The Tony Ferguson Weight Management Diet

The Tony Ferguson Weight Management Diet: An Information Fact Sheet for Community Members Overview: The Tony Ferguson Diet is a weight loss and management diet, which is based on specialized shakes, soups, bars and muesli. The diet is advertised as low GI and low carbohydrate. The diet is designed to induce the individual into a state of ketosis, ‘Ketone bodies are produced mainly in the mitochondria of liver cells. Its synthesis occurs in response to low glucose levels in the blood, and after exhaustion of cellular carbohydrate stores, such as glycogen.The production of ketone bodies is then initiated to make available energy that is stored as fatty acids. ’ (Wikipedia, 2012). The individual is advised to consume 2 specialized meals per day along with two servings of fruit, 3 servings of vegetables and 2 servings of lean meat. Advice: Advice to the consumer is that of caution. The human body requires carbohydrates to survive. Many functions of the body require carbohydr ates to function effectively. The Tony Ferguson diet effectively induces the body into a mode of starvation, can develop into disease.Ketosis is the desired state of the Tony Ferguson diet, this is where ‘Ketone bodies provide an alternative fuel source during starvation, but when their production exceeds their use, they accumulate in the blood, causing ketosis, a condition that disturbs the body’s normal acid-base balance. ’ (Whitney et al, 2011). When the body is in a state of starvation and it is experiencing a lower than required amount of carbohydrates, ‘the body finds a way to use its fat to fuel the brain.It adapts by combining acetyl COA fragments derived from fatty acids to produce an alternative energy source, ketone bodies. ’ (Whitney et al, 2011). This state can change the normal pH of the blood. ‘This is ketosis, a sign that the body’s chemistry is going away’. (Whitney et al, 2011). The blood glucose of the human bod y is maintained by homeostasis and is extremely important for many of the body’s major functions. ‘When a person eats, blood glucose rises. High blood glucose stimulates the pancreas to release insulin.Insulin stimulates the uptake of glucose into cells and storage as glycogen in the liver and muscles. Insulin also stimulates the conversion of excess glucose into fat for storage. As the body’s cells use glucose, blood levels decline. Low blood glucose stimulates the pancreas to release glucagon into the bloodstream. Glucagon stimulates liver cells to break down glycogen and release glucose into the blood. Blood glucose begins to rise. ’ (Whitney et al, 2011). Carbohydrates are essential for human nutrition and as such, this extreme diet may cause extremely adverse effects.It is recommended that a varied and nutritionally sound diet and exercise program be implemented and that extreme diets such as Tony Ferguson be implemented only as a last resort and alwa ys under medical advice. Reference List: Author Unknown, 2012, Wikipedia, Viewed: 11 April 2012, http://en. wikipedia. org/wiki/Ketogenesis. Whitney, E. Rolfes, S. Crowe, T. Cameron-Smith, D. Walsh, A. 2011, Understanding Nutrition, 1st Ed, Cengage Learning, Melbourne. Chosen Diet: http://us. tonyferguson. com/1448. aspx

Apple Customer Based Analysis Essay

Apple’s brand name has a very highly valued name in society. As an American, it is common for people of all ages and demographics to be a customer of Apple. It is prestigious yet also almost considered the normal in today’s society to have an Apple iPhone, Apple iPad, Apple iPod, or Apple Macbook. Society values Apple as having a high quality product that consumers can rely on but this also comes at a price. Most customers of Apple are just below the baby boomer generation with users as young as toddlers. Some parents may allow their toddler’s to use applications on their Ipads for their toddlers to learn and play games. Other demographics include all different races and both males and females. Apple prides themselves with easy to user consumer friendly technological products that people of all ages can use. Normally electronic products are focused towards the males however the Apple products have a significant female customer base as well. Apple products are normally sold in high income countries due to the high cost of the products. Apple products are not necessity products by any means and therefore apple customers have discretionary income to buy luxury goods such as the products that Apple offers. However, a music and video system such as Itunes may be more affordable for some consumers that use computers, phones, and tablets from other companies yet they can still download media from the Apple Itunes company. Middle class families in the U.S. can own Apple products but it may be a luxury item that the household saves for. Apple, as a technology based company naturally attracts customers that are looking for high quality up to date products that fit in with society yet are customizable and satisfy all of their customers’ needs. Apple’s Itune’s has legal rights to protect their media through patents and other legal rights that protect their electronic products. There is a current lawsuit between Samsung and Apple in which Apple claims that â€Å"the Galaxy S4, Samsung’s flagship smartphone violates five of its patents† (Zeman 2013). Therefore, this shows that Apple takes their patent and products very seriously and will follow up with a lawsuit if any of their competitors take any of their legal rights. Apple collaborates with many different companies in order to optimize their services and products including Microsoft. An Apple employee noted that â€Å"the company will now be organized by function- marketing, legal, business development etc.—with more collaboration across divisions† regarding Microsoft (Shaer, 2013). Apple also works with companies regarding the development of applications for their Iphone and Ipad products. There are many competitors of Apple such as manufacturers of PCs, tablets, cell phones, computer monitors, TVs, and many other types of electronics. These companies may consider Apple their largest competition but the one disadvantage that Apple has over other products is their higher price for their premium products. Due to the amount of competition it is very important that Apple continues update their products and marketing in order to remain in the market. Apple products can be purchased directly through Apple through the telephone, internet, or in anyone of their own Apple retail stores that are commonly found in shopping malls. The most popular products are also found in department stores, electronic stores, and even certain Apple vending machines. Due to all of the supplier locations, Apple has made it easy and convenient for their customers to access their products, services, and assistance. Stakeholders of the company include the employees, stockholders, and customers. If there is any major change or re-organization of the company the employees will be impacted and this may potential affect the stock prices which will affect the stockholders whom are essentially the owners of the company. The Apple stock at the time this paper is being written is at $502.36 a share which is very high and this truly shows that value that shareholders have for this company. The customers are stakeholders in the company because all of the managerial decisions will trickle down to the product and price. As of January 2013, there were executive changes at Apple that created drama for people in the tech press field. â€Å"The man responsible for much of Apple’s hardware design since 1996, Jonathan Ive is now in charge of design of both software and hardware† stated Dan Moren, 2013. The late Steve Jobs was Apple’s chief executive officer that had a major influence on the startup of the company and the success of the company. This became the molding for the company’s culture today which has been influencing our pop culture for more than a decade. The company continues their innovation and delivers their premium products and assistance to their customers regardless of the organizational changes that have been taking place within the company. References: Zeman, E. (2013). Apple adds samsung’s galaxy S4 to lawsuit. Informationweek – Online, Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/1353775900?accountid=6579 Shaer, M. (2013, Jul 11). With ‘one microsoft,’ CEO ballmer sees sweeping reorganization of microsoft ranks. The Christian Science Monitor. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/1399442335?accountid=6579 Moren, D. (2013, 01). Changes at the top. Macworld, 30, 5. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/1270547861?accountid=6579

APN Professional Development Plan Coursework Example | Topics and Well Written Essays - 1500 words

APN Professional Development Plan - Coursework Example The APN development plan involves the practising nurses in America. The development plan will be limited to the register nurses who have acquired masters’ degree. The development focuses on the APN who have completed three years practising as nurses. The development plan is aimed to make sure that APNs are more competed and provide sufficient care to the patients. The scope of APN practise composes of the integrative, technical abilities and cognitive of the registered and qualified nurse to practise safe and ethical acts, protocols, procedures and practical guidelines. In respect to education, an APN must have a post graduate education in the field of nursing or in nursing. For effectiveness in work place the advance practising nurse are equipped with clinical education, skills, scope and knowledge of practise in nursing. The APN clinical practise is based on scientific matters and applicable to secondary, primary and tertiary settings of health care practise. The role of the APN involves the peer education and dimension of patient, clinical leadership and mentorship (Stanley, 2010). In work APN applies an integration of theory, experience and practise together with autonomy in intervention and judgement. The post graduate education is indented to teach the nurse to apply different approaches to manage individual’s or group’s care, make decision and collaborate effectively with the client in order to get the best outcome. The APN has four areas of specialization which a nurse is required to undertake. The specialization includes nurse anaesthetists, nurse practitioners, nurse midwives and clinical nurse specialists. The nurse anaesthetists are registered in United States under the certified registered nurse or CRNAs. The nurse midwives are registered under the CNMs certified nurse midwives in United States. Each nurse is allowed to concentrate in a certain speciality in healthcare. The APN roles are regulated and controlled by a specific

E-Commerce Essay Example | Topics and Well Written Essays - 2500 words

E-Commerce - Essay Example "E-commerce" essay overviews a news small business methodology, which addresses the demands of opportunity individuals, individuals, and organizations via using online. E-commerce enables the opportunity to be carried out electronically through the use of pcs. This has minimal the need for physical currency inside of the conduct of organization. E-commerce is perpetually progressing and it's changing into additional considerable to organizations aided by the enhancement of technology. Through the inception of e-commerce as well as online, prospects have improved for both people and establishments. This has manufactured a good deal more possibilities for earnings and company progress, whereas designing way more programs for the clients. E-commerce has its limitations, that may be averted by way of moral online business tactics and reasonable decision-making. There will be numerous components that buy essays online must be thought of as before beginning an e-commerce internet business sooner or later, just like really good promoting approaches. Like systems may aid corporations to prosper and turned into successful in an e-commerce setting.Customers know about goods and services sitting at home. The manufacturers, distributors, suppliers and services providers let the consumers know about their products quality. This essay includes: Title, Navigation, Main Article, References, Tables. With this educational masterpiece, you can have no worries about your academic progress and marks. Don't mess up and finally get your highest A!

Wal-Mart Organization in Indiana Essay Example | Topics and Well Written Essays - 750 words

Wal-Mart Organization in Indiana - Essay Example Wal-Mart as an entity operates under particular virtues that ensure that it can deliver on its promises. All branches are expected to subscribe to the same and the one in Indiana is no different. The company promises to provide high-quality merchandise to its clients. That would mean that the kind of products that one would find at the store would not be found anywhere else. That is not practical in today’s world. No single outlet can claim to offer the best since there is always some other store out there that can do it better. The store strives to live up to its promise for friendly services. On this front, they can beat their competitors' hands down. That is because they can train their workers to ensure complete customer satisfaction. The store also promises the lowest prices, but that is not the case since there are some stores that can offer lower prices and that include the local shopping joints. The entity also claims to provide the best shopping experience on the internet. That is a major flop in their promises front since the internet is filled with numerous advertisements as well as products that are better off. That means that the firm can deliver in some areas while it still needs to polish up on others. The entity has been operating under the banner of one very crucial mission statement. They believe that it is within the retailer’s boundaries to help the customer save money and live better. They would like to improve their customer’s social wellbeing by ensuring they can help them save an extra penny. The savings would go a very long way in ensuring that they can live up to their mission statement. The values held by the organization would include bringing the founders philosophy closer to the people through the use of the internet.  They can use the internet in marketing to make sure they can appeal to the public to buy from them and hence help the consumer save.  Ã‚  

Episode Analysis Essay Example | Topics and Well Written Essays - 500 words

Episode Analysis - Essay Example The Host, Dr. Richard Jackson, MD, MPH is a pediatrician by profession, worked with the CDC before becoming chair at the UCLA department of health Sciences. Jackson believes that America was built in a manner that did not cater for the health needs of people. Doing the research in the environment and human health, Richardson realized that people are not doing enough to realize what effects in the environmental are affecting their health. The author developed the TV series and wrote the book as a step to help create awareness on the effects the current environment people have created has on health. In the episode, the narrator provides information on the relationship between obesity and Type 2 diabetes. People become obese mainly as a result of unhealthy lifestyles. As a result of obesity, there are very high chances of such an individual to develop Type 2 Diabetes. According to CDC (2014) children experiencing obesity have higher likelihoods of developing pre-diabetic conditions. A similar research found a relationship between obesity and Type 2 Diabetes in Norway (Hjartaker, Langlesh, & Weiderpass, 2008). Most public health problems facing the American Society is related to their lifestyles. The most common public health hazard is the dependence of Americans on cars. The distance between home, shopping mall and the workplace is big to the extent that many people have to commute every day. People spent many hours driving thus reducing their time to exercise. In addition to the lack of exercise, dependence on fast foods is another health hazard facing public health and the American community. Unfitness and eating of junk food is the main reason explaining the high rate of obesity among Americans (Jackson, 2013). Poor urban planning, Poor eating habits and lifestyle are some of the factors resulting to increased rates of chronic diseases among most people. However, according to

Does the availability of photographs significantly change what we can Essay

Does the availability of photographs significantly change what we can know about the U.S. Civil War - Essay Example The other states that had not seceded were known as the North or the union. The civil war erupted from the slavery issues and the fact that slavery had been extended to the west. This internal conflict that came to be the great civil war led to the loss of 600000 Confederate and the Union soldiers and great destruction of the southern infrastructure. It continued for four years after which the Confederacy was finished, and slavery abolished. Then followed the reconstruction of the United States as one nation, reconstruction of the south and restoring unity. The freed slaves were promised to be given equal rights (civil rights.) Abraham Lincoln, who took the presidency of America in 1860 elections, was opposed by the drivers of slavery, and his name did not appear on the southern ballots (Brown & Shannon, 2011). But a different view is created in the people as they come into contact with the pictures that were taken or developed during that time. The picture vividly portrays many truths and shocking facts about the American civil war either drawn by those who experienced or capture on cameras. The advancement of the American civil war can be viewed through a scientific field that was taking its roots at that age. This is photography. From the national archives, over 6000 digitized photos from the civil war are now available on the internet. Great works were done by Matthew Brady and his associates. They photographed many areas, battlefields and people affected by the civil war. Their pictures significantly depict many aspects of the war excluding the battle itself. These aspects include the events and preparation prior to the battle, camp life, routines and the aftermath of the battle. The battlefield movements were difficult to be taken as the cameras of that time require the object to be still during the movement of the shutter (Brown & Shannon, 2011). Pictures from this time as taken by Matthew Brady

Behavioral Psychology Essay Example | Topics and Well Written Essays - 1000 words

Behavioral Psychology - Essay Example John B. Watson founded the school of behavioral psychology in hopes that it would make psychology as academically respected as other sciences such as chemistry and physiology were. He moved away from the introspective methods of psychology which were popular at the time, and moved towards a more scientific, observable approach. He believed that the behavior of humans and animals were comparable, and therefore, most behavioral experiments used animals such as rats as subjects and then generalized the findings to humans. Watson believed that all behavior could be explained by what was called "classical conditioning" (Watson, 1999). The idea behind classical conditioning is that one could pair a stimulus that causes a response or reflex with an unrelated stimulus. Over time, the unrelated stimulus alone should cause the response or reflex. An example of this would the famous experiment conducted by Ivan Pavlov. Pavlov noticed that when he set food out for his dogs, they would salivate. He then paired the setting out of food with ringing a bell. Over time, the dogs salivated to the ringing bell alone, without the setting out of food. ... While he agreed that the behaviors of animals and humans are comparable and that psychology should focus of observable behavior, Skinner did believe that there is such thing as the mind. The only reason he chose to study observations over the mind is because observations can be objectively measured in a scientific way whereas the mind cannot (Boeree, 2006). Skinner also differs from Watson in that he believes that changes in behavior can be attributed to reinforcers, whereas Watson attributes change in behavior to associations between events. Skinner referred to this theory of behavior as "operant conditioning" which maintains that "the behavior is followed by a consequence, and the nature of the consequence modifies the organism's tendency to repeat the behavior in the future" (Boeree, 2006, p. 2). Depending on the type of reinforcer, the likelihood of the behavior can be increased or decreased. For example, if a child is given praise every time he says "please", he will likely cont inue to say "please". This is an example of positive reinforcement, which increases the likelihood of a behavior. At the same time, punishment decreases the likelihood of a behavior. For example, if a child is put in time out every time he pushes his sister, then he should begin to push his sister less and less. Skinner also believed that once a reinforcer is taken away, then the behavior should occur less and less. This belief led Skinner to believe that there was no such thing as free will. He explained that people behave badly because that behavior is rewarded in some way and that people behave well because that behavior is rewarded in some way. On the other hand, Edward C. Tolman had a different set of views than Watson and Skinner. While Tolman shied away

The Social Impact of Gansta Rap Essay Example | Topics and Well Written Essays - 1250 words

The Social Impact of Gansta Rap - Essay Example Compounding these negative opinions of rap music were the highly publicized incidents between gangsta rappers and law enforcement. Many gangsta rappers have been caught up in the imagery and the bravado of their lyrics as the distinction between art and life are often blurred. One rapper turned actor, whose career and life exemplified this tension was Tupac Shakur". (Article Exertp) Additionally, "The blend of black influences, and wild response by the younger set made rock and roll appalling and threatening to the older generation. Attempts to control the influence of rock often turned comical; after several previous television appearances became controversial, Elvis Presley was famously shown from the waist up (to avoid offending viewers with his suggestive hip swivels) on the Ed Sullivan Show in 1956. Hollywood was quick to capitalize on the trend, turning out a series of rock-and-roll themed exploitation films designed to thrill teenagers and horrify adults". (Rock and Rebellion) References Article

Tort law Essay Example | Topics and Well Written Essays - 1000 words - 4

Tort law - Essay Example This case had to be referred to the Law Commission due to the uncertainties and lack of sufficient material to make judgment about the case. Another similar case was that of Addie v Dunbreck 1929 AC 358. In this case the judge ruled on that the owner of the land must avoid negligently avoid harming the trespassers. This judgment raised the question about duty of care. Because of this case a commission was formed in the UK to investigate this case which later decided that the legislature should come up with the duty of care to be owed to uninvited visitors or trespassers (Mullis, 2011). This proposal was also endorsed by the Pearson commission. The case of White v The council of the City and District of St Albans 1990 was the first case that endorsed this law. In the ruling of this case, the judge ordered that all working and especially construction places be well fenced to a reasonable ground to prevent damage and injury to the trespassers. It is however important to notice that the 1984 ACT has no valid statements which indicate that the duty can be excluded from the occupier. On the other hand there has been suggestions that this is possible especially because since there are no provisions which forbids the exclusion. The 1977 Unfair Contract Terms Act seems to weaken this law since it does not apply to the 1984 Act. The 1957 Act is however supported by the case of Beddeley v Earl Granville 1887 19 QBD 423 which shows that a statutory duty is not under any form of exclusion however no case is law is directly relating to the Act. Strict liability means that a party is imposed with a liability without evidence of committing any offense such as negligence or tort (Alix Adams, 2012). For quite a long time strict liability have been applied to animal cases since animals do not have the right conscious to make decisions (Elliott & Quinn, 2007). The defendant find him/herself imposed with a liability without fault for

Course Syllabi- History of Graphic Design Essay Example for Free

Course Syllabi- History of Graphic Design Essay Course Description History of Graphic Design is a critical contextual research and survey study of the intents, influences, practices, and artifacts of graphic design. The course will be structured on readings, research, and visual presentations on subjects of designer activities throughout history with an emphasis on the broader historical context of the planning, production, form, distribution, reception and cultural integration of graphic design Student Handbook The Student Handbook is now available digitally rather than in hard copy. It can be found on the PNCA website (under Student Life) and on Homeroom (Home page, under PNCA Essentials). Disability Support PNCA is in compliance with federal law requiring colleges to provide reasonable accommodations for students with documented physical and/or learning disabilities. If you have a disability that might affect your performance in this class, please make it known to the instructor. Learning Outcomes At the conclusion of this course, the student should be able to : - ­Ã¢â‚¬  Demonstrate and articulate in discussions, writings, and visual presentations an understanding of the historical context of the creation of a work of graphic design (i.e. time, place, culture, intents) - ­Ã¢â‚¬  Synthesize readings and lectures and be able to formulate and post discussion points and prepare visual examples for peer review and feedback (as comments) using online tools - ­Ã¢â‚¬  Utilize, and bibliographically document, a range of resources used for the study of the history of graphic design (books, journals, periodicals, online, interviews) - ­Ã¢â‚¬  Creative Practice Identify the roles, activities, and trades of communication design professionals throughout history and distinguish specific fields related to and integrated with the profession of graphic design - ­Ã¢â‚¬  Learning Outcomes are linked to PNCA’s Core Values which are: Identify and articulate the influence of fine art (theories, trends, aesthetics, visual styles) on the work of graphic designers Integrated Knowledge, Critical Thinking, Cultural Inquiry Social and Ethical Responsibility Course Content initiate, and participate in, discussion on the planning, process, production and distribution of works of graphic design - ­Ã¢â‚¬  Effective Communication - ­Ã¢â‚¬  formulate a connection of the cultural influences on design from history with practices of contemporary graphic designers through examples, writings, and discussions Assignments for this Class: - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  Required Readings and discussion with evidence of comprehension Weekly Subject Research and On-line Posting to Homeroom Weekly In-Class presentations Final Research Paper Topics for weekly research will include: Design during Cultural Upheavals / World Conflicts Design for Social Causes / Design for Social Good Design for Commerce, Consumption, Commercialism Information Design / Dissemination and Distribution of Information Technological Changes and its Influence on Graphic Design Design as Author, Designer as Artist, Whole Designer The Concept of Brand and the Development of Brand Identity Low Design / Bad Design Major Benchmarks in Typography Reactionary Design / Culture Jamming Expectations/Policies for this course: Students are required to read and to be ready to articulate a response to all readings assigned in class. Each week there will be an assigned subject research topic that will require independent sourcing, image documentation, writing, and on-line posting on the ‘Homeroom’ site established for the course. Each student will make a 5-10 minute presentation of each assignment postings during classtime with an expectation of the use of prepared supported notes for verbal elaboration on the material presented. In-class and on-line participation in the form of response and discussion and will be expected and recorded. A final research project on the relatedness of the topics of historical practice presented to the practices of a contemporary designer or design firm/group will be in the form of a research paper. (8-10 pages minimum) Attendance You will be allowed two absences without additional penalty although you are responsible for any work that is missed. The third absence will result in the lowering of an entire letter grade from the computed final grade. A fourth absence will result in a final failing grade of F. Missing 30 minutes of a class period (during any part of the scheduled classtime) counts as an absence. Frequent tardiness (less than 15 minutes) will accumulate to absences (3 tardies =1 absence) Number of hours students are expected to work outside of class: This class meets for three hours per week, and six hours of work outside of class are expected. (3 credits) Grading Criteria †¢ Weekly Research Assignments timely completion / in-class presentation preparedness and comprehensiveness †¢ In-Class participation/contributions †¢ On-Line participation/contributions †¢ Final Research Paper Materials / Supplies Required: †¢ Access to, or ownership of, equipment to scan/photograph (digitize), upload and review visual and text information on a regular daily basis. (Computer and Camera/Scanner) †¢ Money for photocopying (approx. $20 projected) †¢ Flash Drive (2-4gb) Recommended: History of Graphic Design text purchases (Personal library) Bibliography The books listed here are predominantly larger volumes dedicated to a broad overview and history of graphic design. (More may be added during the semester) Many less comprehensive but key texts are available in the library as well as journals and periodicals that are specific to designers, styles, and various other edited groupings – these should be sought out and reviewed andutilized especially for more indepth study on a research subject. Major Texts of the History of Graphic Design Those mark with asterisk* are on reserve shelf at front desk of PNCA library and are available on 3 hr. check out (note: many of these text have duplicates or earlier editions and are available for longer check out periods if needed) Title: Meggs, History of Graphic Design, 4th Edition* Author(s): Philip Meggs, Alston Purvis Publisher: Wiley ISBN: 978047169902 Library Call#: Z 246 .M43 1983 Title: Graphic Design, a Concise History* Author: Richard Hollis Publisher: Thames Hudson world of art ISBN 0500203474 Library Call#: NC 998 .H65 1994 Title: Graphic Design: a New History* (1st and 2nd Editions) Author: Stephen Eskilson Publisher: Yale University Press ISBN: 0300120117 Library Call#: NC 998 .E85 2007 (1st Edition in Library*) Students are invited to contribute to the additions to this bibliography through their weekly research and presentation. All sources should be cited using MLA citation methods. Title: Graphic Design History, A Critical Guide* Author(s): Johanna Drucker, Emily McVarish Publisher: Pearson/Prentice Hall ISBN: 0132410753 Library Call#: NC 998 .D78 2009 Title: Graphic Design in America* Author(s): Mildred Friedman, Joseph Giovannini, Steven Heller Publisher: Walker Art Center ISBN: 0810910365 Library Call#: NC 998.5 .A1 G65 Title: Design, Writing, Research* Author(s): Ellen Lupton, Abbot Miller Publisher: Kiosk ISBN: 1568980477 Library Call#: Z 246 .L86 1996 Title: Communication Design, Principles, Methods, and Practice Author: Jorge Frascara Publisher: Allworth Press ISBN: 1581153651 Title: A Century of Graphic Design Author: Jeremy Aynsley Publisher: Barron’s Educational Series ISBN: 0764153242 Library Call#: NC 998.4 .A96 2001 Other Readings: Journal: Visible Language 28.3, New Perspectives, Critical Histories of Graphic Design, Pt. 1 Critiques Editor and Publisher: Sharon Poggenpohl Digital reference (Links) sites should be added to online postings On-Line History of Graphic Design Reference www.designhistory.org Weekly Course Schedule Week 1 6 Sept Week 2 13 Sept Friday, 13 September is the last day to add or drop a class. All information (dates, times and assignments) in this schedule is subject to change at any point during the semester. Updates will be announced and posted. Welcome / Introductions Class Expectations / Syllabus Overview / Course Structure / Assignments Using Homeroom / Communication Expectations Course Resources Reading Assigned (Posted on Homeroom) Critical Histories of Graphic Design Discussion of Readings on the approaches to History of Graphic Design development Lecture: Brief History of Graphic Design, Pt.1 Read on Homeroom these posted excerpts for this class: Graphic Design History, a critical guide, by Drucker and McVarish, Communication Design, Principles, Methods, and Practice, by Frascara, Graphic Design, a Concise History, by Hollis, Megg’s History of Graphic Design, by Meggs and Purvis, Visible Language 28.3 New Perspectives: Critical Histories of Graphic Design, article by Blauvelt Also read (for this classes visual lecture): â€Å"Prehistoric Prelude to Graphic Design† from Graphic Design History, a Critical Guide, by Drucker and McVarish Week 3 20 Sept Lecture: Brief History of Graphic Design, Pt.2 Read on Homeroom these posted excerpts for this class: â€Å"Early Writing: Mark Making, Notations Systems, and Scripts† from Graphic Design History, a Critical Guide, by Drucker and McVarish Lecture: Conventions and Norms Overview of Weekly Research Project Topics, Objectives, Goals, Expectations, Methods Introduction of Topic 1: Design during Cultural Upheavals / World Conflict Week 4 27 Sept Student Research Presentations of Topic 1: Design during Cultural Upheavals / World Conflict Questions and Discussion Introduction of Topic 2: Design for Social Causes / Design for Social Good Week 5 4 Oct Student Research Presentations of Topic 2: Design for Social Causes / Design for Social Good Questions and Discussion Introduction of Topic 3: Design for Commerce, Consumption, Commercialism Week 6 11 Oct Student Presentations of Topic 3: Design for Commerce, Consumption, Commercialism Questions and Discussion Introduction of Topic 4: Information Design / Dissemination and Distribution of Information Week 7 18 Oct Student Presentations of Topic 4: Information Design / Dissemination and Distribution of Information Questions and Discussion Introduction of Topic 5: Technological Changes and its Influence on Graphic Design Week 8 25 Oct Student Presentations of Topic 5: Technological Changes and its Influence on Graphic Design Questions and Discussion Introduction of Topic 6: Design as Author, Designer as Artist, Whole Designer Friday, 25 October is the last day to withdraw from a class. Week 9 1 Nov Student Presentations of Topic 6: Design as Author, Designer as Artist, Whole Designer Questions and Discussion Introduction of Topic 7: The Concept of Brand and the Development of Brand Identity Week 10 8 Nov Student Presentations of Topic 7: The Concept of Brand and the Development of Brand Identity Questions and Discussion Introduction of Topic 8: Low Design / Bad Design Week 11 15 Nov Student Presentations of Topic 8: Low Design / Bad Design Questions and Discussion Introduction of Topic 9: Major Benchmarks in Typography Week 12 22 Nov Student Presentations of Topic 9: Low Design / Bad Design Monday, 18 November SP14 registration begins Questions and Discussion Introduction of Topic 10: Reactionary Design / Culture Jamming Week 13 29 Nov Thanksgiving Holiday. No class. Week 14 6 Dec Student Presentations of Topic 10: Reactionary Design / Culture Jamming Questions and Discussion Final Paper Topic Determination Week 15 13 Dec Final Paper Draft Due – Individual Meetings Week 16 20 Dec Final Class – Course Wrap-up / Overview Friday, 20 December Last day of classes. Please note: The rest of the template is uniform for all PNCA classes, it includes: PNCA grading policy, statement on plagiarism, library ACE. This section should be included in any electronic versions of the syllabus, but doesn’t need to be distributed to students in paper form. ACE The Academic Center for Excellence (ACE) @PNCA is a peer driven support network for students at all levels. ACE provides in person and online assistance with the following: study skills, digital tools, research, writing and editing strategies, math, professional practices (rà ©sumà ©s, cover letters, documentation), idea generation, project management, organization, and more. For more information, location and hours, please visit the ACE Homeroom site: http://homeroom.pnca.edu/sites/1019 About Your Library The Charles Voorhies Fine Art Library provides research assistance, help with citations and bibliographies and a place to document your artwork. Whether you are looking for articles, books, audio collections, DVDs, or Web resources, the library can help! For research help contact Dan McClure ([emailprotected]) and for help with library materials contact Serenity Ibsen ([emailprotected]). More information is available at www.library.pnca.edu. Statement on Academic Integrity PNCA values intellectual honesty and encourages authentic expression, independent thinking and original writing. The College expects that all work conducted and submitted by our students shall be the combined result of original thought and ethical research. All acts of plagiarism, whether deliberate or unintentional, are considered a violation of the Student Code of Conduct and will not be tolerated on the PNCA campus. It is the student’s responsibility to be aware of and to act in accordance with the PNCA Guidelines for Academic Honesty. This is a document that defines plagiarism, discusses the conventions of ethical research and documentation, and explains the appropriate uses of source materials. These guidelines also describe the student’s responsibility for maintaining documentation and evidence of research in order to verify originality in all writing assignments at PNCA. The document: PNCA Guidelines for Academic Honesty is provided for you in the following locat ions on campus: the Student Handbook, the Library’s Homeroom site, the Academic Integrity HomeRoom site, the ACE HomeRoom site, the Foundation HomeRoom site, the Liberal Arts Homeroom site. You may also view written copies of the PNCA Guidelines for Academic Honesty in the office of Student Services, the Academic Dean’s office, and the PNCA Library. Student Information + Responsibilities Students are expected to have in their possession a current edition of the Student Handbook. Students are responsible for all the information contained in the handbook, and should refer to the handbook frequently for deadlines, policies, procedures, and responsibilities. Student Handbooks are available in the office of Student Services. Students are expected to check their student mailboxes frequently for communications from their instructors or from the administrative offices of the college. Week Two is the last week that you may add or drop a class with no penalty. Week Eight is the last week that you may withdraw from a class with a â€Å"W.† PNCA Grading Criteria This is the institutional grading policy for all PNCA students. Grades are distributed after the end of each semester. 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Advantages and Disadvantages of Tacit Knowledge

Advantages and Disadvantages of Tacit Knowledge The research work submitted here gives an idea about how to manage knowledge creation and how those methods used in knowledge management. Knowledge work in an organization and the key aspects tacit and explicit knowledge clearly explained. This paper gives explanation about tacit knowledge, how it is transformed into explicit knowledge among individuals, organization and uses of it, also explains about explicit knowledge working in an organization and what are the uses of it. How new knowledge created based on tacit and explicit knowledge in an organization. Knowledge creation is the main issue in any organization, this paper explains how knowledge creation made with tacit and explicit and how they applied, help organization according to the situation. What type of relation and communication should be maintained between the individuals or staff and also explains what are the key factors to implement knowledge management in an organization to get the desired outputs, results and succe ss. INTRODUCTION: Knowledge management play vital role in present competitive world. Knowledge is the source for any company or organization. It is stored mainly in human brains. Knowledge is a level which is higher than the information. Many humans agree that knowledge is not personal. Knowledge is mainly available in two forms tacit knowledge and explicit knowledge. Tacit knowledge is a knowledge which cannot be articulated and not available in the form of data, document. It is highly personal and need some experts to transfer information for tacit to another form of knowledge. It needs face to face communication to transfer knowledge. Second type of knowledge is explicit knowledge. It is quite opposite to tacit. Explicit knowledge can be articulated easily and available in the form of data, document and manuals etc. explicit knowledge does not required experts to transfer information. Every individual can get the required information at any time. Knowledge management is a work environment in which all information and knowledge updated, connected and distributed among individuals of an organization. It is also known as competitive advantage improvement. Knowledge management varies from organization to organization, it involves following factors mainly Creating new knowledge Using knowledge for decision making Processing knowledge Transferring existing knowledge into many forms. Knowledge creation is very important in every organization, this paper clearly explains about knowledge creation in literature review. Tacit and explicit knowledge play main role for the knowledge creation. It exists mainly in four forms socialization, externalization, combination, internalization. Depending on the requirement of tacit and explicit knowledge, knowledge creation is made in the organization. TACIT KNOWLEDGE: Tacit knowledge is a knowledge which cannot be articulated, not expressed in words. This knowledge will not be shown in document and it cannot be said by words. Tacit knowledge word came with Michael Polanyi (1891-1976), he was initially Hungarian medical scientist, his first interest was in physical chemistry and later he turned into philosophy. According to him knowledge is public and also very great extent personal, the basic fundamental point to tacit knowledge is explicit knowledge because tacit knowledge information can be known by learning the explicit knowledge and by doing that. According to Pan and Scarbrough (1999 p362) Tacit knowledge is not available as a text. . . .It involves intangible factors embedded in personal beliefs, experiences, and values. Main problem for tacit knowledge is that, it is not articulated in words. Tacit knowledge will collect the things that we know how to do but do not know how to explain to do that even by symbols. The person having tacit knowledge is very difficult to communicate with the others even by the expressions also. Tacit knowledge depends on some factors to share with others. Action speaks more than words so showing is very easier than telling to transfer tacit knowledge but to do so this one must need to be experienced and professional about that situation. Tacit knowledge is referred to as know how. Once tacit knowledge is transformed to other person it will create a new knowledge, this new one can be tacit knowledge or explicit knowledge and it will depend on other person who is receiving. Example for tacit knowledge is riding a bike even if anyone tells about it in a perfect way, telling will not be implemented in same way. It need some practice to do it. So practice is also plays an important role while implementing tacit knowledge. More examples for this is how to catch a ball, mark a line, tie a knot etc EXPLICIT KNOWLEDGE: Explicit knowledge is contrast to tacit knowledge and the name itself says that knowledge something explicit. It can be described as well articulated individually and easily expressible knowledge. This can be expressed in words and verbalized easily in numbers also. Information of this can be shared in the form of data and this type of knowledge can be transferred from one person to another person. Explicit knowledge communicated in the form of hard data or documentation, for this no need of expert person to transform and no need of experience. Explicit knowledge can be conveyed in the form of articles, seminars, books and video presentations easily. Explicit knowledge and information have almost same meaning. In other way explicit knowledge can be regarded as implicit knowledge when expressed turned into information. IMPLICIT KNOWLEDGE: Implicit knowledge is a middle level knowledge to both tacit knowledge and explicit knowledge. There can be a type of knowledge which is tacit but it can be converted into explicit knowledge. Many organizations will not consider implicit knowledge because organizations need expert level knowledge and one more reason is that implicit knowledge need to be converted into explicit knowledge for this it need expert guide who know about situation. The main goal of organization is to find how much tacit knowledge is present in that data and try to transfer it to explicit knowledge. KNOWLEDGE CREATION: Knowledge creation is possible way to learn someone. There are mainly two types of knowledge, tacit knowledge and explicit knowledge. Combination of this individual knowledge with other in an organization will create a new knowledge to increase organizational knowledge. The main goal of knowledge creation is to develop business with customers in a well educated way. The following diagrams explains clearly about knowledge creation Knowledge creation in knowledge management is mainly divided into four types depending on the combinations of tacit and explicit knowledge, they are Socialization Tacit to Tacit Externalization Tacit to Explicit Combination Explicit to Explicit Internalization Explicit to Tacit. TACIT TO TACIT: Tacit to tacit knowledge is called as socialization. Socialization means sharing knowledge between individuals. This can be done by people coming together and sharing their personal tacit knowledge with other individuals by spending time living in same environment. Acquiring knowledge from other is not an easy task it involves large support of interaction between the customers and in an organization, in short fundamental part to transfer tacit knowledge in sharing with self-transcendence. In some cases tacit knowledge only shared if one becomes to be free to enlarge tacit information. Acquiring knowledge can be done by walking inside the company and capturing tacit knowledge of other person or transferring ones ideas inside the organization, this involve a great effort to acquire. Direct interaction sharing plays a vital role for this socialization in any organization. TACIT TO EXPLICIT: This type of knowledge creation is known as externalization. As name says it need to be externalized to transfer information from tacit knowledge to explicit knowledge. It can be done mainly by expression. So showing tacit knowledge rather than doing, by this process tacit knowledge can be easily transferred and understand by others and tacit knowledge will be converted into explicit knowledge Externalization can be said as difference between inner and outer boundaries of ones self. In this externalization individuals shares knowledge with group and become one in group. Externalization needs two main key factors, they are Articulation of tacit knowledge Translating the tacit knowledge of experts So externalization needs some exports to translate tacit knowledge into explicit knowledge EXPLICIT TO EXPLICIT: It is called as combination. It represents transferring some explicit information into more sets of explicit knowledge. Main issues in this are communication, diffusion process and systemization of knowledge. Transferring explicit knowledge into explicit knowledge involves three main steps. First capturing and integrating new explicit knowledge, in this collecting information from the company whether information may be inside or outside the organization. Next step is combining such collected information or data together as in the form of single data, next step is dissemination of explicit knowledge, and this can be done by transferring the knowledge directly or by arranging meetings. So by following these steps explicit knowledge will be converted into more explicit knowledge sets and new knowledge will be created and spread among the organizational members. Editing of collected explicit knowledge will be used as a more usable knowledge. EXPLICIT TO TACIT: Explicit knowledge to tacit knowledge conversion is called as internalization. This is a type of knowledge creation in which explicit knowledge converted into organizations tacit knowledge and for this one must find knowledge relevant to ones self. Internalization follows two steps to achieve it. First is explicit knowledge should be embodied in the form of action and next step is actualization of explicit knowledge tactics and strategic. For example trainers in an organization face some situations to explain organizations members in such case first trainers should understand the explicit knowledge of that situation and knowledge will converted into tacit knowledge. So trainers should have to learn knowledge and converts the explicit knowledge into his tacit knowledge first. Ba: In knowledge creation Ba model also have an important concept based on four characteristics of ba, as shown in below diagram As shown in above diagram clear explained about knowledge creation in Ba phases by using four specific characteristics, they are Originating Ba Interaction Ba Cyber Ba Exercising Ba Organization Ba: This phase involves sharing of knowledge with emotions, experience by the individuals in an organization. This can be represented as socialization. Face to face interactions with experience place a vital role between individuals. The key factor to transfer tacit knowledge is experience in any organization. Interacting Ba: Interaction Ba characteristic deals with tacit knowledge transformation into explicit knowledge. This phase represents externalization. Expert level communication, personal skills and dialogue are key roles in this phase of Ba for knowledge transformation into explicit. Selecting people with some specialized knowledge will be done to do so in an organization. Cyber Ba: Cyber Ba represents combination phase and in this characteristic interaction plays a vital role. In this explicit knowledge combines with the explicit information and creates a new explicit knowledge. Knowledge which is combined will be utilized in an organization in the form of document or database. Exercising Ba: In this phase explicit knowledge converted into tacit knowledge. This phase is also called as internalization. Trainers in an organization face situations like continue exercises to train people. In such situations trainers feel stress and that will turns to learn explicit knowledge into tacit knowledge for them. Different characteristics of Ba phase show a successful knowledge creation in an organization. Knowledge, which is created with-in ba will turn into tacit and process will go on in a cyclic way. So in this way initially tacit knowledge turns into explicit knowledge and then turns into tacit knowledge again. http://home.business.utah.edu/actme/7410/Nonaka%201998.pdf RESEARCH PROCESS: KNOWLEDGE MANAGEMENT IN SOFTWARE ORGANIZATION: Knowledge is not visible. It tie-up with customers and relationship with customer. Software industries depend on resources and for this knowledge management is required. Knowledge management assigns right to the right persons. In a survey it is found that An average organization stores 26 percent of knowledge in the form of papers, 20 percent in digital way and 42 percent of knowledge management stored in employees heads. So incase if any damage occur and if any resource lost, I such case human recourses of knowledge play main role to get back information. KNOWLEDGE MANAGEMENT IN PRACTICE: Knowledge management differs from one organization to other in practice. According to M D Agarwal A knowledge management practices that encompasses end to end processes owned by a department can go a long way towards boosting productivity. In practice knowledge management is a highly effected part to capture knowledge between different skill sets. In India as services of organization has huge number of software professional. So employees input information extremely responsible for organizational growth in practice. Knowledge management practice need some key factors to achieve and the factor issues are listed below Knowledge: In this factor first searching will done for vital knowledge, next process will be done how to use it in an organization. Human and organization factors: human roles and personal skills will help in this view and organizational requirements to develop knowledge sharing between members. Learning and improvement: in this point individuals have to learn new things in the organization and try to improve in better way to achieve good results. Key processes: business improvement way process by using knowledge process should be followed. Tools and techniques: tools are major techniques to know situations in a better understandable way to the knowledge management users. Examples and cases: Practice experiences give more clear explanation in organization and cases to learn from them. Learning and improvement: learning skills need to be known in organization to get own experience. http://www.skyrme.com/services/kmpract.htm KNOWLEDGE MANAGEMENT THEORETICAL FRAMEWORK: Experience of the people working for the company: Human cannot take advantage of information unless it is connected to any software as an information resource. People having expert level experience in a company will play an important role for the organization because they can transfer the information very easily as they have experience how to deal with the situation. So they can communicate easily face to face with any staff of the company and easily transfer the information even if there is any tacit information is present. Problem solving situations can be easily faced by the experience people. Learning skills of the individuals will be developed in multi tasking and multi-faceted. Employees commitment and goals of the company: Company having proper goals achieve good results. The main goals of any company would be money, travel, promotion etc. Most important commitment factor in any company is motivation. Buchannan defines motivation as an internal psychological process which starts, directs, and supports goal directed behaviour. In many engineering projects there will be a question often occurs is how to get people interested in project. So the answer is diffidently motivation. Motivation will keep people interest towards goal in any company to avoid difficulties. Commitment of the individual staff members turns the people to work hard to achieve desired goals in any company. So by the above discussion it can be conformed that commitment of individual team members and goals leads to technology success and to get the required knowledge. Interaction between people working in the company: Tacit knowledge must need to be interacting with the other people for knowledge conversation in a company. Interaction between team members should be clear and face to face. One must able to interact with any staff in the company. Every individual is responsible for the company and each one is working for company in different way, so there should be clear communication with each other to communicate. So key point in this interaction between people working in the company is face to face interaction to transfer tacit information. http://www.thestep.gr/trainmor/dat/%7B920e1adf-df3b-483f-a670-7184ed1a59e6%7D/article.pdf IMPLEMENTATION OF KNOWLEDGE MANAGEMENT: Knowledge management information varies from one company to other company and one country to other country. It will change as per the requirement in any organization as well as place. Here some points that are used while implementing knowledge management Planning is initial thing in any organization to acquire knowledge management. Organization must have capability to take risk, Knowledge management users should have proper support and good communication with management or higher authority. If any problem occurs at any stage, organization should apply some easier ways to solve the problem. Once the knowledge management is implemented, it needs to be checked regularly to know whether the plan is working or not. Most importantly knowledge management should have determination and storing knowledge capacity of knowledge Initially organization may not get the results as quickly as expected. It may take some time to return knowledge management investment. Organization should have to keep in mind about predefined outputs and proper updates before knowledge management use. KNOWLEDGE MANAGEMENT WITHIN TECHNOLOGY FIRM: Knowledge management mainly depends on three concepts Experience Commitment Interaction Experience: It describes the quality and the quantity of the knowledge management and experience is a largely using method to transfer information in a better understanding way. People having experience about the knowledge can easily communicate with others. So this is mainly considered with memory system. Commitment: In any organization commitment is crucial part for the knowledge management. Team members of organization have to take commitment to achieve the goals which is needed, and staff has to take task to do well with commitment. So this issue mainly belongs to motivational part. Interaction: interaction between the people is the responsible for knowledge transformation in an organization or company, if the interaction is good between team members then automatically information will be transferred which is indirectly works as a part of knowledge improvement. So this issue is a part of interaction system. Example: let us consider a company which is having required level of experience, communication between team members is face to face and it is good but commitment of staff and goals are neither in sufficient way nor effective. So as a result of company will not produce efficient outcomes. So knowledge management within technology firm should have above three experience, commitment and interaction concepts. If anything misses for any company then the desired result will not be produced. SUCCESS FACTORS FOR TACIT KNOWLEDGE: Human involvement factors play a vital role in tacit knowledge such as Personal interaction: person has to meet face to face for knowledge sharing. Good management leader as a role model for organization to follow by members. Good human encouragement by the people in an organization. Motivation rewards and hopes. Relation should be good between sender and receiver when knowledge is in sharing. Such as trust and openness. Knowledge Management from Yaw Chooi Fun ADVANTAGES AND DISADVANTAGES OF TACIT: Advantages: it is very important in knowledge management because overall information and benefits come from tacit knowledge only. Tacit knowledge tends to transfer knowledge directly from one person to another, later knowledge play vital role. Tacit knowledge returns great investment and it increases workplace efficiency. Tacit knowledge is canter of the research in knowledge management. In a company usage of tacit knowledge is the main source compare to competitive knowledge. Tacit knowledge is not much expensive and it is easy and it leads to employee satisfaction and motivation. Information is secured in an organization. Disadvantages: the main disadvantage in tacit knowledge is knowledge transformation. Knowledge will remains in tacit stage in knowledge is not transformed. To transform tacit knowledge need some experience and skillful person. Tacit information may remain in tacit stage if individuals not share the information. Face to face interaction shares the information only with one person at a time and other individuals need some time to gather tacit information. And one of the most disadvantages is that once tacit knowledge leaves it may convert into tacit again, in organization it will cause a huge damage. Tacit knowledge cannot be found in the form of document. ADVANTAGES AND DISADVATAGES OF EXPLICIT: Advantages: One of the main advantages in explicit knowledge is that, it can be found in the form of document or data and it can be used in an easy way. Information can be transferred quickly without any time waiting process. Knowledge transfer is made easy one to other in an organization. Information can be articulated in an organization systematically. Knowledge can be improved in further way explicit for learning. Disadvantages: the main disadvantage in explicit knowledge is information may not secure, as the information passes to many people. Information should remain within the boundaries. Many organizations need some expert to articulate knowledge, every individual may not have required skill to articulate in the organization. Documentations or database should be maintained securely because explicit knowledge may be codified as it is also available in documentation.

Adaptation Model Theory Analysis

Adaptation Model Theory Analysis Vangilene Shore The theorist I selected is named Lorraine Callista Roy who was born on October 14, 1939, in Los Angeles, California. She was brought up to be raised in a family with solid Catholic bonds. Roy’s father was a truck driver, and her mother was a licensed vocational nurse. Her mother educated her on the significance of caring for people and swayed her choice of career; the one she has chosen permanently. When Roy was fourteen, she started working in the kitchen at a hospital nearby and then came to be a nursing assistant. Description of Roy’s background starts with receiving a Bachelor of Arts in Nursing (BAN) from Mount St. Marys College in Los Angeles, California. Roy then worked as a bedside nurse at St. Marys Hospital in Tucson, Arizona. She then soon began her education to obtain her master’s degree at University of California, Los Angeles (UCLA) in pediatric nursing in 1966. After she earned her degree, she soon returned to Mount St. Marys Hospital as an associate of the faculty, teaching both pediatric and maternity nursing. Roy developed encephalomyelitis and was forced to have to stay in bed soon after she became a part of the faculty at Mount St. Mary’s Hospital. Since she was bedridden, she was required to take a leave of absence. Once things were better, she returned to work in 1968 unaware that years in the future, she would then have an acoustic neuroma taken out. During those early years at Mount St. Marys, Roy began to develop the adaptive theory in which her sickness was crucial because that was the start of her model thinking. With the theory in mind, she organized her course work to involve the persons and families as adaptive systems and developed an integrated nursing curriculum. When Roy was developing her adaptive theory, she used deductive logic. Roy credits the work of Von Bertanlanffys general system theory and Helsons adaptation theory when developing the original root of the scientific assumptions underlying the adaptive model (Parker Smith, 2010). Helsons principles about adaptation helped Roy develop the principle for her theory of the person as an adaptive system and her adaptation model (Parker Smith, 2010). St. Marys College implemented her model as part of the teaching curriculum in 1970. Soon after that, she was chosen as chair of the nursing department in 1971 and stayed in that position until 1982. During her time there, she was continuing to earn a second masters degree from UCLA in sociology and in 1977, a Ph.D. in sociology, also from UCLA. She took postdoctoral studies in neuroscience nursing at the University of California, San Francisco (UCSF). Her interest in this field was provoked by her own involvements with neurological diseases, and she sought to increase her knowledge of the holistic person as an adaptive system. By the time 1981 came around, the adaptive model of nursing practice was known to many. Dr. Roy and her associates turned to thirty other schools in order to show them how to use the model in their associate to doctoral level nursing program. Dr. Roy has also helped to develop a masters of science program in nursing at the University of Portland in Oregon. At B oston College, she was then asked to help develop a Ph.D. program in nursing in 1987. The latest research she is doing focuses on nursing interventions for those who have suffered mild head injuries with the adaptive model. Roy studied with Dr. Dorothy Johnson while at UCLA. Dr. Johnson had developed the Behavior System Model of Nursing. She insisted Sister Roy to develop her concept of adaptation and refine what she has into a theory to define the goal of nursing. Introduction to Nursing: An Adaptation Model, was published in 1976 and has been updated many times during the course of the years. Theory Description Adaptation model addresses the focus of nursing care, the target of nursing care, and the need for nursing care. Dr. Roys perspective of the patient is holistic. According to Parker Smith (2010), Dr. Roy states, â€Å"patients are constantly adapting, and the goal of nursing is to promote that adaptation in both sickness and health.† The four key perceptions and assumptions of the adaptive model in humans are adaptive systems in both individuals and groups, in the environment, health, and also in the goal of nursing. Roy defines the four concepts of the paradigm of nursing as follows: 1. Nursing – The science and practice that expands adaptive abilities and enhances person and environmental transformation. 2. Environment – all conditions, circumstances, and influences that surround and affect the development and behavior of humans as adaptive systems, with particular consideration of person and earth resources. 3. Person – the main focus of nursing, the recipient of nursing care, a living, complex, adaptive system with internal processes acting to maintain adaptation in the four adaptive modes which are physiological, self-concept, role function, and interdependence. 4. Health – a state and a process of being and becoming an integrated and whole human being. According to Parker Smith (2010), assumptions of the theory are as follows: Explicit Assumptions: People are holistic beings. People are continually interacting with their altering environment. People cope with changes by using inborn and learned coping skills that are biological, psychological, and social. Health and illness are a part of everyones life. To adapt, people must have positive responses to changes in their environment. Adaptation depends on a person’s adaptation levels and the stimuli to which they are exposed. Adaptation levels refer to the amount of stimulation that lead to positive responses. The four forms of adaptation are biologic, concept of self, role development, and interaction with others. Nursing values other peoples opinions and points of view. Interaction with others is an essential part of nursing. The ultimate goal of existence is to reach dignity and wholeness. Implied Assumptions: People can be separated into parts for care and study. Nursing is based on cause and effect. Nursing needs to consider and respect a persons opinions and values. When a person adapts, he or she is free to respond to additional stimuli. Nursing Process: Assessment of a patients behavior Assessment of a patients stimuli Nursing diagnosis Goal setting Nursing interventions to meet goals Evaluation Some early critiques point out to the fact that Roy’s theory was only fixated on the holistic aspects of the person and ignored other aspects (Parker Smith, 2010). Dr. Roy reviewed her theory and revised it for the 21st century in the late 1990’s. She depicted her knowledge of philosophy, spirituality, and scientific on the research that she had done. She was seeing individuals as defined by their physical and social environments. She cited nursing scholars who developed a discipline that served to enhance the well-being of people and the earth. Dr. Roy used the phrase â€Å"cosmic unity† to show that people and the earth have common characteristics. Dr. Roys nursing theory is continuously progressing with the findings she has added to the broad base of nursing knowledge and outcomes of nursing practice. Evaluation Roy’s adaption model does a pronounced job in clarifying the role of adaptation in illness and nursing. Dr. Roy included the different types of stimuli, different modes of coping and adapting, and nursing’s role in assisting a patient to adapt (Parker Smith, 2010). The Adaptation model is commonly known by the nursing community. In fact, â€Å"it is one of the most frequently used models to guide nursing research, education, and practice,† claims (Alligood Tomey 2010, p.354). This model is still being taught in several universities in the United States and abroad. Adaption model authenticates considerably in many different nursing disciplines. The model has stimulated the advancement of many middle-range nursing theories. It contains a lot of many major concepts, sub-concepts, and relational statements, which makes the model to be considered as a complex model. The complexity of the adaption model supports the growth of its empirical precision. The adaption model is extensive in the scope and can be used to shape or experiment with nursing theories. This helps to make the model generalizable to all approaches existed in nursing practice. Adaption model is a model that can be researched various ways and can be useful on as a conceptual framework in countless nursing research field ideas. It is beneficial, valid, and essential for nursing practice, nursing education, and development. It is responsible for respected information about individuals adaptation to different environmental stimuli (1). The metaparadigm concepts implanted contained by the adaption model include person, environment, nursing, and health. This is a continuous collaboration on many levels, permitting individuals and groups including families, communities, etc. flexibility and change for better health decisions. Developing the nursing process, nurses can assess to see if there is any maladaptive behaviors and would be able to develop care plans with appropriate interventions that enhance adaptation positively for enhanced conclusions (Kenney, 2013, p.368). An example and evaluation of the adaption model applied is as follows. Mianna, who is a 21 year old female, is seen in the emergency room for a problem of extremely severe lower abdominal pain that also goes along with fever, nausea, and vomiting. Mianna is first escorted by her father, who left as soon as she was taken back to her room. She has a high WBC count and nothing on the ultrasound. The x-ray was negative. Intravenous antibiotics are ordered as treatment for likely pelvic inflammatory disease. Medication for pain helped Mianna to be more at ease regardless of the fever and nausea. Initial calculation of the application of the adaption model will address Mianna’s behavior in four key parts. The physiological state of her adaptation level has been compromised by her health position that includes lower abdominal pain and nausea with fever. Mianna has been having to manage these symptoms of infection, which unfortunately were caused by partaking in unprotected sex. The self-concept group identity in adaption model can determine that the patient has made the decision to come to the hospital for treatment. This is indicating good judgment on behalf of Mianna. Since she reached out to health care when sickness has bestowed upon her indicates that Mianna has some meaning or connection to the world. Recognizing role, meaning Mianna is a twenty one year old who has been in a sexual relationship with multiple partners. She has approximately some relationship with her father, taking in consideration that he is the one that brought her to the hospital. When bearing in mind interdependence mode, we can see that Mianna is a twenty one year old in which her father came with her to the hospital, but he then left, which now leaves Mianna alone looking for treatment of the illness that is compromising her life. The adaption model is pertinent to Mianna and her family, since it shows that her father does know something is wrong with Mianna but does not stay to find out what. Next, the assessment requires collecting further information and linking it to internal and external factors recognized as focal, contextual, and residual that manage adaptive behaviors in persons. Concepts will look at the links between the person and their environment and see how the environment affects adaptive behaviors and level of functioning (Roy’s adaptation model, 2012). The adaptation model supports the nursing process and nursing practice related to holistic and human adaptation (Lee, Tsand, Wong, Lee 2011). Merging the evidence from the two assessments, the nurse can create a care plan founded on the impression that the individual has two coping factors to deal with eventful situations (McEwen Wills, 2011, p. 171-172). Nursing care would be focused on helping patients make modifications to their behavior as a way to cope when illness arises. Preferred patient care conclusions for Mianna’s case study can be based on the same ideologies. Identifying Miannaâ €™s internal and external factors can help start to comprehend how Mianna copes with stress. The interventions that can be utilized would be to educate Mianna on the illness that has affected her and to explain about health promotion and preventing behaviors that can cause this illness. Mianna can validate that she comprehends the instructions by reeducating the nurse on the topic at hand. Referring Mianna to the college clinic or a community based health program will help to make available additional knowledge and management. Mianna, if wanted, can benefit from these referrals. â€Å"In terms of dealing with a chronic illness or disease or even acute conditions, Roy concludes that the goal of nursing care is to provide ways for patient to adapt to their environment.† (need a site) Application I feel the adaption model characterizes the concept of care in my hospital setting. It helps by showing the mind and body are connected and are treated holistically. Working in the emergency room as a nurse who sees death and dying on a daily basis makes it easier to deal with when knowing that the spirituality or the metaphysical certainly come into play when one is dying. When I have patients that are actively dying, they will sometimes request a chaplain, even if he or she was not formerly religious. This makes me believe even more in the adaption model. These individuals are looking for a purposeful and gracious death, which is relating to the self-concept mode, concentrating on the sense of unity, meaning, purposefulness in the universe (McEwen Willis, 2011). Nurses are to maintain our patients’ quality of life and warrant that they have a dignified and peaceful passing, even if it is in the emergency room. Again, Roy’s goal of nursing is promoting adaptation to c ontribute to a person’s health, quality of life, and dying with dignity (McEwen Ellis, 2011). That is why I feel that this model fits perfectly in the hospital that I work at. I am anticipating that I can enhance to better serve my patients, having a better awareness of the adaptation processes and thus a better understanding of the interventions I deliver. In closing, this adaptation model has been established as a guide for nursing practice in a world with developing needs that change daily. When the model is applied, the model delivers a plan for knowledge improvement for the patients. Roy’s theory adds great value to, not only the discipline of nursing practice, but also nursing science, education, research, and administration. This is why I have decided to indulge in Dr. Roy’s adaption model. References Parker, M. E., Smith, M. C. (2010). Nursing Theories and Nursing Practice (3 ed.). Philadelphia, PA: F. A. Davis. Retrieved from http://www.ebrary.com

Leaving the Past Behind in Everyday Use Essay -- Everyday Use essays

Leaving the Past Behind in Everyday Use      Ã‚  Ã‚   Everyday Use by Alice Walker is a short story about how people get caught up in the superficial value of material things, and the jealousy this desire causes.   In this short story Dee, the eldest daughter, was always ashamed by the way she lived during her childhood years.   As she was educated more and more, her feelings of hatred for poverty and ignorance grew intensely.   After she finished college her abhorrent feelings grew immensely, and she tried to take advantage of those less educated than her.      Ã‚  Ã‚  Ã‚  Ã‚   Dee always hated the way she lived when she was being raised by her mother.   Dee was obviously overjoyed when the house that she hated so much, was finally destroyed.   "A look of concentration on her face as she watched the last dingy gray board of the house fall in toward the red-hot brick chimney.   Why don't you do a dance around the ashes?   I'd wanted to ask her.   She hated the house that much."   The destruction of this symbol of poverty gave her a spark of hope that she and her family would move up in the world, that eventually snowballed into a much larger hatred.   She was always ashamed of her past and did everything in her power to improve her status.   Even when she was sixteen years old, her mother recalls the urge Dee had to improve everything she could.   Her mother said, "Dee wanted nice things.   A yellow organdy dress to wear to her graduation from high school; black pumps to match a green suit she'd made form an old suit somebody gave me."   Even though she knew her family couldn't afford "nice things" she had a burning desire for them.   This desire made her take the time and effort to alter a suit her mother was given, into a nicer ... ...and her chin.   She was making a last ditch effort to try to make a distinction between her financial class and her mother's.   The fact that she hid her entire face behind a pair of dark shades, is symbolic of her trying to put a barrier between herself and her poor past.    Works Cited Cowart, David.   "Heritage and Deracination in Walker's 'Everyday Use.'" Studies in Short Fiction 33 (1996): 171-84. Hoel, Helga.   "Personal Names and Heritage:   Alice Walker's 'Everyday Use'." 2000. Trondheim Cathedral School, Trondheim, Norway.   30 Jan. 2000. Showalter, Elaine.   "Piecing and Writing."   The Poetics of Gender.   Nancy K. Miller, Ed. New York: Columbia UP, 1986.   222-47. Walker, Alice.   "Everyday Use."   Literature:   Reading Fiction, Poetry, Drama, and the Essay. 4th ed. Robert DiYanni, Ed.   New York:   McGraw Hill, 1998.   408-413.   

Vietnam War Essay -- essays research papers

Chapter 10: A Generation in War and Turmoil: The Agony of Vietnam It has been known that the Vietnam War affected many American soldiers who were involved in the war physically and psychologically. The Vietnam War was one of the most memorable wars in history. Many Americans’ lives lost for no objective at all. Chapter 10 informed us about how the Vietnam War started and what really happened during that time. It also gave us background information about Vietnam Veterans and nurses who were involved in the war and what they went through during the war. I had the opportunity to interview a Vietnam Veteran also.   Ã‚  Ã‚  Ã‚  Ã‚  The Vietnam Veteran I interviewed was my grandfather; he was 27 years old during the time of the war. He volunteered to go to Vietnam because he didn’t like picking fruits and vegetables in the hot sun with his father. That’s when he decided to join the service and he volunteered to go to Vietnam. My grandfather only served one tour, because he wanted to go home to his family. So, his younger brother Rick who was single volunteered to go to Vietnam. My grandfather told me that Rick had a death wish so it didn’t really matter to him if he came back dead or alive.   Ã‚  Ã‚  Ã‚  Ã‚  The day after my grandfather left Playku Central Highland the army was overran by the Vietcong and there began the hand to hand combat. My grandfather was really scared for his little brother because he was afraid he would never come back, and...

Friar Lawrence is to Blame for the Deaths of Romeo and Juliet in Shakespeares Work :: Free Romeo and Juliet Essays

"Romeo and Juliet," a famous love story about two star-crossed lovers who take their lives in order to be together. Their deaths are at the fault of one Friar Lawrence who, being an adult, a man of God and a trusted person in the community, betrayed that trust and attempted to cover up his wrong doings with a plan that ended in tragedy. The Friar was supposed to be a responsible adult and a man of God. This means that people would have come to him to confess their sins. Romeo and Juliet were young and naive and Friar Lawrence understood that very well. He also understood their personalities and circumstances, but still chose to marry them in hope that it would end the feud between the two families. As an adult he was also supposed to be a lot smarter ands wiser. Neither of those qualities were shown in any of his decision making. The lines ?For this alliance may so happy prove to turn your households? rancour to pure love,? (said by the Friar) is proof that he truly married them to end the feud. The position of trust that the families had given Friar Lawrence, he misused. This indicates that he didn?t really value that position of trust very much, because he proceeded in the marriage of Romeo and Juliet. When Friar Lawrence says ?In one respect I?ll thy assistant me for this alliance may so happy prove,? is the exact moment when the trust is broken because he has agreed to t marry the young lovers who were obviously too blinded by love to see the reality side of things. The Friar knew this, and he knew what was right, the fact that Romeo was incredibly impulsive and in love with being in love, and Juliet was naive enough to fall for him, but aside from that he gave in and made the wrong decision. The attempt that Friar Lawrence had made to fix up his wrong doings was a mistake and took a huge role in leading up to the two deaths. He had a second chance to come clean and tell the families the truth, but he chose to ignore that opportunity and came up with a plan that resulted in the deaths of Romeo and Juliet. After Romeo had been banished, the plan that the Friar conjured up was for Juliet to take a potion which would make her appear dead.

Applied Linguistics Essay

American linguist Selinker put forward the hypothesis- interlanguage in 1969. He believed there were five cognitive processes to construct interlanguange. They are language transfer, transfer of training, language learning strategy, and language communication strategy and overgeneralization of target language linguistic material. I have some experiences regarding those aspects during my ten years’ English learning. As to the language transfer, I once equated â€Å"individualism† with â€Å"ä ¸ ªÃ¤ º ºÃ¤ ¸ »Ã¤ ¹â€°Ã¢â‚¬  in Chinese. Now I know they are different in the American and Chinese culture. For the second point, due to my first English teacher’ wrong instruction of pronunciation, I now still cannot pronounce some words correctly and I have to make great effort to overcome the problem. Another example is that when I see a foreigner on a street, the greeting come to my mind is still â€Å"How are you?† No matter what the foreigner would answer, my answer to that would still be â€Å"I’m fine too, thank you!† The reason was that our former English textbooks (in junior and senior high) didn’t attach much importance to language communication. The strategy of learning language, according to Selinker, is some methods that students adopt to accumulate language rules. One middle school student I taught when I was his family teacher tended to memorize the simpler sentences. For instance, when I taught him â€Å"That’s very kind of you† and â€Å"thank you†, he chose to remember the latter one. Communication strategy is that students use easy and practical notional words and omit function words. For example, some foreign students who are learning Chinese may say,â€Å"我åŽ »Ã§Å"‹ä »â€"ï ¼Å'ä »â€"æŠ ½Ã§Æ'Ÿï ¼Å'çÅ"‹ç” µÃ¨ §â€ Ã¢â‚¬ , which meansâ€Å"我åŽ »Ã§Å"‹ä »â€"æâ€" ¶Ã¯ ¼Å'ä »â€"Ã¥Å" ¨Ã¦Å  ½Ã§ â‚¬Ã§Æ'ŸçÅ"‹ç” µÃ¨ §â€ Ã¢â‚¬ . Finally, if students over generalize target language linguistic material, they may make wrong sentences, like the following: — I like to play with childrens. — It was very difficult to watered the plants. — I like to drive bicycle. Therefore, this hypothesis is practical in helping language learners to aware their problems that may occur during learning process. Moreover, it  demonstrates its significance in a way second language teachers could apply it to their instruction experience.

Human civilization Essay

The history of hotels is closely related to human civilization. In the times of Greeks baths were common for recreation. In the middle Ages inns and monasteries were familiar places for weary travelers to stay. However the real trend of hotels and resort took a boom in the late 19th and 20th centuries. After World War II; in 1950s, the hotel industry roared. The era was notable for construction of great hotels and resorts. One main reason for such boom was the advent of airlines industry that made traveling easier. In the sixties new tourists flourished from Spain to Greece and Turkey giving rise to countless resorts and beach hotels in the continent opening their doors to international customers providing them relaxed vacations on distant shores. The trend was followed in the Portugal and Scandinavian countries as well. 1970s ushered the age of business travel as airline industry attached itself to hotels and resorts. One main reason for such trend was the newfound prosperity in the Middle East; which paved the way for the development of great hotels chains in the Arab countries. The end of seventies saw China opening its door to foreigners that helped in boosting its tourist industry. It was early 1980s that set the pace of great luxury and style for the new clients who were willing to spend on luxury. In 1984 Turkey started to transform itself leading great wave of speedy hotel and resort construction increasing its status as a top tourism destination. The eighties saw change of heart in Far East countries; such as China, Japan, Korea and Thailand expanding their economies and attracting international tourists. The nineties were influenced by IT making online booking and reservation a hassle free way of booking hotel rooms. Thus we can say that the last five decades hotel industry has been helping in expanding economies of tourist destinations. Hotel industry is no longer an isolated industry ,but designers developers and engineers and managers are constantly working together to provide guests their taste of luxury. Reference Jacques Levy-Bonvin, Hotels, A Brief History. Retrieved November 19, 2006, Web site: http://www. hospitalitynet. org/news/4017990 HISTORY OF LODGING . Retrieved November 19, 2006, Web site: http://www. ahla. com/products_lodging_history. asp http://www. marketresearch. com/land/product. asp? productid=1125075&progid=3602

Brian B. and The Medical File Test Essay

Brian B. is taken into an exam room in the office of Dr. K. by the medical assistant, Amy. Amy gets into an animated discussion with Brian about their mutually favorite baseball team. As Amy leaves the exam room, she accidentally places Brian’s medical file on the counter. While Brian waits for Dr. K., he reads through his file folder. He is shocked to discover that his recent test for AIDS came back positive. Brian panics and runs out of the office before seeing Dr. K. The doctor tries to reach Brian by phone but there is no answer. Dr. K. then sends a letter marked â€Å"Confidential† to Brian and explains that he must be treated for his disease and also needs to inform his sexual partners about his disease. Brian does not respond to the letter. Question What else can Doctor K. do to meet his obligation to report a communicable disease? In dealing with outbreaks of communicable diseases, Doctor K. should work with public health authorities to promote the use of interventions that achieve desired public health outcomes with minimal infringement upon individual liberties. In implementing such measures, Doctor K should take necessary actions to promote the patients’ well-being. In addition, Doctor K should also be responsible for taking appropriate precautionary measures to protect the health of individuals caring for patients with communicable diseases. Physicians are ethically obligated to safeguard patients’ privacy and should not reveal confidential communications or information without the express consent of the patient, unless required to do so by law.24 Therefore, physicians must comply with legal requirements to report affected patients to appropriate public health authorities.

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n k m Module Study Guide Global Business Practice West London International Business School West London International Business School Global Business Practice Module Study Guide |Module Code |MS70069E | |Level |7 | |Credits |20 | AY2012-2013 Version No 01  © UWL 2012 Global Business Practice Module Study Guide Contents |Page No. | |Module Leader and Teaching Team Details | | | | | |Facts and figures | | | | |Section A Overview and Content | | |1 Welcome and Introduction to the Module |5 | |2 Administrative and Technical Support | | |3 Timetable/Venue/Rooms | | |4 Student Support and Guidance |6 | |5 Content of the Module |8 | |6 Aims of the Module | | |7 Learning Outcomes | | |8 Learning Resources |10 | | | | |Section B Assessment and Feedback | | |9 Assessment: General Information |11 | |10 Details of Assessment | | |11 Summative Assessment Grid |14 | |12 Statement on Plagiarism | | |13 Evaluation of the Module | | |14 Personal Development Plan (PDP) | | |15 Frequently Asked Questions (FAQ) | | | | | |Section C Module Programme | | |16 Guide to Learning Sessions |15 | | | | Module Leader and Teaching Team Details Module Leader |Roger Cook | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |roger. [email  protected] ac. uk | |Phone |0208-231-2470 | |Location |Paragon – Annex | Module Tutor |Alex Dalzell | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |alex. [email  protected] ac. uk | |Phone |0208-231-2130 | |Location |Paragon – Annex | Module Tutor |Jessie Ren | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |[email  protected] ac. uk | |Phone | | |Location | | Facts and Figures Module Code |MS70069E | |Level |7 | |Credits |20 | | | | |Total Guided Learning Hours |200 | |Consisting of: | | |Teaching Contact Hours |42 | |Guided Independent Study Hours |158 | | | | | | | |Assessment: | | |Percentage of final marks assessed by: | | | | | |Coursework |100% | | | | Section A Overview and Content Welcome and Introduction to the ModuleWelcome to this Level 7 module: Global Business Practice. This is a core compulsory module for all the Business and Management Masters programmes within the West London International Business School. The module examines the shifts occurring globally in production patterns, economic activity, and industry evolution. The changing contours of the global economic map reflect new trends in production, trade and FDI and increasing complexity in the global economy. Much of this change is technologically driven which particularly impacts on financial services and flows of capital. This drives the need for businesses to innovate in production, supply, distribution and marketing processes.Corporate architectures are also shifting and the module examin es emerging transnational corporations, looking at why and how TNC’s develop and their relationship to the nation states in which they operate. The state’s role as competitor, collaborator, regulator and container is examined, together with the dynamics of the bargaining processes between the Nation State and the TNC. The module also develops an understanding of Governance issues and CSR for TNCs, and how issues of people, profit and planet interrelate. 2Administrative and Technical Support The administrators for the module are Jackie Forbes-Steers and Susan Broomfield. (TC375) 3. Timetable/Venue/Rooms Rooms as per Masters programme timetable. 4. Student Support and Guidance West London Online (Blackboard)All the key information you require to complete this module will be made available through West London Online (Blackboard). Please check the module site regularly for additional resources or information made available while the module is running. Updates or changes wi ll be communicated to you via Blackboard announcements and/or email – so please also ensure that you check your student email account regularly. Help and support There are Help Pages at http://uwl. ac. uk/westlondononline – these provide guidance for all students in making use of the University's online learning platforms. All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT Service Desk. You can do so by: †¢ Talking to staff in any IT Suite or Library Calling 0300 111 4895 (internal phone extension 4895) †¢ Emailing [email  protected] ac. uk Learning Support Learning Support is free and available to all UWL students. Your first point of contact for any enquiry about support available for writing, maths, structuring essays, revision techniques, or any other support you require with academic skills is learning. [email  protected] ac. uk . You will also find online self-help and self-tests on academic writing, plagiarism , grammar and punctuation and time management. This is available at Study Support Online. Look for the link to Study Support Online when you log on to West London Online (Blackboard) http://online. uwl. ac. uk .The University also offers you the opportunity to test and improve your own academic skills at leisure, in your own time. This test is free and available for the duration of the course. It can be found on the Study Support Online community inside West London Online (Blackboard). Look for the link to Study Support Online when you log on at http://online. uwl. ac. uk One-Stop-Shop Students can benefit from a variety of support services during their studies. The One-Stop-Shop offers professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e. g. face to face, telephone, email, Skype.They aim to answer all your questions, or direct you to someone who you can talk to. They are located on Ground Fl oor, C Block, St. Mary’s Road, Ealing with a satellite service to Paragon and Reading, including drop-in sessions (these are advertised on each site). Opening hours:Monday to Thursday9. 00 to 5. 00pm Friday10. 00 to 5. 00pm For further information on each area go to: http://www. uwl. ac. uk/students/Support_for_students. jsp Email: [email  protected] ac. uk Telephone: 020 8231 2573 / 2991 / 2739 The University Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution.There are two physical libraries: †¢ The main campus Library in St Mary’s Road, which comprises of four floors †¢ The Health Library on the second floor of Paragon House †¢ There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Li brary. The Unique card is also the Library card, and borrowing rights are automatically set according to course and status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed.The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Reworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. Further information including opening hours and contact details is available at: http://library. uwl. ac. uk/use/sites/opening_hours. html 5. Content of the Module 1. Global shift: Introduction to scope of the module Nature and scope of globalisation: Economic shifts, production patterns, and TNC activity. The role of information technology in economic transformation and product and process innovation. Geographies of technological innovation. 2 .Complexity in the global economy Features, actors and characteristics. Unravelling complexity Global shift: Changing contours of global economic map: production, trade and FDI. 3. Transnational corporations Why and how TNC’s develop. Internal and external networks. Structural types. Global and multinational business models. 4. Role of the state State’s role as competitor, collaborator, regulator and container. Bargaining processes between the State and TNC’s. 5. Governance and CSR for TNC’s States, Institutions, and issues of Corporate Governance. TNC’s and CSR. Ethics in International Business 6. International Trade Theory Benefits of Trade Patterns of Trade.Instruments of trade Policy 7. Foreign Direct Investment Trends, directions, shifting ideologies 8. Regional Economic Integration The case for / against its development. Implications for international companies. 9. Global monetary system Functions of foreign exchange market. Functions of Glob al Capital Markets 10. Global logistics and international trade Logistics and international trade. Procurement and outsourcing. 11. Global food industry Food supply and production processes. Corporate strategies in the food industry. 12. Production and Supply Chain Strategies Lean production. Supply chain strategies Agile supply chains / mass customisation. 13.Global fashion industry Clothing supply and production processes. Corporate strategies in the clothing industry. 14. Global car industry Car supply and production processes. Corporate strategies in the car industry. 6. Aims of the Module 1. Highlight a range of pertinent issues appropriate to the understanding and analysis of global business developments and shifting economic activity and power. 2. Examine the role of supply chain management within the global economy as a whole. 3. Examine the role of TNC’s supply chain management within the growth of the global economy. 4. Highlight the importance of sustainability wit hin global business models. 5.To explore issues relating to global institutional governance and corporate social responsibility and business ethics in the global economy. 7. Learning Outcomes 1. Critically evaluate key issues appropriate to the role and power of TNC’s. 2. Identify the main factors related to effective global supply chain management. 3. Conceptualise the role of sustainable business models in the global economy. 4. Debate the importance of CSR and ethics in international business. 5. Research the likely winners and losers in a shifting global business environment. 6. Critically evaluate key issues appropriate to global economic shifts. 8. Learning Resources Library Services (including e-resources)UWL’s Library Services offer the best possible learning environment, with one of the largest, electronic collections of resources in the higher education sector. We have invested heavily in updating our traditional library and computing facilities. They provide workstations offering full internet access. There is also an extensive collection of electronic databases covering virtually all subjects. The libraries hold a substantial stock of specialist books and journals, housed in a combination of open and private study areas. There is also a wireless network available for personal laptops within each library. Support staff at each library can help you get the most from the resources, and subject-specialist librarians can help with more detailed research queries.Self-issue machines for book loans in/out of service hours are available in Ealing and Brentford. UWL is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organizations allow access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. Student learning resources Essential Reading: †¢ Dicken,P (2009) Global Shift, London: Sage †¢ Hill,C. (2012) International Business: Competing in the Global Marketplace Maidenhead: McGraw Hill Other recommended texts (Relevant chapters will be used in the module for specific topics): †¢ Crane and Matten (2010) Business Ethics, Oxford De Wit and Meyer (2010) Strategy, an international perspective, C-Engage †¢ Mangan et al, (2011), Global Logistics & Supply Chain Management, Wiley Other useful texts (these provide useful additional reading and plenty of examples): †¢ Christopher, Martin (2011), Logistics & Supply Chain Management, Prentice Hall †¢ Hargroves, K. C & M. H. Smith (2006), The Natural Advantage of Nations London: Earthscan. †¢ Malin, C (2010), Corporate Governance, Oxford: OUP †¢ Tricker, (2012) Corporate Governance, Oxford: OUP †¢ Sandel, M. J (2009), Justice, London: Allen Layne. †¢ Singer, P (2002), One World, Melbourne: Text. †¢ Starkey, R & R. Welford (2005), Business and Sustainable Development, Earthscan.Blackboard: The UWL e-learning platform contain s all the module material including the module study guide, lecture slides, tutorial commentary and links to useful websites. Section B Assessment and Feedback 9. Assessment: General Information Assessment for the module consists of coursework weighted at 50% and a final assignment weighted at 50%. The pass mark for the module is 50%; in addition a minimum of 50% must be obtained in both pieces of assessment. 10. Details of Assessment Assessment 1 Briefing: 1. The purpose of the essay is to ascertain how companies may best be structured and organised to conduct international business activities 2.Your work should evidence a clear understanding of the respective nature and roles of TNC’s and Nation states and the tensions that exist in their respective powers, influence and operations. 3. You should display evidence of current debates and also consider the changing contours of global business practice in coming years. 4. You should also make reference to the role and influence of global institutions ( such as WTO and the World Bank ) and C. S. O’s. 5. Your work should evidence an understanding of Institutional Governance and C. S. R. 6. You will be marked on your argument and on the quality of supporting evidence and examples, not on your opinion which may be freely expressed, but should be justified in your discussion. Assessment 2 Briefing: 1.Your work should evidence a clear understanding of international trade and supply chain management in your chosen transnational company. You will need to consider: a. The procurement of raw materials / materials / components / sub-assemblies / services. b. An overview of the production/ service processes used by the transnational company should make reference to lean production/ service techniques. c. You will also need to describe the distribution of finished products to the market. 2. Your report should be supported by appendices giving a supply chain diagram(s) and a table giving key economic / financial data relating to the status of your chosen transnational companies international trade. 3.You will be marked on your understanding and analysis of the economic and supply chain strategies employed by your trans-national company and also by the use of models and concepts to illustrate economic and supply management issues. ASSESSMENT GRID |Organisation / Coherence and Clarity of | | | | | |Expression |25 |0 – 8 |9 – 17 |18 – 25 | |Introduction. | |Poorly organised as well as |Reasonable structure with some|Very good structure with a clear| |Clear and logical structure. |broadly illogical structure |consistent and logical |and logical structure as well as| |Presentation. | |with unjustifiable |conclusions. Presentation of |reasonably deduced conclusions. | |Relevant issues discussed. | |conclusions. |a reasonable standard. |Excellent presentation. | |Soundly based conclusions. | | |Comments clear enough though |Fluent commentary with excellent| |References and qu ality of academic | |Poor spelling and grammar as |there remains room for |spelling and use of grammar. | |literature. | |well as vague comments with |improvement | | |Clear, articulate and fluent expression. |little or no insight into the | | | |Accurate spelling and grammar. | |real issues. | | | | | | | | | |Content |25 |0 – 8 |9 – 17 |18 – 25 | |The contents must be relevant | |Incorrect application of |Reasonable application of |Very good application of | |Application of theory to practice. | |concepts and principles. |theoretical concepts. |concepts and principles. | | | | | | | | | | | | |Level of Analysis and Synthesis |25 |0 – 8 |9 – 17 |18 – 25 | |Clear, critical, incisive analysis and | |Largely a descriptive exercise|Some evidence of critical |Clear evidence of critical and | |comment well integrated and evaluated as | |with little or no meaningful |analysis with some evidence of|incisive analysis well | |appropriate. | |analy sis. |evaluative and synthesised |integrated into the work as well| | | | |work. |as relevant evaluation and | | | | | |synthesis. | | | | | | |Application of Methodology |25 |0 – 8 |9 – 17 |18 – 25 | |Choice of models and concepts to | |Largely inappropriate choice |Reasonable choice of models |Excellent selection of models | |illustrate economic and supply management| |of models and concepts. |and concepts for the most part|and concepts, clearly and | |issues. | | |though not always convincing |convincingly applied and | | | | |in application. |explained. | 11. Summative Assessment Grid |Type of assessment |Module learning |Word |Due date (week |Threshold |Pass |Weighting | | |outcomes |count or equivalent |no. | |Mark | | |Individual management |2,3,5,6 |2,000 |15 |35% |50% |50% | |report: TNC economic & | | | | | | | |supply chain management | | | | | | | 12. Statement on Plagiarism Plagiarism is defined as the presentation by a student of work for asses sment which is not his/her own, in the sense that all or part of the work has been copied from that of another person (whether published or not) without attribution, or the presentation of another's work as if it were his/her own.Any student who knowingly permits another student to plagiarise his/her own work will also be regarded as having breached the General Regulations. Self-plagiarism can also occur if a student does not reference their own, previous, work. See also: Student Handbook Section 3. University Regulations and Student Code of Conduct For further advice on plagiarism go to the UWL website: http://www. uwl. ac. uk/students/current_students/Advice_to_students_on_plagiarism. jsp As detailed in Section 4 above, the Learning Support Team are available to help with any issues you may have with academic writing and referencing. 13. Evaluation of the Module The module will be evaluated on line by students. 14. Personal Development Plan (PDP) Not relevant to postgraduate stude nts 15.Frequently Asked Questions (FAQ) This is a new module, any queries to be answered in seminars Section C Module Programme 16. Guide to Learning Sessions |Theme Number |1 | |Theme |Introduction | |Key concepts / issues |Overview of global business development: economics, | | |production patterns, CSR and TNCs. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapters 1, 4 | |Background Reading |Hill – Chapter 1 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill: Starbucks( p. 36,7) | | |Healthcare (p. 2) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |2 | |Theme |Global Shift | |Key concepts / issues |Changing contours of global economic map: Features, actors | | |and complexity | |Delivery metho d |Lecture/Tutorial. | |Formative assessment opportunities Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapter 2,3 | |Background Reading |De Wit & Meyer – Chapter 1 | |Independent Study |Read in Hill:Indonesia (p:64) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |3 | |Theme |Transnational corporations | |Key concepts / issues |Why and how TNC’s develop. Internal and external networks. | | |Structural types. Global and multinational business models. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 5 | |Background Reading |Hill – Chapter 14 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill:Microsoft (p. 484,Tata:615) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |4 | |Theme |Role of the state | |Key concepts / issues |State’s role as competitor, collaborator, regulator and | | |container. | | |Bargaining processes between the State and TNC’s. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 6 | |Background Reading |Dicken – Chapter 7 | |Independent Study |Read in Hill:Japan (p. 5) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |5 | |Theme |Governance and CSR for TNC’s | |Key concepts / issues |States and issues of Institutional Governance. TNC’s and | | |CSR. Ethics in International Busi ness | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to summative assessment |Final assessment. | |Essential Reading |Dicken – Chapters 15,16,17 | |Background Reading |Hill – Chapter 5 | |Independent Study |Read in Hill:Etch a Sketch (p. 72) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |6 | |Topic |International Trade Theory | |Key concepts / issues |Benefits, Trends, directions, political economy and | | |instruments of policy | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 6 | |Background Reading |Hill – Chapter 7 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |7 | |Theme |Foreign Direct Investment | |Key concepts / issues |Trends, types ,and theories | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 8 | |Background Reading |Hill – Chapter 15 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |8 | |Theme |Regional Economic Integration | |Key concepts / issues |Case for and against further integrations – implications | | |for TNC’s | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Readi ng |Hill – Chapter 9 | |Background Reading |Dicken – Chapter 14 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |9 | |Theme |Global Monetary system | |Key concepts / issues |Functions of foreign exchange market | | |Functions of Global Capital Markets | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 10 | |Background Reading |Hill – Chapter 12 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |10 | |Theme |Global logistics | | |and international trade | |Key concepts / issues |Logistics and international trade. | | |Procurement and outsourcing. | | Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Mangan – Chapters 1, 2, 3 | |Background Reading |Hill – Chapters 16, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |11 | |Topic |Global food industry | |Key concepts / issues |Food production processes. Corporate strategies – food | | |industries | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 9 | |Background Reading |Hill – Chapter 15, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |12 | |Theme |Production and Supply | | |Chain Strategies | |Key concepts / issues |Lean production. Agile supply chains and mass | | |customisation. |Delivery method |Lecture/Tutorial. | |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Mangan – Chapter 4 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |13 | |Theme |Global fashion industry | |Key concepts / issues |Clothing supply and production processes. Corporate | | |strategies in the clothing industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessm ent |Final assessment. | |Essential Reading |Dicken – Chapter 10 | |Background Reading |Hill – Chapter 5, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |14 | |Theme |Global car industry | |Key concepts / issues |Car supply and production processes. | | |Corporate strategies in the car industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 11 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | ———————– Assessment task: †¢ Essay: ‘The Nation State is d ead, long live the TNC’. Critically assess the changing relationships between TNC’s and nation states. Weighting: 50% Date/time/method of submission: Week 9 Word count or equivalent: 2,000 wordsAssessment criteria & marking grid: see below. Timing of feedback: Week 12. Students will be given written feedback. There will also be verbal collective feedback for the whole group. Assessment task: †¢ An individual Management Report: Analysing how international trade and supply chain strategies are implemented, supported, delivered and developed in a chosen trans-national company agreed with your tutor. Weighting: 50% Date/time/method of submission: Week 15 Word count or equivalent: 2,000 words Assessment criteria & marking grid: see below. Timing of feedback: After Module Assessment Board. There will be an opportunity for students to prepare for the re-sit assignment.