Compare and Contrast Two Statuettes - 917 Words

Running Head: A Compare and Contrast of Two Statuettes A Compare and Contrast of Two Statuettes Mary Karr ART 205 Ââ€" Art Appreciation November 24, 2007 A Compare and Contrast of Two Statuettes I have chosen as the subject of my essay to contrast and compare two female statuettes from ancient cultures. The first is an ancient Egyptian statuette named The Offering Bearer which was discovered about 1920 in the tomb of Meketre in Thebes and appears to have been made around 1985 B.C.E. by an unknown. (The Metropolitan Museum of Art, 2007). The second is an unnamed figurine commonly referred to as Statuette of A Standing Woman. This statuette, whose artist is unknown, is one of several figurines collectively called the Tanagra†¦show more content†¦(The Metropolitan Museum of Art, 2007). The Statuette of A Standing Woman and the other Tanagra figurines, however, marked a new trend in Greek art of examining and representing common women in every day pursuits. Marking women as worthy of notice just for existing rather then needing special status to be recognized. (Department of Greek and Roman Art, 2007). The culture of Egypt at the time The Offering Bearer was made seems to be one that reserved art for chronicling and celebrating fantastic or sacred occurrences, whereas Greek art at the time of the Tanagra figurines had learned to find artistic potential in every day life. Egyptian life was still heavily tied to absolute rule of pharaohs and worship of multiple gods as a defining force in everyday life. Materials and tools would have been scarce and most art reserved for the ruling or wealthy classes. Greece however, was an evolving culture. Greece had a history of embracing new ideas in social, scholarly, and artistic endeavors. In conclusion both sculptures depict a common thread in the society which created them. One a common occurrence where the act being portrayed elevates the female subject to a more important position then she would otherwise have enjoyed the other the beauty of women in common life. References: Department of Greek and Roman Art (2007). Metropolitan Museum of Art, Timeline of Art History, Tanagra Figurines, Retrieved November 21, 2007 fromShow MoreRelatedAncient Greek Architecture : The Doric Style And The Ionic Design Essay1610 Words   |  7 PagesThere are three types of columns found in ancient Greek architecture but two of the three columns are: The Doric style and the Ionic design The Doric style is rather sturdy and its top (the capital), is plain. This style was used in mainland Greece and the colonies in southern Italy and Sicily. The Ionic style is thinner and more elegant. Its capital is decorated with a scroll-like design (a volute). This style was found in eastern Greece and the islands. 2). The ushabti (also called shabti or shawabtiRead MoreComparison Between Street And Street Artist1414 Words   |  6 PagesIntroduction: In order to compare and analyse two-forms of art one must first identify their key similitudes and differences. In this case the comparison of a Visual artist such as Pablo Picasso whose work is broadly referred to under the label of Fine art, against a second visual artist or street artist who in contrast tends to be referred to and labeled as a Criminal or a vandal, such as Banksy this is mainly due to the characteristics and environment in which their artwork is displayed. As itRead MoreComparitive Flood Stories Essay3018 Words   |  13 Pagessimilar passages in Genesis also can be viewed historically, Jacobsens conclusion about this section of the Eridu Genesis is significant for comparative purposes. Next, Jacobsen compares the Eridu Genesis with the biblical parallel found in Gen 1-9. The threefold divisions of both narratives obviously correspond. The first two sections deal with Creation and the antediluvians, especially through lists of the leading figures of that period. Both conclude with a story of the Flood. Jacobsen has furtherRead MoreHouse of the Vetti and House of the Fawn Essay2749 Words   |  11 PagesCompare and contrast two Pompeian houses. What do they each tell us about the status of their owners? Within Pompeii, the size and decorative aspects of someone’s home explained a lot about their monetary wealth and what sort of social status they upheld. People who had money and good social status would decorate their homes with High Greek culture for example myths and mosaics of Greek heroes. Whereas people from a lower class, tended to use less grandeur within the decorative style of theirRead MoreCompare and Contrast Essay: Ancient Egypt and Greece2939 Words   |  12 PagesCompare and contrast essay: Ancient Egypt and Greece The ancient Egyptian and ancient Greek civilizations are two of the oldest known civilizations in our history. The Egyptian civilization, based in the eastern part of North Africa, is believed to have started around 3150 BC and continued till the end of the Pharaoh rule in 31 BC. The ancient Greek civilization is believed to have been in effect from 1100 BC till about 146 BC. Many similarities and differences existed between these two civilizationsRead MoreThe Artistic Ambition Of Henry James7075 Words   |  29 Pagessymbolise, and what sparks this desire is essentially a statuette of â€Å"a naked youth drinking from a gourd† (59). According to Haralson, the statuette serves an important function in that it activates the novel’s male-male bond — be it platonic or sexual. What is more, the artwork invites the male-male gaze whereby such observation of a nude body is under morally sanctioned conditions (Haralson, 33). Whatever the case, Rowland can see in the s tatuette what others in Northampton cannot — the potential forRead MoreArgumentative Essay on Telivision Is the Leading Cause of Violence in Todays Society9353 Words   |  38 Pagescivilization lasted from c. 2600 to 1900 BCE. With the inclusion of the predecessor and successor cultures—Early Harappan and Late Harappan, respectively—the entire Indus Valley Civilization may be taken to have lasted from the 33rd to the 14th centuries BCE. Two terms are employed for the periodization of the IVC: Phases and Eras.[15][16] The Early Harappan, Mature Harappan, and Late Harappan phases are also called the Regionalisation, Integration, and Localisation eras, respectively, with the Regionalization

Nazi Propaganda Essay - 1463 Words

Nazi Propaganda Propaganda attempts to force a doctrine on the whole people... Propaganda works on the general public from the standpoint of an idea and makes them ripe for the victory of this idea. These words of Adolf Hitler are taken from his book Mien Kampf (My Struggle) published in 1926. Propaganda was an elaborate and essential tool used extensively by Hitler and the Nazis during their terrorizing reign of Germany and throughout Europe. Not only was it used to promote and endorse the party and its leaders extreme anti-Semitic values, but also to mask the horrifying truths of what was to become known as the Holocaust. Anti-Jewish measures and programs have taken place numerous times throughout history, but never to the†¦show more content†¦The Jewish nose is bent at the tip. It looks like a figure 6. So we call them Figure sixes. Many non-Jews also have bent noses. But in their case the nose is bent up, not down. They have nothing to do with the Jewish nose. Encouraged by the teacher, Karl points out that the lips are another distinguishing feature; they are usually puffed up. The eyebrows are: Usually thicker and more fleshy than ours. From the eyes one can see that the Jew is: A false, deceitful person. Shown along with the text is a drawing of a boy, Karl, at the front of his class pointing to a numeral 6 that resembles what was said to be the stereotypical Jewish nose. The reasoning behind the title of the book is explained as, Just as it is often hard to tell a toadstool from an edible mushroom, so too it is often very hard to recognize the Jew as a swindler and criminal. Another fundamental example of radical anti-Semitic press was the newspaper printed by Julius Streicher called Der Stà ¼rmer (The Attacker). This paper used anti-Semitic caricatures, accused Jews of plotting secret plans against the German government, promoted the idea of Jewish seduction and even called for the annihilation of all Jews in 1941. The passionate language by the writers and crafty manipulation of the readers is evident in a 1935 article written by ErnstShow MoreRelatedNazi Propaganda1653 Words   |  7 PagesMost Nazi Propaganda was ineffective. Explain why you agree or disagree with this statement. The Nazis used propaganda to a great extent in Germany. It was impossible to escape and millions of ordinary Germans came across Propaganda every day. Not all the propaganda in Nazi Germany was successful but I believe that overall propaganda was massively successful in gaining Hitler and the Nazis support and influencing Germans with Nazi ideas and attitudes. By dominating all aspects of society many GermansRead MoreThe Nazi Evangelicalism : Nazi Propaganda1423 Words   |  6 PagesHargurdev Singh Professor Garoupa English 7 29 September 2014 The Nazi Evangelicalism In 1940 s Europe, many nations were polluted with Nazi propaganda depicting the power and superiority of the German people. Alongside these propaganda posters, Adolf Hitler, the German Fà ¼hrer, was also portrayed in an angelic light and as an individual that was brought into this world to cleanse it of its sins. He was seen as a god-like figure that could bring this world to what it was supposed to be, a GermanRead MorePropaganda And The Nazi Ideology2094 Words   |  9 Pages Propaganda is a very useful tool to spread a message to influence people to support an ideology. That is what the NSDAP, Nationalsozialistiche Deutsche Arbeiterpartei or National Socialist German Workers’ Party in English, utilized to spread their message and gain support for their views of German nationalism, supremacy of race, and volkgemeinschaft meaning people’s community. Hitler saw propaganda as a way to pave his way to power and to indoctrinate the German people to follow him, to see him Read MoreThe Effectiveness of Nazi Propaganda1313 Words   |  5 Pages Propaganda affects the world in various ways. Everyday people’s judgments, selections, and fondness are changed and prejudiced by propaganda and media. Propaganda publicity does no permit individuals to think on their own, and in that sense, promulgation is unnatural and off. The Nazi were in no way nor shape and form the first to exploit promulgation to impact heir general public yet throughout and paving the way to the Second World War they have indicated tip top abilities in applying it. ThroughRead MoreThe Effectiveness Of Nazi Propaganda3046 Words   |  13 PagesMaryann Ritter Dr. Megan Sethi HIS 241: World War Two 28 June 2015 The effectiveness of Nazi Propaganda There have been many varied opinions on the effectiveness of the Nazi propaganda used by Hitler and his teams of propaganda writers throughout World War II. His popularity was astounding with the German masses and grew into a frenzied state quickly. Hitler’s rise of his image was built on a fairly new manner of technology allowing more exposure to the people. This paper will examine the exponentsRead MorePropaganda During Nazi Germany : Film And Propaganda3538 Words   |  15 PagesLeandre Eberhard Film and Propaganda in Nazi Germany December 15, 2014 Goebbels’ Philosophy on Film and its Uses for Propaganda The following paper will focus on Joseph Goebbes’ use of propagandistic techniques in Nazi films. It will attempt to pinpoint his main goals and techniques through the context of films including Wunschkonzert, Ich Klage An, Kolberg, Jud Sà ¼ÃƒÅ¸, Der Ewige Jude and Triumph des Willens. In looking at these films, comparisons will be made between the techniques Goebbels promotesRead MoreNazi Propaganda and The Holocaust Essay1047 Words   |  5 PagesNazi propaganda played an important role in the Holocaust, the extermination of millions based on race, religion, and ethnicity. It successfully secured the acquiescence of the general public to the crimes committed by the Nazis. The Nazi Party used their control of the media to fuel anti-Semitic belief and to persuade Germans to support the Nazi cause throughout the Holocaust and World War II. Although the Nazis were the largest political party in Germay, they did not win a majority of votes inRead MoreThe Argument For Genocide In Nazi Propaganda1556 Words   |  7 Pages Much later, Randall L. Bytwerk analyzed genocidal propaganda in his 2005 article â€Å"The Argument for Genocide in Nazi Propaganda.† He argues that the most significant way to argue a â€Å"final solution† for the Jews is by convincing the population that it was a matter of life or death. The NSDAP government had to communicate this victim-perpetrator complex enough so that a maximum amount of people would consume this information and be able to take it as an irrefutable, imminent danger. As Kim WunschmanRead MoreEssay about Nazi Propaganda887 Words   |  4 PagesIt can be said that Hitler’s Nazi party in Germany is the greatest political phenomenon of the 20th century. It is one of the most highly debated political regimes not only due to the infamy created by Nazi involvement i n the holocaust, but also the manner in which a German nationalism spread with such apparent ease. The truth however is that it’s not a clear-cut and dry topic, in fact it’s everything but that. The severity of the harm brought to Germany at the hands of the war guilt clause inRead More The Link Between Nazi Propaganda And The Holocaust Essay2873 Words   |  12 Pages Hitler believed that propaganda from the allies was the main reason that the Germans lost during World War I and felt that this form of warfare needed to be a primary tool in modern warfare. He spoke of this belief in his book Mein Kampf well before the start of the second World War. Hitler felt that the public needed to be inundated with the ideology of the state at all times and through all mediums (Jowett and ODonnell 2). To do this, he said everything from childs story-book to the last

Nursing Management Free Essays

string(147) " points on the action plan meet the SMART \(Jumaa Alleyne, \(1998\)\)criteria: Specific, Measurable, Action based, Realistic and Time bound\." Contents GLOSSARY ABSTRACT/SUMMARY INTRODUCTION DM 45 DEVELOPING MANAGEMENT STYLE 1. Self- assessment analysis 2. Stakeholders analysis 3. We will write a custom essay sample on Nursing Management or any similar topic only for you Order Now S. W. O. T analysis DM 46 RECRUITMENT AND SELECTION DM 47 MANAGING PERFORMANCE DM 48 DEVELOPING TEAMS INDIVIDUALS RECOMMENDATION REFERENCES BIBLIOGRAPHY APPENDIX Glossary D. O. H – Department Of Health N. H. S – National Health Service N. S. F – National Service Framework P. E. S. T. O – Political Economical Social Technological Others 7 S – Shared Values Strategy Structure System Staff Style Skill S. M. A. R. T – Specific Measurable Achievable Realistic Time-bound S. W. O. T – Strengths Weaknesses Opportunities Threats Abstract/Summary I am currently working as a Charge Nurse/ Deputy Ward Manager on Ward X , a Diabetic and Renal ward based at a North London Hospital. The ward contains 21 acute medical male beds and a team of 28 staffs which includes 6 student nurses, 2 domestics, 1 ward clerk, 7 health care assistants, 6 junior nurses, 4 senior nurses and 2 ward sister/charge nurse. Some of my main responsibilities on the ward includes the assessment of care needs for patients, the development of programmes of care and their implementation and valuation and most importantly carrying out all relevant forms of care without direct supervision, and demonstrate procedures to, and supervise qualified and unqualified staff and contribute to the overall good of the organisation by being a positive role model and treating all staff, visitors and service users with courtesy (Appendix 1). In this assignment I will demonstrate the use of knowledge, management concepts and theories that I have acquired while undertaking this module of Managing People and relate them to my clinical area. Certain area of practice will be identified, analysed and evaluated through effective people management using the CLINLAP model (Jumaa (1997) ), ( Jumaa Alleyne (2001) ) within the ward setting. ‘CLINLAP is defined as a strategic nursing leadership and learning process that positions strategic learning as a driving force within health and social care organisations, on a day to day basis, in the management of nursing goals; nursing roles; nursing processes; and nursing relationships’ (Jumaa Alleyne, 1997 2001) Introduction The National service frameworks (NSFs) are long term strategies for improving specific areas of care. They set measurable goals within set time frames. NSFs: †¢ set national standards and identify key interventions for a defined service or care group †¢ put in place strategies to support implementation †¢ establish ways to ensure progress within an agreed time scale †¢ form one of a range of measures to raise quality and decrease variations in service, introduced in The New NHS and A First Class Service. The NHS Plan re-emphasised the role of NSFs as drivers in delivering the Modernisation Agenda. Each NSF is developed with the assistance of an External Reference Group (ERG) which brings together health professionals, service users and carers, health service managers, partner agencies, and other advocates. ERGs adopt an inclusive process to engage the full range of views. The Department of Health supports the ERGs and manages the overall process. (DOH, (2005) ) The NSF makes it clear that the NHS is committed to building a modernisation programme to provide high quality patient care and improving the working lives of all NHS staff. In terms of patient care, it draws the attention to the need to look at each service from the patient’s point of view and to ensure that a patient focus is embedded in the culture. In order to achieve this, new and better ways of working are required through, for example: – Investing in the workforce in terms of more staff and better training Giving frontline staff responsibility, freedom, skills and resources to do a better job, using their initiative for local innovation within national standards – Reducing bureaucracy whilst increasing accountability so that there are clear and transplant process for holding the NHS to account for their delivery of services – Requiring staff to work effectively in teams, for example, through managed clinical networks – Working in partnership with staff and involving them through representation NHS is critically dependent on its employees for delivering the strategic and operational goals at corporate, departmental, functional and team levels and managing people efficiently and effectively has become a central part of the ward manager/sister/charge nurse’s task at all levels particularly with a view to improving the performance of employees and thereby the performance of the NHS in delivering services. Ward managers increasingly are being expected to take great responsibility or the personnel management aspects of their work. This implies that we are able to function effectively in 4 key aspects of managing people : – Developing our own management style – Employee recruitment and selection – Managing performance by motivating and developing staffs – Developing Teams and Individuals by improving staffs performance at both individual and team levels. Dm 45 Developing Management Style In this unit I will identify 3 ways of assessing my curren t skills and competence as a manager. These methods will allow me to discern clearly my strenghs and weaknesses and thereby identify areas on the ward in which improvements can be made and devise action plans which will then be monitored for progress. The 3 methods chosen will be, firstly self-assessment and analysis through appraisal, secondly the stakeholder analysis tool and thirdly the SWOT analysis tool. Self- assessment analysis Self-assessment steps :- 1. Arrange a meeting with Ward Manager to agree on an appraisal date. 2. Ward Manager distributes pre-appraisal meeting self-assessment form. Appendix 2) 3. Work through the pre-appraisal form making notes and identifying potential areas for improvement. (Appendix 2) 4. Meeting with Ward Manager on agreed appraisal date. Work through the Personal Development Plan form (Appendix 3) to reach agreement on the current performance and potential areas for improvement 5. Following the meeting the Ward Manager distributes completed Personal Development Plan and list of pote ntial areas for improvement 6. Ward Manager agrees and complete draft action plan to forward to Matron 7. Matron follows up and verifies the Personal Development Plan. (Appendix 3) 8. Action plan agreed with matron. Ensure that all points on the action plan meet the SMART (Jumaa Alleyne, (1998))criteria: Specific, Measurable, Action based, Realistic and Time bound. You read "Nursing Management" in category "Papers" (Appendix 3) Stakeholders analysis An integral part of the clinical governance review process is feedback from stakeholders. The Hospital’s definition of stakeholders includes staff, patients, relatives of patients, carers, other local NHS organisations, voluntary groups and other people with an interest in the trust. The information provided through stakeholder work helps shape some of the areas that the clinical governance review will concentrate on. Clinical Governance is a framework through which NHS organisations are accountable for continuously improving the quality of their services and safeguarding high standards of care by creating an environment in which excellence in clinical care will flourish. It aims to create not only a culture, but systems and ways of working which assure that the safety and the quality of care is at the heart of the business at every level. Appendix 1, Unit 5) As a Deputy ward manager it is important for me to take into account feedback from stakeholders for effective managerial performance and to provide high standards of care. In order to do so the table that I have produced below will help me to identify the role of individuals, or stakeholder groups who are involved or affected by the clinical governance programme and can thereby affect its success or failure. Stakeholder analysis chart | |Programme |Organisation |External | | | | | | | | | |Clinical Governance |Hospital |Diabetes UK , Patients | | | | |Staffs, Patients |Relatives, carers, PCTs| |Who wants the team to: |Succeed | |Yes |Yes | | |Fail | |No |No | |Who is betting on the |Succeeding | |Yes |Yes | |team: | | | | | | |Failing | |No |No | |Who is supporting the |Visibly | |Yes |No | |team: | | | | | | |Invisibly | |No |Yes | |Whose success: |Affects the team | |Yes |No | | |Does the team affect | |Yes |Yes | |Who does the team’s |Benefit | |Yes |No | |change: | | | | | | |Damage | |Yes |No | |Who can the team’s |Happen without | |No |Yes | |change: | | | | | | |Not happen without | |Yes |Yes | In the above table it can be noted that the group of stakeholder who are mostly involved and influence a programme are mainly the patients and the staffs. As part of my objectives I will in future concentrate on feed back from my staff on the ward and our group of patients. This can be achieve by organising ward meetings with staffs or actually having a one-to-one interview with them at least once in a month. As for feedback from patients this can be organised by their allocated staff nurse in the form of an informal one-to-one interview at some point prior to the patient being discharged home. SWOT analysis A SWOT analysis is a tool, used in management and strategy formulation. It can help to identify the Strengths, Weaknesses, Opportunities and Threats of an organisation. Strengths and weaknesses are internal factors that create or destroy value. They can include assets, skills or resources that the ward has at its disposal to provide care to patients. They can be measured using an internal assessment tool such as Peters Waterman’s 7S’s. The table below will help me assess the internal factors of the ward and identify my goals and make them SMART (Jumaa Alleyne (2001)) This will help me to identify areas for development. Shared Values Current: The ward believes in team working providing quality care Goal: To support staffs and encourage them to carry on working as a team Provide them with feedback from patient on quality of care on the ward. Strategy Current: The ward believes in staffs further development and clinical skills. Goal: To send every qualified staff on in–house study days to develop their clinical skills Structure Current: Staffs does not communicate clearly between each other to promote continuity of Care. Goal: To meet up with staffs on a one-to-one basis or ward meeting and discuss appropriate communication. System Current: Staff appraisals only being carried out once in a year Goal: To discuss with manager if appraisals can be done every 6 months Staff Current: The trust is introducing Senior Health Care Assistant posts. Goal: Identify if any of the present Health Care Assistants on the ward are suitable candidates for the post by appropriate supervision. Style Current : The ward has a team with multicultural staffs Goal: Encourage staffs to respect each others cuture and thereby work more efficiently. Skill Current: The ward has staffs with different skill mix. Goal: Give positive feedback on their skills and encourage them to share their knowledge and attend study days to expand them. Opportunities and threats are external factors that create or destroy value. Usually an organisation cannot control them and they emerge from Political, Economical, Social, Technological and Others. The assessment below using PESTO will help me to identify the goals set up by external factors and which needs to be included on the ward to meet expectations and thereby identify areas for my own professional development. Political Current: The NHS Plan outlines a new delivery system for the NHS and changes for social services, and changes for NHS staff groups. It also sets out plans for cutting waiting times, clinical priorities and reducing inequality. Goal: Have regular ward meetings to discuss with team how to incorporate changes on the ward. Economical Current: The NHS budget has doubled since 1997, and will have almost trebled by 2008. All NHS organisations including my ward are receiving above inflation funding increases, both this year and next. Goal: Meet up with team and prioritise our expenses so we can work within our budget Sociological Current: The Hospital accommodate patients from different ethical background and beliefs. Goal: Ensure that the trust can meet certain requirements for its ethnic minority group. For example providing them with special diet like halal meal in the case of muslim patients. Technological Current: The trust is currently using advance computer system to handle patients’ data. Goal: Ensure that members of the staffs who are not computer literate attend IT course for quicker access to patient’s data. Other Current: The Hospital has performed well in maintaining and encouraging ‘The clean our hands campain’ and reducing the risk of cross infection Goal: Encourage the team by giving them positive feedback and reinforce infection control policy. DM 46 Recruitment and Selection Once a trust has decided on its goals, it is essential that it identifies whether it has the people necessary to achieve them. Trusts need to develop ways of assessing the number of employees that they need to provide specific services. The implications of the recent policy changes in the NHS are that there will be further major changes in the numbers and deployment of employees across trusts. DOH, (2005)) As a Deputy Ward Manager part of my responsibilities is also to have a clear view of the number of staffs that we have on the ward and the number that we need to deliver the trust’s objectives. Currently on my ward we have vacancies for 2 permanent Senior Staff nurses post previously known as g rade E. The new post which is now named Band 5b according to the agenda for change has been created by the trust due to our increase in bed turnover and high demand of standards of care. Before the posts were advertised I had a meeting with my Ward Manager and Matron so we can focus on the basic stages of recruitment which are: 1. Agree the vacancy 2. Prepare a job description 3. Prepare a person specification 4. Attract applicants through good advertisement(Appendix 4a) 5. Selection 6. Induction It is important for us team leaders to use vacancies as an opportunity for re-assessing people’s needs and the organisation’s structure so objectives can be achieved. Therefore an agreement between team leaders is important to reach our goals. – After the agreement me and my ward manager we devised the job description and person specification taking into account an analysis of the following criterias (Kneeland, (1999)) : – the present or expected duties of the job – changes which might impact on the job in the future – existing duties which might be done more effectively or efficiently by some one else – new duties that could be added to the job While preparing the job description my manager and I focused on 5 important aspects which were: Accuracy in order not to understate or overstate the role and duties associated with the post. (Appendix 4b, Section A) – Clarity in terms of tasks, duties, roles and responsibilities(Appendix 4, Section B) – Up-to-date (Appendix 4b, Section A, E) – Flexibility (Appendix 4b, Section A, B) – Non-discriminatory particularly in terms of gender,marital status or ethinic background The use of person specifications have a different purpose and it actually aims to identify the qualifications, skills, experience and abilities which are seen as essential or desirable in the post-holder and is used primarily to assist those involved in the selection process. (Appendix 5) After the posts were advertised and the applications received me and my ward manager short-listed 8 candidates out of 23 applications. This was undertaken by eliminating those who did not meet the pre-agreed essential requirements as set out in the person specification. (Appendix 5). For example some candidates did not have the knowledge of the KSF of Diabetes which is an essential requirement for the post as we specialise in this area or did not have a minimum of 12 months experience as a qualified staff nurse. We made sure that the necessary information about the selection process were recorded and appropriate feedback given to unsuccessfull candidates about their performance at the interview. Once the 2 candidates out of the 8 were successfull and appointed, it was important for me to plan induction and development for them. Given the investment made in new employees it is important that they should receive an appropriate induction so they can bring maximum contribution to the trust. At the Whittington Hospital, the trust induction covers areas such as the trust objectives so that the employee understands what they are trying to achieve, personal objectives so that the staff understands what is expected from them and relevant immediate training so that the person can properly undertake their job. Though it is a policy for every new employees to attend the trust nduction, I would personally recommend that all new starters on my ward should have a mentor to supervise them for at least the first 2 weeks of employment or even suggest an informal visit to the ward prior to interview so that candidates feel that the working environment is appropriate for their futur development . DM 47 Managing Performance Performance management encompasses a range of standard management techniques and is not necessarily a formal system and is not necessarily the same as an appraisal system. (Templar, (2001)). On my ward, performance management systems is a common benefit which enable my staffs to see more clearly their role on the ward and the trust’s objectives. The key elements of managing my group of staffs involve setting objectives for the ward, assessing their development needs, making it happen, review it and doing better. Staffs on the ward need to know what is expected of them. Setting objectives which are S. M. A. R. T for action means that they can be sure what they should deliver, when and how. (Appendix 6). Discussion about individual objectives will also enable my staffs to understand why they should do the things that they have to do and how they fit into and contribute to the wider goals and aims of the trust. It is important to assess the training and development needs of my staffs to improve their ability to reach the standards of performance expected of them in their jobs. This process should result in planned actions to meet individual needs, and will, where appropriate. (Appendix 6). In order to make the assessment happened, communication between me and my staffs should be improved. Many tangible and intangible factors contribute to an effective working environment. As a deputy manager it is important for me to focus on the creation of a shared understanding and sense of purpose in my workplace, in particular, communication,culture and climate. Good communication is essential for effective performance management. For example on my ward internal communication such as team briefings, staff meeting, noticeboards and emails enables me and my ward manager to ensure that all our staffs are clear about the ward’s goals and that messages are given and received to and from staffs. This include aims and objectives as well training and development opportunities. People’s performance is affected by their working environment. Morale,motivation, frustration, enthusiasm and commitment all influence the performance that the trust can achieve, so understanding what is important to staffs and listening to and acting on their views is an essential part of organising effectively. (Templar, (2001)). Having set objectives for individual staffs it is essential that performance and progress are regularly reviewed with individuals so that staffs feel recognised for their achievement and can identify areas where performance can improve. Reviews are necessary to improve individual and organisational performance but at the same time identify poor performance. The scenario below will demonstrate a situation where one of my junior staff nurse was constantly showing poor performance on the ward and the action taken against her. Scenario: Miss X, a junior staff nurse on the ward has been persistently coming late to work and is very slow in carrying out her daily tasks. Several members of Senior staff nurses have been reporting to me that standard of care for the group of patient she was looking after, has been deteriorating. I had a formal meeting on a one-to-one basis with Miss X where her poor performance issues were raised and an action plan was devised. It was discussed that she will be on a 3 months probation and will be supervised at all times by a senior member of staff and feedback will be given to me if her performance was improving. A copy of her job description and a self-assessment form was provided to her so she can set her personal objectives and discuss it with my manager or myself. The disciplinary and grievance process of the trust states that no disciplinary action will be taken against an employee until the case has been fully investigated. However, it should be recognised that there may be occasions when a full investigation is impossible e. g imprisonment. For example individuals will be informed of specific complaints against them in writing and will be given the opportunity to state their case directly to those who are considering disciplinary action before any decisions are made. Individuals and their Trade Union representative will be given a written explanation of any penalty imposed and its duration and in the case of written warnings , will have the right to appeal against this penalty. Usually no employee will normally be dismissed for a first breach of discipline except in cases of gross misconduct where summary dismissal without notice or pay in lieu of notice will be appropriate sanction. It, should, however, be recognised that there will be occasions, not covered by gross misconduct, when it will be necessary, because of the seriousness of the offence, for disciplinary action to begin at any stage of the procedure up to and including dismissal with notice for a first offence. (The Hospital disciplinary and grievance policy, (2006) ) In the case of a first offence or disciplinary measures my role will be to discuss it first with my line manager as they are the one who are allowed to issue oral warning, dismissals and discuss the circumstances with Human Resources. DM 48 Developing Teams individuals To get the best from employees, managers need to know who will be doing what, where the strengths and weaknesses of staffs are and which skills need to be developed by their teams. Properly set, achievable objectives that make clear what is expected, by when and to what standard, benefit both staffs and managers by clarifying roles and responsibilities, and assist in delivering value for money in the use of people resources. Setting performance objectives with staffs will also enable us managers to assess how our team can be best be used productively and identify any areas where staffs are producing different results and output. This can be useful in benchmarking performance and identifying individual, team and departmental areas for improved productivity. (Templar, (2001)) When performance objectives and standards are set for a team, it is necessary to assess whether the team has the skills to meet the standards being set and to agree how skills will be developed if they do not already exist. This is particularly important when ways of working are being changed. The Developmental plan below which has been devised with a team member and also reflect the team’s objectives as a whole, demonstrate the organisational and individual needs that can be met in many ways: Development Plan Individual/Team |Work shadowing |Get full support from Senior members of the team and provide | | |feedback. | |Special Projects |Encourage staffs to actively get involve with hospital projects such| | |as campaings. |Planned self-development |Meet at least every 6 months for appraisal and plan self | | |-development | |Mentoring |Offer support to newly qualified staff in the form of | | |mentorship/preceptorship for the first 2 weeks of joining the team | |Coaching and guidance |Provide staffs with support and guidance whenever and wherever | | |required. |Study for professional qualifications |Encourage staff to go for further studies for example encourage | | |Diploma holder to complete their Degree or send people for | | |specialist course such as the Diab etic Course. | |Planned delegation |Ensure that Senior staff nurses take responsibility in delegating | | |tasks to junior staffs, H. C. As and student nurses | |On-the-job training |Encourage staffs to attend in-house clinical skills study days. |New responsibilites |Allocate new rsponsibilities to members of the team. For example | | |making each member of the staff responsible for certain part of the | | |ward like for instance in charge of the treatment room’s general | | |tidiness. | |Off –the- job training |Negociate with staffs if there is any external training they want to| | |attend and provide them with leave or day off. |Job rotation/secondment |Senior staff nurses to act as team leader in the absence of myself | | |or the ward manager. | |Membership of professional societies |Encourage staffs to join professional bodies like the Royal College | | |of Nursing and UNISON | In the above table it can be noted that the individual development needs add up to the team development needs and trust-wide development needs. Individual managers must have a view of the team needs across the trust so that common needs can be met in the most cost-effective way and competing needs can be prioritised. Recommendations Staff development should be linked to the achievement of the trust’s goals and targets. If a key priority for the trust is to improve patient care, development plans at individual, team, departmental and corporate level should reflect that goal by focusing on enhancing the skills of staffs to deliver the required levels of patient care. Staffs will know which aspects of their work need support and development and are well placed to identify training and development needs to help them perform better in their jobs References Department of Health (2005), ‘The New NHS plan’ London D. O. H Jumaa, M. O Alleyne, J. (2001), ‘Managing and Leading in a constanly changing contexts in Health and Social Care’ Middlesex University Kneeland, S. (1999), ‘Recruiting for Results’ How To Books Ltd Templar, R. (2001), ‘Fast Thinking : Appraisal’ Pearson Education Ltd The Hospital (2006)‘Disciplinary and Grievance policy’ The Whittington Hospital Bibliography Belbin, R. M. (1996). ‘Managing Teams: Why they succeed or fail. ’ Oxford: Butterworth-Heinemann. Johnson, G. Scholes, K. (2001). ‘Exploring Corporate Strategy 6th Edition’ Prentice-Hall Martin, V. Henderson, E. (2001). ‘Managing in Health and Social Care’ Routeledge How to cite Nursing Management, Papers

JOBS Essays - Insurance, Actuarial Science, Risk, Actuary

JOBS The world we live in is overflowing with choices and chances. Every day, each and every human must make thousands of decisions. Some decisions may be rather simple to make, or not present a high chance for an unfavorable outcome. While one may decide the apple they picked up from the store is not very sweet, the cost lost on the apple is rather minimal and the consumer will most likely be presented with many more opportunities to pick a delicious apple. However, some choices are much more complicated. Decisions such as where to invest ones money, or what physical challenges to endure, present very serious consequences. If the wrong decision is made, one could lose their financial security, or even their life. To minimize the chances of such disasters, humans engage in risk assessment. We calculate the chances of each choice resulting in an unfavorable outcome, rank the choices from lest to most likely to end in disaster and pick the top result. This process is performed countless times throughout ones life, but hardly ever consists of an actual mathematical equation. However, there are some who do quantify risk numerically. Actuaries use the ideas of probability and game theory to objectively assess the risk in a variety of chances. They may calculate the risk of ones house being flooded, or of one falling ill. They may calculate the risk of an investment losing money, or of a plane crashing. Actuaries implement the ideas of applied mathematics for those who cannot do so themselves, and eventually figure the means by which a client can minimize the risks facing them. Yes, actuaries do figure insurance rates, but they also do so much more. As I researched the field of actuarial science, I decided that actuary should be synonymous with mathematical risk manager, for actuaries are responsible for figuring risk, minimizing risk, and minimizing the impacts of disasters that have already occurred. They complete these tasks objectively and with the power of my favorite subject, mathematics. After hours of independently researching the field of Actuarial Science, I contacted Mr. Michael Miller. Mr. Miller is the Director of Insurance Pricing at Catlin Inc., a private insurance company in Atlanta, Georgia. With a Masters of Science in Mathematics and classification as a Fellow of Casualty Actuarial Society, Mr. Miller has thrived in the field of Actuarial Science for twenty years. He has even achieved the position of President of the Casualty Actuarial Society of the Southeast. These credentials drew me towards Mr. Miller, and I was thrilled when he allowed me to interview him. From a simple outline of the career path, to details concerning the traits that allow one to thrive in the field, Mr. Miller provided me, a potential actuary, with the information needed to fully understand the requirements and responsibilities of the field. I first asked Mr. Miller about his typical work day. What tasks did he perform? What responsibilities was he given? As a director, Mr. Miller replied that he oversees the work of actuaries below him to ensure that every worker is on task. He also spends much of his time in meetings, discussing what projects in which the company should pursue involvement. Unfortunately, Mr. Millers management position minimizes his technical work, so I researched the daily tasks of an entry level actuary as well. The daily activities of the typical entry-level actuary can be placed in one the following two categories: technical work or exam preparation. Entry-level actuaries are responsible for much of the technical work that Mr. Miller rarely performs. Mr. Miller listed some of these tasks, including modeling data in Excel, computing data, and creating presentations for data. However, he stated that such tasks were temporary, as many actuaries eventually work their way up to management positions. The means of achieving such status rely on the second category of entry-level actuarial work, exam preparation. To become an actuary, an individual must pass a series of licensing exams. Actuaries must pass a series of seven exams, which test ones knowledge of subjects such as probability, economics, and finance. The process can take from four to eight years, and take up much of a young actuarys time. Typically, a

Guided speech on education example Essays

Guided speech on education example Essays Guided speech on education example Essay Guided speech on education example Essay What if we Had free periods for private studying with the teachers assisting? What If we had More languages available Including sign language Corporealness ,French,German, Greek, Spanish or Russian. Vote for us and well make It come true. I am the molester of education and part of the peoples party, here to tell YOU the reasons why you should vote for us. From yr 7-9 we are to wait patiently in nice straight lines, whether it be hailing or in the scorched sun. Even if the teachers are late, we are to still do the same. Now Im okay with that, really I am okay with it. But when a senior student comes along and gets to enter the class next to us, thats when Im not okay. Were standing here waiting and there Just sitting casually in a comfortable seat. Its isnt fair. From year 7 were entering a new school with, new students and new environment. Its already a big responsibility moving Into high school. : Im pretty sure that well be responsible to be able to sit In class. Wouldnt you agree? After waiting outside from prep to year 6 1 think we would have enough experience Walling In two lines. What we need now Is to e able to sit In class out of the harsh weather and not be sick all the time because of that missing out on important classes. Once every week Just a period would be nice if there was a free studying period for students to go to, with teachers assisting. This would help students who dont do homework at home feels more motivated. Its would be a quiet area Just like the one in the library for vice students, but for students from Yr 7-9. This will not also benefit students but for teachers as well. While students study, teachers can also correct students homework At the same time and have a one on one talk with students explaining what they did wrong and what to Improve on. This can also take a load of work off the teachers back and have a more time to relax Instead of rushing to get the corrections done and have students yelling when there assignments and tests are given back. At school we have already two languages which are Chinese and Italian. Some students like learning these languages but some dont. As the Minster of education I believe we should have more Of a variety to choose from. After searching around on the Internet I have found top 10 languages students want to learn which are listed in the brochure that has been handed down. If students simply dont want to learn a new language we are offering Sign language. Sign language can be useful to have and can be seen as a deferent perspective. Itll be fun and a new way of learning different signs to help communicate with one another. This way you will be still learning a language which you can enjoy, befitting you and your education. In year 7 If students arent sure what language they want to choose, we can help you that Is If you vote for us. We can Help you choose up to four languages and try each one every term to see which one you would like the most to follow up into year 8 everyone of you.

The Ultimate Job Search Guide for Millennials

The Ultimate Job Search Guide for Millennials If you’re a millennial, then you’re probably used to reading all sorts of articles, tweets, etc. telling you all about how millennials roll, especially when it comes to jobs. Millennials are job hoppers. Millennials are casual in the workplace. Millennials are obsessed with social networking. These broad-brush statements try to provide a broader cultural context for the generation, but they aren’t necessarily helpful if you happen to be a millennial, and are looking for career guidance. That’s why we’ve put together this handy guide, walking you through the job hunt from start to finish. Step 1: Figure Out What You WantMaybe you’re just finishing up with school. Maybe you’ve been coasting in an entry-level job for a while, or bouncing around in short-term jobs that don’t really scream â€Å"long term career options.† Whatever the case may be, it’s never too late to figure out what you really want to do with your li fe, and start building toward that goal.â€Å"Do what you love† is an ever-popular piece of advice. It’s also not a hard-and-fast rule. Sure, the concept of getting paid to do something you’d do for free is the ideal for most working people. It’s also not very realistic in a lot of cases. What you love to do may not pay well, or may not be feasible long-term. What’s most important to consider in setting your career goals is what you can do well, and how you can turn that into a career, not just a job. For example, being an accountant may not be the most glamorous career path, but if you’re a math whiz and can see yourself conquering various levels in the field, then it’s a solid choice. (You can still pursue your passion for interpretive dance in your free time, or turn your dog stylist business into a side hustle.) Thinking now about what your short- medium-, and long-range goals is a great first step because it helps you really focu s your time and energy during your job hunt.Step 2: Build Your ResumeOnce you’ve got your next steps figure out (or have at least identified where you want to target your job search), it’s time to start building your applicant package. The foundation of this will always be your resume. Resume trends and fads will always come and go (I’m pretty sure we all thought we’d have video resumes by now), but you can never go wrong with the classic: an organized, efficiently worded one-sheeter that gives a snapshot of what you’ve achieved, and what you’re seeking to do next.You’ve probably created a resume before and have a Word doc kicking around already, so what comes next might be a little painful. Scrap it. Create a brand-spanking-new one- one that doesn’t just reheat an older version of yourself and your career, with cut-and-paste updates. Take the opportunity to really think about every word you’re putting in your resume.Tip s for creating your resume masterpiece:Pick a format.Write a headline or an objective statement.Use strong action words to describe your experience.Outsmart the robots.Don’t forget: You can create a general, foundational resume that has the most up-to-date information about yourself, but it’s also important to customize your resume for each individual job for which you’re applying. You don’t have to create a new resume from scratch for each job opening, but you can customize fields like the headline, some bullet points, and skills to match the job description or the target company.Step 3: Build Your BrandNow more than ever, your brand is a factor in your job search. Your career brand (or your professional story, condensed into an easily pitch-able sentence or two) goes beyond your resume, and now extends to your online presence as well. To build your brand, it’s important to consider what information about you is out there in the public sphere, and how that might be perceived by potential employers. That means taking a close look at all of your social media profiles, making personal accounts private, creating new ones that have a professional shine, and showcasing your work.A personal website is a great way to accomplish this, as is building a robust LinkedIn profile. These avenues are great for giving a recruiter or potential employer more information than you can cram into your resume- showing rather than telling. As with anything in your job hunt, it’s crucial to keep your brand (and any public-facing websites, social media, etc.) friendly, professional, and updated as often as possible.Step 4: Build Your NetworkThis can go hand in hand with the brand-building, because it’s all about forging connections in your professional community. Your network (whether it’s people you know in person or digitally) can be one of your biggest assets in the job search. This doesn’t mean simply collecting names o n LinkedIn like those fishbowls full of business cards you see at restaurants. Meaningful connections are the ones that will benefit you the most, either by what you can learn, or what opportunities may come your way. Interaction is key- whether that’s responding to a blog post, retweeting, or emailing to say â€Å"Hey, I thought you had a really interesting point on X.† And for the professional contacts that you know IRL, keep those bonds alive by having a coffee once in a while to catch up. Even a holiday card once a year can go a long way.Keeping your network fresh is a way to bolster your job search. You never know when someone who knows someone might have the right job opening, or can put in a good word for you. And even if you don’t get a perfect job opportunity handed to you via LinkedIn, you can still learn more about how your industry works, and what it takes to move onward and upward in it.Step 5: Upgrade Your Interview SkillsMillennials sometimes get a bad rap (fair or not) for always having noses buried in devices, texting over calling, and generally being digital-savvy over communication-savvy. This means that strong interview skills are essential. Like the resume, the interview is a part of the job hunt that doesn’t change much over time. The same sets of skills will likely determine your success (or failure) as they did for your parents before you.Interviews can be a minefield for everyone, so it’s important to be prepared.Tips for your interview prep:Have a go-to interview outfit that’s spotless and professional.Work on your handshake, eye contact, and posture.Have your talking points ready to go.Be prepared for all sorts of questions.Ask good questions.The more prep and practicing you do before an interview, the more at ease you’ll feel on the day itself.Step 6: Become a Follow-Up NinjaAfter you’ve had an interview (or two) you just sit back and wait for the email to roll in, right? Nope. Don’t forget the crucial step of following up an interview (of any kind) with a thank you note to everyone who met with you. Prompt, same-day follow-up shows that you have great manners, and are engaged and enthusiastic about the process. Even if you had a terrible interview or didn’t get the job, these thank yous can help you stay on the radar for future opportunities.Tips for writing an ace thank you note:Get contact info at your interview. If you didn’t get business cards or catch someone’s email address, it’s okay to ask the main point person (recruiter, HR manager, hiring manager) for Barbara’s email address so you can thank her for her time.Make it short, but sweet. Include the highlights of your interview (skills you want to emphasize, any interesting discussion you had), but only briefly. They already have your resume.Proofread the heck out of it. This could be your last chance to make an impression before the hiring decision is mad e, so you want to make sure there aren’t any glaring typos or name mistakes in your note.Send it the same day. If the idea of sending your note from the lobby right after your interview sounds like a bit much, do it after you get home. But timeliness is the key, and that way it’s off your mind.Step 7: Be PatientIn everyday life we get so much instant feedback that we often get frustrated when some things lag- like job offers or news about next steps. When looking for your next job, don’t get frustrated too quickly. You’re playing the long game here. And if you’ve done the best you can in setting yourself up for the job opportunity, things will come together for you.

Juvenile Justice Authority Essay Example | Topics and Well Written Essays - 1250 words

Juvenile Justice Authority - Essay Example They have their own courts and their own rehabilitation centres (Fisher 2000). Gies (2001) notes that, the juvenile courts work according to the premise that the children are different from the adults in terms of responsibilities and rehabilitation. Treatment and successful reintegration of the youths in to the society are the main aim of the juvenile justice authority. Under federal law, all children between the age of ten and eighteen are considered as juvenile. Though, each state determine who is to taken to the juvenile court. Cases can be transferred from criminal courts to juvenile court, depending on the offence committed. When a child is tried in a criminal court he or she is still considered a child, and he may be treated as a youth offender. This makes the process a closed hearing unlike an adult who will be given a public hearing. All the states, do allow children to be tried as adults in a criminal court depending with the crime committed, Some states exclude serious, committed crime from juvenile courts regardless of the childs age. The prosecutors decide on whether to find a criminal offence in a criminal court or taken to the juvenile system. On the other hand, the juvenile court may order the child to criminal court. In the juvenile justice, the juvenile is provided with safeguards, just like the adult criminal. This includes the right to trial, the right against self defence and the right to call a witness. In most states the juvenile there are no juries, and they not demand a bail. The juvenile court has been seen by the youth who passed through it as a guardian that models individual characters and the court aimed at providing for the child’s individual interests when making decisions on the crime committed (Ryan 2001). The process by which a chid goes through after a period of confinement has many names like after care services, reintegration services, transitional care and juvenile services. The process of