ABC Company Management Research Paper Example | Topics and Well Written Essays - 750 words

ABC Company Management - Research Paper Example The decision is of great importance for the organization because the results of the decision continue for many years hence such decision affect the profitability of a firm. Large amounts of money are invested in capital projects, the resources that are invested in a project are often committed for a long period of time and it may be difficult to reverse the effects of a poor decision. In view of the above, the viability of this new product line should be made based on the time needed to commit to the project, the expenses associated with the project , source of funds to finance the project ,level of return of new product and the additional revenue expected from the project. I. Regulatory and compliance risk-this is the risk of regulatory sanctions that arises when Company fail to follow the code of conduct as outlined by the rule of law in the course of carrying out its activities. It includes failing to abide by laws regarding conservation of environment, health standards of its wor kers and quality standard s set for their products. This risk has disastrous impact on company’s existence as it may cause the company to be winded up if it fails to comply. Consumer demand shifts This is the risk associated with continued change in consumer preferences and tastes. This is brought about by changes in needs and fashion .a Company therefore should always be in line with this shifts so as to produce products that suit consumers needs Uncertainty Most business firms fear the challenges that may face the organization in the future. The uncertainty in credit market, coupled with new laws and the fluctuations in the global economy influences investment decisions. Thus most firms shy away from long term commitment of funds to long term projects in favor of short term projects with uncertainty being their major excuse. This problem of uncertainty can however be solved by making long term strategic planning. Globalization This is a major challenge to firms today. Firms need to understand foreign cultures so as to penetrate new markets with their products and services. Also firms face stiff competition from competitors who unknown to them are in foreign markets as a result of increased globalization. The challenge therefore can be solved by in depth understanding of international markets and diverse foreign cultures through better research of information for better analysis. Technology The technological advancement is running at an increasing rate. Some competitors use this as a tool to outdo their competitors that is they wait for next generation of technology which may be a half a year away then use it to gain a competitive edge over other firms. Hence firms need to come up with a reliable long term technology plan and also remain flexible to use to their advantage any unforeseen technology development. II. ABC COMPANY CASHFLOW STATEMENT FOR THE YEAR ENDED 31 JUNE 20XX $ $ Cash flow from operating activities: Cash receipts from customers 10000 C ash paid to suppliers and employees (3000) 7000 Cash generated from activities Interest paid 200 Income taxes paid 500 (700) Net cash flow from operating activities 6300 Cash flow from investing activities: Purchase of property, plant and equipment ( 300) Proceeds from disposal of land (200) Purchase of equity investment ( 700) Interest received 300 Dividend received 200 (700) Net cash flow from operating activities 5600 Cash flow from financing activities: Proceeds from issue of share capital 4000 Proceeds from sale of long-term loans 300 Redemption of preference shares ( 210) Repayment of long-term loans ( 200) Dividend paid (130) 3760 net cash flow from financing activities 9360 Net increase in cash and cash equivalents 340 Cash and cash equiv

Case assignment Rising Cost of Prescription Drugs and its affect on Essay

Case assignment Rising Cost of Prescription Drugs and its affect on MEDICARE - Essay Example In order for pharmaceutical companies to lower prices they must take a totally different view to how profits are made and how future research and development can occur. Currently they take the approach that they have a twenty year patent in which to research, develop, market, and profit from a new drug. After this time generic manufacturers can legally sell their products and compete for customers. The companies that develop these drugs need to cover their costs and continue developing new drugs. Their profit schemes have worked so far, but times have changed. Big name pharmaceutical companies may be forced to change their pricing policies for one simple reason—competition of generics from developing nations, such as India and China, that deliver effective, cheap drugs. Reverse engineering of name brands and marketing of these generic drugs is projected to make these new players majorly influential in the drug market in years to come. According to Johnson (2009) â€Å"†¦ inclusion of noninfectious diseases, such as cancer, diabetes and heart disease, into this little- or no-profit scenario could undermine innovation for chronic diseases,† (Drug Industry’s Doomsday Scenario section, para. 3). The ugly truth is that the expensive process of researching and developing new drugs may force giant pharmaceutical companies to either delay research and development or take the risky avenue of trying to sell cheaper drugs for long term profits, neither appeals to them. With patents on existing drugs running out, generic bra nds are well positioned to seize as much market share as possible. It is only a matter of time before these emerging giants can acquire a profit majority and then break into the research and development arena as well. Demand for a product usually raises prices, and the market for medications is no different. According to Walsh (1999) â€Å"†¦the pricing of newly

Causes of the Opium War

Causes of the Opium War However, this prosperity and balance of trade came under severe threat when Britain discovered growing on the hills of India, a product that many Chinese people craved for and would shift the balance of trade in its favour opium. In the ensuing war, the Chinese perceived cultural superiority did not reflect in its glaring military inferiority to the British technological and tactical military superiority (Schaffer Library of Drug Policy, 2010). China was heavily defeated in the war that also brought shame to Britain (CNN, 2009). In the British Parliament, William Ewart Gladstone criticised the government for a war he described as unjust in its origin and designed to cover Britain in permanent shame (Kossoff, 2010). Staring down the barrel of a gun, the Chinese were forced to sign a one-sided treaty at Nanking (see appendix B) as every Chinese move failed (CNN, 2009). According to CNN, China was forced to part with 21 million ounces of silver to pay for a war started by Britain. Five ports were designated for unrestricted British trade Shanghai, Canton, Ningpo, Amoy, and Foochow (Hooker, 1996) and Hong Kong became a British territory. Other Western countries soon moved in to exploit Chinas war wounds as France and America secured similar trading concessions (CNN, 2009; Hooker, 1996). According to CNN, Chinas defeat led to an invasion of Western culture, and on Chinas doorstep, barbarians lived in grand houses. However, 150 years later, China has reclaimed these houses and taken back Hong Kong. This essay aims to discuss the significant causes of the opium war over which there has been much controversy. On the one hand, the Chinese perspective on the cause of the war is about Britains immoral poisoning of China with opium from smuggling, while on the other hand Britain holds the view that the war was as a result of Chinese arrogance that treated foreigners as inferior beings and subjected Western countries to unfair trade and unacceptable diplomatic standards. Irreconcilable Cultural Differences During the 18th and early 19th centuries, the Chinese culture projected a face of indifferent arrogance and contempt for foreigners which included the bland assumption of Chinese cultural superiority. This played a significant role in events that resulted in the opium wars (Hanes Sanello, 2002; Helprin, 2006; Holt, 1964). The arrival of Western traders in China for the first time brought them in direct contact with a strange new world having an alien system of government. East Asian nations had barely any knowledge about Europe. Their relationship with each other was built on the idea of a Confucian hierarchy, with China as the head of the Asian family and other smaller nations Korea, Japan, Vietnam, and Burma occupying inferior positions around her (Schurmann Schell, 1967). This status was accepted by these nations and they paid homage to china by embarking on periodic visits to Peking to perform the Kowtow a series of kneeling down thrice and nine prostrations before the Emperor, climaxing with the tribute bearer bringing his nose to the floor (Schurmann Schell, 1967; Holt, 1964). According to Holt (1964), the Chinese perceived China as the celestial empire and their Emperor as the traditional Son of Heaven. Other rulers of the foreign world were perceived to be no more than vassals expected to pay tribute to the Son of Heaven (Holt, 1964; Lewis, 2009; Pelissier, 1967). Holt (1964) as well as Hanes Sanello (2002), note that envoys from England to China refused to perform this ritual, especially since they did not grant their own monarch such recognition. However, no matter how vehemently Britain protested, or how unreasonable she found this custom, and how powerful she declared herself to be, China made no exception to her treatment (Schurmann Schell, 1967). Britain was among the other Western barbarians. Chinas perceived arrogance and deep sense of cultural superiority cocooned it from the rest of the civilized world by producing a complex administrative structure that isolated the Emperor and his chief advisers from direct diplomatic contacts. Though Britain had traded with the Chinese for many years, China declined to establish any formal diplomatic contacts because it did not perceive Britain as equal (Rodzinski, 1984). As noted by Chesneauk, Bsatid Bergere (1977), Britain twice attempted to dismantle this barrier by sending Lord Macartney in 1793 and Lord Amherst in 1816 as ambassadors to Peking. Both attempts failed. This was one of the infuriating features of the complex Chinese administrative structure that resulted in the Opium war. Commercial Greed and Free Trade The foreign devils as they were called by the Chinese were merchants from many countries, particularly Britain, United states of America and Portugal but also included France, Germany, the Netherlands and Denmark (Holt, 1964). Portugal history with the Far East was the earliest and longest but Britain gradually secured the largest quota of the Chinese trade with the West. Englands trade with the Eastern countries was monopolised by the East Indian Company until 1833. According to Holt (1964), this monopoly however allowed privately owned vessels from Britain and India to trade with China under licence from the East Indian Company. These vessels carried both raw cotton and the insidious drug opium. Opium was a source of enormous revenue to the Indian Government, wealth to the foreign merchants, and brought pleasure as well as suffering to the people of China (Hanes Sanello, 2002; Holt, 1964). During this period, the British Government of India and the directors of the East Indian Company realised that the Chinese were addicted to opium and that this presented a great trade opportunity for a huge fortune. Opium cultivation was quickly monopolised by the Government and permission exclusively given to the East Indian Company for its production and sale for which the company paid substantial duty to the Indian Government (Holt, 1964). Both the British and Indian Governments found opium smuggling to China too lucrative to be discarded. By 1832, the duty paid on opium to the British Indian Government made up one-eighteenth of its gross revenue (Holt, 1964). In the past, Britain had substantially imported tea, silk and porcelain from China. Holt (1964) estimates that twelve million pounds worth of tea was consumed in Britain annually. China had significantly much less interest in British goods of woollen, lead, iron and Cornish tin and so Britain had to pay for its trade deficit in silver (Pelissier, 1967; Holt, 1964). By 1817, China had been paid one hundred and fifty million pounds worth of silver by European traders (Holt, 1964). For the British Government, these profits from opium trade restored parity of payments from trade with China. Blinded by greed both the British and Indian Governments failed in their legal and moral obligations not to participate in, or encourage the export to another country, goods prohibited by that country. This was another significant factor that provoked incidents that led to the opium war. At this time, much of the economic theory guiding the British Empire was based on Cobdens perception of free trade unrestricted trade in all commodities including narcotics (Ball, 2010). According to Ball, arguments for free trade were that it promoted civilization and peaceful influence. In 1833, parliament brought an end to the monopoly of trade enjoyed by the East Indian Company with China and established free trade (Holt, 1964). Private merchants succumbed to the greed for fast and enormous profits. Special ships known as opium clippers were now more frequently being used for smuggling opium. Notable British owners included James Matheson, William Jardine and Lancelot Dent (Holt, 1964; Pelissier, 1967). These vessels were known to ship opium from India to China with great speed and efficiency thus compounding the opium addiction crisis in China. Figure Opium Smuggling Clippers from the West (Hays, 2008) Opium sales leaped. The trade spread from its original centre at Macao to nearby Lintin and by 1837 had reached the coast of Fukien, farther East. There they delivered their goods to Chinese smugglers in swift river boats called fast crabs which headed for the opium dens (Pelissier, 1967). In the 1760s, China received about 1,000 chests of opium. This increased to about 10,000 chests in the 1820s. However, after free trade began in 1833, this amount reached 40,000 chests of opium by 1838 (Rodzinski, 1984; Holt, 1964; Gelber, 2006). The opium crisis had become as much of an irritant to China as the refusal of equal status was to Britain (Pelissier, 1967; Holt, 1964). This massive increase in opium smuggling into China became a recipe for war. The Effects of Opium on China Chinas history with opium dates back to the 7th century when it was taken orally for medicinal purposes (Holt, 1964; Pelissier, 1967). After The Dutch introduced tobacco into Fukien and Formosa in 1620, the Chinese began smoking opium mixed with tobacco (Hays, 2008; Holt, 1964). By 1729, China was augmenting home-grown product by importing foreign opium from Portuguese traders. The damaging effect of opium smoking in China eventually led the Chinese Emperor to completely prohibit both home-grown cultivation and foreign importation of this pernicious article in 1780 (Holt,1964). Apart from Portugal which actually began the importation of opium into China, French and Dutch companies were also involved in the trade within their limits. American firms also had their share in smuggling opium into China (Holt, 1964). Corruption Trade relations with the West had always been organized according to the Canton system since the middle of the 18th century as Westerners were only allowed to trade in Canton. The Cohong was a group of Chinese firms exclusively responsible for trade with the West and fixed prices and volume of trade. The Cohong was responsible to the notoriously corrupt hoppo who received huge bribes from Hong merchants and members of the Cohong (Chesneauk, Bsatid Bergere, 1977). The vested interests that controlled the opium trade within China included the foreign merchants, Chinese middle men and corrupt Chinese officials. These corrupt official encouraged smuggling with little attempts at concealment. Even the Chinese fleet of ships stationed to prevent smuggling did nothing as long as they were duly paid a fixed charge on each smuggled chest of opium by the Chinese buyers. On occasions where the Chinese purchasers fell behind in payments, the foreign merchants were well too willing to oblige the admiral of the fleet with the payments (Allingham, 2006; Holt, 1964; The Free Dictionary, 2010). Massive corruption resulting from opium smuggling posed a major problem of authority that challenged the ability of the state to rule. This was the general pattern of trade that provoked the opium war. Canton and other ports of the Southeast regularly visited illegally by foreign vessels had become oases of corruption and insubordination (Chesneauk, Bsatid Bergere, 19 77). Addiction Figure Opium Den in China (Hays, 2008) While debates raged on in Britain about the moral sanction of the opium trade in China and about whose responsibility it was to stop the illegal trade- the British Government or the Chinese Government?(Holt, 1964), opium dens populated China. The effective aphrodisiac nature of the drug promoted obscenity. Smokers lay in stupor on wooden couches, their minds filled with fantasies and blissful emotions (Holt, 1964; Hays, 2008). Eventually, most of them were unable to work, business activities became significantly reduced and the civil service was almost completely paralysed (Holt, 1964; Allingham, 2006). According to Allingham, the smoking of opium had affected the idle rich and more significantly, about 90 percent of all men under the age of forty in Chinas coastal regions. Sleepy addicts roamed the streets in their thousands causing many social problems and increasing the crime rate significantly as they searched for means to enable them support their habit (Wudi, 2002). According t o Hays (2008), Emperor Tao-kuangs special High Commissioner Lin Tse-hsu estimated that 4 million Chinese people got addicted to opium but a British physician working in Canton puts the figure at about 12 million. Such was the level of addiction that led to the opium war. Even though Britain was aware of this level of addiction in China, it failed to respond positively to stop this decay. Chinese Economy This huge number of opium addicts required an equally huge supply of the drug. By 1838, opium represented 57 percent of Chinese imports (Allingham, 2006; Chesneauk, Bsatid Bergere, 1977). This took its toll on the Chinese economy. The sale of goods to Westerners was no longer sufficient for Chinese purchase of opium. Export of Chinese silver, prized by the West for its fine quality had to be employed to balance trade (Chesneauk, Bsatid Bergere, 1977; Asia for Educators, 2009). Even by 1833 when the East Indian Companys monopoly on trade ended, China already had a trade deficit of about 1.5 million to 2 million pounds a year that had to be paid in silver (Holt, 1964). This drain in Chinese silver caused inflation in its value within China and people had to pay more in copper for a fixed amount of silver (Holt, 1964). High Commissioner Lin Tse-hsu Emperor Tao-Kuang who was enthroned in 1820 had a fiery zeal for reform born out of genuine care for his people. He realised that the opium crisis required a radical cure (Holt, 1964). In 1838, after a great debate that involved most of Chinas top ranking officials in which a majority favoured an eradication of the opium trade while some advocated its legalization, Emperor Tao-Kuang commissioned a prominent official called Lin Tse-Hsu to go to Canton to eradicate the illicit opium trade that had become severely pervasive (Rodzinski, 1984; Chesneauk, Bsatid Bergere, 1977). Extremely heavy punishments that included the death penalty were promulgated for native opium traders (OBrien, 2010). According to Rodzinski (1984), Lin Tse-hsu was known for his integrity, justice, compassion and consideration for others. However, his attempt to carry out his assignment was fundamentally the immediate cause of the opium war (Teng Fairbank, 1954; Rodzinski, 1984; Hooker, 1996). Figure Artist Impression of Lin Tse-hsu (ChinaA2Z.Com, 2010) When Lin arrived in Canton in March 1839, he began his mission by appealing to everyone, especially the foreign merchants, to co-operate with him in the suppression of opium smoking. He then ordered all foreign merchants to surrender to the Imperial Government all supplies of opium held in store-ships in Lintin. In addition every foreign merchant was given a three day ultimatum to sign a bond vowing to stop importing opium and agree that any default would lead to confiscation of the illegal cargo and execution of the defaulter (Holt, 1964; OBrien, 2010). According to Holt, under enormous pressure 20,000 chests of British opium were turned over to Lin which he destroyed but Captain Charles Elliot (then Chief of the Commission) refused to allow British merchants sign the bonds. However a drunken brawl involving British and American sailors at a Kowloon village resulted in the death of a Chinese citizen called Lin Wei-hi. This brought more tension to the Anglo-Chinese crisis and directl y resulted to an Aglo-Chinese war (Holt, 1964). According to Holt, Lin had insisted that foreigners involved in Lin Wei-his death be handed over for trial. Captain Elliot refused, fearing unjust capital punishment as had occurred in the past. This led to a ban imposed by Lin on supplies of provisions and Chinese labour to the entire British community in Macao. Soon after, the British community was expelled from Macao to the barren island of Hong Kong. The effect was devastating on the community. In defiance however, Captain Elliot proceeded to arrange for supplies of food from the local peasantry backed by the 28-gun frigate which opened fire on some Chinese war junks that tried to prevent deliver of these supplies. This marked the beginning of military hostilities between Britain and China (Holt, 1964). Aggrieved, especially because British merchants in response to Captain Elliots orders had refused to resume normal trading in Canton after they were expelled from Macao, Lin issued a formal war threat accompanied with a demand for all British merchant ships in Chinese territory to resume trade in Canton within three days or leave the country. This again led to another military confrontation in which China sustained heavy losses and the whole Chinese fleet was forced to retreat as 29 war junks were no match for the British frigates (Holt 1964). Lin responded by writing a long letter to Queen Victoria (see appendix A) in which he argued that the Chinese cause pertained to Englands insistence on poisoning Chinese citizens with opium already banned in England. Many authors on the opium wars have expressed doubts that Lins letter ever got to the Queen. In 1840, Lin passed an edict that listed the crimes committed by British merchants and barring Britain from trading with China forever (Ho lt, 1964). The British Response Having reached a decision to go to war, Britain responded by issuing an ultimatum to China demanding that China returned all confiscated goods or paid the monetary equivalent, reparations for imprisoning the Chief Superintendent of trade and British merchants, and that British trade would be secured in future. Britain declared that if China did not meet these claims as well as sign a treaty with these claims incorporated, the war would continue. However, Britain acknowledged to China, its right to prohibit the import of opium but insisted that The Queen of England was obliged to protect her people from violence and ill treatment. Britain suggested that China should have dealt instead with its corrupt official who connived in the opium trade. Britain certainly took this position to protect her economic interest by forcing China into maintaining trade. By barring trade with Britain, China had provided the opportunity for Britain to exploit grievances Britain already had. This was the deciding factor that led to the Opium wars. Conclusion Chinas arrogance born out of a sense of cultural superiority created tension that significantly affected its relationship with Westerners. This was particularly evident in Chinas refusal to consider a mutually favourable balanced trade with western nations. But for this arrogance, Lin Tse-hsu would have immediately recognized that the Chinese military was inferior to the British and hence he would have adopted a more diplomatic approach rather than threaten war. His actions in trying to eradicate opium smoking and smuggling led directly to the opium war. Chinas seclusion prevented proper diplomatic relationship with the West. This vital requirement between nations could have prevented a war, but instead it bred grievances that were significant to the Anglo-Chinese war. Such grievances encouraged Britain to promote free trade which led to an increase in opium smuggling, corruption and insubordination. Opium smuggling also resulted in Chinas increased opium addiction and subsequent destruction of lives, families, the Chinese society and degradation of the Chinese economy. This caused great concern to the Chinese Government and thus increased tensions between both countries The British desire to balance trade with china, establish proper diplomatic relations and be treated as equal to China were important factors that provoked the opium war. This was partly due to commercial greed. As a result, even though Britain recognized the damage opium had done in China, she failed in her moral and legal duty not to encourage or participate in smuggling opium into China, especially after it had been banned in Britain. Finally, Britains decision to go to war with china because it wanted to protect its citizens from Chinese unfair treatment was only an excuse that was justifiable in part. However, it was mainly to protect its economic interest with China by forcing China to continue trade which China had prohibited. A decision Britain took with the realization of the extent of Chinese military inferiority. This factor encouraged Britain to go to war.

Tips on Writing :: Literature

Tips on Writing There are many different aspects to consider when writing a paper. In order to get the reader's attention, the topic or thesis has to be of interest. Choosing a title appropriate for the essay is also important. Detail and proper structure are also important. These things combine together to make a good essay. The title of an essay is important to the way a reader views the essay. Some titles turn the reader off to the article. In the definition essay we chose, "The Value of Honesty," the title explains that the article is about honesty and that honesty is being valued. Our second essay, "Unlikely Learning," lets the reader know what the essay is about. It talks about the learning a student experiences in unexpected places. "Athenian Adventure" is a good title because the essay is full of the adventures of a day in Athens. The fourth essay we chose was a narrative, "Blue Band Emotional High." This was a good title because it explained the feeling of being chosen as a band member. We think the titles of the essays we chose were good indicators of what the essays were about. Along with capturing the reader's attention, coming up with an appropriate title and adding plenty of detail, a well-written essay has to have the proper structure. Structure consists of an introduction paragraph, several body paragraphs, and a conclusion. Examples of strong structure can be seen in "Blue Band Emotional High." In this essay, the writer uses a strong thesis sentence to build her body paragraphs upon. she writes, "The proudest moment of my life was when I became a member." The following body paragraphs go on to describe the rigorous practice, the suspense of waiting in the trampled field waiting for her name to be called, and then finally hearing it over the megaphone declaring her a member of the band. Without this kind of structure the essay wouldn't even be worth reading. All in all, structure is an extremely important element, if not the most important to good essay writing. A good piece of writing has to keep the audience interested and entertained. If it's hard to keep one's attention on writing, the reader won't fully comprehend it. It would be hard to have every reader interested in one's writing, so one should appeal to a certain audience.

Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Essay

Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Nursing education can be confusing because there are so many ways to become a nurse. However, throughout history, nurse leaders have advocated the importance of higher education for nurses. But as nursing shortages developed, the need for more and more nurses became apparent. To help solve the nursing shortage problem, Mildred Montag developed the associate degree of nursing program (ADN) in 1952. It was designed to be completed in two years and provide a balance of general nursing education along with clinical courses. The original program designed by Mildred Montag was for associate degree nurses to work under the supervision of professional baccalaureate prepared nurses. Due to confusion, the graduates of the associate degree nursing program were allowed to sit for the National Council Licensure Examination (NCLEX-RN). This NCLEX exam was the same exam given to baccalaureate degree nurses (Creasia & Friberg, 2011). Now, associate degree nurses can be found in almost every setting from hospitals to long term care facilities. However, even though associate nurses have the skills to provide adequate patient care, the advanced education of the baccalaureate degree nurse provides leadership skills, advanced critical thinking skill and improved patient outcomes (Lane & Kohlenberg, 2010). Therefore, in recent years the difference in competencies between the associate degree nurse and the baccalaureate degree nurse has been examined, resulting in a push for more nurses to obtain a bachelors degree (BSN). Associate degree nursing programs teach the technical aspect of nursing care. An associate prepared nurse can function well at the bedside. She can monitor the patient’s needs and record the outcomes of treatments. An associate prepared nurse can use critical thinking skills to determine her best course of action in most situations. But the constantly changing field of healthcare is demanding higher educated nurses. It is demanding nurses that are more professional and have an understanding of theory based practice. Nursing and medical organizations across the nation are recommending that all RNs advance their education. An advanced level of education can improve patient safety and quality of care (â€Å"Fact Sheet: Creating,† 2013). This has been evidenced by numerous studies on the correlation between higher educated nurses and patient outcomes. Researchers at the University of Pennsylvania conducted a study that found surgical patients had 14% lower odds of dying as an inpatient within 30 days when being cared for by higher educated nurses. Another study conducted at the University of Toronto found hospitals that increased their pool of baccalaureate prepared nurses by just 10% had a decrease in death of discharged patients (â€Å"Fact Sheet: Creating,† 2013). To fully understand the differences in competencies between an ADN and a BSN, it may be necessary to evaluate how each would perform in a specific patient care situation. For example, a 66 year male is hospitalized with an open wound on his leg. The wound is positive for MRSA and the patient is diabetic. The associate degree nurse dresses the wound properly, and teaches the patient how to take care of the wound. She helps manage the patient’s diabetes and teaches him how to manage it at home. The patient is discharged home with instructions and prescriptions. He is re-admitted a week later with high blood sugars and a worsening leg wound. The same patient is cared for by a nurse with a BSN. During his stay the nurse dresses his wound properly, and manages his blood sugar levels. During her time with him, the nurse questions the patient about his family and his home. Through casual conversation she discovers the patient lives alone, but his daughter lives close by. She also learns he is unable to clean his home properly, but he is adamant about staying there. With the patient’s permission, the nurse contacts the patient’s daughter to learn more about the challenges the patient faces in caring for himself. After talking with the daughter, the nurse discovers the patient has not had an eye exam in 5 years and his vision is poor. He does not follow a diabetic diet and prefers to eat out rather than cook at home. Armed with this new information, the nurse talks with the patient. She tactfully points out his vision problems and poor diet choices. The patient admits he needs new glasses, but cannot afford them. He admits to having trouble seeing the numbers on his insulin syringe. He also states following a diabetic diet is too difficult so he doesn’t bother. The nurse takes this information to the hospital’s case management team and together they get home health care that will help him with his dressings. They also manage to find help to clean his home and funding to get him new glasses. The nurse then makes an appointment for the patient for diabetic teaching provided by the hospital. Prior to discharge the nurse teaches the daughter how to change the wound dressing and how to give insulin injections. She encourages the daughter to go with  the patient to diabetic education classes. The BSN nurse did more than just discharge the patient. She used the metaparadigm of nursing model to treat the patient as a whole. The metaparadigm consists of person, environment, health, nursing and how they all interact with each other. (Gunther, 2011). She recognized the patient was an individual person with individual health needs. She discovered his physical and environmental challenges and learned how they were affecting his health. Utilizing the information she obtained she found the patient the appropriate help for his situation. The associate degree nurse is certainly capable of taking care of patients in almost any healthcare setting. However, healthcare is changing rapidly with increased acuity and short lengths of stay and nursing must change with it by producing more professional, well-educated nurses. References Creasia, J. L. , & Friberg, E. E. (2011). Pathways of Nursing Education. In M. Iannuzzi, & R. Richman (Eds. ), Conceptual foundations: The bridge to professional nursing practice (5th ed. (pp. 23-26). [PageBurst]. Retrieved from www. elsevier. com Fact sheet: Creating a more highly qualified nursing workforce. (2013). Retrieved from http://www. aacn. nche. edu/media-relations/fact-sheets/nursing-workforce Gunther, M. (2011). Theories and frameworks for professional nursing practice. In M. Iannuzzi, & R. Richman (Eds. ), Conceptual foundations: The bridge to professional nursing practice (5th ed. (pp. 97-99). [PageBurst]. Retrieved from www. elsevier. com Lane, S. H. , & Kohlenberg, E. (2010). The future of baccalaureate degrees for nurses. Nursing Forum, 45(4), 218-227. doi:10. 1111/j. 1744-6198. 2010. 00194.

Learning Styles and Theories Essay

There are multiple learning styles and theories that apply to individuals in multiple ways. The VARK learning style that my analysis revealed is read/write according to the questionnaire by Fleming (2001-2014). This categorization of my learning style compliments me well and I definitely agree that actually seeing the information spelled out in front of me allows me to better understand the information. The two learning theories that relate to my VARK learning style are behaviorism and constructivism. Behaviorism focusing on a clear goal with an automatic response and constructivism affording me the ability to problem solve. Being an andragogical learner I’m able to apply what I’ve learned during my pedagogical phase to my educational experiences. Let’s take a closer look at what behaviorism entails. Behaviorism focuses on the observable changes in behavior. Moreover, it’s the act of doing something new several times until it’s second nature. A prime example is while completing schoolwork the instructor provides continuous positive reinforcement; depending upon the grade the student will constantly modify their behavior until they receive positive reinforcement. According to Watson (n.d.) behaviorism’s goal is to explain relationships between precedent conditions (stimuli), behavior (responses), and consequences (reward, punishment, or neutral effect). Without the positive reinforcement the learned responses that the student exhibits will diminish. My VARK learning style relates to behaviorism by me receiving positive reinforcement through written praise; additionally, with good grades I will continue performing at the same level. Once I’ve developed an understanding of how a task needs to be accomplished I will tailor my actions towards that behavior to continue to receive that positive reinforcement and it becomes second nature. Along with observable changes in behavior, one-step further looks into constructivism and it’s aim on brain-based learning. Constructivism relies on what the learner already knows and the understanding of the subject at hand. Moreover, building new ideas or concepts are based upon current knowledge and past experiences and amplifies when actively engaged. According to Brunner (n.d.) the three stages of  intellectual development are enactive, iconic, and symbolic. Enactive is learning through actions on physical objects and the outcomes, iconic learning is through models and pictures, and lastly symbolic learning is the ability to think in abstract terms (Brunner, n.d.). Constructivism relates to my VARK learning style in the aspect that learning is ongoing and by reading and writing I’m constantly improving my skills and perception. There can be multiple interpretations of an excerpt of literature, therefore by having someone facilitate the learning process with the knowledge of my baseline understanding of the topic at hand that person can build upon it. Thus, my VARK learning style suggests I write out words repeatedly or read them to myself, which goes along with reviewing information multiple times, and learning takes time according to the principles of constructivism. As an adult learner my identified VARK learning style affects my educational pursuit positively. Falling into andragogical learning realm I have more experiences and therefore I can apply those experiences while learning. Adult learners take on the responsibility to be self-directed, and have a wealth of experience that enables them to transform information into meaningful cognitive and reality-based applications (Minter, 2011, p. 9). In retrospect the pedagogical concept requires the instructor to be more directive, placing students in a more passive role, and that students don’t have the motivation or maturity to be self-directed learners (Minter, 2011, p. 9). Applying active learning concepts such as reading and writing allows me to actively be categorized under the andragogical concept. Moreover, by writing and speaking the words to myself and reflecting to solve problems I’m practicing the concept of self-directed and problem-centered aspects of andragogical learni ng. Therefore, I will be able to apply my VARK learning style to complete my educational endeavors and continue on my path of success. The three learning theories of Behaviorism, Cognitivism, and Constructivism can be applied to any of the four learning styles (visual, aural, read/write, and kinesthetic). I feel that we cannot generalize that a student will be classified solely under one learning style, they will adapt and apply what is more appropriate given the information or circumstances.  The learning theory used depends upon the learning situation. Being identified as an andragogical learner I’m able to apply life experiences, need to know, relevance of the subject matter and how it applies to me, and use my motivation to further my educational goals with the guidance of instructors that are more like facilitators. Malcolm Knowles paved the path for educators and students alike that entail specific learning principles to enable learners to thrive educationally and without his significant contribution who knows where we would be today. References Bruner, J. (n.d.). Constructivism & Discovery Learning. Retrieved from http://www.lifecircles- inc.com/Learningtheories/constructivism/bruner.html Fleming, N. D. (2001-2014). Retrieved from http://www.vark-learn.com/english/index.asp Minter, R. (2011). The Learning Theory Jungle. Journal of College Teaching and Learning, 8(6), 9. Watson, J. B. (n.d.). Behaviorism. Retrieved from http://www.lifecircles-inc.com/Learningtheories/behaviorism/Watson.html