Burj Al Arab Strategic Plan Essay

Executive Summary The following report aims making a strategic plan for the real-time company. The chosen company is The Jumeirah Group and the selected hotel is Burj Al Arab, which is the only seven star hotel in the whole world. The report presents a brief synopsis of the Hospitality industry in Dubai and briefly introduces the profile of Burj Al Arab. The company conducts an internal and external analysis with the help of SWOT analysis and Porter’s Five Force Analysis to examine the current state of the environment and plan against future threats and opportunities. The report identifies the major competitors of Burj Al Arab. It then uses the above information to formulate strategies which would enable the company to maintain their profit levels and enhance their market share in a time of the economic crisis. It also designs an implementation plan that would identify the activities to be implemented by the company to achieve their desired strategic objectives. The report recommends that the company should avoid offering price discounts or adopt any strategy that would affect the market positioning of the company. Nevertheless, they should work towards offering more value for money to their customers and look for new ways to attract them. Introduction The following report aims making a strategic plan for the real-time company. The chosen company is The Jumeirah Group and the selected hotel is Burj Al Arab, which is the only seven star hotel in the whole world. The report conducts an analysis to understand the current trends in the internal and external environment of the company. It uses strategic tools to understand the positioning of the company in the Dubai market. It then formulates strategies which would enable the company to emerge successful in the current market environment. It also recommends activities to be initiated for the implementation of the strategic plan. Dubai Hospitality Industry Dubai has experienced tremendous growth in various sectors since it started diversifying their activities and building up their infrastructure. The  emirate gradually gained the reputation of being the business hub of the Middle East region. The emirate also experienced a heavy influx of tourists as the Government worked hard to promote the plus points of the place. The increasing growth rate of the Dubai tourism industry had a direct impact on the Dubai hospitality industry. The investment efforts of the government were internationally recognized with the launch of the Burj Al Arab, the first seven star hotel in the world. The below graph shows how the hotel room occupancy levels had increased between 2000-2006. In 2008, the hotel attracted more than 7 million hotel guests [1]. Source: DTCM Statistics, 2006 However, the global financial crisis affected many of the sectors in the Dubai economy resulting in a reducing growth rates in these sectors. These negative trends were also relevant in the Dubai hospitality industry which got majorly affected by the global financial crisis due to the decline in the number of tourists travelling to the country. â€Å"The hotel revenues in Dubai fell by more than 40% in May 2009 as compared to the figures during the same period in 2008. This was mainly because fewer people throughout the world were considering traveling due to the impact of the global financial crisis (Walid, 2009). The hotel occupancies in Dubai fell by more than 14.5% in May 2009 as compared to the figures during the same period in 2008 (Walid, 2009). Burj Al Arab â€Å"Burj Al Arab belongs to the Jumeirah Group. The legendry hotel has a symbolic value attached to it which has gained international attention and put them in awe of Dubai’s innovative capabilities. The hotel is one of the most photographed structures in the world. The hotel is shaped like a billowing sail and has the height of approximately 321 meters. The hotel stands illuminated during night times and is simply individual, inspired and impressive. This all-suite hotel reflects the very finest that the world has to offer. The hotel’s highlights include chauffeur driven Rolls Royce, discreet in-suite check-in, private reception desk on every floor and a brigade of highly trained butlers. These services and many more assure customers of the ultimate in personal service throughout their stay† [3]. Target Customers The profiles of the target customers for Burj Al Arab are as follows: Tourists who belong to the high income group and are willing to spend a premium amount for luxury, personalized service and comfort. Their main purpose is to enjoy leisure activities and/or shopping. Business professionals who value professional high-tech environments that enable them to keep in touch with the rest of the world while travelling. Families who value living spaces offering excellent views with high class service, relaxation and entertainment. Tour groups that value luxurious lifestyles and indulge in various types of activities and are willing to pay a premium for it. Customer Value Proposition The customer value proposition of Burj Al Arab is: â€Å"Offers high class customer service coupled excellent view, luxurious lifestyle, comfort, entertainment and relaxation to their customers. Offers 202 spacious duplex suites ranging from 170 to 780 square metres Six award-winning signature restaurants Facility of world class conference and banqueting venues In-suite check-in & check-out Butler service around the clock Helicopter transfers and scenic tours Majlis Al Bahar exclusive private beach Unlimited access to Wild Wadi Waterpark Yacht charter services† [7] SWOT Analysis SWOT Analysis is a strategic tool that enables business planners to study the performance of the company and analyze its market position. Strengths Weaknesses Opportunities Threats Popular brand image throughout the world Over dependence on Dubai Government Expand into other countries of the world Declining growth rates in the tourism industry Support and patronage of Dubai Government Charges very high prices which limits them to a narrow target market Expand within the Middle East region Low demand due to the effect of the global financial crisis on the UAE market Financial Strength Invest in related services like sightseeing services, restaurants, etc. Spread of the swine flu Trained and customer focused staff Threat of a terrorist attack in Middle East region Excellent location Only seven star hotel in the world Personalized service coupled with luxury and comfort Porter’s Five Force Analysis This section presents the Porter’s Five Force analysis which is a strategic tool that the management utilizes to examine the power and weaknesses of each force operating in the external environment of the company. Threat of new entrants The hotel and its conception was the idea of the Dubai Government who launched it through its conglomerate Dubai Holding. Therefore, the hotel enjoys the support and patronage of the Dubai Government. Moreover, the Government also exercises control over the type and brand of hotels entering the Dubai market. Furthermore, entry into the UAE market with a similar concept would require the competing company to make huge investments in terms of location, view and promotion of the brand image. Therefore, there  exists a high entry barrier for new companies which reduce the threat of new entrants to the company. Threat of substitutes The only substitutes for the company’s products and services are the five star hotels that aim at matching the same level of experience and customer service. This is mainly in terms of the service offered to their suite customers. These hotels aim at attracting customers by offering highly customer focused service and charging a much lower price as compared to Burj Al Arab. Many customers get attracted towards these substitutes as they offer value for money and personalized services. Examples of such hotels are Emirates Palace, Atlantis etc. These hotels also have the advantage of offering an excellent view. Therefore, the company faces a high threat from these new entrants and should work towards communicating their Unique Selling Proposition to their customers which would make them stand out against their recent competitors. Bargaining power of suppliers The suppliers in the hospitality industry do not have a high bargaining power as there exist a large number of companies supplying the same kinds of products and services. Moreover, the companies are financially less powerful than the top hotels in the UAE market. Furthermore, these companies also aim at getting associated with these top brands of hotels as that would enhance to their brand image. These factors prevent the suppliers from exercising any control over the existing companies in the industry thereby reducing their bargaining power in front of the hotels. Bargaining power of customers The customers have the choice of selection between a wide variety of hotels in the Dubai market. Moreover, high income individuals are usually demanding in nature and have specific demands and expectations from companies. This makes it essential for companies in the industry to study customer preferences and demands and work towards fulfilling them. In fact successful companies aim at understanding customer demand even before the customer knows about the need himself. The customers in this industry enjoy a high bargaining power and have the capability to influence changes. Therefore, the luxury hotels in the market give high priority to the customer and constantly work towards pleasing them. Competitive rivalry within the  industry There exists a strong competitive rivalry between the companies in the hospitality industry. The major competitors of Burj Al Arab are Atlantis Palm Jumeirah, Emirates Tower Hotel, The Fairmont Dubai, Al Qasr Madinat Jumeirah, The Address Downtown Burj Dubai and Grand Hyatt Dubai. These hotels have excellent locations and work towards offering world class service to their customers with the aim of gaining a customer loyalty and a higher market share. Burj Al Arab should work towards establishing a unique place or position in the market and in the eyes of the customers in order to stand out from the competition. The company should also be alert against any new competitors entering the market. The forces operating in the environment are favorable for the company. However, the company should focus on adopting strategies that would enable them to better deal with their competitors. Competitors The major competitors of Burj Al Arab are as follows: â€Å"Atlantis Palm Jumeirah – The hotel has the strengths of excellent view, architecture and splendid service. The hotel comprises of 1,373 guest rooms and there are a separate 166 suites. The rooms are designed with oceanic and Arabic influence† [1]. â€Å"Emirates Tower Hotel – Jumeirah Emirates Towers is a city lifestyle destination beyond compare. Set in the heart of Dubai alongside Sheikh Zayed Road, a few minutes walk from the Dubai Metro Station and just a short drive away from pristine beaches, this established landmark encompasses a fully integrated five star business hotel with high octane luxury setting the scene with 400 spacious rooms and suites, paired with creative meeting and business facilities† [8]. â€Å"The Address Downtown Burj Dubai – Located in the happening heart of Downtown Burj Dubai, the hotel has the world’s tallest tower, Burj Dubai and the stunning Dubai Fountain on its doorstep and is flanked by Dubai Mall, the world’s largest shopping and entertainment centre. The Address Downtown Burj Dubai reveals a new art in offering service and comfort, where every guest’s stay is treated as an individual experience. A combination of  outstanding facilities and superlative attention to detail makes it the premier lifestyle destination for international travellers. Standing an impressive 63 storeys high and featuring 196 lavish rooms and 626 serviced residences, The Address offers an extensive range of gourmet experiences, modern meeting and event venues, a signature Spa, a fully equipped Fitness Centre, chilled pools and indulgent amenities and services† [9]. Strategies to be adopted to survive the crisis The company should adopt the following strategies to maintain their profitability and market share in the Dubai market: Pricing Strategy – Burj Al Arab should revise their pricing strategy by including more products and services in their packages. This is because the hotel cannot reduce their prices as it might have a negative impact on the brand image of the company. The company should work towards offering more value for money to their customers as this would act as an incentive to people in times of economic crisis. For example, the hotel can include spa services in the room rates for a limited period of time. Promotion Strategy – Burj Al Arab should modify their promotion strategy whereby they should offer product bundle promotions to their customers. The company should avoid offering price promotions as this could negatively affect the image of the company. The company can offer promotions based on the usage of their services whereby more usage will result in more benefits. For example, the company can offer free lunch to customers who are staying for a minimum of three nights at the hotel. Innovative products and services – Burj Al Arab should work towards offering innovative products and services to their customers as this would add value to the current product and service portfolio offered by the hotel. This would attract customers towards the hotel and enhance their preference with the hotel in comparison with the other new hotels that have recently come up. For example, if the hotel starts offering the services of dermatologists then some customers might be likely to choose Burj Al Arab over Atlantis or other competitors. Target new customer segments – Burj Al Arab should work towards targeting new customer segments from different parts of the world. This can be done by targeting people from countries where the economic impact of the global financial crisis has not been much. They should work towards targeting business executives and high net worth  individuals. This would enable the hotel to get access to a new set of customers which would enable them to maintain their level of profitability and their market share in the time of crisis. The hotel should work towards maintaining their level of profitability and market shares in comparison to peak profitability levels in 2007. Promote new services – Burj Al Arab should also work towards promoting their other services like conference rooms, business halls, etc. The hotel should liaise with exhibition and event organizers who usually travel in groups. This would also give the hotel the opportunity to access the customer base of these companies. The company would therefore be able to expand their operations, enhance their profitability and increase their market share by targeting exhibitors and business officials who would utilize the other services offered by the hotel.

Congress’ Failure to Exercise Oversight of Federal Bureaucracy Essay

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Accounting field Essay Example | Topics and Well Written Essays - 2500 words

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Jewish Festivals in Israel Essay Example for Free

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Person Centred Approaches to Geriatric Care

Person Centred Approaches to Geriatric Care INTRODUCTION In planning a care approach to your patient or client, there are a lot of factors that you should put in to consideration. You should be aware of your client’s history to begin with. The history of your client is very important because from it you will gain a lot of information about your client which in turn will help you a lot on how your care plan will be. You can gather this information by personally talking or interacting with the client or by reviewing his documents if the client is not as oriented with himself. The clients history is only one of the many principles that you will put in to consideration, these principles will be discussed in this report. Other than the principles, the reporter will also be discussing some of the techniques on how to meet your clients’ needs. This report is to give a comparison between person-centered and non-person-centered approach in giving care to people with dementia and other common geriatric health condition, to assess the scope of techniques to meet the fluctuating abilities and needs of clients, to determine the impact of equality, and cultural and diversity issues on the provision of the person-centered approach to the clients, and to analyse the effects of legislation and policy on the person-centered practice approach for patients with dementia and other common geriatric health conditions. The report is descriptive in nature. The data were analysed and interpreted. Question 1 Discuss and review the principles used in Person-Centered approach in taking care of patients with Dementia and other geriatric health conditions. Individuality – In this principle, the caregiver should focus on the client’s history, interests, hobbies, and work. This can be gathered from the client or from the client’s family. Each client is unique from each other that is why this principle is very important. With the use of this principle, it will be easier for the caregiver to connect with the client and the caregiver will be aware of the things that he would avoid since they know what the client dislikes or has no interest with. Rights – In this principle, the caregiver should always put in mind that the client is a human being. He should never forget that the client has rights and should always be respected regardless of the degree of his illness or his cognitive impairment. Choice – The main point of this principle is to give the client a voice and an option to choose from. It is important for the client to have a â€Å"say† on his care plan. Even as simple as his meals, it would be a great help if the client is involved and could be given choices for him to choose. This principle is also very vital in matters or procedures that involves the life of the client. There should be a consent that the client has agreed on or if not capable there should be a court order or any procedures to be undertaken by the client. Privacy – This is the main principle behind the â€Å"Patient to Doctor Confidentiality† rule. This goes to all health worker that is involve in the care of the patient. Only with the patients consent can his case or data be disclosed to other party outside his care. Independence – This is very vital for patients with dementia. Independence gives them self-worth and somehow makes their brain do more critical thinking which in turn battles their illness. Being the caregiver, you will need to determine in what way the patient can be independent. This will help them surpass their daily challenges. Dignity – This principle is about the totality of the patient. To make the client feel dignified, he must be full-filled on all aspects of his being. To achieve this, holistic care should be provided to the client. Respect – Same as with the principle â€Å"Rights†, we need to keep in mind that we are caring for a human being, and these patients are elderly as well. Same as with how we treat other people, we should never forget to be respectful, this is not just a principle in care but should be practiced in life as well. Autonomy – If possible, each care plan for different patients should be unique. It should be tailored to the patient’s needs. The patient should be involve in making a care plan for them. In this way they can be autonomous. Question 2 Critically review the non-person-centered approach to dementia and other common geriatric health condition’s care, from the Institution perspective – This type of care is based on the establishment’s policy. The patient’s physical, social and spiritual needs are under this care, but to include all the other aspects of care like the diet, total well-being and personal care, legal actions may be required. This type of care varies between different institutions. Bio-medical perspective – This perspective of care is mainly focused on the illness itself. The treatment, medications and the diagnosis is based on the disease, there is not much about the patient that is involved in this perspective of care. Question 3 Discuss and evaluate Five techniques to meet the abilities and needs of persons with dementia and other common geriatric health conditions. Reality-orientation approach – In this approach of care, the staff and the client are doing activities that reinforces what is real around the client. The patient is being oriented with his surroundings at the same time he is familiarizing what is around him. This is very important for clients with dementia since memory is the one that is being affected by this disease mainly. The staff will be using a lot of memory aids and signs in their activity together with the client. Validation approach – In this technique, the staff is mainly a listener and the one that is doing the intervention. The staff will be focusing on what the client will be saying and is going to interpret its emotional content and literally understanding it. A lot of information can be gathered by this technique because some demented patient are answering questions in a sub-conscious manner. Assistive technologies – In this approach the staff will be using assistive technologies in the care of the patient. This devices helps the client in their activities of daily living, it will make their tasks easier and also the job of the caregivers. This devices lets the clients explore their surrounding more, it adds to their self-confidence, gives them hope and increases their self-esteem. Some examples of this devices are hoists, wheelchairs and walkers. Reminiscence techniques This technique uses the life events of the client. By letting the client reminisce on his past, he is developing his memory. It supports their identity and lessens their disorientation about their personality and history. Caregivers uses this technique because it helps their clients with dementia to keep what is retained in their memory. It is important for the caregiver to ask open ended questions in this technique so that the client can share more about their life story and let them reflect on their lives. Holistic approach – In this approach, the caregiver should focus on the totality of the client. This includes the client’s spiritual, intellectual, physical, and emotional dimension. This technique provides integrated therapies that combines all of the dimensions to develop wellness from the inside of the client in an uninterrupted healing environment. Question 4 Critically analyse and discuss the impact of equality, and cultural and diversity issues on the provision of the person-centered approach to individuals with dementia and the other common geriatric conditions within Public health and health promotion – These are organizations and programs by these organizations or the government that helps the elderly. These groups are working together with the government in their cause. Most of them are also being funded by the government. They do programs like education campaigns about geriatric health conditions, they do advocacy work, they help spread awareness and have services that are focused on the elderly and their diseases. In health promotion, there are 6 activities for the aged citizens with dementia (National Service Framework, Department of Health, 2001) Reducing the discrimination of aged people Care that is person centered should be developed more Minimizing the cases of strokes Minimizing falls from happening to the clients Enhancing mental health Promoting healthy and active lifestyle for the aged Attitudes to health and demand for the healthcare – As a healthcare provider we should be conscious on how we act towards our client. We should be cautious on our behavior and be mindful that we take in to factor our clients’ ethnic and diversity. We should focus our care plan on their illness at the same time taking in to consideration that most of our client are not of the same ethnicity as us. If possible, the caregiver should do a brief study about their clients’ culture so that as a health care provider, we can avoid what is offensive for our client. Having a healthy relationship with your client helps both party, as a caregiver, having a healthy relationship with your client is a priority because this will lead to a mutual understanding that gives your client peace of mind and helps eases their difficulties. New Zealand is a very diverse nation that is comprised of multiple cultures. At the same time, its population is aging at a high rate, that is why there is a great demand for health care workers like caregivers that will take care of their elderly. To be trained to provide care for people of any culture is a vital qualification to get in to their healthcare roster. Question 5 Critically analyse and discuss the impacts that health sector standards and codes of practice, and other published standards have on the person-centered practice approach for individuals with dementia and other common geriatric health conditions. The health sector standards and codes has a great impact on the healthcare sector mainly because it is the governing body that regulates on how the aged patient should be taken care of. All of the hospitals, care homes, and all those organizations and service provisions is under this standards and codes. All of the policies of these organizations is based on the standards and codes that is approved by the Ministry of Health. The care that will be administered to the patients with dementia maybe unique and tailored specifically to a specific individual, but we must not forget that this care plan should not go away with the standards and codes of the health sector. RECOMMENDATION In taking care of an elderly client, there are a lot of factors to consider. For the caregiver to generate an effective care plan, he must be informed about the principle involved in doing a person-centered approach. With this knowledge, the caregiver can generate an effective care plan. Also, to be aware of what his care plan’s approach is, the caregiver should know the different approaches there are that are being used for geriatric patients with dementia and other common geriatric health conditions. CONCLUSION As a member of the health care sector, upon making this report, I have reached to the conclusion that knowing the different principle involved in the person-centered approach in taking care of a patient with dementia and other geriatric health conditions plays a vital role in formulating a care plan. Knowing all this principles ca make your care plan complete on all aspects of care. This principles benefits the client most since this is in a person-centered approach. In a non-person-centered approach, it is important to know their perspective as well, since the health care professional and the client is under the policy of the institution that they are in. In this manner, the caregiver can put in to consideration the institutions’ policy so that there won’t be any conflict between them. The caregiver is aware that the institution where he is working is under the standards and codes of the health sector, therefore he should keep in mind that the policies of that institution is being regulated and controlled and is up to standards. BIBLIOGRAPHY Electronic Sources Holistic Care Approach. Our History. Retrieved on August 7, 2014 from http://www.holisticcareapproach.com/about.html 1

slavery and the plantation Essays -- Slavery Essays

slavery and the plantation During the era of slavery in the United States, not all blacks were slaves. There were a many number of free blacks, consisting of those had been freed or those in fact that were never slave. Nor did all slave work on plantations. There were nearly five hundred thousand that worked in the cities as domestic, skilled artisans and factory hands (Green, 13). But they were exceptions to the general rule. Most blacks in America were slaves on plantation-sized units in the seven states of the South. And with the invent of the cotton gin by Eli Whitney, more slaves were needed to work the ever-growing cotton game (Frazier, 14). The size of the plantations varied with the wealth of the planters. There were small farmers with two or three slaves, planters with ten to thirty slaves and big planters who owned a thousand or more slaves. Scholars generally agree that slaves received better treatment on the small farms and plantation that did not employ overseers or general managers. Almost half of the slaves, however, live, worked and died on plantations where the owners assigned much of their authority to overseers. The plantation was a combination factory, village and police precinct. The most obvious characteristic was the totalitarian regime placed on the slave. One example of this was a communal nursery, which prepared slave children for slavery and made it possible for their mothers to work in the fields. The woman who cared for black children was commonly designated "aunty" to distinguish her from the "mammy", the nurse of white children. Sometimes one women cared for both white and black children. Boys and girls wandered in around in a state of near-nudity until they reached the age of work. On some plantations they were issued tow-linen shirts, on others they wore guano bags with holes punched in them for the head and arms. Children were never issued shoes until they were sent to the fields, usually at the age of six or seven. Young workers were broken in as water boys or in the the "trash gang." At the age of ten or twelve, children were given a regular field routine. A former slave recalls, "Children had to go to the fiel' at six on out place. Maybe they don't do nothin' but pick up stones or tote water, but thy got to get used to bein' there." (Johnson, 40-45) Cooking on the plantation was a collect... ... with children would be less likely to attempt escape. The marriage ceremony was instructed by the wisest and most respected slave on the plantation, and included the ritual of jumping the broomstick. Males and females were expected to remain faithful after the marriage. The marriages lasted a long time, some thirty years or more. The life on the plantation was the only life known to a slave. Few slaves ever had the opportunity to leave the plantation so it was the only world they knew. One can think of a plantation as an isolated island, with occasional contact from the outside world. It was only through making contact with the outside world that slaves became aware that they too deserved freedom and gained the knowledge to obtain it. BIBLIOGRAPHY E.Franklin Frazier. Black Bourgeoisie. New York 1957 Berkin, Miller, Cherny, and Gormly. Making America: A History of the United States. Boston 1995. Douglass, Frederick. The Life and Times of Frederick Douglass. Hartford 1881. Johnson, Charles S. Shadow of the Plantation. Chicago 1941. Olmsted, Frederick Law. The Cotton Kingdom. New York 1948. Green, Bernard V. Bondage of a People. Miami 1991.

Wind Power as the Future Energy Source Essay -- Energy Power Global Wa

Wind Power- the Future Energy Source Abstract: We are facing an energy crisis on Earth. Burning fossil fuels are harming the atmosphere; this global warming and affects produces chemicals that hurt our body. People are starting to think about using alternative energy. Wind power would be our first choice, because it’s clean, inexhaustible and renewable. Today, wind power is mainly used in Europe. We believed wind power would be the main source of alternative energy for world use. Introduction: Since 400-500A.D, people used windmill energy in farms for grain grinding and water pumping. In 1888, the first wind turbine that generated electricity was discovered by Charles F.Brush in Ohio, USA. However, there are limitations on speed. People did not pay much attention to it; rather, they used fossil fuels. In the 1920s, the improvement of windmill energy was widespread in some rural area in the U.S. and Europe. (Dodge 2006). Later in the 1970s, people realized the shortcomings of fossil fuels; they started looking to alternative energy. Wind is costless, clean and renewable. (Brown 2005). When sun heats on the earth, wind cools down the surface of the Earth. Thus, as the sun shines, there will be inexhaustible wind blowing. Windmill energy uses the power of wind through a generator to generate electricity to urban areas. (2005). Wind Power 3 Results and Discussion: Currently over 50 percent of the electric energy is comes from coal. (See Figure 1). The oil prices started to increase dramatically in 2000. Many people can’t afford it. The capacity of using this energy was low. Coal uses grows 2.5 percent annually. However, wind power grows almost 30 percent annually. (Brown 2006). In the early 1980s, the wind generator in Califo... ...Power Expand in 2006 Earth Policy Institute retrieved July 30, 2006 http://www.earth-policy.org/Indicators/Wind/2006.htm GWEC (2006, February) Record year for wind energy: Global wind power market increased by 40.5% in 2005 Global Energy Council retrieved July 30, 2006 http://www.gwec.net/index.php?id=30&no_cache=1&tx_ttnews%5Btt_news%5D=21&tx_ttnews%5BbackPid%5D=4&cHash=d0118b8972 No author (2005, September) Energy Efficiency and Renewable Energy U.S department of energy retrieved July 30, 2006 http://www1.eere.energy.gov/windandhydro/wind_technologies.html No author(July 2006) Electric Power Monthly Energy Administration Information http://www.eia.doe.gov/cneaf/electricity/epm/epm_sum.html retrieved July 30th, 2006 No author (2005, December) Wind Energy- Energy from moving Air Energy Kid’s Page http://www.eia.doe.gov/kids/energyfacts/sources/renewable/wind.html

The Reasons Behind Puerto Rican Migration to America Essay -- History

The Reasons Behind Puerto Rican Migration to America As a Puerto Rican who was born and raised in Hartford, I did not think much about how or why my parents are here in the United States. It was after reading the articles in Hist 247 Reader: Latinos in the USA that I began to question the reasons and conditions of my grandparent's migration. Many think that Puerto Ricans began to migrate to the United States after 1898 when the United States took over Puerto Rico but Puerto Ricans have been migrating to the US since 1840's. The Puerto Rican migration is best described in two different experiences. The first experience from later 19th Century to early 20th Century is the migration due to the economic and social situations in Puerto Rico while the second experience from 1940's to the present is mostly due to the chain migration and the thought that the United States will offer them a better life. Both waves of migration brought new experiences to the United States like the struggle of identity, politics, and power. The fundamental motive for leaving Puerto Rico was economic. The article "The Genesis of the Puerto Rican Migration" mentions that during 1878-1879 there was a major shift in capitalist mode from haciendas to sugar plantations. Around 1870 braceros and peasants began to leave the island to go to Santo Domingo, Cuba, etc... Under North American domination 1898-1901, Puerto Rico became an expansion in which allowed " for control of the means of production in the colony and the transformation of the "sugar islands" into exporters of products needed in the metropolis" (Centro de Estudios Puertorriqueà ±o 348). To the United States, Puerto Rico became a means to gain more capital and power in the Caribbean. I agree with C... ...which our early ancestors had to deal with we still have to deal with like discrimination, stereotypes, and unemployment but not as badly as they did. We need to become one instead of trying to compete with each other in order to achieve what our ancestors wanted. Our politics have gone from class politics, ethnic politic to identity politics. We need to keep fighting in order to be represented in government and for our voices to be heard. Bibliography Barradas, Efrain. "How to Read Bernardo Vega" Hist. 247 Reader Cruz, Jose E. Identity and Power: Puerto Rican Politics and the Challenge of Ethnicity. Philadelphia: Temple University Press, 1998. Dietz, James. "Migration and International Corporations: The Puerto Rican Model of Development" Hist. 247 Reader Figueroa, Luis, ed. His. 247 Reader. Department of History. Trinity College. Spring 1999 edition.

Mentoring and Enabling Learning in the Practice Setting

Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital.I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a).The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007).By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a practice setting and successful completion of the NMC approved mentorship programme will allow me to meet the defi nition of a mentor (NMC, 2004), and perform an important role that every nurse has to assume formally, sooner or later (Ali and Panther 2008, Figure 1)Figure 1. (Synthesised using NMC 2008b, Rutowski 2007, Beskine 2009) Part 2 The NMC Standards In order to ensure that there is a set level for supporting learning and assessment in practice, the NMC devised and provided a set of standards for which mentors, practice teachers and teachers are required to meet (NMC 2008b, Ali and Panther, 2008). The agreed mandatory requirements include a developmental framework, the standards, and information regarding application of the standards to assessment in practice.The competence and outcomes for a mentor are underpinned by eight domains (Figure 2, NMC, 2008b). Figure 2. (NMC, 2008b) Number Domain 1 Establishing effective working relationships 2 Facilitation of learning 3 Assessment and accountability 4 Evaluation of learning 5 Creating an environment for learning 6 Context of practice 7 Eviden ce-based practice 8 Leadership When considering the eight domains within my own clinical practice area I consider establishing effective working relationships and leadership to be of particular importance.The establishment of an effective working relationship is vital due to working together with families and providing care for the family as the patient, rather than just the child (Casey, 1988) in order to provide a good standard of care. Establishing effective working relationships also serves to reduce poor student experiences and improve ability to assure competence to practice (Beskine 2009, Dowie 2008). When considering the importance of family centred care, as well as the promotion of an effective working relationship, leadership is a key theme.Leadership in my clinical setting involves role modeling, improving care and influencing others (Cook, 2001) as well as considering situational forms of leadership (Faugier and Woolnough, 2002) when communicating with different parties in different situations. Leadership in my practice setting could range from working with a difficult family, which may require participative leadership, or a situation where I need to be assertive. I must frequently act as an advocate for the child (Children Act 1989), requiring a more autocratic approach (Bass and Bass 2008).Both establishing effective relationships and leadership require skill, knowledge and experience and can be central to providing quality care (Department of Health 2004). Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on my ward, which is known to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of available time has an affect on the organisation and supervision of students during clinical placement (Caldwell et al 2008).Other difficulties may include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are not compliant with support available and provided should they be failing (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or finding the failing process too difficult (Duffy 2003) also serves as a professional challenge in my practice area.The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document it is not comprehensive enough to consider all aspects of competence assessment (Cassidy, 2009). It could be considered that some level of assessment remains subjective despite the framework being provided, due to the inherent nature of the involved profession and the variation of skills to be assessed.Holistic assessment of competence is difficult to structure a framework, particularly when considering a students reflexive action to utilise their knowledge skills and attitude with emotional i ntelligence (Freshwater and Stickley 2004, Clibbens et al 2007). These issues may become more prevalent when considering the possibility of a mentors failure to fail a student (Duffy, 2003). These is somewhat rectified by the responsive development of ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training (NMC 2008b).Further support can be given to the NMC standards to support learning and assessment in practice (NMC 2008b) by documents such as ‘Guidance for mentors or nursing students and midwives’ (Royal College of Nursing (RCN), 2007) a toolkit which assists in providing support and strategies for mentors. Part 3: My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004).To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Figure 3. ( Wilkinson et al, 2008) Type of assessment Description Mini clinical evaluation exercise. Snapshot of student performing core clinical skill. Can be integrated into ward environment or routine patient encounter (e. g gaining a pain score from a patient) Direct observation of procedural skills.Observing a student carry out a procedure and providing feedback afterwards (e. g performing aseptic non touch technique to prepare a dressings trolley). Case based discussion. A structured interview to explore behaviour and judgement (e. g discussing aspects care of a patient and what a student did or observed). Mini peer assessment. A group of qualified professionals providing feedback on an individuals performance, includes self assessment (e. g feedback from other nurses that supervise a student in their clinical plac ement).The method of assessment must be considered in terms of reliability, validity, acceptability, educational impact, and cost effectiveness in order to evaluate the suitability of the assessment itself (Chandratilake et al, 2010). Assessment of formal knowledge allows review of conceptual knowledge, including considering potential risks or other influencing factors. Assessing an individual in practice, or their craft knowledge, allows reflection and development on experiential learning (Price, 2007).Both formal and craft knowledge are required to be continuously assessed to understand the student in order to understand how the student reads risk situations and uses concepts to address practice requirements (Price, 2007). When assessing students it is important to establish four key areas (Hinchliffe 2009, figure 4). Figure 4. (Hinchliffe 2009) Key area Description Knowledge What do they know? Skill What do they do? Performance How well do they do it? Motivation Why do they do it , and how do they feel about it? Continuous assessment has limitations with regards to validity and reliability for numerous reasons.There is a requirement for co-ordination between educators and service providers to agree on appropriate assessment pathways for formative and summative assessment, allowing an appropriate level of assessment and practice theory link (Price, 2007). A mentor in a complex clinical setting combined with the pressure of continuous assessment on students in front of patients, family, relatives and other professionals has an impact on performance and may increase the anxiety of the student or the assessor (Price, 2007). Anxiety may also be caused by the mentors eeling of competence to assess, the student feeling ready to be assessed (including contributing personal factors), as well as changes in curriculum causing mentors to feel less competent in assessing certain areas (Price, 2007). My assessment was of the competence of a first year student utilising pa in assessment tools appropriately to successfully gain a pain score from a post operative patient. I considered this to be an area of importance due to the integral part of professional training pain assessment is recommended to serve; considering pain as the fifth vital sign (Royal College of Nursing (RCN),2008).Considering the expectations of first years participation in observing vital signs, competence is important for patient safety (Lomas 2009) . I would consider this assessment a direct observation of a procedural skill (Wilkinson et al 2008). An observing qualified mentor was present and observing at all points of the assessment and feedback. The observing assessor provided written feedback regarding the assessment provided (Appendix 2).The assessment was planned including the criteria and a number of questions developed, to test the learners understanding (appendix 1). The criteria for assessment was structured and at an appropriate level for the student on both a theoretic al and practical level (Stuart, 2007). The developed questions were aimed to make the student provide rationale for their choices within and around the assessment, aiming to make the assessed skill less of a series of tasks and provide a more versatile skill applicable in different ways (Cassidy, 2009).I waited until the ward was quiet to ensure there would not be interruptions and the assessment would not be compromised (Rutowski, 2007). Initially, I introduced myself to the student, as it was the first time we had met, this aimed to familiarise myself with the student and aim to reduce their anxiety (Price, 2007). I went on to tell the student what exactly I wanted them to do, approximately how long it would take and reassured them not to be worried as this was not a formal assessment, aiming to reduce anxiety (Price 2007) and make expectations clear.It was identified by my observing assessor that I did not enquire as to previous experiences of the learner. Although I knew that th e student was a first year and the assessment was appropriate as such, enquiring further into their experiences may have provided a link that would have altered the assessment in some way and perhaps have assisted in supporting further growth (Newman and Pelle, 2002). My assessor also felt that outcomes should have been more clearly identified at the beginning of the assessment.Though the information was provided, and in an appropriate environment (Price, 2007) a shorter almost bullet point summary at the end of discussing outcomes may help to prepare the student for what is expected of them (Stuart, 2007) and reduce confusion or anxiety (Price, 2007). When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication (Dickson et al, 1997) and their knowledge of basic child development (Sheridan et al 1997), knowledge applicable to core skills in many ways.The student correctly prioritised the order o f pain evaluation, completing the second criteria (International association for the study of pain (IASP) 1994, Broome 2000). I asked the student the second question at this point, the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care (Stuart 2007, Lomas 2009). Finally for the assessment the student communicated well with the child and their family demonstrating effective family centred care (Casey 1988) and successfully gained an appropriate pain score (IASP 1994) using the ‘Wong-Baker faces pain rating’ (Wong et al 2001).After the pain score had been gained I asked my final question which was how often should pain observation be done, which the student correctly responded to in accordance with RCN (2008). My observing assessor felt that at points my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it (Prozesky 2000).I provided a feedback session for the student, aiming to develop a sustainable proactive learning relationship with the student (Cassidy, 2009), which included an action plan made with the student (Appendix 3). Considering that the student was essentially competent at the skill, the action plan was focussed on gaining a greater range and experience in order to gain a more reflexive experienced quality regarding the skill and provide more holistic competence (Cassidy, 2009).The feedback was provided positively and constructively and seemed to help with the students self esteem with regards to the skill, creating a more supportive working relationship and conducive learning environment (Clynes and Raftery, 2008). The student-mentor relationship is crucial to the students learning experience (Ali and Panther 2008, Beskine 2009, Goppee 2008, NMC 2008b, Wilkes 200 6, White 2007). Effective communication skills can help identify a student causing concern at an early stage in order to pre-empt failure (Caldwell et al, 2008).Though feelings of sadness or failure may be felt by the student and mentor from failing assessment, and this provides a challenge, it is important for mentors not to avoid these situations if a student has not met desired outcomes as this may have far reaching implications on student progression (Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Wilkinson 1999). The feedback was scheduled and provided shortly after the session aiming to give the student prompt support if required and to correct any unsatisfactory behaviour if present (Duffy and Hardicre 2007b).Considering the feedback, and my own reflections on the assessment, there is need for my future development. I will also endeavor to speak more slowly and learning more about the student prior to assessment. , and provide a more clear identification of outcomes . I would consider gaining feedback on the students performance from the patient and their family in the future. This would allow us to take into account the view of the service user and family to promote clinical excellence and family centred care is of a high quality (Department of Health 2004, Casey 1988).Overall, my observing assessor thought that my assessment of the student was appropriate for their level of knowledge, skill and attitude (Bloom 1956, Hinchliffe 2009, NMC 2008b) and effective in determining the level of competency in this area. Part 4: My practice based teaching session I prepared a teaching plan (appendix 4), a powerpoint presentation (appendix 7), handout of the presentation and a handout of the various tools for pain assessment (appendix 8) before my teaching session.This teaching took a mostly behaviourist approach as opposed to a cognitive approach, however, discussion during the learning allows for a more cognitive approach(Figure 5). I arranged for a qualifi ed mentor to observe and assess my teaching and the feedback I provided to the student (appendix 5). They provided written feedback on my session (appendix 6 and appendix 9). My assessor noted positive use of further reading and handouts, to enhance the students personal knowledge and support for further adult learning (Knowles 1990, Beskine 2008).Provision of printed handouts, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). Figure 5. (Synthesised from Bullock et al 2008, Goppee 2008, Hinchliffe 2009) Learning theory Description Behaviourist Information provided by teacher, student relatively passive. Cognitive (humanisitic) Student centred. More useful in vocational teaching like nursing. Relates past experience (knowledge or theory).I booked and prepared the seminar room on the ward to ensure there wouldn’t be disturbances, a formal teaching session w ith clear aims of what to achieve (Goppee, 2008). Utilising a space like this creates a professional and friendly environment helping create a good learning environment (Beskine 2008, Hand 2006). My assessor observed that I had created a welcoming environment. My assessor commented on the high quality of the evidence based content within the teaching session, my own skill and knowledge in this particular area.Providing good evidence based information assists in providing excellence in care (Department of Health 2004, Beskine 2008). Using examples from practice also helped describe to the learner applications of the theory to practice (Knowles 1990). My assessor noted my good eye contact and body language, reassuring the student encourages continued attention, interest and a positive relationship (Dickson et al 1997). My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging cognitive learning (Figure 5).Furth er learning revolved around the student as an adult learner identifying how to best expand their knowledge in this area by approaching it in a more kinaesthetic learning style (Pashler et al 2009, Figure 6). Figure 6. (Synthesised from Dunn et al 1996, Given and Reid 1999) Learning Style Advantages Disadvantages Visual Learns through images, visual tools or imagining events. May need more time to complete tasks. May have decreased interest in theoretical values. Auditory Learns well through talks or lectures.Absorbs sequenced organised information well. May use checklist. Highly unlikely to be able to multitask. Can focus on one area at a time and neglect ‘the big picture’. May not work well in groups. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. May miss instructions or information if presented orally. May find paying attention to detail difficult. My observing assessor noted that at some points t he speed of the session was a little too fast.This may cause the student to become confused or not absorb the information that I am teaching (Prozesky 2000). On reflection I can use this experience to expand my personal knowledge and how to develop further (O’Callaghan 2005). I will speak more slowly so that the learner can gain more from my teaching session, and consider the student as an adult learner with previous experiences, which can be used as a resource (Knowles 1990). I could also have asked how the student learned best and accommodated their learning style effectively (Rassool and Rawaf 2007).A wider range of learning styles (figure 6) would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also put more emphasis on patient safety issues (Beskine 2008). Part 5: The Leadership skills required by a Mentor I am aware that being a mentor is part and parcel of leadership behaviour (Girvin, 1998). Transformational leadership concentra tes on the ability to influence situations or people by affecting their methodology of thought and role modelling (Girvin, 1998).Transformational leadership in nursing encourage autonomy and enable students or staff to reach their potential and promotes good interprofessional rapport (Pollard, 2009). By acting as a role model in my clinical setting and seeking to address obstacles inherent in mentorship on the ward, it is possible that I could not only develop myself and the students that I mentor, but also other mentors on the ward and their behaviour and practice in a positive way (Girvin 1998, Pollard 2009).Obstacles such as staffing levels, busy ward environment and the pressure of clinical commitments impact upon me damaging the effective working relationship between myself and the student (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time provide written feedback in a students documentation can be limited (Price, 2007). By e-mailing other mentors evaluations o f my shifts with their students it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009).This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to, signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009) I have already tried this and found often mentors are not interested unless the evaluation bears a particular negative weight with regards to poor performance which must be addressed urgently. Anxiety of the student, or my own as the assessor may effect the reliability, subjectivity or the validity of assessment (Price, 2007).Effectively facilitating the learning of students requires flexibility and understanding for different learning styles including (Bullock et al 2008, Goppee 2008, Hinchliffe 2009, Dunn et al 1996) including adult learning (Knowles,1990) and studen ts with learning difficulties (White, 2007). Strong links between practice and theory (Stuart, 2007) must be in place to ensure suitability of assessment and teaching. Along with these issues, the student-mentor relationship must be nurtured to provide a quality learning experience (Ali and Panther 2008, Beskine 2009).Discussing a students preferred learning style in their initial interview may encourage the student to engage in a higher standard of adult learning (Knowles 1990, Rassool and Rawaf, 2007). This can help me alter my strategies to create a better relationship between myself and the student (Beskine, 2009). I am currently supervisor to a first year student on first placement who has studied in school and sixth form, they do not have a great deal of experience with adult learning, and they have needed additional support and provision of resources to facilitate their learning, articularly with practical skills. Orientation is the gateway to a successful placement (Beskine 2009). Students must be assessed fairly and objectively (Ali and Panther 2008, Duffy and Hardicre 2007a), though this may cause unpleasant emotions to both the student and assessor it is important that this is done, to ensure student progression is not damaged (Duffy 2003, Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Rutowski 2007, Wilkinson 1999) and competence is insured for patient safety (NMC 2008b, Lomas 2009).I aim to ensure that the students I work with and assess are competent and fit for practice (NMC, 2008b). It is important to regularly work with students and have clear objectives from the initial interview (Duffy and Hardicre, 2007a). I am aware that it is my responsibility to ensure concerns with a students performance are raised by midpoint at latest, so that by final interview, there should be no surprises for the students summative assessment of their progress and level of competence (Duffy and Hardicre, 2007a).Asking children and parents their opinions on stu dents working with me, and their performance can provide an insight into the family centred care the student is providing (Casey, 1988) and may allow a greater interpretation of holistic reflexive performance (Cassidy, 2009). On the negative side, a parent is not aware of the pressures upon the student (Price, 2007). The parent of a sick child is anxious themselves and will be more subjective than objective.In conclusion, mentoring is a complex and diverse role, and one I will take on with focus and and knowledge, and endeavor to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessment and teaching strategies. Areas on which I must develop are clear, and in complet ing this ourse I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. REFERENCES References Ali PA, Panther W (2008), Professional development and the role of mentorship, Nursing Standard, 35-39, Date of acceptance April 3 2008. Bass, B. M. & Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial applications (4th ed. ). New York: Free Press. 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Casey A (1988), A partnership with child and family, Se nior Nurse, 8, 4, 8-9 Caldwell J, Dodd K, Wilkes C (2008), Developing a mentoring model, Nursing Standard, 23(7), pp. 35-39Cassidy S (2009), Interpretation of competence in a student assessment, Nursing Standard, 23, 18, 39-46 Chandratilake M, Davis M, Ponnamperuma G (2010), Evaluating and designing assessments for medical education, The Internet Joural of Medical Education, , , accessed 10/01/2011 at 00:23 Children Act (1989), , , accessed 03/01/2011 at 19:20. Clibbens N, Ashmore R, Carver N (2007), Group Clinical Supervision for mental health nursing students, British Journal of Nursing, 16, 10, 594-598 Cook M (2001), The renaissance of clinical leadership, International nursing review, 28, 38-46.Department of Health (2004), Standards for Better Health, London,DOH. Dickson D, Hargie O, Morrow N (1997), Communication Skills Training for Health Professionals (2nd edition), Nelson Thornes, London. Dogra N, Wass V (2006) Can we assess students’ awareness of cultural diversity? A qualitative study of stakeholders’ views. Medical Education. 40, 7, 682-690. Dowie I (2008), Reflections on academic supervision, Nursing Standard, 23, 11, 35-38 Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: assessment, Nursing Times, 103(47), pp. 28-29Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: management, Nursing Times, 103(48), pp. 28-29 Duffy k (2003), Failing Students: a Qualitative Study of Factors that Influence the Decisions Regarding Assessment of Students’ Competence in Practice, , , accessed 03/01/2011 at 19:51 Dunn R, Dunn K, Price G (1006) Learning Style Inventory, Lawrence KA, Price Adams Faugier J, Woolnough H (2002), National nursing leadership programme, Mental Health Practice, 6 (3), 28-34. Fishel AH, Johnson GA (1981), The three-way conference: nursing student, nursing supervisor and nursing educator, Journal of Nursing Education, 20, 6, 18-23Freshwater D, Stickley T (2004), The heart of the art : emotional intelligence in nurse education, Nursing Inquiry, 11, 2, 91-98 Given B, Reid G (1999), Learning Styles: A Guide for Teachers and Parents, Lancashire, Red Rose Publications Girvin J (1998), Leadership and Nursing, New York, Palgrave. Goppee N (2008), Mentoring and Supervision in Healthcare, London, Sage Publications Hand H (2006), Promtoing effective teaching and learning in the clinical setting, Nursing Standard, 20, 39, 55-63 Hinchliffe S (2009), The Practitioner as Teacher (4th edition), London, Churchill Livingstone.Hurley C, Snowden (2008) Mentoring in times of change, British Association of Critical Care Nurses, 13, 5, 269-275 International Association for the Study of Pain (1994), Classification of Chronic Pain, Second Edition, Part III: Pain Terms, A current List with Definitions and notes on Usage, IASP Task Force on Taxonomy, IASP Press, Seattle Knowles M (1990), The adult learner: A neglected species (4th edition), Houston, Gulf Publishing Lomas C (2009), Poor observations skills are risking patients’ lives, Nursing Times, , , accessed 11. 01. 11 at 12:37McBrien B(2006), Clinical teaching and support for learners in the practice environment, British Journal of Nursing, 15, 12, 672-677 Nursing and Midwifery Council (2004), Standards of proficiency for pre-registration nursing education, NMC, London Nursing and Midwifery Council (2008a), The Code: Standards of conduct, performances and ethics for Nurses and Midwives, London: NMC. Nursing and Midwifery Council (2008b), Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers and teachers, London: NMC.O’Callaghan N (2005), The use of expert practice to explore reflection, Nursing Standard, 19, 39, 41-47 Pashler H, McDaniel M, Rohrer D and Bjork R (2009), Learning Styles:Concepts and Evidence, Psychological Science in the Public Interest 9: 105-119. Phillips T, Schostak J, Tyler J, Allen L. (2000). Practice and assess- ment: An evalua tion of the assessment of practice at diploma, degree and post-graduate level in pre- and post-registration nursing and midwifery education. ENB Research Highlights; 43: 1–6.Price B (2007), Practice-based assessment: strategies for mentors, Nursing Standard, 21 (36), pp. 49-56 Pollard K (2009), Student engagement in interprofessional working in practice placement settings, Journal of Clinical Nursing, 18, 2856. Prozesky D (2000), Communication and effective teaching, Journal of Community Eye Health, 13, 35, 44-45 Rassool G, Rawaf S (2007), Learning style preferences of undergraduate nursing students, Nursing Standard, 21, 32, 35-41 Royal College of Nursing (2007), Guidance for mentors of nursing students and midwives: an RCN toolkit (2nd Edition), RCN, London.Rutowski K (2007), Failure to fail: assessing nursing students’ competence during practice assessments, Nursing Standard, 22(13), pp. 35-40 Sheridan M, Sharma A, Frost M (1997), From Birth to Five Years: Childrenà ¢â‚¬â„¢s Developmental Progress (2nd edition), Routeledge, London Stuart CC (2007), Assessment, supervision and support in clinical practice: a guide for nurses and midwives (2nd Ed. ), Churchill Livingstone; London. 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Hotel on the Corner of Bitter and Sweet

Hotel on the Corner of Bitter and Sweet is a story that explores the experiences of Chinese and Japanese Americans during World War II with both insight and compassion. The story begins in 1986 with Henry, an elderly Chinese-American man walking past the Panama hotel in Seattle, which has been boarded up since the war. Memorabilia within the basement of the hotel take Henry back to 1942 and his fifth grade true love, a beautiful Japanese girl named Keiko. Henry and Keiko are the only Asians in their all white elementary school, to which they are â€Å"scholarshipping† and do not feel a sense of belonging or acceptance within the dominant culture. Because Henry’s nationalistic father has a hatred for Japan, Henry keeps their friendship and his love a secret until all contact is lost when Keiko’s family is sent to an internment camp. Tension between Henrys father’s traditional Chinese values and Henry’s American perspective is a key theme when forty years after meeting Keiko, Henry, now a widow sits in the basement of the condemned hotel, holding long lost items which take him back to his childhood memories, thoughts and feelings. Henry recalls his early days of being tormented by his peers, while wearing an â€Å"I am Chinese† button daily, as his father did not want anyone mistaken about Henry’s nationality. He also recalls risks taken to befriend Keiko, and their combined love for Jazz music, as well as times spent before the inevitable evacuation of her family and of a love lost. While reading Hotel on the Corner of Bitter and Sweet, we learn that Henry shares his life story with his own son, in hopes of preventing the dysfunctional relationship that he had experienced many years ago with his own father. This story teaches us to examine the present and think twice, so that we do not repeat injustices within our own families. Feelings Experienced from the Reading There were multiple emotions that were provoked in reading Hotel on the Corner of Bitter and Sweet. Disheartenment and anger were feelings provoked when Henry’s father enrolled his son into an all-white school. Henry was called derogatory names, pushed around and forced to do â€Å"chores† at school. Henry’s father gave him a pin that said, â€Å"I am Chinese† and told Henry he needed to wear it constantly. Not only were kids at Henry’s school making fun of him for wearing the pin but other Chinese kids would tease him on his way to school. Henry’s father wanted Henry to be â€Å"Americanized† however, the pin labeling him Chinese and living in a household where he was the only one who spoke English triggered a combination of anger and Disheartenmen. There was realization of what Henry’s father was attempting to do but the anger was triggered from putting his son in a situation that he was bullied on a daily bases instead of sending him to a different school. When Keiko enrolled in the school Henry attended the readers felt relief since Henry was able to relate with Keiko and develop a friendship with her. Henry was no longer the only non-Caucasian student at the school. This allowed Henry to bond with another student his age and relate to someone else that was dealing with similar situations. However, Henry and Keiko were assigned to serve in the cafeteria where it appeared that only kids who were in trouble were sent. The readers were upset that even the teachers and school staff were singling Henry and Keiko out. One of the most heart wrenching scenarios was when the Japanese American families were forced to relocate to internment camps. Feelings of empathy and sadness for their displacement were expressed by these readers for the families. The families had less than two days to gather only things they could carry and leave their homes. Henry promised Keiko he would keep her family’s belongings they were not able to take with them that identified them as Japanese in a safe place in his house. Terror set into the readers when Henrys father found Keiko’s items and disowned Henry. As Henry struggled to find himself he connected more with Sheldon who played Jazz music in the streets. This gave the reader a sense of comfort that after losing Keiko and his father he was able to connect with someone who respected him and supported who Henry was. Mrs. Beatty who was the cafeteria cook asked Henry to help her in the internment camps to serve the people living there. This scenario brought hope to the reader that Mrs. Beatty understood and empathized with what Henry was feeling when Keiko was forced to leave. Each time Henry connected with Keiko at the internment camp it elicited happiness that Henry did not allow the difference in him and Keiko to impact his feelings. It was disappointing to read Keiko never returned from the internment camp. Henry’s decision to move on with Ethyl was shocking and somewhat disappointing. After being married and sharing a son, Ethyl passed away which was another gloomy experience in the book. It was a surprise when Henry chose to look for Keiko’s items that she left behind. Henry’s reflection on his relationship with his son, Marty and the desire to improve it was heartwarming as was the relationship Henry developed with Samantha, Marty’s fiance. As the story came to an end and Henry was face to face again with Keiko it brought delight to the reader that after all these years and all the heart wrenching experience they were able to reconnect like they had never been apart. Reactive Behaviors from the Cultural Proficiency Continuum There are three points on the Cultural Proficiency Continuum that describe cultural intolerance, which include cultural destructiveness, cultural incapacity, and cultural blindness (Corwin, 2010, p. 1). According to Cross, et. al. (1989), four barriers to cultural proficiency lead an organization or individual to intolerance, including unawareness of the need to adapt, resistance to change, presumption of entitlement, and systems of oppression (p. ). Ford (2009) provided many scenes that can illustrate both the three points on the continuum reflecting both the attitudes of cultural intolerance, as well as the four barriers to cultural proficiency in the novel, Hotel on the Corner of Bitter and Sweet. According to Cross, et. al. (1989), unawareness of the need to adapt is seen when people do not think an organization needs to accommodate diversity, but instead feel as though members of non-dominant groups need to adapt to the organization (p. 1). Some illustrations Ford provided of an unawareness of the need to adapt took place in Rainier Elementary School and the United States government (Ford, 2009). The elementary school forced Henry and Keiko, the only students of color, to spend their lunch time serving all of the white students and cleaning the kitchen, and allowed them to be bullied mercilessly by classmates (Ford, 2009). Public Proclamation One, written by the United States president and the secretary of war, was distributed and executed (p. 124). It demanded immediate evacuation of all persons of Japanese ancestry (p. 124). This proclamation illustrates that the United States government was apparently unaware that it is wrong to imprison people based on their status as members of a non-dominant group. According to Cross, et. al. (1989), resistance to change is seen when organization members stick to methods that do not work for people (p. 1). Ford (2009) provided illustrations of resistance to change within the following organizations: Rhodes Department Store (pp. 12-4), and Henry's family (pp. 125-9). Primarily, in Ford's novel, Keiko was overjoyed to buy a special record for Henry, but the Rhodes Department Store clerk did not want to sell it to her as she appeared to be of Japanese heritage (p. 113-4). The clerk eventually begrudgingly sold the record to Henry when he showed her his, ‘I am Chinese' button (p. 114). The clerk showed a resistance to change in that she did not want to do business with people who appeare d to be of Asian descent. Secondly, Ford (2009) described Henry's exchange with his family once Public Proclamation One was posted, in which his father stated, â€Å"better them than us† (p. 125). Henry's mother went on to explain the trouble the family could encounter if they attempted to help Japanese American families, and explained Henry's father's background of war between China and Japan (p. 126-7). Taken together, the comments of the parents do not deny that it is wrong to force members of the non-dominant group to evacuate their homes and be imprisoned, but rather resist the idea that anything should be done about it at the current time. Ford weaves illustrations of another barrier to cultural proficiency, systems of oppression and privilege, throughout the novel. Examples of this include the way that Keiko and Henry are singled out to serve in the cafeteria, the way that Henry is bullied by his classmates, and that those of Japanese ancestry are forced to go to concentration camps. A thematic element that ties many of these scenes together is that of the â€Å"I am Chinese† button. Henry’s disdain for the button because of it hurtful meaning with his father who sends him mixed messages that he must be both â€Å"Americanized†, yet declare his Chinese ancestry through the wearing of the button is contrasted by his use of the button at times to gain privilege, such as when he was allowed to purchase the album at the store, while Keiko was not. Despite this small gain in privilege from wearing the button, it also served to foster oppression by his classmate, Chaz, who bullied him for his non-membership in the dominant culture, even ripping the pin off Henry (location 339 of 4683). The button can further be used to illustrate a final barrier to cultural proficiency: entitlement. While Henry clearly hated the button, there were also times when he used it or attempted to use it to his advantage and to the advantage of Keiko and her family, whom he cared about. For example, when the police raided the jazz hall that he and Keiko were at and arrested several Japanese couples in attendance, he used it to protect him and Keiko because there was a level of entitlement to civil rights that was inherent to being Chinese rather than Japanese (location 896 of 4683). Another clear sense of entitlement at the government level was documented by the taking away and selling of property that was owned by Japanese people. (location 1372 of 4683). Proactive Behaviors from the Cultural Proficiency Continuum The following three points on the left side of the Cultural Proficiency Continuum are proactive behaviors, shaped by principals; culture is a predominant force, people are served in varying degrees by the dominant culture, and people have individual and group identities. According to Cross et al, (1989) culture is a predominant force. It is the essence of the societal existence and cannot be over looked. In the book, Hotel on The Corner of Bitter and Sweet (Ford, 2009) Henry relates to other Chinese notables like Bruce Lee and His own son Brandon because he is of Chinese decent. Incidentally, the place was lonely because people did not talk to their neighbors due to some cultural differences. The life of Henry was lonely like a grave; this displays a cultural aspect of burying the dead which is not common in the Chinese culture. According to Cross et al, (1989) people are served in varying degrees by the dominant culture. Ford (2009) described Henry's exchange with his family once Public Proclamation One was posted, in which his father stated, â€Å"better them than us† (p. 125). His father had participated in the war between the Chinese and the Japanese. The Americans helped the Japanese American families and this made Henry’s father feel inferior to others due to the treatment such families had. Even in schools, the treatment of people was predominantly dictated by the dominant culture and teachers turned a blind eye to mischief. In a society people have individual and group identities that define their ways and behavior (Cross et al, 1989). A good example from the book is described when Henry follows a news crew to the hotel that seems to stand between life-times just like him. The news crew members form group while the camera-shy onlookers walked away to form a clear path have individual identities (Ford, 2009). Henry himself forms his own individual identity as a man in a place full of strangers (Ford, 2009). Hotel on the Corner of Bitter and Sweet by Jamie Ford, evokes the feelings that are described in the title throughout the telling of the incredible story of one of the most conflicted and volatile times during American history (Hotel on the Corner of Bitter and Sweet, Reading Group Guides, 2013)The story is told from the point of view of a young Chinese boy and simultaneously from his observations and reflections years later of the time period in which Henry witnessed and experienced the internment of Japanese Americans in his neighborhood and prejudices toward himself from being of Chinese heritage. The story elicits feelings of bitterness and sweetness: Bitterness toward unfairness, injustice, discrimination and how the experience of fear can lead to irrational actions and the inhumane treatment of others, sweetness of innocence, understanding, kindness and sympathetic responses to those same conditions. The novel inherently addresses The Tools of Cultural Proficiency (Corwin, 2010) and demonstrates examples from the continuum of destruction, incapacity, blindness, precompetence, competence, and proficiency. The author covers these phases of cultural proficiency while the reader is at the same time experiencing the conflicting emotions of bitter and sweet, hope and disappointment, and witnessing acts of fear and courage. Hotel on the Corner of Bitter and Sweet has a lasting impression on the reader. While telling the lifelong personal story of Henry it incorporates many lessons that would be difficult to forget. The reader gains knowledge of the historical account of the Japanese Americans internment during World War II, the personal effects of discrimination on individuals and the greater culture, and insight as to examples of how kindness, empathy and knowledge can be powerful forces for society to use in overcoming the result of fear, judgment and discrimination. The social work profession can gain a better understanding of generational trauma that has had a lasting result of the survivors and family members of Japanese Americans that lived this experience as well as cultural proficiency vs. the effects of prejudice and discrimination can be gained by reading this novel. The most important â€Å"take away† from this book would be incorporating the knowledge gained regarding cultural competency and utilizing it in the field of social work as well as in developing personal relationships with others.