Motifs in Bless Me, Ultima Essay

The novel Bless Me, Ultima by Rudolfo Anaya describes the maturation of a boy named Antonio, who witnesses more than his fair share of deaths at a young age. He struggles with the injustices of these deaths and thus begins to question his once-solid religious beliefs. During the conflict Antonio experiences many vivid dreams, which are considered motifs in the work. The dream motif is a catalyst for the theme of the importance of independent thinking to maturation, because through his subconscious Antonio finds the understanding he craves by facing his fears and questioning his future. In many of Tony’s dreams he encounters his fears. One of these fears is that his three older brothers will go to hell, because they gamble and spend their time at Rosie’s, which is considered the whore house. In his dreams, Tony tries to protect their innocence: â€Å"Do not enter [Rosie’s], I cried. It is written on the waters of the river that you shall lose your souls to hell if you enter† (70). He is terrified that they will go to hell and be punished for eternity. Tony’s begging is to no avail; his brothers enter anyway. His troubled thoughts then turn to his own innocence: â€Å"Oh, where is the innocence I must never lose† (71). He struggles with the concept of maturing and losing the innocence he feels he needs to become a priest. As the novel progresses, however, Tony loses his innocence because of the many deaths he sees. He realizes that this is a given part of maturation, and that he can still hold integrity without innocence. Another struggle of Tony’s is the fact that he is caught in the middle of his parents’ dreams. His mother wants him to become a farmer-priest, and his father wants him to become a vaquero. In his sleep he struggles with which dream he will follow, and often see his parents arguing about it: â€Å"Oh please tell me which is the water that runs through my veins, I moaned†¦ my mother crooned softly, it is the water the Church chooses to make holy and place in its front. It is the water of your baptism†¦ Lies, lies, my father laughed, through your body runs the salt water of the oceans. It is that water which makes you Marez and not Luna† (120). Tony cannot understand which parent’s blood runs in his veins, and becomes more confused when they argue over it. However, in his dreams Tony most often sees himself as a priest: â€Å"I swung the dark robe of the priest over my shoulders then lifted my hands in the air† (26). It seems like this is the profession he will most likely choose. Throughout the novel Antonio yearns for understanding. He wants to know why God allows evil o triumph over good, and why the innocent sometimes die. In waking he cannot find the answers, but in dreams they come to him. When he questions in his sleep where his innocence is, Ultima appears in the dream and tells him, â€Å"There in the land of the dancing plains and rolling hills, there in the land which is the eagle’s by day and the owl’s by night is innocence. There where the lonely wind of the llano sang to the lovers’ feat of your birth, there in those hills is your innocence† (71). This shows Tony that he can always find innocence in nature. When Tony cannot decide which parent’s water runs in his veins, Ultima tells him, â€Å"The waters are one, Antonio† (121). He realizes that Luna blood and Marez blood mix in his veins. The answers in his dreams allow Tony to lessen his questioning in his waking world. Antonio’s dreams allow him to face his fears and think them through, which helps to eventually resolve them. Letting go of certain problems, such as his loss of innocence, helps him to mature. He discovers through his dreams that he does not have the blood of a Luna or a Marez; he has the blood of both. He also realizes that it is more likely that he will become a priest than a vaquero. With this understanding he settles on his future and makes his own decisions rather than being torn between those of his mother and father. When he learns to make his own decisions he matures into a man. Tony’s dreams guide him towards the theme of the importance of independent thinking to maturation.

Research Paper on Drug Use Essay

Drug use in today’s society is something that has become too common. We have a large percentage of our population using drugs for numerous reasons. The stresses of our fast paced lives can be the reason we need drugs to keep up. We sometime take these drugs with out thinking of the future consequences and risk that might be attached to them. We have to teach society of the dangers of drugs and the treatment available to quit using. We have too many people using drugs in our society today. â€Å"In 1996, 50. % of high school seniors had used some illegal drug at some time during their life, 40. 2% during the previous year, and 24. 6% during the previous month. † This shows that at least half of the senior class in high schools use or have use drugs. These numbers are from 1996 from then to now the number has grown drastically. If these people are using drugs as seniors it most evident that they will use drugs after high school. â€Å"A 2006 National Survey on Drug Use and Health showed that among all youths aged 12 to 17, 6% had tried prescription drugs for recreational use in the last month. Kids as young as 12 years old are using prescription drugs to get high this tell me that their parent are to busy to supervising them or just don’t care enough to prevent them from doing so. If teenagers can use the drugs they have at home to get high how are we supposed to prevent them from using them? People don’t use drugs simply for the fact to get high, but also to cope with problems in their lives. When someone uses drugs to deal with the stresses of the everyday life it is easier to develop an addiction to the drug. A study based on a sample of 20,291 individuals drawn from the community at large found that more than half of those who met the medical criteria for diagnosis as drug abusers also suffered from one or more mental disorders at some point during their lifetime. This included 28% with anxiety disorders, 26% with mood disorders (depression), 18% with antisocial personality disorder, and 7% with schizophrenia. Some had multiple disorders. The prevalence of mental disorders varied with the drug being abused, ranging from 50% of marijuana abusers to 76% of those who abused cocaine. Almost half of the drug abusers also suffered from alcohol abuse at some point during their lifetime. † People don’t only use drugs get high or deal with the stresses of life, but also to deal with the problems with in them. People use drugs to cope with their anxieties, depression and schizophrenia. With the drugs the people feel that the disorder they have does not exist. They believe that they are everyone else and there is nothing wrong with them. â€Å"Initial low-level involvement with drugs may result from peer pressure, drug availability or other risk factors in an individual’s social or family environment. Many individuals use drugs to fit in with friends or to be excepted by a crowd of higher popularity than them. This happens a lot in high school with younger students being pressured by upper classmen. People sometime do things without thinking about the repercussions of their actions. â€Å"Some people think that prescription drugs are safer and less addictive than street drugs†¦. But prescription drugs are only safe for the individuals who actually have prescriptions for them. That’s because a doctor has examined these people and prescribed the right dose of medication for a specific medical condition. The doctor has also told them exactly how they should take the medicine, including things to avoid while taking the drug — such as drinking alcohol, smoking, or taking other medications. They also are aware of potentially dangerous side effects and can monitor patients closely for these. † Someone might take someone else’s prescription drug with alcohol not knowing that there could serious risk in doing so. For a childish mistake like mix the wrong prescriptions together a person can dead. â€Å"Whether they’re using street drugs or medications, drug abusers often have trouble at school, at home, with friends, or with the law. The likelihood that someone will commit a crime, be a victim of a crime, or have an accident is higher when that person is abusing drugs — no matter whether those drugs are medications or street drugs. † There more consequences to using drugs then just the health risk. You can be arrested for using another persons prescriptions just you can for using street drugs. Some prescription drugs such as opioids can make you hallucinate. This becomes dangerous because the person under the influence of the drug can be driving a vehicle and cause an accident putting their life and others around them in danger. 17,000 people die from all illicit drug use, Direct and Indirect a year. 7,600 people die from Non- Steroidal Anti-Inflammatory Drugs Such As Aspirin a year. † People don’t realize how many people actually die from drug abuse until they see the numbers. People need to think before taking drugs an realize that every action has its consequences. If your using drugs do it for the right reason not to get high to forget your problem. You might get rid of your troubles for a short amount of time but they be back when your sober. Drugs can either help you or hurt you, but you have to decide.

Security Chief at a Manufacturing Company

You're the security chief at a manufacturing company that makes small metal hand tools. The plant employs roughly one hundred people. Management has told you that many tools have disappeared. According to company records, the plant produces approximately fifty thousand per day, but far fewer are actually being shipped out. After double-checking the figures to ensure their accuracy, you have concluded that pilferage is the only possible explanation. A meal detector positioned at the employee exit near the time clock would catch anyone trying to smuggle tools out of the factory.Because the purchase cost of a metal detector is prohibited, you have decided to rent one. Anyone caught stealing will immediately be fired, and a note to that effect will become part of the individual's personnel file. You don't want to create an atmosphere of hostility, but you do need to inform the employees about these developments. Write a memo to be posted on the main bulletin board and sent via e-mail. De ar Employees, Due to recent record inconsistencies, the manufacturing company will be reviewing supply and product expenses.Recently brought to our attention is the shortage of production inventory leaving our warehouse plant. Significant security protocols will be implemented as precautions to help reduce cost wherever possible. We ask all employees to keep an open eye for suspicious behavior. Employees caught taking company supplies for personal use, would be grounds for immediate termination and appropriate legal disciplinary actions. Any incident will be reviewed, recorded, and filed for future reference. We thank you for being a part of our company. If you have any questions, comments, or concerns please contact management. Respectfully, -MD

Problems at Perrier Case Study Example | Topics and Well Written Essays - 750 words

Problems at Perrier - Case Study Example Identify three drivers of change in organizations today and its impact on the organization’s need for an effective change management process. Drivers of change in organizations today can be internal or external. As a rule a company holds more sway over internal drivers than it does external, although employee turnover such as retirement, termination or death often disrupts organizations, especially at the senior levels. Three driving forces of change in organizations today include technological capacity, the economy and competition. Technological capacity is an example of an internal driver, which includes the forced outmoding of equipment such as an operating system upgrade or a technological invention that renders current equipment obsolete. The economy and competition are two examples of external drivers of change. Companies have very little control over the economy and their competitors. In both examples, a downturn or an aggressive move by a competitor can generate consid erable loss of revenue which can necessitate restructuring. 2. Discuss the typical reactions of employees to change and the related effects on the change management process. ... 3. Identify three key elements of the resistance to change described at Perrier. In the Perrier example, the employees resisted change on three key fronts: threat to loss of livelihood and revenue, â€Å"attachment to the current organizational structure and perceived breach of the psychological contract† (Palmer, Dunford & Akin 2009). The Perrier employees, most of whom belonged to the CGT union, viewed the Nestle takeover negatively and felt that the multinational company had no understanding or sensitivity to the importance of Perrier to the region it supported (Palmer, Dunford & Akin 2009). Despite the fact that productivity remained low and competition for Perrier’s niche became fierce after Danone launched Badoit Rouge, workers and management maintained a confrontational relationship that undermined change attempts (Palmer, Dunford & Akin 2009). â€Å"Perrier’s management put bottles of Badoit Rouge in the cafeteria. This had been done to emphasize the poi nt to Perrier employees that they were involved in a head-to-head battle for that niche in the market† (Palmer, Dunford & Akin 2009). The Perrier employees â€Å"took the bottles and dumped them in front of the factory director’s door, so he couldn’t get into his office† (Palmer, Dunford & Akin 2009). 4. Construct a change management strategy for dealing with this situation. In doing so, identify three approaches to managing resistance you recommend and provide clear justification for your choice. A change management strategy involves a resistance profile that centers on the â€Å"likely resistors† (Palmer, Dunford & Akin 2009). In the Perrier case, the CGT union

Business Law - Questions Assignment Example | Topics and Well Written Essays - 750 words

Business Law - Questions - Assignment Example When an offer is made to the offeree, he can either accept or put down the offer made to him, if he accepts the offer, this means that the second element of the contract recognized as acceptance have been completed. If a contract has to be recognized as valid, it should contain the third element recognized as consideration. Consideration is the term assigned to a promise or a factor on which bargaining takes place, consideration is offered by the offerror and whether to accept the consideration or reject it or bargain on it is entirely in the hands of the offeree. Another important element of a contract is intention; the people involved in creation of a legal contract should have the intention of creating a legal contract and not just an agreement that has not been legally created. The last element of a contract is the certainty of the contract, this means that the contract should be concise and clear in nature so it can be enforced. Increase in the use of internet to conduct transac tion between the sellers and the buyers gave way for the creation of a distance contract. A distance contract is referred to a contract in which the buyer and the seller or the parties involved in the contract have never physically been in each other’s presence since the start of the contract till the end of the contract. For examples: a distance contract is created when parties are involved in selling and purchasing of goods and services over the internet through different means such as email, telephone calls and faxes. In this kind of contract, the seller or merchandiser is required to provide any information to the purchaser that might influence his purchasing decision, once the to be purchaser has accepted the information, the seller is required to provide the same details in written form, the merchandise has to be delivered to the purchaser within thirty days and if the purchaser wants he can cancel the contract with seven days of the date of delivery. For example, in Th ornton v. Shoe Parking case, the customer experienced injury in the parking area because of negligence caused by the defendant, the customer received the ticket of car parking after he had installed his money in the ticket machine, the terms and conditions that applied to the car parking area were stated on the ticket and the customer was not informed about the terms before he purchased the ticket, thus, the term of no exclusion of liability in case of personal injuries caused due to negligence was rejected as according to the distance contract, all information is to be provided before the purchase decision is made (Beale, 1990, p.337). Expressed terms refer to those stipulations and circumstances that are mentioned in the contact at the most specific level and are accepted by the parties involved in the creation of that particular contract, these terms can be in verbal, as well as written, form. For example, in the case of Bannerman V White, the purchaser had entered a contract wit h the seller on the terms that the hops he was purchasing were to be used to prepare beer and should not be treated with sulphur, the seller had assured him that they were not treated with sulphur, but they were actually treated with sulphur when the purchaser received them, thus, the seller was in breach of contract as the contract clearly stated that hops

Arabizi (Arabic Chat language) Research Paper Example | Topics and Well Written Essays - 750 words

Arabizi (Arabic Chat language) - Research Paper Example Arabizi or Arabish is also known as the chat language as many young Arabs use this language virtually on the platform of internet or mobile phones. This language was born in the late period of the twentieth century around 1990s. It was this time when the communication through text was on its peak in the Western zones and has ever since grown rapidly among the Arab youth; especially in Lebanon and Jordon. The rise of this language has gotten mixed reviews from people. Some have criticized the language and claimed that such a trend would lead to the disconnection between the Arab youth and its tradition while others have argued that this language just makes communication easier. This research paper looks in to the aspect of how the usage of this language is affecting our society, exploring both the negative and the positive side while stating that the rise of this language has in fact bought the world closer and made communication easier. ... both Amelia Naidoo’s article and Ibon Villelabeitia’s article, I concluded that mixing English language with Arabic language â€Å"Arabizi† and educating Arab students in English language have disadvantages such as destroying the native language, which in this case is Arabic’ (Ali.F.Ahmed). Language is the most significant part of communication and its also and important part in defining your identity; and therfore the use of Arabizi is not only weaking the arabic of the Arab youth but also pulling them away from their true identity. Ahmed continues his article by stating ‘Amelia Naidoo referred to research studies at AUS, speaking English as a second language destroys the natural identity and sometimes the whole culture of an Arabian’ (Ali.F.Ahmed). Although being distant from Arabic may lead to the youth being detached from its heritage, Arabizi cannot be blamed for the loss of identity between young Arabs. This point can be further strength ened by the views of Ali Naseer a frequent Arabizi user ‘For me, it is difficult to express myself in Arabic. I cannot write slang in Arabic because it is difficult, while in Arabizi I can. I do not see any evidence that Arabizi weakens my Arabic. The same could be said about weakening the English language but it is not true. I think people are oversensitive about this issue’ (Ghanem, 2011). Although Arabizi has been criticized for many reasons one of them being is pulling the youth away from its identity; that being its language. People fail to recognize that use of Arabizi makes communication easier when using modern devices like World Wide Web or cellular phones. This language makes communication easier as it is impractical to switch keyboards to write Arabic in its original script, as most of the modern devices

Article Critique Research Paper Example | Topics and Well Written Essays - 1000 words

Article Critique - Research Paper Example The article clearly discusses the results of recent experiences with the use of therapeutic hypothermia after cardiac arrest in a patient. The layout of the article itself flows well and offers a clear and distinct linear progression. The four doctors who participated in the research, Sagalyn, Band, Gaieski, and Abella are from the Department of Emergency Medicine and Center for Resuscitation Science at the University of Pennsylvania. Their departmental positions indicate a high degree of knowledge in this field, and make them uniquely qualified to write this particular article; with qualifications such as these it would be easy to believe that they have the necessary skills to make this type of analysis on the subject. The abstract offers a clear overview of the study itself, detailing what their objectives were, the setting in which their review took place, the subjects used as a part of the study, the measurements that were taken, and the main results of the outcome of the analysi s itself. Each specific section offers a concise summary for that heading, and, again, flows well and in a linear fashion. The phenomenon of using therapeutic hypothermia after a patient experiences cardiac arrest is clearly identified and the question addressed by the paper is thoroughly discussed, complete with ample research into the matter. The question presented was whether or not therapeutic hypothermia was beneficial after a patient experiences cardiac arrest, with the results showing â€Å"increased survivial with an odds ratio of 2.5 and favorable outcome with 2.5† (Sagalyn, Band, Gaieski & Abella, 2009). The specific purpose of the article is easy to identify, determining whether or not therapeutic, clinically induced hypothermia is beneficial to the patient after they have experienced a heart attack, and the conclusion of this research is likewise concisely stated; â€Å"the survival and neurological outcomes benefit from therapeutic hypothermia are robust when co mpared over a wide range of studies of actual implementation† (Sagalyn, Band, Gaieski & Abella, 2009). The literature review was done in order to gain the initial data to be able to start the research project itself, and as such, added information on the topic itself, as it provided the burden of proof for the theory itself. It was highly inclusive of the subject being explored as a result, for it was the primary methodology used in order to gain the data to correlate the theory and gain proof for the theory itself. The theoretical framework present was the benefit of clinically induced hypothermia on cardiac arrest patients outside of a clinical trial, directly relating to the question that the paper itself strives to answer. It is clearly detailed in the first and second paragraphs of the research article itself, and is used to provide the setting for the remainder of the paper itself. The specific sample method and sample size is not identified; however, the process used to determine if a study could be used as a part of the data for this particular study is detailed. The participants identified for the study were included or excluded on the basis of only a few qualifiers. â€Å"

John Maynard Keynes Essay Example | Topics and Well Written Essays - 2750 words

John Maynard Keynes - Essay Example He initiated the "Keynesian Revolution" which split economics into two divergent paths; one away from a traditional laissez faire economic system and toward an economic theory that saw the government as an essential player in maintaining growth within a capitalist economy. The following paper will review the economic policies of Keynes. Firstly, a review of his contribution to the USA recovery form the Great Depression shall be given. Secondly, a discussion of Keynes contribution to the global economic recovery following World War II will be presented. Thirdly, the use of Keynesian theory during the Conservative Era in the USA will be outlined. A conclusion will summarize the main points of the paper. The Great Depression was a global event of economic downturn that was initiated in 1929 and spanned across a decade until 1939. As such it is the longest and most harrowing depression that the industrialized world had known. Beginning in the USA, the Depression resulted in significant reductions in output, widespread unemployment and poverty, and acute deflation worldwide (Romer 3). At the time, the gold standard provided almost a global network of fixed currency exchange rates, and it has been stated that this was a core reason that the economic downturn in the USA swept through other national economies. In the USA, the Depression has been described as the second worst socio-cultural event since the Civil War. The actual causes of the Depression are still contentious issues today among economist and academia. Although it is generally agreed upon that there was a multitude of contributing factors; declines in consumer demand; financial panics; and misguided government policies (Calo moris 5; Romer 4). The recovery from the Great Depression was enabled by fundamental changes to national economic approaches, macroeconomic policy and the theory of economics itself. Keynes played a key role in the recovery with his advocating of interventionist government policies, which required the government to draw on fiscal and monetary sources to buffer the detrimental effects of the present Depression, as well as future potential recessions and booms. Keynes stressed the need for the government to intercede occasionally and exert force on the market economy (Romer 3; Skidelsky 5). Previous to this time, economists had simply believed that an economy would continue to grow and develop; it was thought that a market failure would be a temporary situation that could fix itself if given time. This laissez-faire approach was developed by the economist Adam Smith. It was argued by Smith that if the market was left alone it ("the invisible hand") would run itself (Skidelsky 15).In fact, many approache d an economic crisis as a state that would stimulate new opportunities to make a profit. Keynes, though presented a theory wherein the economy could become stagnant, and remain so, regardless of the amount of unused resources. He postulated that capitalism had no intrinsic ability to maintain growth regardless of external circumstances (Romer 7). Such a dramatic shift from the present approach to economics was revolutionary; that during times of severe depression the government was the only hope for an economic recovery. In this way, Keynes became known as the father of

Online discussion for Human Resources Management in Healthcare Essay - 1

Online discussion for Human Resources Management in Healthcare - Essay Example Hence, this shuns the manager from thinking of ever increasing the employees’ monetary rewards but result to other ways to retain the staff. Medical field owing to its dynamic nature, which keeps in pace with technological knowhow; mostly prompts practitioners into developing themselves in their respective careers. Therefore, the plan will be effective if it motivates medical practitioners in the firm to advance in their careers (Zipf & Engle, 2008). However, due to the firm’s limited budget, managers can organize internal training sessions where more experienced practitioners are able to share their knowhow especially with the juniors. To arouse this desire, the healthcare facility ought to create an environment where people are free to interact and even organize internal workshops for their juniors or the new recruits. Workers’ health is extremely essential despite them being the one who would work towards the wellness of the patients. Therefore, the management ought to ensure that, the healthcare facility has effective wellness initiatives meant for workers wellbeing. This does not imply management should strain the already limited budget, but introduce cheaper programs. These may encompass internal workouts days, campaigns against certain health predicaments (like obesity) besides organizing medical check ups for the practitioners. However, these initiatives should not turn to be an extra financial burden to the budget but should be within its limit. Employees usually feel appreciated and motivated especially if the organization’s management recognizes their exceptional contribution towards attaining its goals (Zipf & Engle, 2008). This is especially when they devise something new and uncommon in other organizations that will aid in raising their competitive advantage. This recognition plan may entail sometimes

Introduction to people at work Essay Example | Topics and Well Written Essays - 1000 words

Introduction to people at work - Essay Example As such, there are factors in this aspect that focus mainly on extrinsic motivation, which is known to be related closely to intrinsic motivation. As a result, there is need to have attention paid to the environment in which I work as an employee following this close-knit relationship, in which offering the right tools for the job to be done should serve as a motivator. This is in addition to presentation of a suitable environment such as lighting and ventilation as depicted by the Maslow hierarchy of needs to eliminate the need for certain things before one can graduate to the next level of productivity (Nader, n.d, p.4). As a result, tools and physical conditions would serve as ate best means of motivation following the need for a highly productive employee. This couples further with making the employer enjoy that which he does as per Taylor’s theory of motivation and this provide perfect motivation to enjoy work (Silver, n.d). In addition, another expectation lies with lead ership and hierarchy, which studies have expressed concerns that strategic management is the best way to go when dealing with new employees and developing a company to success. As a result, the key expectation as per this depends on having positions of power and a distribution of authority throughout the organization such that there is not a single employee in the organization that cannot take responsibility. The implication of this is having a hierarchy of authority as called for amongst those that advocate strategic management, but based on more modern systems of interaction following the questionable nature of traditional strategic management and the role of these managers in the said era (Chakravarthy and Henderson, 2007, p.4). Employers that follow new tested means have more appeal that those who stick to traditional means following the image of dynamism that is depict for both employees and clients. This also serves as a motivating factor, especially in the interactions betwee n managers and employees, in which case I aspire to be a marketing manager, as there is immediate feedback and development of corporate behaviour that is unique to the business model of the organization. Reward systems are also to be looked into keenly as it is this that works to motivate employees significantly coupled with conventional motivators such as meeting all their needs at work. This serves for remuneration and compensation for other works and duties fulfilled outside the normal job description, but for the benefit of the organization. The incentives provided for such performances outside of the normal job description are part of larger scheme to improve performance of workers in the organization, and personally as an employee, I am of the opinion that having a scheme such as this boosts individual performance. In addition, it is crucial for the image of the organization in that it pushes employees to work towards the overall success of the organization and every employee wants to be part of a successful organization, and I am no exception. Other forms of rewards and of utmost importance include remuneration as it plays the role of pay for services rendered, and an attractive pay is part of the package expected from future employers

Communicating Essay Example | Topics and Well Written Essays - 500 words

Communicating - Essay Example Other barriers are physical such as media of communication, distance, time, noise etc. Semantic barriers include errors in the process of encoding and/or decoding the messages created mainly due to process, personal and physical barriers. Contrast the communication styles of assertiveness, aggressiveness, and non-assertiveness and discuss the primary sources of nonverbal communication. Assertive style in communication is expressive and self-enhancing and does not violate self or others’ basic human rights such as self respect and dignity. Aggressive style is quite opposite to this, wherein the individual tries to be over expressive and self-centered, and takes advantage of others. A nonassertive style is less confident, hesitant and defensive behavior; this style gives the other person to take unfair advantage of the communicator. Nonverbal communication refers to the messages sent out from actions, body language, tone, and gestures other than words or speech. Usually nonverba l cues can be derived from aspects such as dressing sense and color, gait, standing, positioning, seating arrangement, and ambience also.

Geriatrics and Long-term Care Essay Example for Free

Geriatrics and Long-term Care Essay Though her sons and daughters check in on her all of the time, they are not there 24 hours a day. She does not want to have something happen and no one find out until several hours or days go by. She is very active in the community and church and I expect that she will remain so, even after moving into the assisted living facilities. This report seeks to uncover long-term care/housing programs and services provided to older adults. I will focus on the mission and services provided. From this report, I expect to gain an understanding of long-term care options and the differences amongst them, so it will be useful for my aging parents. Introduction There are 1,065,502 people (15. 1%), aged 60 and above, in Virginia (U. S. Census Bureau, 2000). There are 216,588 households with those aged 65 and over living alone with 565,204 households that contain individuals aged 65 and above (U. S. Census Bureau, 2000). The second number, 565,204 does not state that the household contains only 65 and over individual or could be an older person living with their son or daughters family. If taken into the later context that leaves 283,728 elderly that lives other than their own home or with another family member. This results in a huge demand for housing of the elderly on this country. With the onset of the baby boomers coming of old age, it is necessary that the government looks at ways to handle the increased need for housing of the elderly. Determining long-term care options Not everyone will need a long-term care option when they age. In fact currently most of the elderly remain in their residence. The questions elderly must ask themselves if considering long-term care are many. Elderly may consider long term care if they have a physical or mental disability, chronic illness, terminal illness or if they are not able to care for themselves. Everyone will need to make their own decision when it comes time, but having the information about what services and programs are available will make the decision much easier. Long-Term Care Options There are seven types of licensed care services and facilities; Home Care Services, Community Based Care Services, Adult Day Care Centers, Continuing Care Retirement Communities (CCRCs), Assisted Living Facilities, Nursing Homes and Senior Housing. Which one to choose depends on factors that include, cost, insurance, health needs, medical condition of the person and value for services provided? Home care services Home care services are broken down into skilled care and home support. Skilled care is provided under direction of a physician and administered by registered nurses, physical, speech and occupational therapists. Home support provides shopping, meal preparation and light housekeeping, to include bathing and dressing. Other home support services provided include counseling and social work services. Home care services allow older and disabled persons to remain in a familiar environment while maintaining their independence and security. Home care is designed for elderly and disabled people that do not need nursing home care, but needs assistance with day-to-day health and personal needs. The cost of home care is often less expensive than hospital and nursing home care. Home care service can: †¢ Preserve independence and security; †¢ Allow recipient to remain home; †¢ Relieve stress for recipient and family members or caregivers; and †¢ Prevent unnecessary hospital or nursing home bills. Community-Based Care Services If you have the ability to transport yourself to social activities, health appointments or go out for meals, community-based care services are probably not needed. However, for the elderly who cannot get out on their own, or have family that can provide transportation, community-based care services can help. Community-based organizations are broadly made up of an all volunteer staff. Services offered differ amongst organizations. Adult Day Care Centers Provides social interaction and meals in a protected environment, thus allowing those take care of the elderly person time-away. Social interaction includes activities such as physical exercise, games, trips, art and music. Some adult care programs offer medical services, such as help taking medications or checking blood pressure. In the United States of America 1,141 of 3,141 counties lack enough space for adult day care (Shellenbarger, 2002). Transportation to and from adult daycare is sometimes offered by the adult day care center. Currently cost of adult day care averages about $60 a day. Though it sounds expensive it is cheap compared to home-care, assisted living and nursing home care. Adult day care is covered through Medicaid and those insurance companies that offer long-term care policies. Continuing Care Retirement Communities Continuing Care Retirement Communities (CCRCs) offer independent living in a cottage setting to skilled nursing care and in between. The services can be all-inclusive, modified to meet the residents needs or in a fee-for-service. CCRCs promote wellness, independence and socialization in a residential environment. The idea behind a CCRC is that elderly can stay in one place rather than moving from one long-term care option to the next. Example, your parents move into senior housing, then assisted living area, then for further care move into a nursing home, all of which are located in the same complex. Vice paying monthly for rent and services provided, elderly pay a fee or endowment to be part of the CCRC. Assisted Living Facilities Assisted living facilities are broken down into independent, residential or assisted living facilities. Independent and residential living facilities provide minimal assistance for those elderly with minor limitations. Assisted living provides more assistance for those elderly that need help due to major limitations. Services offered include oversight, health care services and help with daily living activities. Assisted living facilities are one of the fastest growing long-term care options available today. In 2000, there were only about 1,000,000, aged 65 and above living in assisted living or residential care (Munn, Hanson, Zimmerman, Sloane, Mitchell, 2006). Since then assisted living facilities have blossomed to over 36,000 licensed facilities providing for more than 9,000,000 residents (Hernandez, 2005-2006). The boom is due to affordability and the homelike living arrangements offered. Nursing Homes When family can no longer take of their elderly member that is injured or disabled, home cares is the preferred option, but if there are no availabilities, then nursing homes are appropriate. In 2000, 1,557,800, aged 65 and above lived in nursing homes (Munn, Hanson, Zimmerman, Sloane, Mitchell, 2006). Most elderly that utilize nursing homes are recovering from illness or injury. Nursing homes also provide hospice care for those terminal elderly; provide rehabilitation; or maintain care for those elderly with chronic health care needs. Nursing homes provide around the clock care for those recovering from illness and injury. The homes are for those elderly that need more medical attention than social gathering. Nursing homes also provide personal care in the form of bathing, dressing and going to the bathroom for the elderly. Senior Housing This is for those elderly that do not need long-term care, but live in a home that is not considered safe. Senior housing often is apartments that have been adapted for the elderly and include railing in bathrooms, wider hallways and raised outlets. Optional services provided include meals, housekeeping and social activities. Choosing the right long-term care option With the long-term care options, mentioned above, selecting which program or service is right can be overwhelming. Think about what it is that you mother, father, or both want in their older years. Ask the elderly what it is that they want? What are their needs? Do they need help with chores? Do they prefer small facilities, certain location, special living conditions? What is their financial situation? Will you be paying for long-term care or is insurance providing coverage? Is Medicare or Medicaid involved? Research available long-term care facilities near your residence first. Ask questions about what services/programs that are/are not provided, if they are insured, costs and vacancies. Check on fee’s for special care services or if extra fees are charged for services. Think about waiting list, if you find the one you want, but are not needed immediately or near term. Visit and tour the facility with your loved ones. Is it friendly, does it look clean, are people happy, what activities do the have for residents. How many staff is available, come back during different times of the day on different days. What the rooms are like are any options available? What are the residents allowed/not allowed doing? Is there a schedule for anything, eating, naps, bedtime, and social visits? How often are your loved ones checked on? Does the staff conduct regular care training? Ask other residents what their opinion of the long-term care facility? Check with the Better Business Bureau to check for any complaints filed. Conclusion In conclusion, though there are many choices for long-term care, it will come down to the individual, the elderly, the elderly family or a combination to determine which type of care will best fit there needs. There is no one fits all long-term care facility, such as there is no specific type of elderly person. Everyone age’s differently and each will have their own very specific needs when it comes time to make a decision on long-term care. Some will choose to remain in their home while others may choose a community setting. However, one thing is known and that is the elderly population is increasing in the United States. This will lead to a higher demand for long-term care services in the future. In the past families tended to take care of their own and their parents, whereas now the elderly will have to start looking at looking at for themselves, though some will be taken care of by their children. In the end, follow your instincts. Choose a place that treats your parents with respect and makes them feel comfortable. References Bolda, E. J. (2006). Community Partnerships for Older Adults: Meeting the Housing Challenge. Generations, 29(4), 61-63.

Looking At Port Scanning Techniques Information Technology Essay

Looking At Port Scanning Techniques Information Technology Essay This article gives you an in-depth knowledge on some of the commonly used TCP port scanning techniques along with the pros and cons associated with each of the port scanning technique. Apart from the TCP based port scanning, it also briefly explains the different port scanning techniques available to scan the non TCP ports. Index Terms three-way handshake, open port scanning, stealth scanning, half open port scanning, Ident scanning, FTP bounce scanning, Decoy scanning, UDP scanning. In this paper firstly we will see an overview of port scanning, which includes what it is, why it is used, how it can be used and what are its effects. The second section explains in details about the various port scanning methods. This section includes detailed description on each of the port scanning methods based on TCP and some of the other port scanning methods, including the advantages and disadvantages of each of the methods. This section also contains information on the TCP connection establishment, which would be helpful to have a better understanding on the various port scanning techniques. Overview on Port Scanning Before start discussing about the actual topic port scanning, first lets see what a port is, how it is used and what its functions are. The Transmission Control Protocol and User Datagram protocol are used for communication over the internet. Each of this protocol contains 65536 ports (from 0 to 65535). Each port has an associated service running. The first 1024 ports are the reserved/privilege ports which runs the dedicated service defined by IANA (Internet Assigned Numbers Authority) (for example port 80 is reserved for HTTP service, port 21 for FTP, port 23 for telnet access and etc.) and these ports are known as well-known ports. The remaining are called registered ports (from 1024 to 49151) and dynamic and/or private ports (from 49152 to 65535). So, the applications in the computer use its specific port for communication with the server or with another computer. Now lets discuss about port scanning. Port scanning is a technique used to uncover the port details in a computer. Details like whether the port is open/listening or not, if it is open/listening which service is running on that port, etc can be obtained by scanning the ports. Port scanning is mainly used to find if there is any security risk involved in the computer and also to check for its weaknesses. Port scanning is done by sending messages to all the ports of the computer, and based on the response from each of the ports we can check whether the computer is prone to attacks. This technique is used by the network administrators to check for vulnerabilities in the network, like if a port is unused and it is open, then it should be closed immediately, because open ports will listen to the incoming messages which could me malicious. This could be a useful technique for the network administrators to secure their network. Also it would be good to port scan our own computers periodical ly, so that we will be able to find out what are the unwanted process and some of the malwares running in our own computer systems. Having said this, we should also be aware of the fact that, the port scanning methods will be known to the hackers too, who will try to break into the network/computer to steal the vital information. Using this technique the hackers will try to get a list of unused open/available ports. The hackers will then try to probe these ports for additional information and weakness. Using these results the hacker will try to exploit and will gain access to the computer. The operating system in the target computer will have the knowledge of logging the request that is used for port scanning activities. So the hacker will use an effective method to perform port scanning else the hacker can be easily identified. Port Scanning Methods The port scanning technique can be classified into three main types, they are Open scanning This type of scan opens a full TCP connection with the targeted host. Half-open scanning In this type of scan the client terminates the connection on receiving a response from the targeted host. Stealth scanning This type of scan prevents the connection request to the targeted host to be logged. All the above mentioned scanning types are used by a hacker to get the list of open or closed ports in the server. Among the three the open scanning technique gives accurate information about the state of the port, but it is easily detectable. Stealth scan technique can fool some of the basic Intrusion detection systems and some of the basic firewall rule sets. Before explaining in detail about each of the port scanning technique lets look into the steps involved in establishing a full TCP connection and the usage of each of the flags in the TCP message [Marco, Eddy, Germinal, Gabriela, 1999]. This is because most of the port scanning methods are based on the TCP connection and the functionalities of each of the flags bits in the TCP message. Following are the list of flags used in the TCP message and its functionalities. SYN This flag is used to initiate a TCP connection. FIN This flag specifies that the sender has finished sending the entire data. RST This flag is set to reset the connection. ACK This flag is set to acknowledge for the request. URG This flag is set to indicate that the urgent pointer is valid. PSH This flag is set to indicate that all the data should be pushed to receiver immediately without waiting for the additional information. The TCP connection establishment consists of three steps hence it called as three-way handshake. First the client will send a TCP message with SYN flag set with an initial sequence number to the targeted host. The second step is that, if the respective port in the target host is open then the target host will acknowledge the clients SYN by incrementing the clients initial sequence number by 1 and sends back to the client along with its own initial sequence number with the SYN message. Third step, the client on receiving the target hosts TCP message with SYN flag set it will send an ACK message and the target hosts initial sequence number incremented by 1 to the target host. This is how the TCP connection will be established between two hosts. Shown below is the pictorial representation of three-way handshake TCP connection. SYN, Clients ISN (initial seq. num) Client Target host SYN, Target hosts ISN (initial seq. num) Clients ISN + 1Client Target host ACK, Target hosts ISN + 1 Client Target host Having the basic knowledge of TCP connection and the functionalities of each of the flags in TCP message we will discuss in detail in each of the port scanning techniques. Open Scanning Technique: The open scanning technique will try to establish a full TCP connection with the target host. Based on the response from the target the client will decide whether the port in the target host is open or closed. This technique is slower when compared to other two techniques, since it involves in establishing a three way connection with the target. Also this technique is easily detectable and can be filtered easily. Described below is one of the open scanning methods. TCP connect scan method: The TCP connect scan method uses the connect() method in the operating system to establish a three-way connection between the target host [Dethy, 2001]. Client will send Æ’Â   SYN Server will respond with Æ’Â   SYN, ACK Client will respond with Æ’Â   ACK In the above three-way handshake the server responds with the SYN message which means that the listening port in the targeted host is in the open state. Client will send Æ’Â   SYN Server will respond with Æ’Â   RST, ACK Client will respond with Æ’Â   RST In this case, the server responds with the RST message to the request. This shows that the listening port in the targeted host in the closed state. By this way a list of open or closed ports in the targeted host can be obtained. The advantages of this scanning method are that it is fast, accurate and does not require extra user privileges. The disadvantages are this method is easily detectable and could be logged. Half Open Scanning Technique: In the half open scanning technique the client will terminate the connection even before the three-way handshake is completed. Two types of scanning methods come under the half open scanning technique. They are 1) SYN scanning and 2) IP ID header or dumb scanning. SYN scan method: This method is similar to the full connection/TCP connect scan method. The difference is that when the client receives a SYN message from the target host it will close the connection by sending a RST message to the target machine. This is because the SYN message from the target host is enough to know that its listening port is in open state. If a RST message is received from the target host then it means that the listening port in the target host is in closed state. Thus a three-way handshake is restricted in this type of scan method. The pictorial representation of which is shown below [Dethy, 2001]. Pictorial representation if the port is in open state, Client will send Æ’Â   SYN Target will respond with Æ’Â   SYN, ACK Client will respond with Æ’Â   RST Pictorial representation if the port is in closed state, Client will send Æ’Â   SYN Target will respond with Æ’Â   RST, ACK The advantages of this method are it is fast, accurate and it is less frequently logged when compared to open scan method. The main disadvantage is that for this type of scanning the sender or client needs to customise the IP packet which requires special user privileges, and this is the case for almost all of the operating systems. IP ID header or dumb scanning method: The basis of this scan method is similar to the SYN scan method but the difference is that IP ID header or dumb scanning method uses a third host to scan the target host, and based on the id value in the IP header field this scan method will decide whether the listening port in the targeted host is in open or closed state. The third host should be identified in such a way that it should send very little amount of traffic or preferably no traffic, hence this type of host is said to be silent or dumb host. It requires lots of effort to identify this type of host. In this scenario, there will three different host. One is the attacker host (A), second is the silent host (S) and third is the target host (T). First A will send consecutive ping packets to S, this is to analyse the id value in the IP header field. Each time the silent host will increment the id value by 1 in its response. An example of which is shown below, 60 bytes from AAA.BBB.CCC.DDD: seq=1 ttl=64 id=+1 win=0 time=96 ms 60 bytes from AAA.BBB.CCC.DDD: seq=2 ttl=64 id=+1 win=0 time=88 ms 60 bytes from AAA.BBB.CCC.DDD: seq=2 ttl=64 id=+1 win=0 time=88 ms Now using the source address of host S, host A will send a spoofed SYN message to the host T. The host T will respond to host S with either SYN message or the RST message based on the listening ports state. Now the host A will examine the ping responses from the host S to check the id value in the IP header. If the id value is more than 1 then it shows that the respective port in the host T is open, because only when the host S will respond back to host T and increments the id value. That is the host T would have responded to the host S with the SYN message for the spoofed SYN message from the host A. If the value of id is 1 then it indicates that the respective listening port in the host T is in closed state. Stealth scanning technique: The stealth scanning technique is a technique used to avoid the logging of port scan performing in a host and to break into the basic filters and firewalls implemented. This technique slows the scan due to which the ports are scanned over a long time period. Thus it restricts the target host to trigger an alert. In this section we will discuss about four types of stealth scanning techniques. FIN scan method: As the name implies this method uses the FIN flag in the TCP message to identify the list of open or close ports in the target host. That is the attacker will send a TCP message with FIN flag set to target host. Based on the response from the target the attacker will determine whether the listening port in the target is open or closed. If the listening port in the target is closed then it will reply back with the RST message. The negotiation is shown below, Attacker will send Æ’Â   FIN Target will respond with Æ’Â   RST If the listening port is open then the target will not send any response back. The negotiation is shown below, Attacker will send Æ’Â   FIN Target response Æ’Â   none The advantages of this method are it can bypass many intrusion detection systems and these scans are not logged. The disadvantage is that at times it can produce false results. NULL scanning method: The null scanning method will send a TCP message to the target without setting any of the six flags in the TCP message. Based on the response from the target the attacker will generate a list of open ports. If the response from the target is RST then the listening port in the target host is said to be in closed state, else if a there is no response from the target then the port is open. The advantages of this method are it can bypass many intrusion detection systems and these scans are not logged. The disadvantage is that at times it can produce false results and it can be used only in UNIX systems. XMAS scanning method: The implementation of XMAS method is exactly opposite to the NULL scanning method. That is, the Xmas scanning method will send a TCP message with all the six flags set. If the response from the target is RST then the listening port in the target host is said to be in closed state, else if a there is no response from the target then the port is open. The advantages and disadvantages of this method are same as that of the NULL scanning method. TCP fragmenting method: The TCP fragmenting itself is not a port scanning method; instead it is used to improve the other stealth port scanning methods like FIN, NULL, and XMAS [Marco, Eddy, Germinal, Gabriela, 1999]. This method splits the TCP header into smaller fragments such that it is not easily detected by the firewalls and other intrusion detection systems implemented. All the above discussed port scanning techniques are specific to the TCP ports. There are other port scanning techniques available for scanning non TCP ports, some of which are explained below. UDP scanning technique: The UDP scanning technique is used to get a list of available/open DUP ports in a target host. The method sends a UDP message to the target, and based on the response from the target the attacker will determine whether the port is open or closed. If the response from the target host is a UDP message then the port is open. If the response from the target is an ICMP port unreachable [Dethy, 2001] message then the port is closed. If the response is some other ICMP unreachable message then the port is filtered. If there is no response from the target host then the listening port is either open or filtered. The advantages are, it is used to scan non TCP ports and it is not restricted by TCP Intrusion detection system. Its disadvantages are it is easily detectable and requires root access. Ident scanning technique: The scanning methods that we have discussed so far is used to get a list of open/available ports, but the Ident scanning technique is used to get the information about the owner of the process running in those available/open ports. This method uses the insecure issue in the Identification protocol to uncover the owner details of the process running in the listening ports. This technique can be employed only when the target host is running the identd service in port 113. FTP bounce scanning technique: This technique uses an option in the FTP protocol to perform port scanning. That is, this method uses proxy ftp servers to communicate with the target host and to perform port scanning in each of its ports. For this the proxy functionality in the ftp server should be enabled. In this method, first the attacker establishes ftp connection with the proxy FTP server. Then using the port and list commands it tries to scan each of the ports in the target host. If the listening port is open then the server will send 150 and 226 response codes to the attacker, else if the port is closed the server will respond with the 425 reply code to the attacker. Decoy scanning technique: The decoy scanning technique sends several packets to the same port in the target host. All of these IP packets contain spoofed IP address except one of the packet. That is, one in a several packets holds the actual attackers IP address. Thus this method makes sure that at least one response from the target host is sent to the attacker. The advantages of this method are that it is extremely hard for the administrator to identify the exact scanner/attacker and the result obtained from this method is accurate. The disadvantage of this technique is that, since it sends several packets to the same port the flow of traffic will be high. Conclusion The different types of port scanning techniques are explained in detail along with their advantages and disadvantages. We have seen that most of the port scanning techniques are based on the TCP protocol, but other port scanning techniques are available to scan the non TCP ports. At present numerous software tools are available to perform an effective port scanning in the local host or the remote host to check for the existing vulnerabilities and ways to fix them. Some of the popular tools are SATAN and N-Map. Port scanning techniques are not only used by the attackers to break into the computer/network, it can also be used to check our own computers for vulnerabilities and to take preventive actions for those vulnerabilities.

Portfolio of Learning Outcomes through Self Assessment

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

America in the 1920s :: American America History

America in the 1920s INTRODUCTION The Twenties wan a decade which condidted of many well know events and famous people. In which made the twenties part of out history today, such events and people that made history in the twenties were Al Capone the well mnow mafia leader from Chicago, Charlie Chaplain of the silent movies, the annual Montreal Carninval in Canada, and the 60th anniversary of canada in 1927. But these events and people are only a quarter of the history help in the 1920's. ENTERTAINMENT Entertainment in the Twenties consisted of many famous people, it was in the twenties when a man by the name of Walt "Elias" Disney (1901-66) a cartoonest born in Chicago, in which he later graduated and later started his own animation company which he introduced Disney's most popular ans enduring cartoon characters "MICKEY MOUSE" in 1928. During the twenties MICKEY entertained Canadians in such films as "Steam Boat Willie" (1928). Other great cartoon films done be Disney include "Skeleton Dance" in (1929). The silent movies of the twenties is nothing to compaire with the voiced movies we have today. The actors had to show alot of facial and bady expressions to get the veiwers to understand what was happening in the film. The most talented actor's in the twenties were Charlie Chaplai who was known for his "tramp" look, Keaton with his stone facial expressions (because he showed no emotion) and the famous romatic Radolph Valintino. These three and many more entertained Canadians through the twenties. In 1926 the voice era was coming in effect by Warner Brothers by the Vitaphone. In 1927 Warner Brothers finally completed the first sound picture called "The Jazz Singer" To canadains evenings were not spent infront of t.v. Instead they would listen to the radio. One for the radio stations listened to was CKCL. They would listen to mostly music and live plays. Most of the music they listened to was Jazz, and of course those were the days of the popular ballroom dancing with the big bands. Other ways of entertainment were by newspapers and books, One of the novels was "Strange Fugitives". Back in the twenties Canadains authors produced 50 best sellins Fashion When the first world war ended a new stage was set for a new fashion. Such signs of fashion change was already happening. The loosening of fit

Saving Black Mesa :: Argumentative Persuasive Papers

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

Fin300 Midterm

Ryerson University CFIN300 Midterm Exam Fall 2007 There are 2. 0 hours in this exam. Version A Student Name____________________________ (Please Print) Student Number_________________________________ Notes: 1. This is a closed book exam. You may only have pens, pencils and a calculator at your desk. 2. A formula sheet is attached to the end of the exam. You may detach the formula sheet from the exam. Please fill out the scanner sheet as you go along in the exam. You will not be given extra time at the end of the exam to fill it out. 3.Select the best possible answer for each multiple-choice question 4. Each of the 30 MC questions is worth 1 mark Marks: Available Total 30_________ There are 14 pages in this exam. |2. |Poor Dog, Inc. borrowed $135,000 from the bank today. They must repay this money over the next six years by making monthly | | |payments of $2,215. 10. What is the interest rate on the loan? Express your answer with annual compounding. | |A) |5. 98% | |B) |6. 63% | |C) |4 . 1% | |D) |5. 65% | |E) |5. 80% | |3. |How much would you pay for a security that pays you $500 every 4 months for the next 10 years if you require a return of 8% per | | |year compounded monthly? | |A) |$11,228. 48 | |B) |$15,000. 00 | |C) |$10,260. 0 | |D) |$13,724. 90 | |E) |$10,200. 23 | |4. |You can earn 5% per year compounded annually for the next 4 years, followed by 8% per year compounded quarterly for 5 years. | | |What is the average annual compounded rate of return over the 9 year period? Express your answer with monthly compounding. | |A) | | |B) |6. 2% | |C) |6. 97% | |D) |6. 43% | |E) |6. 59% | |5. |You have just purchased a house for $540,000 with a $200,000 down payment. You are going to get a mortgage at the TF bank for | | |the balance. TF is charging a rate of 5. 8% per year compounded semi-annually on 5 year term mortgages.You want to make weekly| | |payments amortized over 20 years. What is your weekly payment? | |A) |$877. 60 | |B) |$549. 01 | |C) |$545. 47 | |D) | | |E) |$871. 92 | |6. |Master Meter is planning on constructing a new $20 million facility. The company plans to pay 20% of the cost in cash and | | |finance the balance.How much will each monthly loan payment be if they can borrow the necessary funds for 30 years at 9% per | | |year compounded semi-annually? | |A) |$128,740 | |B) |$158,567 | |C) |$160,925 | |D) |$141,982 | |E) |$126,853 | 7. |Gerry Industries has some 8% (per year compounded semi-annually) coupon bonds on the market that are selling at $989, pay | | |interest semi-annually, and mature in fifteen years. The company would like to issue $1 million in new fifteen-year bonds. What | | |coupon rate should be applied to the new bonds if Gerry Industries wants to sell them at par? Express your answer with | | |semi-annual compounding. | |A) |8. 00% | |B) |8. 3% | |C) |7. 87% | |D) |8. 13% | |E) |8. 26% | |8. |You have decided to save $30 a week for the next three years as an emergency fund. You can earn 3. 5 % per year compounded | | |weekly. How much would you have to deposit in one lump sum today to have the same amount in your savings at the end of three | | |years? |A) |$4,441. 26 | |B) |$4,382. 74 | |C) |$4,288. 87 | |D) |$4,305. 19 | |E) |$4,414. 14 | |9. |A credit card company charges you an interest rate of 1. 25% per month.The annual percentage rate is ____ and the effective | | |annual rate is _______. | |A) |15. 00%; 16. 08% | |B) |16. 08%; 15. 00% | |C) |15. 00%; 15. 00% | |D) |15. 00%; 14. 55% | |E) |14. 55%; 15. 00% | |10. The Friendly Bank wants to earn an effective annual rate of 9% on its auto loans. If interest is compounded monthly, what APR | | |must they charge? | |A) |8. 65% | |B) |9. 17% | |C) |8. 58% | |D) |9. 38% | |E) |8. 44% | Use the following to answer question 11: |Rondolo, Inc. |2006 Income Statement | |Net Sales |$12,800 | |Less: Cost of Goods Sold |10,400 | |Less: Depreciation |680 | |Earnings Before Interest and Taxes |1,720 | |Less: Interest Pa id |280 | |Taxable Income |$1,440 | |Less: Taxes |500 | |Net Income |$940 | | Dividends |$423 | | Additions to retained earnings |$517 | |Rondolo, Inc. |2006 Balance Sheet | |Cash | |$520 | |Accounts payable | |$1,810 | |Accounts rec | |1,080 | |Long-term debt | |3,600 | |Inventory | |3,120 | |Common stock | |5,000 | |Total | |$4,720 | |Retained earnings | |1,790 | |Net fixed assets | |7,480 | | | | | |Total assets | |$12,200 | |Total liabilities & equity | |$12,200 | | | | | | | | | |11. |Rondolo, Inc. is currently operating at maximum capacity. All costs, assets, and current liabilities vary directly with sales. | | |The tax rate and the dividend payout ratio will remain constant.How much additional debt is required if no new equity is raised| | |and sales are projected to increase by 4 percent? | |A) |-$122. 08 | |B) |$598. 75 | |C) |$416. 00 | |D) |-$562. 50 | |E) |$318. 01 | |12. |Your brother-in-law borrowed $2,000 from you four years ago and then disappeared. Yesterday he returned and expressed a desire | | |to pay back the loan, including the interest accrued.Assuming that you had agreed to charge him 10% per year compounded | | |annually, and assuming that he wishes to make five equal annual payments beginning in one year, how much would your | | |brother-in-law have to pay you annually in order to pay off the debt? (Assume that the loan continues to accrue interest at 10% | | |per year. ) | |A) |$738. 63 | |B) |$798. 24 | |C) |$772. 45 | |D) |$697. 43 | |E) |$751. 46 | |13. |What information to you need to find the 3 year forward rate starting 2 years from now? |A) |2 and 5 year zero coupon spot rates | |B) |3-year zero coupon spot rate | |C) |2 and 3 year zero coupon spot rates | |D) |5 year zero coupon spot rate | |E) |3 and 5 year zero coupon spot rates | |14. |You have been making payments for the last 25 years and have finally paid off your mortgage.Your original mortgage was for | | |$345,000 and the interest rate was 5% per year comp ounded semi-annually for the entire 25 year period. How much interest have | | |you paid over the last 5 years of the mortgage? | |A) | | |B) |$120,392. 23 | |C) |$13,931. 87 | |D) |$80,743. 13 | |E) |$106,460. 37 | |15. |Which of the following is (are) sources of cash? | | | | | |I. | |an increase in accounts receivable | | | | | |II. | | |a decrease in common stock | | | | | |III. | | |an increase in long-term debt | | | | | |IV. | |a decrease in accounts payable | | | | |A) |I, II, and IV only | |B) |II and IV only | |C) |I only | |D) |III only | |E) |I and III only | |16. Financial planning allows firms to: | | | | | |I. | | |avoid future losses. | | | | | |II. | | |develop contingency plans. | | | | | |III. | | |ascertain expected financing needs. | | | | | |IV. | | |explore and evaluate various options. | | | |A) |I, II, III, and IV | |B) |I and IV only | |C) |III and IV only | |D) |II and III only | |E) |II, III, and IV only | Use the following to answer q uestion 17: |Current |$100 | |Assets | | |A) |$52. 00 | |B) |$22. 50 | |C) |$0. 00 | |D) |$4. 50 | |E) |$29. 50 | |18. |A new security will pay an initial cash flow of $100 in 1 year. Thereafter it will pay cash flows every month for the rest of | | |time.The cash flows will grow at 3% per year compounded monthly forever. If you require a return of 6% per year compounded | | |monthly, how much would you be willing to pay for this security? | |A) |$18,932. 30 | |B) |$40,000. 00 | |C) |$37,864. 59 | |D) |$33,333. 33 | |E) |$20,000. 00 | |19. |Which one of the following actions is the best example of an agency problem? |A) |Basing management bonuses on the attainment of specific financial goals | |B) |Requiring stockholders approval of all management compensation decisions | |C) |Paying management bonuses based on the current market value of the firm's stock | |D) |Paying management bonuses based on the number of store locations opened during the year | |E) |Accepting a project th at enhances both management salaries and the market value of the firm's stock | |20. |The bonds of Frank's Welding, Inc. pay an 8% annual coupon, have a 7. 98% (per year compounded annually) yield to maturity and | | |have a face value of $1,000. The current rate of inflation is 2. 5% per year compounded annually.What is the real rate of return| | |on these bonds? | |A) |5. 42 percent | |B) |5. 48 percent | |C) |5. 35 percent | |D) |5. 37 percent | |E) |5. 32 percent | |21. |What is the future value of the following cash flows at the end of year 3 if the interest rate is 6% per year compounded | | |annually? The cash flows occur at the end of each year. | | | | |Year 1 | | |Year 2 | | |Year 3 | | | | | |$5,180 | | |$9,600 | | |$2,250 | | | | |A) |$19,341. 02 | |B) |$15,916. 8 | |C) |$19,608. 07 | |D) |$18,246. 25 | |E) |$18,109. 08 | |22. |The I. C. James Co. invested $10,000 six years ago at 5% per year simple interest. The I. M. Smart Co. invested $10,000 six years | | |a go at 5% per year compounded annually. Which one of the following statements is true concerning these two investments? | | | | | |I. | | |The I. C.James Co. has an account value of $13,400. 96 today. | | | | | |II. | | |The I. C. James Co. will have an account value of $13,400. 96 six years from now. | | | | | |III. | | |The I. M Smart Co. will earn $525 interest in the second year. | | | | | |IV. | | |Both the I. C. James Co. and the I. M. Smart Co. will earn $500 interest in the first year. | | | |A) |II, III and IV only | |B) |II and IV only | |C) |I and III only | |D) |III and IV only | |E) |I, III and IV only | |23. |The bonds of Microhard, Inc. carry a 10% annual coupon, have a $1,000 face value, and mature in four years. Bonds of equivalent| | |risk yield 15% (per year compounded annually). Microhard is having cash flow problems and has asked its bondholders to accept | | |the following deal: The firm would like to make the next three coupon payments at half the schedu led amount, and make the final | | |coupon payment be $251.If this plan is implemented, the market price of the bond will (rise/fall) to ___________. (Continue to| | |assume a 15% required return. ) | |A) |$892. 51 | |B) |$865. 45 | |C) |$829. 42 | |D) |$808. 89 | |E) |$851. 25 | |24. Your older sister deposited $5,000 today at 8% per year compounded annually for five years. You would like to have just as much | | |money at the end of the next five years as your sister. However, you can only earn 6% per year compounded annually. How much | | |more money must you deposit today than your sister if you are to have the same amount at the end of five years? | |A) |$367. 32 | |B) |$399. 05 | |C) |$489. 84 | |D) |$201. 0 | |E) |$423. 81 | |25. |Net income differs from operating cash flow due to the handling of: | |A) |Interest expense and depreciation. | |B) |Depreciation and dividends. | |C) |Dividends and non-interest expense. | |D) |Dividends and interest expense. | |E) |Dividends, interest expense, and depreciation. | |26. |Shirley adds $1,000 to her savings on the last day of each month. Shawn adds $1,000 to his savings on the first day of each | | |month.They both earn an 8% per year compounded quarterly rate of return. What is the difference in their savings account | | |balances at the end of 35 years? | |A) |$13,923. 34 | |B) |$15,794. 64 | |C) |$16,776. 34 | |D) |$14,996. 47 | |E) |$12,846. 88 | Use the following to answer questions 27-30: |KLM, Inc. |2006 Income Statement | |Net sales |$3,685 | |Cost of goods sold |$3,180 | |Depreciation |$104 | |Earnings before interest and taxes |$401 | |Interest paid |$25 | |Taxable income |$376 | |Taxes |$128 | |Net income |$248 | |Dividends paid |$60 | |Addition to retained earnings |$188 | | | |KLM Corporation | |Balance Sheets as of December 31, 2005 and 2006 | | | | |2005 |2006 | |2005 |2006 | |Cash |$520 |$601 |Accounts payable |$621 |$704 | |Accounts rec. $235 |$219 |Notes payable |$333 |$272 | |Inv entory |$964 |$799 |Current liabilities |$954 |$976 | |Current assets |$1,719 |$1,619 |Long-term debt |$350 |$60 | |Net fixed assets |$890 |$930 |Common stock |$800 |$820 | | | | |Retained earnings |$505 |$693 | |Total assets |$2,609 |$2,549 |Total liabilities and Owner's equity |$2,609 |$2,549 | |27. |What is the net capital spending for 2006? | |A) |$208 | |B) |$144 | |C) |-$144 | |D) |$64 | |E) |-$64 | |28. |What is the cash flow from assets for 2006? |A) |$1,307 | |B) |$2,259 | |C) |$355 | |D) |$2,503 | |E) |$111 | |29. |What is the operating cash flow for 2006? | |A) |$480 | |B) |$169 | |C) |$425 | |D) |$272 | |E) |$377 | |30. |What is the change in net working capital for 2006? |A) |$122 | |B) |$643 | |C) |$765 | |D) |-$643 | |E) |-$122 | |31. |A number of years ago you bought some land for $100,000. Today it is worth $225,000. If the land has been rising is price by | | |5% per year compounded annually, how long have you owned the land? | |A) |14. 1 years | |B) |16. years | |C) |Can't be determined with the given information | |D) |13. 8 years | |E) |12. 4 years | |FV = PV (1+tr) |[pic] | |FV = PV (1+r)t |[pic] | |[pic] |[pic] | |[pic] |[pic] |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] | |[pic] |Total Dollar Return (TDR) = Dividend Income + Capital Gain (Loss) | | | | | |[pic] | |[pic] |[pic] | |[pic] |Variance of returns [pic] | |[pic] |[pic] | |[pic] |[pic] | |[pic] |[pic] | |Arbitrage Pricing Theory |PV of CCA tax shield [pic] | |[pic] | | |Current Ratio |= |Current Assets | |Total Asset |= |Sales | | | |Current Liabilities | |Turnover | |Total Assets | | | | | | | | | |Quick Ratio |= |Current Assets – Inventory | |ROA |= |Net Income | | |Current Liabilities | | | |Total Assets | | | | | | | | | |Inventory Turnover |= |COGS | |ROE |= |Net Income | | | |Inventory | | | |Total Equity | | | | | | | | | |Cash Ratio |= |Cash | |P/E Ratio |= |Price/common share | | | |Current Liabilities | | | |E PS | | | | | | | | | |Receivables |= |Sales | |Dividend Payout |= |DPS | |Turnover | |Accounts Receivable | |Ratio | |EPS | | | | | | | | | |D/E Ratio |= |Total Debt | |Dividend Payout |= |Cash Dividends | | | |Total Equity | |Ratio | |Net Income | | | | | | | | | |Total Debt Ratio |= |Total Debt | |Market to Book | |Price / Common share | | | |Total Assets | |Ratio |= |Book value of equity | | | | | | | | | | | | | | | | | |Equity multiplier |= |Total Assets | |Profit |= |Net Income | | | |Total Equity |Margin | |Sales | | | | | | | | | |Net Working |= |Net Working Capital | |Interval Measure |= |Current Assets | |Capital-Total Asset | |Total Assets | | | |Average Daily Operating Costs | | | | | | | | | |Long Term Debt |= |Long Term Debt | |Cash Coverage |= |EBIT + Depreciation | |Ratio | |Total Equity + LT Debt | |Ratio | |Interest | | | | | | | | | | | | | | | | |Days’ Sales in |= |365 Days | |Days’ Sales in |= |365 Days | |Receivables | |Receivables Turnover | |Inv entory | |Inventory Turnover | | | | | | | | | |Internal Growth |= |ROA x R | |‘Sustainable |= |ROE x R | |Rate | |1 – ROA x R | |Growth Rate | |1 – ROE x R | | | | | | | | | | | | | |‘Sustainable |= |p(S/A)(1+D/E) x R | | | | | |Growth Rate | |1 – p(S/A)(1+D/E) x R | | | | | | | | | |NWC |= |Sales | |Fixed Asset |= |Sales | |Turnover | |NWC | |Turnover | |Net Fixed Assets | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Times Interest |= |EBIT | |CF from Assets = | | | | | |Operating CF – Cap Ex – Additions to NWC | | | | | | | | | | | |Operating CF = EBIT + Deprec – Tax | | | | | |=Sales – Costs – Taxes | | | | | |= (Sales – Costs) x (1 – Tc) + Deprec x Tc | | | | | | | | | | | |Cap Ex = End Gross FA – Beg Gross FA | | | | | |Cap Ex = End Net FA – Beg Net FA + Deprec | | | | | | | | | | |Add to NWC = End NWC – Beg NWC | | | | | | | | | | | |CF to Debtholders = Interest – Net New Debt | | | | | | | | | | | |CF to Shareholders = Divs – Net New Equity | | | | | | | | | | | |CF from Assets = CF to Debtholders + CF to | | | | | |Shareholders | |Earned | |Interest Charges | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Answer Key |2. |E | |3. |E | |4. |E | |5. B | |6. |E | |7. |D | |8. |A | |9. |A | |10. |A | |11. |A | |12. |C | |13. |A | |14. C | |15. |D | |16. |E | |17. |E | |18. |C | |19. |D | |20. |C | |21. |D | |22. D | |23. |C | |24. |C | |25. |A | |26. |D | |27. |B | |28. |C | |29. |E | |30. |E | |31. |B |