhanced care for patients/clients, an event from experience and practice causing relative permanent change in students behaviour. Curzon (1990) enhances this view considering learning as modification of behaviour through activities and experiences so that knowledge, skills, attitudes and process of adjustment to the learners environment is changed. Quinn (1995), Welsh and Swann (2004), and Nicklin and Kenworthey (1995) all have similar descriptions. A successful teacher has knowledge of different learning theories and learning processes using them as framework to base teaching maximizing opportunities of learning (McKenna 1995, Nicklin and Kenworthey 1995). Raynor and Riding (1997) and Snelgrove (2004) refer growing need for teachers to understand the learning process to facilitate individualized learning reducing academic failure. There are many different theories of learning mentioned within the literature (Hincliffe 2004, McKenna 1995 a/b/c, Nicklin and Kenworthey 1995, Welsh and Swann 2004), no single theory has all the answers, some theories view humans as extensions of the animal species, whereas others see humans as separate, distinct, with intellectual characteristics of their own (Nicklin and Kenworthey 1995). Early theories of behaviourism such as Pavlov, Watson, Thorndike and Skinner used animals whose behaviour resulted from a stimulus. Much of the literature suggests that such learning is limited and has no real place in nursing education (Hincliffe 2004, McKenna 1995(c), Nicklin and Kenworthey 1995, Quinn 1995) yet I believe there are still situations where these theories are relevant but learning is limited. Curzon (1997) believes human behaviour is very different from that of animals questioning validity of behaviourism theories. Supporters acknowledge refinement of these works could shape intellectual development cognitivity being how we acquire information and what we need to know emotional responses learned in part by classical conditioning (Woolfork and Nicolick 1980). Lovell (1987) refers to emotional responses being positive or negative relating to Pavlovs theory. Repetition is useful in practice which relates to Thorndikes theory of trial and error (McKenna 1995a), but knowledge of the skill learnt is crucial. As teachers, we constantly use Skinners theory of positive and negative reinforcement, through praise and by giving information and cues prior to the task performed and by practising a skill repeatedly over till competent in practice (McKenna 1995a). Cognitive theories refer to meaningful approaches of learning, recognizing students knowledge, experience and stages of development. I believe that as a mentor it is my responsibility to establish these factors early in the student relationship (Andrew and Wallis 1999, Forrest 2004, Phillips et al 1994). I agree learning is a purposive process concerning perception, organization and insight. The learner actively seeks new information and uses past experience to gain understanding (Child 1986, Quinn 1995). Insightful learning occurs from modified experience or knowledge gaining new insight (Child 1986), the student relating to previous knowledge and experience to solve new problems. Experimental learning leads on from cognivitism; Allan and Jolley (1987) refer to learners becoming independent of their teachers eventually setting their own objectives initiating their learning using available resources and self-assessment. Burnard (1987) describes this as involving personal experience and reflection making sense of events transforming knowledge and meaning from them. I think Allan and Jolley (1987) are correct in saying that this type of learning is effective in demonstration and practice. Allan and Jolley (1987) also state that increased activity and involvement leads to increased learning. The Humanistic view is related to feelings and experience, including Maslow (1971) humanist approach cited in Wickliffe (2004), McKenna (1995c), Nicklin and Kenworthey (1995), Quinn (1995) and many more. The aim is to assist self-actualisation fulfilling maximum potential, this links closely to Knowles (1978) and Rogers (1983) works frequently cited within the literature (Burnard 1987, Mckenna 1995(c), Nicklin and Kenworthey 1995, Welsh and Swann 2000). I believe student centred approaches allow students to take active involvement in their learning enabling them to take ownership for it (Allan and Jolley 1987). Kauffman (2003) sees Knowles (1978) theory of andrology as a useful tool rather than a theory. Knowles acknowledges adult learners having vast ranges of experience, which they use as a basis for new learning, learning occurring through efforts made by the individual. Student and teachers need to treat each other as equals to allow student centred learning students taking responsibility and ownership of it (Bennett 2002, Hutchinson 2003 and Mckenna 1995(c). I agree that a partnership based on cooperation and interaction brings about mutual learning due to openness and trust (Atkins and Murphy 1995). I also agree with Ewan and White (1996) that it is important to know the students individual characteristics and needs being aware of the students current knowledge, competence and stage of training (Wickliffe 2004). A learning contract is a valuable tool (Calhoun et al 2000), utilizing optimum learning. It is a formal written agreement between the student and mentor specifying what needs to be done to achieve the students learning outcomes. Regular formative discussion enables skills and us to get to know each other allowing me to establish the students stage of training, previous experience. Regular discussions are necessary as part of the learning process (Cahill 1996) as through discussion we can identify strengths, weaknesses and any problems encountered by the student, measuring the level of competence revising our initial plan to achieve the rest of the students outcomes which utilises the student centred approach. Action Plan I need to hold frequent discussions with Sandra to monitoring her progress effectively promoting active involvement and ownership. I am aware that an effective mentor/student relationship enhances the level of learning accomplished to make this possible we need to have significant contact involving us to arrange our off-duty to make sure we frequently work together. Learning Outcomes 2. Develop self-awareness in order to be a role model. __________ Self-assessment of current practice and identifications of learning need(s) in relation to this outcome. à ¢Ã¢â€š ¬Ã‚ ¢ Acknowledge that self-awareness is important. I am knowledgeable. à ¢Ã¢â€š ¬Ã‚ ¢ It is my professional responsibility to provide best care. à ¢Ã¢â€š ¬Ã‚ ¢ It is my responsibility to be good role model. My Learning Needs à ¢Ã¢â€š ¬Ã‚ ¢ Gain greater awareness of how others view me. à ¢Ã¢â€š ¬Ã‚ ¢ Further reading. à ¢Ã¢â€š ¬Ã‚ ¢ Become self aware through reflection. Learning Outcome 2. Develop self-awareness in order to be a role model. _____________ Example of Evidence Recognize the impact of own professional behaviour and actions on students learning. _____________ Summary of Evidence summative assessment of what you have achieved during the module Cross-reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ Understand others views gaining insight of how Im seen. à ¢Ã¢â€š ¬Ã‚ ¢ Now familiar with the terms self-awareness and role model. à ¢Ã¢â€š ¬Ã‚ ¢ Critically reflected, becoming increasingly self aware of my actions. Description As an E grade, I have a responsibility for junior colleagues and student nurses and am involved in their learning and teaching. I am competent and skilled trying to act in a professional manner at all times. Feedback from my colleagues and students shows Im respected and liked but at times of stress, I can come across as harsh and abrupt not tolerating fools gladly. Feelings I am proud of my achievements and think I am a good role model but am aware that I can be abrupt on occasions. . Analysis The former U.K.C.C (2000) standards for preparation of teachers of nursing and midwifery state clearly that as nurse I must be a good role model enabling me to build effective relationships with patients and clients and contributing to an environment in which effective practice is maintained ensuring safe and effective care through assessment and management. Nursing relies on clinical staff to support and teach rationale being the student learns from an expert in a safe, supportive and educationally adjusted environment (Andrews and Wallis 1999). As a senior nurse students and junior colleagues see me as a role model. Students see a good mentor as someone who teachers, guides and assesses having a genuine interest in student learning (Andrews and Chilton 2000, Gray and Smith 2000, Neary 2000). Good role models are knowledgeable and skilful professionals who are respected and trusted. Taylor (1997) suggests novices copy or imitate professionals modelling themselves on nurses with varying standards of practice, observation being an important part of their learning. Spouse (2001) small longitudinal study utilised various data collection methods that found evidence of students observing and relating to actions and behaviours they believed as good. My actions evidenced by tone of voice, comments made and enthusiasm and interest shown have an impact on learning, inappropriate behaviour is noticed and at worst copied because the learner see it as acceptable to do so. Findings of this study would be more valid and a claim made stronger if repeated on a grander scale literature supports these findings. Banduras (1977) theory of social learning and vicarious conditioning (cited by Mckenna 1995) involves this observation of behaviours and consequences of this to the learner this theory differs from others, as learning is instant therefore role modelling can be highly effective and positive or destructive. Self-awareness is being aware of what is taking place in oneself learning experience and self-concept changing over time as we see ourselves in many different roles influenced by others and the media (Quinn 1995). Reflection of events and actions increases self-awareness giving insight of behaviour and response enabling us to examine relationships with others in the practical and social setting. Haddock and Bassett (1997) suggest that use this in self-management and improvement. To be a self-aware practitioners we need to reflect on the way we come across to others implementing required changes (Stuart 2003). Self is as all thoughts, feelings and experiences of an individual, arising from biological and environmental influence. It is the way individuals see and feel about themselves (Quinn 1995). The major resource that a helper brings to the relationship is himself, the more complete his understanding of himself, the greater his capacity for self awareness and more effective he will be as a counsellor Nicklin and Kenworthey pg 120. Self-awareness also implies to individuals being aware of their limits of knowledge and ability reflected by the individual partaking in further training or seeking help from experienced colleagues. Quinn (1995) and Burnard (1990) refer to two main ways we can be self aware, introspection and feedback from others. Introspection is looking within oneself and attempts to recognize own feelings and reactions, this is not easy and can cause feelings of discomfort and fright but allows identification of our emotions good and bad assessing their impact. Palmer (2001) states a highly developed sense of self worth comes about within a person who can identify his/her emotions, learning to manage and contain them when inappropriate. Being self-aware give insight of what we can change. Feedback is a way of seeing how others see us, ability to give and receive constructive feedback is a skill; being told how you are perceived is hard but thought provoking. Crewe (2004) relates to research of the Duval and Auckland theory (1972), based on two distinct forms of conscious attention, attention focusing outwards towards the environment or inward towards oneself. The person receives and perceives feedback from the environment regarding their behaviours and attitudes. Perception of approval from others can increase confidence and self-esteem while perception of disdain or negative evaluation can have the opposite effect. Objective self-awareness is an individual being aware of the personal characteristics that distinguish them from the majority; the focus is exclusively on the self. Conclusion/ Action Plan I was not fully aware of my impact on others. It is critical for me to be conscious of my level of patience taking great care not to react negatively in times of stress, or when students or colleague fail to progress (Borgess and Smith 2004) as this can cause great harm to the learner. Learning Outcomes 3/6/7 Develop, maintain, and evaluate an environment for learning in your area of practice. Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current Practice à ¢Ã¢â€š ¬Ã‚ ¢ Have interest and commitment in teaching. à ¢Ã¢â€š ¬Ã‚ ¢ Im friendly and approachable supporting students in their learning. à ¢Ã¢â€š ¬Ã‚ ¢ Orientate students to environment. à ¢Ã¢â€š ¬Ã‚ ¢ Participate in assessment with formative feedback. My Needs à ¢Ã¢â€š ¬Ã‚ ¢ Increase awareness of what contributes to a good and bad learning environment. à ¢Ã¢â€š ¬Ã‚ ¢ Be involved in educational placement audit. Learning Outcome 3/6/7. Develop, maintain and evaluate an environment for learning in your area of practice. Examples of Evidence à ¢Ã¢â€š ¬Ã‚ ¢ Produces evidence of placement learning opportunities/resources suitable for meeting needs of specific students. à ¢Ã¢â€š ¬Ã‚ ¢ Give examples of how you create and sustain an environment for learning. Summary of Evidence for summative assessment of what you have achieved during the module. Cross-reference as appropriate. à ¢Ã¢â€š ¬Ã‚ ¢ Greater awareness of what contributes to a good learning environment. à ¢Ã¢â€š ¬Ã‚ ¢ I try to maintain adequate supervision and liaise with colleagues regarding my students progress. à ¢Ã¢â€š ¬Ã‚ ¢ Attend courses and study days for my personal development. à ¢Ã¢â€š ¬Ã‚ ¢ Students always have a designated Mentor. à ¢Ã¢â€š ¬Ã‚ ¢ There is a ward philosophy of care. à ¢Ã¢â€š ¬Ã‚ ¢ Students have access to the internet, journals, pt notes and policies/procedures. à ¢Ã¢â€š ¬Ã‚ ¢ Students attend spokes placements attached to the ward area, and have opportunities to spend time in theatre watching relevant procedures. Description Patients are admitted onto my ward from electoral and urgency lists or via A+E for vascular assessment, procedures or surgery. Wound care and management is a large part of our role as well as patient education and discharge planning. Feelings I feel this ward environment offers a lot of learning opportunities to students and new staff but has high patient demands, reduced staffing and skill mix due to high levels of sickness effecting team spirit and morale, which has a huge impact on our ability to teach, directly affecting the learning of students and junior colleagues. Analysis Finding a description of a clinical learning environment is not easy due to a complexity of numerous factors involved. Quinn (1995) uses holistic description, a broad definition referring to all factors influencing quality and effectiveness of a learning environment, Chan (2001) description is similar relating to the learning environment as a multidimensional entity with interactive networks of forces that can affect the learners learning outcomes. Literature cites numerous studies concerning social support for students and nursing staff. These studies include Fretwell (1982) and (1985), Lewin and Leach (1982), Ogier (1982) and Orton (1981) conclusively identify quality relationships between trained staff and students and support being crucial in creating a positive learning environment (Cahill 1996, Chan 2001, Saarikoski and Leino-Kilpi 2002). All studies conclude that an important determinant of an effective learning environment is the managers organisational and leadership style. Highly structured wards with rigid task allocation and hierarchical systems unlikely to meet the learning needs of students and staff (Chan 2001). It identified throughout the studies that team spirit, humanistic approach to students learning and teaching and learning support are influential factors of an effective ward setting. The frequent references to these studies show that their findings are seen as valid even though all were small sized. I believe team spirit comes from working as a team, best achieved through encouragement of the ward manager (Welsh and Swann 2002) giving a sense of group pride and self-esteem for all staff. We need to make students feel part of this team so that they feel accepted having a sense of belonging (Chan 2001, Quinn 1995 and Spencer 2003). A team approach with an appropriate leadership style on the part of the manager creates fertile ground for the development of an appropriate learning climate. (Welsh and Swann 2002 pg 117) Studies carried out post Project 2000 explored more in depth themes and perceptive related to the clinical learning environment and clinical supervision (Wilson and Barnett et al 1995) the meaning of nursing care and the teaching activities of nurses explored also. Saarikowski and Leino-Kilpi (2002) felt these studies demonstrated transition of individualised supervision and the role of the mentor. I agree with Lambert and Glacken (2004) that ward managers are no longer able to dedicate time to teaching due to managerial demands, therefore nurses now have this overall responsibility for teaching. Mentorship is favoured in facilitating learning (Chow and Suen 2001). Watson (2000) acknowledges that mentors need education and training to function effectively in this demanding role with preparation mentors are able to create opportunities for students identifying experiences that meet individual learning needs. Studies by Cahill (1996), Darling (1984), Earnshaw (1995), Hart and Rotem (1994) (cited by Chan 2001) and Spouse (2001) are again small sized but all use similar methods of valid and reliable data collection. The common theme throughout these studies is personal characteristics of the mentor, which include approachability, interpersonal skills, interest learning and teaching and supervision and support. These studies relate to students perspectives of the learning environment and mentorship, most of the findings viewing mentorship in a positive light and find it beneficial in reducing the theory practice gap for students. Staff attitudes and behaviour, the need of the student to belong and level of mentor contact highlighted throughout. Mentors need to make time for the student so that they can practice, develop and learn to be a nurse (Spouse 2002). Phillips et al study (1994) was of a larger scale, carried out throughout Wales commissioned by the D.O.H., a two-year research project concerned with the implications and impact of mentorship. This had qualitative and quantitative methodology information gathered through questionnaires, diary accounts, interviews and observation again the key elements of mentorship surrounded mentor/student relationships. Evidence of teaching, organisation of experiences consolidated with feedback and discussion that aided and enhanced the students experience. Significant mentor contact seen to directly affect activities students are involved in, this contact essential for building rapport needed in a good working relationship. Mentor presence provides emotional support to students allowing gentle introduction into the different and a difficult experience that exist and is crucial to students well being and learning potential, reducing anxiety (Jowett et al 1992). Feeling useful and part of a team are other important aspects. Chan (2001) and Welsh and Swann (2002) relate to this but feel that the students role needs to be understood acknowledged and clarified to prevent them being used as a pair of hands. Studies that concern nurses perspective of the learning environment and mentorship (Andrews 1993, Atkins and Williams 1995 and Rogers and Lawton 1995) highlight barriers of effective mentorship due to lack of time, inadequate planning and role conflict. Lambert and Glacken (2004) also view inadequate staffing, poor skill mix, lack of support and training of staff and poor management structure as barriers that reduce learning potential. Phillips et al study (1994) reflects the findings of Jowett et al (1992) which I agree that in clinical area where demands for care are high and resources stretched it is difficult to give adequate support and supervision to the junior student. When I am in charge of the ward, I am less involved in direct care of patients and have difficulty working closely with the student. Action Plan I need to liaise with my colleagues closely to make them aware of my students learning needs so that constant supervision and constructive support and feedback is ongoing when I am not available or am engaged in ward coordination. This will enable my student to be increasingly involved in the nursing team learning skills appropriate to their training preventing them feeling neglected, used or ignored. ________________ Learning Outcomes 4. Create and develop opportunities for students to learn, utilising evidence-based practice. _________________ Self-assessment of current practice and identification of learning need(s) in relation to this outcome. Current Practice. à ¢Ã¢â€š ¬Ã‚ ¢ Awareness of constant changes within nursing and medicine that initiates change. à ¢Ã¢â€š ¬Ã‚ ¢ I am familiar of protocols, standards and procedures regarding nursing intervention based on evidence-based practice. à ¢Ã¢â€š ¬Ã‚ ¢ I back up my teaching with evidence based on experience or acknowledged research. à ¢Ã¢â€š ¬Ã‚ ¢ Attend attending Pain Nurse Link meetings and wound care sessions providing me with current evidence for practice. Needs. à ¢Ã¢â€š ¬Ã‚ ¢ To develop skills of critical analyse, systematic review and evaluation of research. à ¢Ã¢â€š ¬Ã‚ ¢ Review literature increasing my awareness of this topic. Learning Outcomes 4. Create and develop opportunities for students learning of utilising evidence-based practice. _____________ Examples of Evidence à ¢Ã¢â€š ¬Ã‚ ¢ Produce evidence of the ability to meet own learning needs in relation to the facilitation of learning. à ¢Ã¢â€š ¬Ã‚ ¢ Give Examples of how you have identified and facilitated individuals or groups to learn. _____________ à ¢Ã¢â€š ¬Ã‚ ¢ Reviewed and critically analysed the literature. à ¢Ã¢â€š ¬Ã‚ ¢ I am increasingly aware of the importance of evidence-based practice. Description I have gained a great deal of experience throughout my career, which I use within my clinical practice and teaching. My knowledge has developed through practice, study sessions relevant to my area, advice of specialist nurses, reading journals and following clinical guidelines, standards and protocols that I encourage students to read. Students invited to attend relevant wound care updates and to spend time with many of our specialist nurses. Feelings I already base most of my practice on evidence but need to participate in literature reviews and develop skills to analyse and scrutinise research findings. Analysis I believe evidence-based nursing is a process in which nurses base clinical decisions using the best available evidence (The University of Minnesota 2005). The Editorial (1997) defines evidence-based practice as giving quantitative and qualitative meaning to a cause, course, diagnosis, treatment and economics of health problems managed by us nurses including quality assurance and continuing professional development which maintains and enhancing knowledge, expertise and competence to give best care (cited by Hincliffe 2002 pg 11). Curzio (1997) views it as the bridge between theory and practice agreed by White (1997) agrees with this suggesting it links personal intuition research and practice providing nurses with greater knowledge to base their care, our clinical decision-making and teaching must be based on evidence, expertise and highly importantly patients preference as referred to by Hincliffe (2002). The aims of evidence-based practice/nursing ensuring patients receive up to date care based on up to date knowledge. As we develop skill inquiry, we become more knowledgeable in our profession that improves standards of care (Hincliffe 2002). I agree with Welsh and Swann (2002) that there is a need for well-informed nurses using initiative, effective communication and clinical reasoning skills so that informed decisions are made through critical analysis of evidence available especially due to the constant changes within the NHS. The government introduced a framework of clinical governance in an attempt to achieve national clinical effectiveness within the NHS to guarantee quality services for patients and clients a key component being evidence-based practice. Behi (2000) states clinical governance requires every professional to use evidence-based practice. The New NHS: Modern, Dependable (D.O.H 1997), The Drive for Clinical Effectiveness (D.O.H 1996) and A First Class Service: Quality in the NHS (D.O.H 1998) shows quality improvements at the forefront of the NHS agenda. The NHS National Service Knowledge and Skills Framework (Hincliffe 2002 McSherry and Haddock 1999 and Welsh and Swann 2002) development tool promoting effectiveness through quality, staff and service development linking current and future research activity. The National Institute for Clinical Excellence (N.I.C.E) is responsible for assessment of technologies and for producing guidelines and the Commission for Health Improvement (C.H.I.M.P) monitors quality of services at a local level and ensure organisations are fulfilling their responsibility for clinical governance Health Care Organisations accountable for quality of services they provide, Chief Executives carry ultimate responsibility. The government also provides funding essential for research activity. Spector (2004) refers to evidence-based practice as being rigorous and time-consuming involving selection of all research done in an area, analysis and synthesis developing integrative reviews termed within the literature as a systematic or meta-analysis reviews (Renfrew 1997, University of Minnesota 2005). Completed reviews are available to taking some of the pressure of us; the Cochrane database has a wide range of these. Behi (2000) and Mcsherry and Haddock (1999) relate to clinical practice standards and guidelines produced by the N.M.C, R.C.N and local Health Authorities systematic review, recommendations and policy statements based on best evidence agreed by experts. There are also systematic reviews published in research journals and by the National Clearing House. Clinical appraisal is crucial in ensuring practice is evidenced based involving asking a clinical question related to practice and finding the research and literature to answer it, appraising evidence and deciding on its relevance and validity before applying findings to practice and evaluating effectiveness (Behi 2000 and McSherry and Haddock 1999). Castledeine (2003) refers to this as a three-stage process producing the

Technology’s Detrimental Effects on Communication Essay -- Communicati

Recent advancements in technology, especially social networking, have severely hindered the communication skills of today’s society by promoting edited, impersonal and staged communication. Today’s society places a high value on websites such as Facebook, MySpace and Twitter; so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of today’s generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the past 50 years, and continues to grow and morph every day. Today’s youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people around them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the ability of society to function and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 hours a day 7 days a week, and now even from the very phone they use to text. These updates are all-encompassing and can range from life changing: â€Å"I Just found out I'm pregnant!† To the mindless minutiae of ‘I just ate a sandwich.† Social Networking sites have become to go-to-website for anything you’d want to do online. Through these sites, you can contact your frien ds and family, play games, take quizzes, get help with homework, and even cruise the dating scene through ‘applications’ on some websites. Since social networking sites can replace event invitations, purchased video games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in general. English and Sexton say it in the simplest words conceivable â€Å"Every hour that is spent on a social networking web site is another hour spent alone† (1) Works Cited Baca, Jimmy Santiago. â€Å"Becoming a Poet.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 387-393. Print English, Marlanda, and Sexton, Jennifer. "Counterpoint: Social Networking Websites Isolate People and put them at Risk of Predation.† EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. â€Å"Sex, Lies, and Conversation.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 330-335. Print Technology’s Detrimental Effects on Communication Essay -- Communicati Recent advancements in technology, especially social networking, have severely hindered the communication skills of today’s society by promoting edited, impersonal and staged communication. Today’s society places a high value on websites such as Facebook, MySpace and Twitter; so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of today’s generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the past 50 years, and continues to grow and morph every day. Today’s youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people around them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the ability of society to function and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 hours a day 7 days a week, and now even from the very phone they use to text. These updates are all-encompassing and can range from life changing: â€Å"I Just found out I'm pregnant!† To the mindless minutiae of ‘I just ate a sandwich.† Social Networking sites have become to go-to-website for anything you’d want to do online. Through these sites, you can contact your frien ds and family, play games, take quizzes, get help with homework, and even cruise the dating scene through ‘applications’ on some websites. Since social networking sites can replace event invitations, purchased video games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in general. English and Sexton say it in the simplest words conceivable â€Å"Every hour that is spent on a social networking web site is another hour spent alone† (1) Works Cited Baca, Jimmy Santiago. â€Å"Becoming a Poet.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 387-393. Print English, Marlanda, and Sexton, Jennifer. "Counterpoint: Social Networking Websites Isolate People and put them at Risk of Predation.† EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. â€Å"Sex, Lies, and Conversation.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 330-335. Print

Saving Black Mesa :: Argumentative Persuasive Papers

Saving Black Mesa Works Cited Missing To the northeast part of Arizona lay a conflict between two indigenous groups from the surrounding area and the world’s largest coal company formerly known as Peabody Coal (now Peabody Energy). The Hopi and Navajo reservations surround a region known as Black Mesa. Black Mesa is located on both the Navajo and Hopi Reservations which is a target source for underground water called the N-aquifer. The N-aquifer contains a great amount of pristine Ice Age water. As time drew on, many indigenous people were alarmed that the water was carelessly being depleted from their land. Mining on Black Mesa should be stopped because the inhabitants are affected by Peabody, livestock in the area must depend on the local springs, groundwater is being depleted at an average of 3.3 million gallons per day, and the water is being contaminated (SBMW Online par 1). In the beginning, the Black Mesa region expanded from the Hopi Reservation in to Navajo borders. On the borderline between the Navajo and Hopi two were at constant disagreements over the claim of territory. Based on three Arizonan judges, the land was to be proclaimed as â€Å"Joint Use Area† which lasted 15 years from 1962 to 1977, between the two tribes. Still not content the two groups had bitter political feelings towards one another. In 1977 the land was divided by giving the Hopi tribe 900,000 acres, accounting for most of the land. Both tribes shared the mineral deposits and as little land as the Navajo tribe had acquired from the settlement, Hopi land in all is an island reservation surrounded by the Navajo Nation. Although having the Hopi at a major disadvantage, many of the Navajo people that lived all their lives in the present Hopi reservation had moved out (LUHNACP Online par 8). Although many people would insist that the Navajo and Hopi people had agreed to let Peabody mine their land, the problem is a little more complicated than what seems obvious. In 1966 a lawyer for the Hopi tribe by the name of John Boyden convinced several members of the Navajo tribe to start a council.

A Baby’s Development in the First Nine Months

Child Name: Harlow 1. How does your baby’s eating, sleeping and motor development compare to the typical developmental patterns in the first 9 months? p. 102 – p. 109 a. 5 points for describing VC’s behavior in each of at least two domains and referring to what might be expected at these ages. (10 points) Based on the pediatricians report, Harlow is able to digest new foods well, so the doctor recommends that Harlow eat a variety of foods from the family dinner (ground up). The American Academy of Pediatrics and the American Academy of Family Physicians suggest that babies can start solids at around 6 months, although they aren’t needed to until 9 – 12 months† (p. 100). Therefor, my virtual child Harlow is coming along very well with her eating development. Harlow is also keeping up pretty well with her sleeping patterns. She is following the typical guidelines of a 9-month year old with trying to sleep through the whole night and napping duri ng the day. Harlow readily adapted to the new people and situations in the pediatrician's office.She made eye contact, smiled at them, and vocalized to them quite a bit. Harlow has strong emotional reactions and has difficulty soothing her back down. The doctor advises patience in dealing with Harlow's emotions. Harlow's motor skills are typical for age: crawling, sitting up, and standing up, but not walking yet. â€Å" These initial efforts are he forerunners of crawling, in which babies coordinate the motions of their arms and legs and propel themselves forward. Crawling appears to typically between 8-10 months†. So far Harlow’s progress is on point to how her sensory motor skills should be at this age. . At 8 months of age was your child an â€Å"easy†, â€Å"slow to warm up†, or â€Å"difficult† baby in terms of Thomas and Chess’s classic temperamental categories? On what do you base this judgment? p. 145 b. 5 points for explaining the c ategory, and 5 points for a supporting observation on VC’s behavior (10 points) At 8 months Harlow I would say Harlow would be considered and â€Å"Easy Baby†, Thomas and Chess describes this profile as easy babies have a positive disposition. Their body functions operate regularly, and they are adaptable.They are generally positive, showing curiosity about new situations, and their emotions are moderate or low in intensity (p. 140) Harlow definitely fits in this 40% of infants. Harlow is always happy and very curio with toys, people, and reactions. She tends to show moderate easing up to low intensity as well. Set #2: – VC at 19 mos – choose 2 of 3 questions (35 points max) 4. Describe and give examples of changes in your child’s exploratory or problem solving behavior from 8 through 18 months and categorize them according to Piagetian and information processing theories. p. 114 – p. 120 a. points for describing an improvement or a qualitat ively new behavior and 5 points for explaining it using a specific Piagetian or information processing concept to classify the child’s behavior (10 points) At 8 months, my childs substage was Secondary circular reactions. During this period, my child took major strides in shifting their cognitive horizons beyond herself, and begun to act outside the world. For example instead of just picking up a toy, she began using buttons, or using the toy in the correct form and purpose it was created. At 18 months, my child moved on to Beginnings of thoughts stage.This stage Piaget argued is the only stage that infants can imagine where objects that they cannot see might be. My child was able to start plotting things in her head. 6. Is your child delayed or advanced in any area of development according to the 19-month developmental examiner’s report? Based on what you have studied, do you think this is most likely a result of specific biological or environmental factors? 5 point f or describing an area of delay or advancement, 5 points for a hypothesis and 5 points for evidence regarding biological or environmental factors from the lecture or readings (15 points)I feel that my child is advanced according to the 19 month development examiners report. I feel that it has a lot to do with biological factors. As my child grew older she became way more aware of things and more curious. This led her to go through all the 19 stages and succeed to the next stage. First she started using her mouth to touch things, then started using her hands and figuring out exactly what the object was made to do, then figured out where the object may go if it fell or it was set under a blanket, she ad the understanding that the object wasn’t gone, but instead it just was placed under something she couldn’t see. Set #3 – VC at 30 mos – choose 3 of 4 questions (40 points max) 7. Describe your child’s communication and language development in the first 30 months. Is your child developing at a typical or atypical rate? a. 5 points for a general description of his/her language development and 5 points for discussing specific evidence of either normal or atypical development (10 points)In the first 30 months, my child’s communication and language development is very well. Around 2-3 months until the age of one, Harlow was making speech like but meaningless sounds. After five months she her babbling expanded, and by 14 months she was saying her very first words. Around 19 months, Harlow was able to use short sentences. The only thing Harlow lacks in she has a small problem with underextension with words, for instance â€Å"blankie†. These are all very clear clarifications that Harlow is on a good and on track level for her language and communication. . Have there been any environmental events in your child’s first 2 1/2 years that you think might have influenced his or her behavior? On what do you base your hypot heses? a. 5 points for each of two environmental events – be sure to explain how you think they influenced your child (10 points) Two environmental events that that may have influences my childs behavior would be, Me not paying enough attention to Harlow. I think this influenced her in not being able to trust me or others like she should.Now Harlow sees the word as being harsh and unfriendly, this leads her to have difficulties forming close bonds with others. ( trust verus mistrstrust stage). Since I have encouraged Harlow to explore and be free in safe boundries, she has developed great independence ( autonomy versus shame and doubt stage). 10. Analyze your own parenting philosophy and practices. What principles from learning or social learning theory, Bowlby, Ainsworth, Piaget, Vygotsky, information processing theory, neuroscience or other theories do you appear to have relied on in making your parenting hoices or interpreting your child’s behavior? Include three pr inciples and identify one or more theorists who espoused these principles in your answer. a. 5 points for discussing an example from your parenting that fits a concept or principle from each of three theories you select from the list above (15 points) I noticed 3 main theories from the list above that I have used as a parent. 1. ) Ainsworth Strange Situation and Patterns of attachment- I followed and would say has developed Harlow into having an ambivalent attchement pattern.This is a style of attchament in which children display a comnination of positive and negative reactions to their mothers; they show great distress when the mother leaves, but upon the return they may simultaneously seek close contact but also hit a kick her. 2. ) Classical Conditioning – I have found that Harlow stops crying when I pick her up becuae she has learned to associate being picked up with subsequent feeding. Pavlov discovered this theory y, repeatedly pairing two stimuli, such as the sound of a bell and the arrival of meat , he could make hungry dogs learn to respond not only when the meat was presented, but even when the bell was sounded without the meat. (p. 86) 3. ) Erikson’s Theory of Psychosocial development- this is a theory that considers how individuals come to understand themselves and the meaning of others- and their own- behavior. My child developed that autonomy-versus-shame-and-doubt-stage because around the age 18 months to 3 years, I gave my child freedom to explore, and she developed independence from this.

American Communist Party Essay

The play ‘The Crucible’ was written by an American author named Arthur Miller in 1953. It is set in Salem Massachusetts 1692 and is about the Salem witch trails. Miller was in his twenties during the 1950’s. When there was an era of paranoia of communism. The government feared America becoming a communist nation and this is now known as time of McCarthyism, named after Senator Joseph McCarthy, who claimed the he had a list of 205 people in the State department that where known to be members of the American Communist Party. McCarthy the HUAC and the FBI worked together and interrogated numerous people, particularly people in the entertainment industry Due to this modern day witch hunt many people lost their jobs pr they would name other people in order to save themselves. Miller was also questioned, but in 1956 the hysteria was dying down so he managed to escape punishment without naming others. This era is similar to what occurred in Salem during 1692. In Salem a small coastal settlement appeared after the arrival of the pilgrims (from England) in 1690. The people lived a very strict puritan lifestyle; this meant they followed the Christian rules rigorously. The Salemites were ruled by a Theocracy, which was a form of government operated by the church. These people were highly superstitious and believed in the devil, which explains how the idea of witchcraft took hold so strongly in Salem. However witchcraft was not to blame, it was only used to settle disputes and revenge in the village. In the play Reverend Samuel Parris has disputes over his contract demonstrating the society was already divvied. His daughter, niece and their friends began a fortune telling circle with Parris’ Slave Tituba. Their unstable behaviour quickly led to the conclusion that they were bewitched. In Salem any actions against God were taken seriously, the society felt the need to discover all the perpetrators of witchcraft and this led to a witch-hunt, which was overcome by mass hysteria. This hysteria became out of hand resulting in one hundred people being imprisoned and 19 people and 2 dogs being hung. In the play Reverend Parris fears his girls are bewitched. At the beginning of Act one he find the girls dancing in the forest and so summons. Parris is talking to Reverend Hale and expert in seeking out bewitched. The extract from act one begins with Parris stating how He claims He saw a Kettle in the grass where Abigail and her friends were. ‘I think I ought to say that I-I saw a kettle in the grass where they were dancing’ this changes the tone of the conversation, as everything becomes more serious now with suggestions of witchcraft. Hale begins to interrogate Abigail. The audience see how Parris is unsure about whether to say this after catching this daughter and niece in the woods. He hesitates in his speech. , this is due to the fact that a kettle can be seen to represent a cauldron linking the girls to witchcraft. The kettle can also represent the heat of the crucible, which is supposed to purify things. Which foreshadows events to come and the witch-hunts that will happen as a result of this. Abigail during her interrogation tries to explain her actions ‘She never drank it ‘ No sir! ‘ The exclamation mark demonstrates to the audience how desperate Abby is to save herself. During the interrogation the pace increases together with the tension ‘I never sold myself! I’m a good girl! I’m a proper girl! ‘ Here Miller uses the technique Stichomythia the audience see how desperate she is to be believed. This is also dramatic irony, as the audience knows that she is not a proper girl as they have previously seen cursing Goody Proctor in the woods. In her desperation to save herself she actively accuses Tituba and tries to position the blame and responsibility on someone else. As the audience witnesses this they realise Abigail will go to any lengths to save herself and would be disliked greatly by the audience. Then Tituba enters. Immediately Abby visually accuses her as well as verbally accusing her. ‘She made me do it! She made Betty do it! ‘ At this point the audience are shocked that she can blame Tituba to her face, as she is supposed to be Tituba’s friend. The audience’s emotions are reflected by Tituba’s stage directions (, shocked, and angry) but Abigail claims that Tituba made her drink blood. Parris repeats blood and Mrs Putnam, who is obsessed with the loss of her babies questions ‘ My Babies blood? ‘ as she is trying to find someone to accuse for her babies deaths. The repetition of the word blood emphasises the evil nature of witchcraft and suddenly events become more serious. There is also repetition of the word devil ‘have you enlisted these children to the devil? ‘ Tituba claims ‘I don’t truck with no devil’ this represents the evil in witchcraft and highlights the seriousness of the situation to the audience, especially for Tituba who is now being accused with doing evil and as being under the devils influence. However this is ironic as the audience see how she is not being controlled by the devil but by Abigail, suggesting again that Abigail is very manipulative and clever ‘She sends her spirit on me in the church, she makes me laugh at prayer! ‘ She also accuses Tituba of making her drink blood every night. This is also ironic as it is Abigail who is manipulating Tituba and perhaps the audience may see playing the role as she manipulates Abigail twisting the situation so things become worse for Tituba but better for herself. Abigail chooses Tituba as her scapegoat because she has a low status, as a slave and that no one will listen to her as she tries to defend herself. Hale and Parris begin to interrogate Tituba more intensely and Tituba tries to defend herself but she is powerless, she is a black servant in the household, someone who has no voice. ‘ I have no power on this child sir! ‘ Hale and Parris don’t listen to her again reinforcing to the audience of Tituba’s low status. Parris has more power over her and she knows this. It is this power they use to try and get her to confess. ‘†¦ I will take you take you out and whip you to your death†¦ ‘ This makes Tituba panic ‘No, no don’t hang Tituba’ and demonstrates how Tituba is at the mercy of Hale Tituba’s life is in his hands and she as well as the audience knows this. The language that Hale uses demonstrates to the audience that he is also manipulative. He tries to put words in Tituba’s mouth in order to make her confess so he can show that he is good at what he does. ‘When did you compact with the devil? ‘Then you saw him? ‘ This eventually breaks Tituba down ‘(terrified, falls to her knees)’ She begins to cry, seeing that a confession is the only way to save herself ‘I do believe somebody be witching these children’ Hale, satisfied that Tituba is beginning to confess, changes his tone. He begins to lead he in his questioning so she can give a full confession he continues to manipulate her ‘And you love God Tituba? ‘ Tituba responds ‘ I love God with all my being’ Tituba confesses but at first doesn’t want to name people so she says she saw a woman but claims it was too dark to see. This emphasises to the audience that in comparison to Abigail she is a loyal and kind character’ It was black dark’ this metaphor of darkness represents the characters’ vision being obscured, which can also be the in ability to see the truth preparing the audience for the terror and hysteria to come. The pace of the conversation emphasizes the tension where Hale tries to get Tituba to confess. Tituba is coaxed into confessing and into naming others after Hale takes her hand. She is surprised because Hale appears to be treating her as and equal. ‘We will protect you’ and Tituba kisses Hale’s hand as if she is grasping for the chance to save herself and now she sees a way to do this. For this reason Hale becomes self-righteous believing he has the divine power to bring out wrong doers. ‘You are Gods instrument’ He tells Tituba that she can help bring out the devils pawns and so Tituba eventually gives names ‘there was Goody Good’ ‘And Goody Osburn’ the names suggested to her earlier by Mrs Putnam again emphasizing to the audience the farce and hysteria that will ensue . Mrs Putnam hearing this Is satisfied and sees a way of reeking revenge. Hale who plays on Tituba’s love for Betty uses images of light and dark. ‘The Devils out and preying on her life like a beast’ (Satan) ‘upon the flesh of the pure lamb’ (Jesus) This is religious imagery used because it reinforces the subject and also represents the devil as something dire i. e. ‘beast’ telling the audience how awful the devil is, Jesus is represented as a pure lamb to sound innocent and untainted. ‘ABIGAIL rises, staring as though inspired’ realising this is how Abigail is described in the stage directions the audience realise how clever Abigail is, she sees that she can control others without any consequences. The tension now is rising rapidly because the audience are unsure of what Abigail will do next. The stage directions read ‘(she is enraptured as though in a pearly light)’ as if to the other characters she has seen the light of God. ‘I want the light off God, I want the sweet love of Jesus’ the repetition of ‘I’ informs the audience that she is self-obsessed. And this is ominous. This outburst is caused because Abigail can see that Tituba is not only in the clear but she can also gain power from blaming others. Abigail wants to be seen, as an instrument of God but the audience knows this is ironic as Abigail is only jealous of the attention that Tituba receives. Suddenly Betty awakes and start chanting like Abigail as if she is cleansed of her sins. Parris says a prayer but Betty is unaffected this time, which demonstrates to the audience that she was never bewitched but to the other characters it is a demonstration of how Betty is cleansed of the Devils spirit. ‘BETTY is rising from the bed, a fever in her eyes’ this creates a dramatic impact on the audience where the tension hits a climax. This signals the beginning of the hysteria. It also foreshadows the dramatic things to. Abigail begins to take pleasure in making accusations ‘It is rising to a great glee’ Putnam says ‘The Marshall. I’ll call the Marshall’ and this prepares the audience for the next Act. The repetition of Devil informs the audience that the tension is climatic, increased by the Stichomythia. The curtain falls as the girls are still chanting names. This makes the audience wonder how many more people are going to be named. The end also leaves the audience in shock and suspense but prepares them for the hysteria about to sweep through Salem.