MSc International Marketing Management Essay Example | Topics and Well Written Essays - 1000 words

MSc International Marketing Management - Essay Example The central component is still people. All the expertise and products in the world can never substitute that one precious human resource. The Export Marketing Research has undergone a sea change in the last few decades. Since the advent of globalisation markets both domestic and international have made information gathering a vital process in establishing a business. The proposed research dissertation would analyse the differences that exists in the domestic marketing research and the international marketing research through Export Marketing Research. Export marketing research has covered a number of theoretical and practical matters such as calibration and customisation, export growth processes, barriers to exporting, export operation, etc. Rapid changes in technology, institutionalised, parliamentary, economic and attitudes throughout the globe present challenges for the future growth of export marketing enquiry. The appearance of churning and ultra-competitive business environs calls for exporters to regard the bases and sustainability of their competitive benefit to overseas markets. Specifically, future research has to concentrate on the recognition of the exact export marketing capacities that firms should build up or gain, the capacity to purchase or channelise them across markets, and the talent to continuously upgrade the aspects by using appropriate organisational learning routines. Of significant magnitude are the procedures utilised to formulate capacity-based strategies and to supervise relationships with internation al customers. The literature review of the different authors pertaining to international marketing management through export marketing research includes Bentley (1986) who defines information as "being data that are meaningful, useful to the user and which, ideally, should be comprehensive, yet concise, accurate, applicable, timely and available." As such information is rarely available in such a readily digestible form, organizations have had to develop either formal or informal methods to collect, analyse and disseminate it. Though there have undoubtedly been many successful management decisions based on experience of the management which has an inner feeling of what can be good for an organisation, the consensus among marketing theorists (Deshpande and Zaltman, 1982; Kast and Rosenzweig, 1979; Stoner, 1978), is that objective information is a prerequisite basis on which to found management decisions which will reduce risk and uncertainty. The types of marketing research information used by comp anies have been covered by Luck and Rubin (1987), Kinnear and Taylor (1991) and Churchill (1987) among others. Whilst these authors willingly prescribe the types of information which should be sought, they are not so forthcoming when discussing the types of information that companies actually collect. Similarly the international marketing research textbook by Douglas and Craig (1983) takes more of a prescriptive, rather than a

Fishers narrative paradigm Essay Example for Free

Fishers narrative paradigm Essay One could argue, for instance, that the narrative of Translators without Borders ultimately sustains and justifies an ethics of consumerism through the commoditization of human grief. By blurring the boundaries between commercial and humanitarian agendas, the narrative accommodates itself to the established cosmetic use of good causes by big business to improve its image and deflect attention from its less savory practices. Finally, the Translators Without Borders story feeds into hegemonic cultural narratives of social responsibility that are ultimately designed to make the donors feel good about themselves rather than directly address the needs of the recipients. This is evident in Lori Thicke s article, published in Multilingual Computing and Technology, where she explains the attraction of the humanitarian exercise as follows: Giving away translations for Ð ° worthy cause is Ð ° win-win scenario. Eurotexte feels good about it. The translators feel good about it, and they see Eurotexte as an agency that really cares which we do. And last but not least, our customers consider this to be Ð ° point of distinction. (2oo3:4) In the final analysis, as Hinchman and Hinchman point out, we extend or withhold allegiance to communities depending on our rational judgments concerning the narratives on which they are based (1997:238) Fishers narrative paradigm, as І have tried to demonstrate with the narrative of Translators Without Borders, offers us Ð ° framework not only for making rational judgments but also for assessing narratives in terms of fidelity and, thus, their ethical import. Gumperz (1982) demonstrated that speakers in Ð ° conversation are engaged in an ongoing and immediate process of assessing others intentions and producing responses based on the assessment of those intentions. He calls this situated or context-bound process of interpreting meaning conversational inference and the meanings themselves are flexible and evolve as conversations proceed (Gumperz 1977). To talk back and forth-to speak as well as listen-entails both sending and receiving multiple levels of meaning. In numerous examples, he illustrates how meanings are conveyed from multiple levels of language consisting of, but not limited to, lexical or phonological choice, syntactic patterns, use of formulaic expressions, code-switching, prosodic cues (intonation and stress), and paralinguistic (e. g. , pitch, register, rhythm, and volume). Meaning is not only determined by features of language, but also, as Gumperz demonstrates, by background expectations, prior knowledge or relationships, roles, cultural knowledge, and other social knowledge. According to Gumperz, interpreting meaning is Ð ° process of contextualization in which Ð ° listener associates certain kinds of cues within the language, called contextualization cues, with information content on the one hand and with background expectations, or social knowledge, on the other ( Gumperz 1978; 1982). Contextualization cues refer to any aspect of the surface form of utterances that, when attached to message content, function as Ð ° way of signaling how to understand what is said. These cues signal to listeners when speakers have made their points, which information is foreground and which is background, what the relationship is between comments, how what is said should be heard (whether anger or joking is meant), and many other kinds of information. Adopting Ð ° cross-cultural perspective, Gumperz developed Ð ° method for investigating the process of contextualization cues by examining situations where they fail to work. When speakers share similar cultural backgrounds, then contextualization cues are also shared and speakers rarely misunderstand. However, when cues are not shared, misunderstandings prevail. Schiffrin ( 1994) interprets his main contribution as emanating from his studies of the way people within Ð ° larger culture, who are members of smaller, distinct cultures, may share grammatical knowledge of Ð ° common language (such as English) but may also contextualize what is said differently than Ð ° member of the larger culture. In this way, messages are produced that are understood perhaps partially, but not completely, such that people take away different interpretations of what was said and done. The following is Ð ° well known example from Gumperz (1982: 3o) cited by Schiffrin (1994: 7): Following an informal graduate seminar at Ð ° major university, Ð ° black student approached the instructor, who was about to leave the room accompanied by several other black and white students, and said: Could І talk to you for Ð ° minute? І am gonna apply for Ð ° fellowship and І was wondering if І could get Ð ° recommendation? The instructor replied: oK. Come along to the office and tell me what you want to do. As the instructor and the rest of the group left the room, the black student said, turning his head ever so slightly to the other students: Ahma git me Ð ° gig! (Rough gloss: І am going to get myself some support. ) Before exploring how different interpretations were made by listeners, this example can serve to illustrate what interactional sociolinguistic data is and how its analysis proceeds. First, Ð ° sociolinguist analyzes actual utterances that have been written down immediately or recorded on tape by an investigator. Significant to sociolinguistics is that these are not data generated from the analysts mind or experience but rather have been actually uttered by Ð ° human being in Ð ° natural context. Second, examples from data are always accompanied by Ð ° brief explanation of the contextthe physical setting, social roles, relationships of other participants, and other information. Any utterance can be the focus of analysis by asking, how was this utterance understood by the people who heard it, and how did these participants arrive at their interpretation? For the sociolinguist, this entails describing the grammatical knowledge of participants and the socio-cultural knowledge that listeners rely on to understand the messages conveyed. Specifically, such an analysis accounts for the way explicit linguistic signs, such as word choice, intonation, rhythm, stress, and lexical and phonetic choices indicate speaker intent and also how social knowledge influenced Ð ° listeners interpretation. When these cues are tacitly shared by speakers, interpretive processes tend to go un-remarked. However, when Ð ° listener does not react to Ð ° cue or is unaware of its function, interpretations vary, misunderstandings occur, and judgments are made.

Essay --

Dubliners by James Joyce is a novel with a collection of short stories. A mutual theme establish throughout Dubliners is the feeling of paralysis that is felt by the characters in the stories. It is not hard to detect the idea of paralysis after reading Dubliners but can easily be overlooked. Therefore, the idea of paralysis is a common theme. In most of the stories in Dubliners, such as â€Å"The Sisters†, â€Å"Araby†, â€Å"Eveline†, and â€Å"The Dead† a character has a want, but has difficulties to overcome. Yet, would eventually yield and not pursue his/her aspiration. The events of paralysis demonstration the characters’ incompetence to change their own lives. They have the chance or opportunity to change their lives, but freeze up when push comes to shove. â€Å"The Sisters† is the first story in Dubliners and is about a priest who died. Father Flynn was friends with a young lad. Also, Father Flynn had two sisters giving the story its title. The world paralysis even in italics is mentioned in the first paragraph of â€Å"The Sisters†. Therefore, Joyce not only mentioning paralysis in the first paragraph, but making it italics. Should give the reader an indication of how important paralysis is going to be not only in â€Å"The Sisters† but throughout the entire novel. â€Å"The first story of the Dubliners collection, â€Å"The Sisters†, opens the Dubliners sequence and explicitly introduces the topic of paralysis, one of Joyce’s major concerns† (Walter 3). However, like before it is easy to miss this important detail or to go as far as to miss understanding the context of paralysis. â€Å"Every night as I gazed up at the window I said softly to myself the word paralysis† (Joyce 3) . The explanation for this possible misunderstanding is that the character wh... ...out â€Å"Eveline†. Eveline is once more torn between doubts and hopes, fear and joy. She thinks about the possible disappointment of Frank and asks herself if she could still draw back after all he had done for her. She is paralyzed and afraid of the oncoming. The final example â€Å"The Dead†, he precisely discusses that he dislikes his country and is tired of it. It seems that someone who dislikes his own country would leave and go elsewhere. However, Gabriel does not leave instead he remains numb and paralyzed. This is the paralytic mind of the people of Dublin. They are stuck in their old ways and they cannot change from them because they are too scared of change. All the short stories in Dubliners, can be seen as a collection to a novel itself because it has a general theme for all of its characters regardless of age or gender and that one theme is paralysis.

The Important Role of Water in Toni Morrison’s Beloved Essay -- Critic

Water has always been a source of life but many do not take into account it's strength and ability to kill. From its cleansing nature, it washes away dirt; from its’ powerful potency it holds total destruction. With its flowing characteristic, water is able to form to any shape and make its’ way around any object. The multiple possibilities water possesses, engages, while takes away the mystery. In Toni Morrison’s novel Beloved, water manipulates many factors causing destruction in the community. The direction it leads Beloved in, takes her from the past into the life of society while altering the notions of the future. The water creates a portal for Beloved taking her through death and life to a sense of belonging because it holds life-giving vitality as well as the ability to take life allowing her to move back and forth through worlds as the past gives possibility to the future. The water yields a home for Beloved as she finds herself lost and confused. As Beloved emerges from the water, she searches for a place of belonging in the life she left behind. â€Å"I come out of the blue water†¦ I need to find a place to be (213).† Because she has been lost inside the spiritual world, she searches for a â€Å"home† after being reborn. Once she finds this home, she is able to accept herself and can begin taking revenge on Sethe for what she did to her. Her simple beginnings of praising and worshiping her mother, captures Sethe’s complete devotion and love. â€Å"Rainwater held on to pine needles for dear life and Beloved could not take her eyes off Sethe (57).† With Beloved constant flattering nature, Sethe handed herself over to Beloved and she became part of the family. Beloved’s evil ways of manipulating Sethe into caring more about her than Den... ...returns to help Sethe. â€Å"Stay there. Don’t move. Let me heat up some water. Is it all right, Sethe, if I heat up some water?† (272). Paul D gets rid of the frozen water in Sethe’s life. This paves the road for different possibilities in her and the rest of the townspeople’s lives. Although Sethe is devastated from Beloved’s disappearance, the melting of ice lets her change and focus on the future instead of the past. Beloved finds a sense of belonging in returning to life after searching through death as she moves through the portal created by water. Its soft nature cleanses and washes away the bad but also holds the capability to destroy life. Water eases Beloved’s transportation between worlds. It has always been a source of wonder and continues to amaze people. The passion of water alters anything in its path paving its own path regardless of its surroundings.

Liberty, Property, Security, and Resistance to Oppression Essay

In recent times, France has experienced monumental events that foreshadow quite a different future for France, and the beginning of a new revolutionary regime. Disorder and theft have unfortunately accompanied violent events and in response: the formation of the National Guard. The Guard is composed of professional soldiers, foreign mercenaries, merchant and shopkeepers’ sons, and sons of the most comfortable master workers and journeymen, and other â€Å"active† tax paying citizens of the middle class. With such an important role as to maintain order and law in France and to protect the Constitution, it is presumed that the Commander General of this Guard must be one whom is well versed in commanding a large force. I, Marquis de Lafayette, have this experience. Having been granted the position of Major General and forming close relations with General George Washington in the American Revolution, I performed to the best of my ability on the terms of no pay and as a volunteer. I received a formal recognition from the United States Congress for my services in the Rhode Island expedition, have gained much respect for my tactics in battle, and ensured the Revolution was all but won with my success in the Battle of Yorktown. As a key component in the success of the American Revolution and as a General in the French Army, I ask of you all to now grant me the position of Commander General of the National Guard of Paris. Furthermore, I ask for your support of an important piece of legislature, The Declaration of Rights of Man and of the Citizen. This document sets forth â€Å"in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind [you] continually of [your] rights and duties; in order that the acts of the legislative power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all,† (Declaration of Rights of Man and of the Citizen). Do not let France devolve into anarchy, and let us continue to exercise our universal and natural rights for the benefit of and all and the future of France!

Book of John Essays

Book of John Essays Book of John Essay Book of John Essay One of the major themes of the Book of John is to prove that Jesus is the Messiah and the Son of God. What makes these miracles so special is the difficulty faced to create them and what each is trying to teach. There are seven main miracles, seven being a significant number throughout the bible, that are used to help better understand Jesus and his true identity. We can also find a last miracle in His resurrection, which in itself is simply put that Jesus is a part of God because of how impossible this action seemed. The last miracle is sometimes skipped as a sign that Jesus is the Christ and Messiah. This book was written from true events which is why it is made important and allows people to see who Jesus is. The reason these events are so significant is because they truly happened and carry a deeper meaning that was is read on the surface. The seven main miracles made by Jesus in the Gospel of John are each unique and significant in meaning to the people and the purpose that is behind each of them. The underlying meaning is what the reader should focus on, even though these miracles are claimed to be eye witnessed, making each of the miracles historically true, in a sense. The first miracle of the seven was the Wedding at Cana. This miracle is where the true glory of Jesus is revealed. This specific miracle leads to Jesus disciples having a deeper faith along with all his followers. This allowed his disciples to have a much more complex understanding of him. Jesus turned water into wine which could represent the old Israel converting into a believing Israel (hence the old wine into new). The turning of wine into water portrayed that Jesus is who all things are truly made. The main point of this miracle was to show that Jesus was the true Son of God which makes him the Messiah and is son-ship of God. The second miracle, or sign, is trying to illustrate that the word of Jesus is The Word of God. It does so by having the official leave and head home once Jesus said miou may go; your son will live. Because the official did not question how exactly it was his son would be cured and simply turned around and started going home meant that he believed Jesus without a doubt. In other words, you could simply say that the high official saw the Glory of God by listening intently. This showed the Jesus was the Glory by him saying something will be done, and even from afar, it happening. It means that despite the distance and how sick the young man was, Jesus can heal and is the healing to humanity and all else. This could parallel with the healing of Israel in the new age. This sign speaks to us about true faith and what can happen once we are devoted completely and believe in our hearts and souls that what Jesus commands shall happen. What made the third sign significant aside from curing a man that was lame is the emphasizes on the tact that the man nad been ill tor t eight years. The curing that Jesus did in this miracle can be applied to healing a lame Israel and will now be estored. This miracle did not have a complex form of working other than having the man listen to Jesus and do what he had been told to do and following orders. The lame man would represent Israel and Jesus would represent God, in a sense. This would mean that if Israel obeyed what was commanded of it, God could heal them from their lameness through his son, the Messiah. The curing of the lame man led to a greater faith in the already believing people, or a bigger doubt in the non-believers. The second part of this miracle focuses on how this healing was done on the Sabbath. Of course, the people that doubted argued that Jesus should be stoned because he broke the law of the Lord by working on the Sabbath. Jesus argument was that since he is the son of God he healed the man alongside God which would then mean that this miracle was allowed to be made since God was the one at work. Since certain people were so blinded by their doubt they saw this as breaking the faith by Jesus saying he was equal to God, in a sense. This made them angry and made them want to stone him. They did not learn the lesson that John was getting at, and they could not realize that in front of them stood Jesus, the true Messiah. No matter what miracle or action was done, their views could not be turned around to believe in Jesus. The fourth sign involves Jesus multiplying bread and fish which can be translated to mean that Jesus is the creative word. He is the giver of life, which is what the bread would represent. Jesus proves himself to be greater than Moses by being the true creator of mans provisions. Jesus points out that he can give physical life, but most importantly give spiritual life because he is the true bread of life. The Messiah is expected to feed people miraculously, which is exactly was Jesus does in the nstance. This would then mean the people recognized that he was a Messianic figure. Due to the misinterpretation because of the earthly minds that people have, they wanted physical life and not the spiritual sense of it. Therefore, they wanted to make Jesus an earthly king instead of the Messianic fgure that he was. Jesus then had to point out the true meaning of what he had done emphasizing that those who go to him in faith will find life. False faith would mean that the people believed in the miracle but not in who Jesus truly was. Receiving life through Jesus would illustrate a rusting response to him and who he truly was, the son of God. Since God is nature and God knows all and controls all, the fifth sign would then be attempting to make Jesus a true part, or equal to God in a fatherly-son way of being. The writer of the book of John focuses more of the mystery of how Jesus was able to cross the water without a boat. Jesus being able to walk on water meant that, just like God, Jesus could control the elements of nature and that he was some-what of a higher power than earthly things. This would mean that Jesus was connected to God in a deep and profound way. This miracle, again, reveals his true glory and would mean that believing and having true spiritual faith in Jesus would lead to true life. The sixth sign becomes significant once we read that the man that was healed was blind completely from birth. This was used to portray that Jesus was the light of the world sine he opens the eyes of those who were spiritually blinded from birth. Jesus also emphasizes that the blind nas not been punished and is not a sinner, tor his purpose in life is to show His Glory which would make the man an important person despite being blinded. This could be used to represent the people who were piritually blinded being healed and seeing who Jesus truly was. The blind man would be a spiritually blinded man instead of the physical blindness. Even those who clam to see are blind because they have not seen the light of life, or realize who Jesus truly is. It is only the true believers that understand the Jesus is the Son of God because their blindness has been healed, and the real consequence is that they will see the light of Glory and light of the world. The seventh sign reveals Jesus as the giver of life, and the giver of eternal life, and there is once again a stress on the term Son of God, and the glorifying of Jesus and n the fact that Jesus is both Son of God and Messiah. The raising up of Lazarus in a way very similar to that of the final resurrection is surely a pointer to that resurrection. It is a physical enactment of the glory of the coming general resurrection. So above all it reveals Jesus as the One Who has life in Himself, and as the One Whose voice as the Son of God can raise the dead. While His glory is not specifically mentioned at the end, it was underlined at the beginning. What has happened has revealed the glory of the Father resulting in He Himself being glorified, nd later in chapter 20 the writer goes on to draw our attention to the fact that Jesus is to ascend to His Father, in other words to the glory which He had had with Him before the world was. Again we have the contrast made in the narrative between those who saw and believed the truth about Jesus, and those whose eyes were closed. Johns hope was that his readers would be among those who saw and believed. Note also the reference by the Chief Priests and the Pharisees to signs, but again they were signs which were misunderstood and never properly interpreted. Although Jesus resurrection isnt identified as a miracle, but as The Resurrection, in the Book of John it can be seen as an eighth sign. This miracle revealed Jesus as the Son of God completely without a doubt. This is the greatest miracle of all and is done my Jesus and himself only. I find it significant that those who truly believe do not have to witness in order to be commended. Thus these eight signs, witnessed to as facts by the disciples, and occurring at specified places, manifest the fact that Jesus is both Messiah and Son of God to those who have true faith, with the consequence that they receive life. Although, they are undoubtedly central to the theme of the Gospel it is also unquestionable that they do not in themselves provide a foundational structure that can explain the whole Gospel, even apart from the prologue and the activities of John the Baptist and the passion narrative, do not build on these signs, but are separate elements in the narrative. Therefore, Johns selection of material is not to be seen as dependent only on the seven signs. He has a wider view. Chapter 7 does, however, in its own way bring out what men were thinking about Jesus. It commences with Jesus brothers encouraging Him to do signs openly, n order to win allegiance from the people, although again they are the wrong kind of signs because the aim was simply physical notoriety. And it goes on to deal with the fact that all were asking questions about Him. But they were not coming to the right answers, because they had not understood the signs. They too were blind. Some, however did respond to His miracles and would appear to have acknowledged His Messian ship, although not in the tullest sense required by John, and this eventually leads on in to a confirmation, and even expansion, of Jesus revealing Himself as the water of life and the giver of the Spirit.

Mixed Ability Classes and How Teachers Can Face This Challenge

Mixed Ability Classes and How Teachers Can Face This Challenge Introduction Mixed ability classes and teaching is a kind of education strategy where students can work together with teachers despite the differences in individual skills, personal interests, personalities and learning needs. Despite the fact that most classes are often multi-level, instructors, particularly the less experienced find giving instruction to such classes a very tasking job.Advertising We will write a custom essay sample on Mixed Ability Classes and How Teachers Can Face This Challenge specifically for you for only $16.05 $11/page Learn More The work of lesson planning for every student as determined by the different learning abilities and styles is quite challenging. The teaching styles have to correspond to the students’ capabilities and learning styles, but the classes often have a great variation in these abilities. Nonetheless, non-homogeneous class can be looked at in a positive manner because it serves as trigger for instructorsâ €™ professional growth and development. This is because it calls for the use of a variety of strategies, teaching styles, responsibilities and interaction patterns. Theoretical Framework Mixed-ability classes are groupings of students who have greatly varying capabilities, motivation for learning, experiences, interests, learning needs, learning styles, Language, cultural background among other characteristics (Baker 2002, p. 25). These classes are also multileveled hence pose varying degrees of challenge to the teacher based on how multileveled they are (Baker 2002, p. 45). It’s pertinent to distinguish between the mixed ability classes and teaching because whereas the class could be mixed in terms of the student abilities, the teachers may not be employing mixed ability teaching styles. Common Challenges as a result of the differences in class include; Getting all the students to pay attention, learn and take part in class Avoid boring the fast learners (Tomlinson 2005 , p. 262) Avoiding loosing focus as younger students or slow learners can feel intimidated by stronger learners Planning different activities for the varied needs of the learners Grouping may demean weaker students and may refuse to go to lower groups Ireson and Hallam (2003, p. 56) proposed that instructors needed to appreciate the different or varied abilities of the students because it is natural for children to develop at different rates. As a result, the student would prefer different thing ranging from learning styles and how they present they work.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More All the students would demonstrate a range of abilities with strengths at different times of study sometimes based on the topic under study or the style of teaching being used (Ireson Hallam 2001, p. 56). When students are taught with their preferred style of learning, they are likely to pe rform just as good. Regardless of the place or the type if school, the existence of mixed ability classes are inevitable. Each individual has unique characteristics and need which are very different from the rest of the students in several aspects (Ireson Hallam 2001, p. 57). Gender, attitudes, intelligence, confidence, motivation, language development, ethnicity, age and culture play a very big role in determining the learning preferences of each student. Teachers should consider all the different factors and assess particular situations of different groups. The ultimate objective is to ensure that all the students make progress in academic performance (Tomlinson 2005, p. 262). This means, teachers have to make the most for this to take place and it entail monitoring and detecting differences among the students. Baker (2002, p. 45) gives an argument that, teaching was not all about having children in class that is the challenge but that each of the required attention because of th e differ ability level. She further explains that keeping the student attentive to the lesion was very difficult in such classes. They can generally have poor motivation and can get frustrated because, the poor students may not be attended to because of time constraints (Baker 2002, p. 45). Additionally, the learning style may not match the teaching approach and the students many seem uncooperative and lose attention easily hence precipitating into commotion in the class. Lesson planning and preparation of teaching material consume a lot of time for the different students. This could sometimes make the teachers feel inadequately prepared and not able to cope with the class as Hess (2001, p, 78) identifies.Advertising We will write a custom essay sample on Mixed Ability Classes and How Teachers Can Face This Challenge specifically for you for only $16.05 $11/page Learn More Teaching a mixed ability class can be taught efficiently when the teacher appreciates that the whole class cannot be taught by controlling the class from the front. The students are well taught if they are they are permitted to learn as individuals (Hess 2001, p, 78). However, this may fail when the teacher insists on teaching the students as a group of homogenous individuals or average students. It would be unrealistic to expect that students with different capabilities to learn through the lesson and curriculum at the same pace (Susan Judith 2005, p. 5). Important Factors for Working with Mixed-ability Classes Creating a Proper Atmosphere It is pertinent that the teacher creates positive learning atmosphere where students can feel relaxed and at ease to express their strengths and weaknesses (Hess 2001, p, 78). There is a very strong connection between a good class atmosphere, good behaviour and classroom management. In order to create the best learning environment, it’s pertinent that the teacher establishes a good relationship with the students. For inst ance, the teacher can ensure that he/she learns the names of the students fast enough and also find out more information on their lives, cultures, language, weaknesses and interests (Susan Judith 2005, p. 6). This can be done in the initial stages of the class where students can be asked to write detailed essay about themselves. Anxiety could be a barrier for the students (Brown 2002, p. 76) especially when they are afraid of making mistakes in the class and be laughed at by the rest of the students. Teachers should not depend so much on the precision but to concentrate on individual competence and develop situations with composed and welcoming environment. The students will be made to know that it is usual to make mistakes and it was part of learning. The teacher should set the rules for learning to the students. Organization is important for the good atmospheres (Brown 2002, p. 76). The teacher should explain the importance if each lesson with objectives clearly outlined. Clear i nstructions should be given to the students at the beginning of each lesson. Assessment is very important for the teacher as it will him/her to find out how the lesson went on and how to improve.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Responsibility for Students It is important to make students be part of the process of assessing learning by creating small discussion groups with the instructor. For instance the instructor can discuss with the students how the assignment went and the issues that could be improved among others. Brown 2002, p. 67 stresses the significance of assisting students in identifying their learning strategies to enable them to develop better study skills that work best for them. Hess (2001, p. 78) insists on the importance of collaboration and cooperation especially where they monitor their own work, their classmates’ and give feedback. This would allow them to take responsibilities. Clear Instruction This is one of the best means of dealing with mixed ability classes in terms of teaching. The instructor should present easy instructions as this would make students decipher the meaningfulness of the instructions faster (Brown 2002, p. 61). Tasks can be introduced by use of different me thods so that various students’ abilities can be addressed (Baker 2002, p. 45). When the teacher explains concepts, it is proper that he/she uses proper, relevant and concrete illustrations. The various methods of teaching reinforce the students’ ability to understand (Brown 2002, p. 69). After the instruction, teachers should allow their students some time to think them over and even discuss with their classmates and ask for clarifications. It is also appropriate for the instructor to plan complex tasks in manageable steps because unclear presentation of tasks to students or ambiguous instructions can result into more problems. Some of the students could find the lesson too hard (Hess 2001, p, 78), some could even give up trying while a few would be comfortable. Motivation and Differentiation Leiding 2002, p. 37, categorically explains that the personal interests of the students, their experiences, emotions and ideas should be incorporated into lesson plans. Extensive has been conducted on the significance of considering these aspects and the results indicate that they are likely to develop better understanding when teaching is based in their internal motivation (Tomlinson 2005, p. 262). It was traditionally thought when teachers insist on the experiences and interests of their students as well as on prior knowledge was a disregard of scientific methods. Currently, these considerations have the backing of cognitive research which has demonstrated that learning was a process of constructing meaning out on new information or unfamiliar events with regard to familiar ideas and experiences (Leiding, 2002, p. 38). Teachers should also make use of student –centres activities and the content of instruction should be based on the learning needs of the students. This can be achieved by allowing them to freely express themselves when learning like in writing or speaking. This could be about event their watched or experiences they went through. Hess , 2001, p. 79 emphasizes that students should share their opinions in class as they connect and related to their experiences, this should also be done with regard to their future plans. Differentiation is used for motivate students and this can be done in three aspects of education; the teaching material, the process of teaching and the product. Material can be differentiated in terms of visual, audio or both presentations (Tomlinson 2001, p. 67). The process can be class discussions, group works, individual assignments etc. the product can be differentiated based on how students are able to present what they learned like in a test or an examination. Solutions to Specific Challenges in Mixed Ability Classes In order to give children a chance to benefit from the lesson being taught, it is paramount to consider the differences among them in lesson plan preparation and implementation. In order to even plan for future classes (Baker 2002, p. 48), the teachers need to understand the poss ible challenges and the possible best solutions for multi-ability classes. Some of the challenges are already highlighted in previous paragraphs, however, these are the solutions to some of them; Resources and materials for teaching Most learning material like text books and curricula are developed and designed for average students and for homologous classes. For the multi-ability class, students respond differently to these materials (Leiding 2002, p. 38). This means the teacher will difficulty in finding the appropriate teaching material to fit needs of the class. The solution would be to adapt some material from elsewhere to address these needs like simplifying the language (Baker 2002, p. 56). The teacher can design new material to use for teaching like using pictures to illustrate objects in class. Tasks for students Some weaker students could find course book homework very difficult. As a result they often fail to carry out their assignments hence lag behind as the teacher mov es ahead with other students (Susan Judith 2005, p. 9). In order to ensure that these students get to learn as well, the teacher can develop easier version of the same home work for them (Hess 2001, p, 81). The teacher can give cues to help students to figure out for themselves how to do the homework like reducing multiple choices which could be confusing. The instructor can encourage group work and open ended tasks which will allow students independence to express their opinions and work at their own paces. Individual strengths, needs and interests In a multi-ability class each student has his/her own interests and needs and this is what builds their attitude towards learning and the instructor. The teacher may fail to know the interests, strengths and needs of his/her students. This will mean there will be no connection among them and they will not blend well in class (Leiding 2002, p. 38). The solution is that the teacher should take interest in the students’ likes and di slikes, language abilities and culture. He/she may try to find out the topics or subjects that interest each student hence derive their possible interest from this. Engaging students in a wide range of activities and assessing them would help the teacher to identify the strengths of the students based on their involvement and performance (Hess 2001, p, 82). Participation because of language development differences and prior knowledge, the level of participation in class activities is often varied because some students lack confidence while other are pushy and pestering ready to express themselves. The teacher can solve the problem of variation by employing different activities in the lesion to match different intelligences (Brown 2002, p. 73). The teacher should not concentrate only on the extrovert students but also call on the shy ones to contribute their opinions. Student groups should be mixed as well. Conclusion In education, working with mixed abilities classes in particular, the teacher is an important element. This is because she/he is the manager of the classroom and therefore in charge. The teacher can determine whether the instruction achieves the objectives of learning or not. The difference students all depend on the direction of the teacher. This is the reason why, the strengths and weaknesses of the students in mixed ability class can be addressed specifically by developing good atmosphere, introducing motivation, responsibility and given children personal responsibilities. Adopting a flexible methodology of teaching mixed ability classes is the most challenging undertaking for teachers, they have to invest a lot of time and energy in designing lesson plans and they are required to learn new management an organizational skills an undertaking that could stretch beyond their pedagogical skills. Reference List Baker J. 2000. The English Language Teacher’s Handbook: How to Teach Large Classes with Few Resources. New York: Continum: London: Ca ssel Brown D.H. 2002. Strategies for Success: A Practical Guide to Learning English. New York: Longman Hess N. 2001. Teaching Large Multilevel Classes, Cambridge: Cambridge University Press Ireson I., Hallam, S. 2001. Ability Grouping In Education, London: Paul Chapman Publishing Leiding D. 2002. The Won’t Learners: An Answer to Their Cry. Lanham: Scarecrow Press Susan H. Judith I. 2005. Secondary School Teachers Pedagogic Practices When Teaching Mixed And Structured Ability Classes, Research Papers In Education, Vol. 20, No. 1, pp. 3-24 Tomlinson C. A. (2005). Grading and Differentiation: Paradox or Good Practice? Theory into Practice, 44(3), 262-269 Tomlinson C. 2001. How to Differentiate Instruction in Mixed-Ability Classrooms, Alexandria, VA: ASCD Professional

Free Essays on Epicureanism

Pleasure and happiness, sensuality and desire, friendship and free will, these are among a few of the central themes behind this philosophy. Epicureanism is an ethical and moralistic doctrine that is concerned with justice and virtue, in a psychological sense. Reason responsibility and the mechanics of freedom are ethical and moral principles of this epistemology. Epicureanism introduces the view that pleasure is the ultimate good in life. This Philosophy was described by Epicurus as "the art of making life happy†. The purpose of life, according to Epicurus, is personal happiness and by happiness he means not that state of well being and perfection of which the consciousness is accompanied by pleasure, but pleasure itself. In addition this pleasure is sensuous for it is such only as is achievable in this life. This pleasure is the immediate purpose of every action. The pleasure of Epicurus is a state, "the absence of pain and anxiety". The magnitude of pleasure reaches its limit in the removal of all pain. When such pleasure is present, so long as it is uninterrupted there is no pain either of body or of mind or of both together. Conceiving the highest good to be happiness, and happiness to be found in pleasure, to which the natural impulses of every being are directed. But the aim is not with him, as it is with the Cyrenaics, the pleasure of the moment, but the enduring condition of pleasure, which, in its essence, is freedom from the greatest of evils, pain. Pleasures and pains are, however, distinguished not merely in degree, but in kind. The renunciation of a pleasure or endurance of a pain is often a means to a greater pleasure; and since pleasures of sense are subordinate to the pleasures of the soul, the undisturbed peace of the soul is a higher good than the freedom of the body from pain. Virtue is desirable not for itself, but for the sake of pleasure of soul, which it secures by freeing men from troub... Free Essays on Epicureanism Free Essays on Epicureanism Philosophy I A Brief Summary of Epicurianism Combining the pleasure-seeking teachings of Aristippus and the atom theory of Democritus, Epicurus’ philosophy answers the questions of how best to live one’s life and approach death. Epicurus’ Principle Doctrines emphasize the school of thought that the natural pursuit of please does not make one an intrinsically evil, corrupt person. However, though many today misconstrue his message as an approval of sensory overindulgence, his texts advocate the merits of restraint: â€Å"No pleasure is a bad thing in itself, but the things which produce certain pleasures entail disturbances many times greater than the pleasures themselves†(Gill). The teachings of Epicurus state that the fulfillment of one’s basic needs unlock the door to a life of pleasure. To spend one’s life in a state of anxiety due to the pursuit of excessive merriment will have an inverse effect, wasting one’s life in an unpleasant state instead of enjoying simple pleasures (The Philosophy Garden). Indeed, the original writings that shape the epicurianistic philosophy repeatedly sing the praises of intangible pleasures such as wisdom and the peace of mind one deriv es from living a just life. In response to the question of how one should make the moral decisions to live a respectable life, Epicurus advocates situational truth over universal truth, as his statement that â€Å"There never was such a thing as absolute justice, but only agreements made in mutual dealings among men in whatever places at various times providing against the infliction or suffering of harm.† illustrates (Cook). As with most philosophies, the Epicureans have guidelines regarding death and eternity as well as life. According to the Epicurean philosophy, one need not worry about gods or an afterlife. Embracing the atomic theory, Epicurus believes that while alive, people have soul atoms as well as physical atoms. Upon death, however, th... Free Essays on Epicureanism Pleasure and happiness, sensuality and desire, friendship and free will, these are among a few of the central themes behind this philosophy. Epicureanism is an ethical and moralistic doctrine that is concerned with justice and virtue, in a psychological sense. Reason responsibility and the mechanics of freedom are ethical and moral principles of this epistemology. Epicureanism introduces the view that pleasure is the ultimate good in life. This Philosophy was described by Epicurus as "the art of making life happy†. The purpose of life, according to Epicurus, is personal happiness and by happiness he means not that state of well being and perfection of which the consciousness is accompanied by pleasure, but pleasure itself. In addition this pleasure is sensuous for it is such only as is achievable in this life. This pleasure is the immediate purpose of every action. The pleasure of Epicurus is a state, "the absence of pain and anxiety". The magnitude of pleasure reaches its limit in the removal of all pain. When such pleasure is present, so long as it is uninterrupted there is no pain either of body or of mind or of both together. Conceiving the highest good to be happiness, and happiness to be found in pleasure, to which the natural impulses of every being are directed. But the aim is not with him, as it is with the Cyrenaics, the pleasure of the moment, but the enduring condition of pleasure, which, in its essence, is freedom from the greatest of evils, pain. Pleasures and pains are, however, distinguished not merely in degree, but in kind. The renunciation of a pleasure or endurance of a pain is often a means to a greater pleasure; and since pleasures of sense are subordinate to the pleasures of the soul, the undisturbed peace of the soul is a higher good than the freedom of the body from pain. Virtue is desirable not for itself, but for the sake of pleasure of soul, which it secures by freeing men from troub...

Personal Statement Example | Topics and Well Written Essays - 750 words - 28

Personal Statement Example I could tell that marketing to me was one of the most fulfilling topics I had ever covered while studying my degree in Management. The course work was as interesting as the practical work which mostly entailed presentations and research work as directed by my professor. To be honest, I found the practical work much easier to do, with especially my research assignments in the marketing topic proving to be one of the most interesting and memorable tasks I have completed to date. I especially enjoyed making field observations and presenting field data in the market research segment for the marketing classes. In all honesty, this is a field that caught my heart, despite being a regretfully small part of my degree in management. As earlier mentioned, I have studied primarily in management, and my specialty is in the banking area. I graduated with a management degree in June 2014 from the Qafqaz University in Azerbaijan. I was top of my Faculty (Management) accumulating a final GPA of 95.04. This followed a string of exemplary academic performances that saw me receive numerous recognition awards from the Dean of the Faculty and the University Rector as well. However, it is the marketing subject that remains a memorable part of my studies in management. I found myself more inclined to all marketing related subjects than all other areas of my undergraduate studies, with a special liking and interest in advertising. I feel that it is the creativity that this subject demands which makes me so attracted to it. I believe that I am well equipped to prosper in the marketing field, especially considering a few of my related strengths and passions. I am a team leader by nature and for this, I have found to thrive well in teamwork arrangements. From my experience at the University, I performed the best while studying in team works, deriving immeasurable satisfaction and joy from

How do United States special military teams play a role in combatting Research Paper

How do United States special military teams play a role in combatting terrorism, irregular warfare strategy, domestic intelligence gathering, and foreign law assistance - Research Paper Example This commitment of the American government becomes evident from the revamping of the US Special Forces activities in the aftermath of 9/11 terrorist attack by Al-Qaeda. In the wake of this disastrous event, controversies have mounted on the effectiveness of domestic intelligence and the coordination of the activities of existing joint forces. Most of the criticism in this regard has been directed at the intelligence community for its purported failure to warn other agencies of an imminent threat. On the other hand, problems also prevail in other areas and terrorist organizations have been exploiting this vulnerability to wreak havoc on the nation. Thus, an urgent and imperative need has emerged for a dedicated Homeland Security Intelligence (HSI) in the nation to augment the existing intelligence collection system and solidify the functions of security forces. In addition, a necessity has also been felt for further sharpening the cutting edge of operational efficiency of the US Speci al Forces so as to enable them to combat terrorism more effectively. Though there no single definition universally for the term ‘terrorism’ the most commonly accepted definition perceives this phenomenon as the â€Å"use of violence to create fear† to attain political, religious or ideological objectives (Matusitz, 2012, p.4). Thus, terrorist activities, most of the times, are directed at noncombatant civilian population with a view to inflict maximum damage to human life and property so as to create terror and thus propagate their cause amongst the citizens. Terrorist organizations usually function as clandestine entities with a hierarchical system including a leader and other chieftains, â€Å"planners, trainers and actual bombers/killers† (p.4). Most of them are highly educated, motivated, physically competent, and trained in various types of combat tactics as well as electronic and information and communication

Scene Essay Example | Topics and Well Written Essays - 250 words

Scene - Essay Example The ladies are joined by another group of ladies and they sum up to seven. They walk slowly on the pathway to the relaxing zone where they continue with their conversation. Meanwhile, the game gets sweeter and I cannot resist the temptation of joining the team. I give the idea to my friends and they do not object to the idea of joining the players. As we head for the pitch, I remember that I have a presentation to make in an afternoon class. I stop for a while and remind my friends and surprisingly, none of them remembers the assignment. Immediately we change our minds from joining the game to preparing the presentation. We head to an empty bench where we sit and take out our presentation materials and get busy with our perfection. I notice that we are sited at a bench opposite a group of finalists who are busy discussing their project. This gives me the morale to get serious with the presentation. I notice that all my group mates, despite having forgotten about the assignment, they are all ready to contribute the ideas and materials that we are supposed to use. This motivates me more and I get down to working with my team in order to better our

The Berlin Blockade Research Paper Example | Topics and Well Written Essays - 1500 words - 1

The Berlin Blockade - Research Paper Example During World War ii, Britain, France, the United States, and the Soviet Union banded together to form the allied powers in order to fight and overcome Germany.   The war was brutal and left devastation in its wake.   After the war, the main question was what to do with conquered Germany.   The Soviet Union, Britain, and the United States convened at Potsdam in Berlin for a conference which lasted from 16 July until 2 August. 1945.   This was the third conference held by the allies after the war in which decisions were taken as how to restore Europe and deal with Germany.   The leaders who attended were: Stalin of the Soviet Union, Truman of the United States and Churchill of Britain who was replaced by Attlee who had become the new Prime Minister of Britain.   Already, the tension was displayed between the Soviet Union who practiced Communism and the Western powers who had adopted Capitalism.   The Potsdam Agreement was signed during the conference, which led to the cre ation of a four-power allied control council [ACC] to govern Germany.   The allied council was made up of Britain, The Soviet Union, The United States, and France.   They were each given a zone in Germany to govern.   Berlin, the capital of Germany, fell within the Soviet Union’s zone; fearing that The Soviet Union would gain an advantage by this, the other three powers insisted that Berlin is divided into four separate sections. The Soviet Union’s zone was mainly made up of fertile agricultural land that produced most of Germany’s food; while, the British and the United States’ zones were more industrial in nature and had to rely on foodstuff from The Soviet Union.   The allies planned to limit Germany’s industrial capacity in order to ensure that it would never again be able to achieve remilitarization.   Britain, who occupied the zone least capable of conducting agriculture, disagreed with this resolution and fought for a greater indus trial output by Germany, tightly controlled by the allies, so that Germany may become a major trading partner.   Due to the lack of an agreement on this matter, each country administered its zone as it saw fit.  

Professor and Student in aGgun-Fight within the University Essay

Professor and Student in aGgun-Fight within the University - Essay Example The House of Representatives is just about to pass the bill, thus coming into a recognized policy. Hampikian sounds startled by the proposed law and in an amusing way, asks when he can shoot a student. Hampikian is interested in getting the bill approved though he is also considering the adverse effects that the policy is likely to have. Is it not a perplexing situation to see a lecturer pointing his/her gun to a student? And what happens when the student draws his gun in self-defense? Hampikian’s credibility is well established when he seeks legal instruction on what the rules of engagement in class will be once the students and professors start carrying guns to school. He invites dialog between the stakeholders both at the state level and the Boise University. According to him, it seems quite strange for a lecturer to carry a gun to his place of work since his responsibility is dealing with students only. He expresses this as a matter of practical concern. He is, however, accommodative of the change. He has no problems with the students carrying guns. He is currently acknowledging the fact that even right now, the students can still fight back using their pencils, when totally disgruntled, although he has no fears for the pencil since he always carries his pen as well. His credibility is further shown by the position he holds at the university. He is a professor of biology at the same university. This shows his credibility in that he appreciates the studen ts’ rights to defend themselves when necessary (Hampikian para 3). According to the author, permitting guns to campus will have an effect on the ethics and the organizational culture of the institution. Ethics refer to the norms followed in a particular organization. They define the conduct of conduct by all the players in the particular organization. Concerned with the ethics of the university and the Idaho State at large, Hampikian prompts the Legislators to consider the repercussions of  minor engagements that normally arise when students are carrying out their daily activities at the university, before making their final decision.

How the employees treat the customers on Customer Care department at Essay

How the employees treat the customers on Customer Care department at the Airport ( Customer Service ) - Essay Example The customer care department is single point resolution centre for the passengers who pass through their terminals. The customer care departments add value to the experience enjoyed by the customers while passing through the airport terminals. The valued experience provided to the customers brings them back to the same airports that have created relative preference during the journeys. All information related to the service for the customers and passengers at the airport is provided by the customer care department. Enquiries about lost baggage, availability of flights, update on flight timings, information on the basis utilities available at the airport, communication facilities from the airport and information on any other item related to the journey is provided by the customer care department. During the time of transit, the customer care department provides the right direction of the journey. In cases of discontent of the customers due to irrational behavior of any airport staff, the customer care department helps to resolve the issue. The functions of the customer care department at the airport are extremely important as they help in maintaining the smooth flow of journey by the passengers. This customer care department plays a vital role in ensuring that the passengers passing through the terminal enjoy a highly valued experience. At the same time, the customer care department at the airport plays a vital role in maintaining a peaceful and dedicated work environment which is beneficial to both the airport authority and their customers. The ways in which the employees of the customer care departments at the airport treat their customers as a customer service staff determine the value of experience provided to the customers that pass through their terminals. In order to treat the customers at the airport with an aim of delighting them, the employees should undergo training on customer service. Several research studies on customer care

Edmund Husserl Essay Example | Topics and Well Written Essays - 1250 words

Edmund Husserl - Essay Example In Husserl's characterization of conscious intentionality we see a kinship with Whitehead's notion of the vector character of experience: "The experiencer aims at the data even as the data aim at the experiencer" (). To explore this intentional structure of consciousness, Husserl attempts to develop a method to reveal the complex contents of consciousness as clearly as we experience a simple sense perception. But even a sense perception comes to us amid a lifetime of assumptions and beliefs about the cause and context of the perception. Husserl tries to work out a step-bystep series of phenomenological or eidetic "reductions" in which reality, as presented in our "naive" experience, is bracketed in hopes of bringing forth the structures that constitute phenomena (Hart 644). Husserl finds that the uniqueness of consciousness lies in the fact that the phenomena are "constituted" by conscious activities regarding the phenomena's essences (or meanings). Husserl does not mean to say that things are imaginary inventions. Entities are not created by consciousness, but their essences are constructed from the hyle, the stuff presented to the synthetic character of transcendental consciousness. Husserl describes these activities as meaning intentions of consciousness and fulfilling intentions of phenomena. For example, my awareness of my desk is not identical to the desk itself. The desk is solid, rectangular, and several feet wide, but my idea of the desk possesses none of those qualities. Although the hardness and size of the desk cannot physically enter my consciousness, they are somehow presented to me from the stuff of my idea of the desk (Hart 645). Husserl shows that this presentation is an exceedingly complex activity in which sense data take many forms and occur within a complicated array of potential sensations. But these sense data would be meaningless without the meaning intentions, the noetic activity of consciousness that assigns appropriate categories suc h as substance, quality, and explains the relations as the shape, size, of a material object; that is, noetic activities constitute the "whatness" of what is intended by consciousness (Schrag 278). For Husserl, the "detachment" proposed in any judgment, then, is the agreement of what is meant and what is given in fulfilling intentions. The difference between Husserl's transcendentalism and Heidegger's is found in the latter's attempt to express the way phenomena are constituted in terms deeper than Husserl's transcendental consciousness. (Hart 645). Husserl's attempt is far too idealistic, subjectivistic, and egoistic for Heidegger. In considering consciousness to provide the fundamental, presuppositionless beginning of philosophy, Husserl places himself squarely within the Cartesian tradition that takes the cogito to be prior to what Heidegger considers the ontological structure beneath, the sum. Husserl maintains the subject-object dichotomy so severely separated res cogitans and res extensa. Critics admit that Husserl goes far beyond Descartes in attempting to resolve how the activities of the knowing subject become connected to the known through the

How the employees treat the customers on Customer Care department at Essay

How the employees treat the customers on Customer Care department at the Airport ( Customer Service ) - Essay Example The customer care department is single point resolution centre for the passengers who pass through their terminals. The customer care departments add value to the experience enjoyed by the customers while passing through the airport terminals. The valued experience provided to the customers brings them back to the same airports that have created relative preference during the journeys. All information related to the service for the customers and passengers at the airport is provided by the customer care department. Enquiries about lost baggage, availability of flights, update on flight timings, information on the basis utilities available at the airport, communication facilities from the airport and information on any other item related to the journey is provided by the customer care department. During the time of transit, the customer care department provides the right direction of the journey. In cases of discontent of the customers due to irrational behavior of any airport staff, the customer care department helps to resolve the issue. The functions of the customer care department at the airport are extremely important as they help in maintaining the smooth flow of journey by the passengers. This customer care department plays a vital role in ensuring that the passengers passing through the terminal enjoy a highly valued experience. At the same time, the customer care department at the airport plays a vital role in maintaining a peaceful and dedicated work environment which is beneficial to both the airport authority and their customers. The ways in which the employees of the customer care departments at the airport treat their customers as a customer service staff determine the value of experience provided to the customers that pass through their terminals. In order to treat the customers at the airport with an aim of delighting them, the employees should undergo training on customer service. Several research studies on customer care

Epistemology Reason Essay Example for Free

Epistemology Reason Essay Is it true to say that there is no truth? The very concept itself is contradictory, but is still a topic worth exploring. If a person were to simply go about their life believing everything they ever heard or experienced to be true, they could be deceived without their own knowledge. Say they overheard someone talking about Sam Houston when they stated, â€Å" and then Sam Houston claimed her land. † Rightfully, without any other knowledge but their heard facts, the listener would assume â€Å"Sam Houston† to be a â€Å"Samantha† due to the possessive pronoun â€Å"her. † However, what the listener did not hear was the full sentence in which â€Å"Eliza surrendered and then Sam Houston claimed her land. † By basing their belief off of their senses of hearing, the listener was unable to acknowledge the truth behind the pronoun â€Å"her. † Similarly, in the case of epistemology, truth should not be simply based off of senses, or feelings, but off of sound reasoning. However, sometimes senses can be useful in arriving at a proven truth. The rationalist response to the view of Epistemology states that â€Å"all knowledge ultimately comes through reason† (Cowan/Spiegel, 52). This view claims that knowledge is proven true through deducing what is true from possible truths, as opposed to using the senses. As Descartes reasoned, truth can be acquired if every belief is tested to be false. Then, if it is proven that something cannot be false, it is therefore true. By taking a Biblical rationalist response to the view of Epistemology and using faith, Christians are able to acquire sound surety in their faith and view on what is true. Logic points to the rationalist response over all other views of epistemology. For example, the skeptical response states that truth is unattainable and we have no knowledge. However, if this view is to be believed, then it disproves its own claim by showing that there is truth in believing there is no truth. Skeptics put forth absurd hypotheses that cannot be proven false, but at the same time have no way of being shown true. For example, The Matrix, or Descartes’ belief in an â€Å"evil genius† who could potentially be controlling every aspect of life and humans have no way of proving this false. Summarily, the skeptic believes that there ultimately is no knowledge. This view largely contradicts Christianity because the Bible continually states from Genesis 3:5 â€Å"For God knows that when you eat from it your eyes will be opened, and you will be like God, knowing good and evil† to Revelation 3:15 â€Å"I know your deeds, that you are neither cold nor hot. I wish you were either one or the other! † that knowledge does indeed exist. Therefore, if Christians believe in the scriptures, they also must believe that knowledge does exist. Another view that can be proven to be false is the empiricist response, which states that â€Å"all knowledge arises from experience† (Cowan/Spiegel, 54). This is the view is based largely off of feelings, sensations, and the experiences people learn from them. However, as exemplified in the introduction, sometimes senses fail. Anesthetics, holograms, sleep deprivation, noise recordings, candles and so many other factors can easily misguide senses. Proverbs 23:33 states, â€Å"Your eyes will see strange sights, and your mind will imagine confusing things. † This verse shows that the mind doesn’t always perceive what is being seen correctly. On the other hand, many people in the Bible were guided by their senses in visions, miracles, angels, and other events. Many times the Bible describes foolish people as being senseless (Psalm 92:6, Ecclesiastes 10:3, Jeremiah 5:21) but the senses can be swayed by the devil. 2 Timothy 2:26 says â€Å"and that they will come to their senses and escape from the trap of the devil, who has taken them captive to do his will. † So while senses can be used by God, they can also be used by the devil and ultimately should not be the deciding factor in determining what is true. People ought to not always rely on senses, but rather they should rely on the reasoning behind the senses and testing them to be false to determine what is ultimately true. As Galileo alleged, â€Å"Where the senses fail us, reason must step in. † A Biblical rationalist response is the most logical response to take while trying to understand epistemology largely because it deduces all false options and true knowledge is only acquired through seeking God. By using Descartes method of proving false beliefs false to find what is true, rational thinking deduces what is true. Proverbs 1:7 says â€Å"The fear of the LORD is the beginning of knowledge. † Christians are only able to start to be able to attain knowledge when they start to reason and grasp how great God truly is. Only when people’s thoughts are in the correct perspective can they begin to reason properly. Through awe, Christians are able to truly contain a proper fear through respect for God, and with that in turn, truly begin to know.

Voluntary Disclosure of Income Scheme Analysis

Voluntary Disclosure of Income Scheme Analysis HISTORY OF ECONOMIC THEORY PAPER PHILOSOPHISING A LAW: VOLUNTARY TAX DISCLOSURE Joanna Thomas A. THE LAW The Voluntary Disclosure of Income Scheme was launched by on the 18th of June, 1997. It continues for six months until the 31st of December, 1997. It was launched by The Central Board of Direct Taxes. Its aim was to unearth disclosed income, to provide income tax and wealth tax defaulters an opportunity to disclose their income at the prevailing tax rates, while under the umbrella protection of immunity from all major laws relating to economic offences, and to mobilise resources and channel funds into priority sector of the economy. Those opting for the VDIS would be granted immunity from prosecution under the Foreign Exchange Regulation Act, 1973, the Income Tax Act, 1961, the Wealth Tax Act, 1957, and the Companies Act, 1956.1 In the six months of its existence, 4,75,477 people disclosed their assets and incomes under VDIS. This garnered a revenue of 33,697.32 crore rupees to the Indian Finance Ministry on which Rs. 9,729.02 crore were paid as tax. While some saw the scheme as a success that boosted the government’s coffers, others were outraged. A Public Interest Litigation (PIL) was filed in the Supreme Court under the argument that schemes like VDIS penalised honest tax payers while at the same time, it encouraged tax evaders. A. 1. FEATURES The salient fetters of the scheme include: 1. The declarant would have to file a declaration before the Honourable Commissioner of Income Tax. The Commissioner would then grant him a certificate, setting forth the particulars of the voluntarily disclosed income and the amount of income tax paid in respect of the same. This provided the declarant immunity from prosecution under the Income Tax, 1961. A person may make a declaration in respect of any income chargeable to tax for any assessment year prior to the assessment year 1998-99: for which he has not filed a return under section 139 of the Income Tax Act. for which he has failed to disclose in a return of income furnished by him under the IT Act before the date of commencement of the Act. which has escaped assessment in terms of section 147 as it stood prior to 1.4.1989 and thereafter. 2. The scheme covered all persons, both corporate and non-corporate. The tax payable on the disclosed income was 30% for individuals and 35% for all other declarants, i.e., corporates and firms. The tax on the voluntarily disclosed income or wealth would have to be paid before making the declaration, and proof of such payment was to be attached along with the declaration. 3. Those who opted for the VDIS would be granted immunity from prosecution under the Foreign Exchange Regulation Act, 1973, the Income Tax Act, 1961, the Wealth Tax Act, 1957, and the Companies Act, 1956. 4. A person in whose case a search under section 132 of the Income Tax Act has been initiated or where books of account, other documents or other assets have been requisitioned under section 132A will not be entitled to make a declaration in respect of the previous year in which the search was made or any earlier previous year. B. THE PHILOSOPHICAL WORKINGS P. Chidambaram, the mastermind behind the VDIS, claimed that broadening the tax-net through VDIS was a more goal than how much the scheme could net. Of the 4,66,031 respondents from VDIS, most were part of the 12 million who formed the tax-net. Most of these 12 million were grossly under-reporting their revenues and with this amnesty they were able to change their black money to white money at a much lower rate. Chidambaram ended up protecting the right of tax evaders. This goes against the philosophy of equitous taxation. The amnesty scheme hampered the government’s regular tax collection as tax-evaders, specially businessmen, non-salaried professionals who could opt out of the tax net, found it cheaper to declare their incomes with the lower tax rates of the amnesty schemes. In addition to that, as this scheme was anticipated in advance, the tax evaders were able to dodge paying taxes — which could be seen by a drop in revenue collections — before the scheme actually arrived. This was what happened with the VDIS. Evaders were aware from March that the tax pardon was on its way and hence, personal income tax collections in the first seven months of the current fiscal year recorded a significant drop. A post-VDIS drop also occurred, as has been seen in the case of earlier amnesty schemes. Therefore, despite the ‘record haul’, the government emerges as a net loser in this scheme as the VDIS hampered long-term tax collections that in effect proved the government’s crusade against corruption to be a sham.2 Actually, pardons provided at regular intervals may shrink the tax base instead of expanding it, as Chidambaram expected. It encourages more tax-dodging. Before the 80’s pardons were witnessed at the rate of once every twelve years. However in the 1990’s, amnesties were witnessed six times in eight years. Hence, Chidambaram’s threat that the VDIS would be the last opportunity for evaders to come clean, didn’t hold much ground. Another claim of Chidambaram was that an objective of the VDIS was to mop up black money. But how much can an amnesty work towards absolving an evader? According to a study done by NIPFP in the 1980’s, black money in India was valued at 18-21% of the GNP. Other independent assessments, however, estimated the value to actually be around 50%. Even assuming a low rate of 10%, in the 1990’s, with GNP at 12.6 million crore rupees, the black money in the country can be estimated to be 1.26 million crore rupees. When you compare this to the amount disclosed through VDIS, it barely accounts for 2.5%. And the VDIS was supposed to to account for black money of years past! It can be said that the VDIS provided just the right loopholes that tax evaders were looking for. It provided immunity from various laws and also gave evaders legitimacy for ownership of single units of property in overseas areas and investments in bonds, debentures, shares, fixed deposits etc. Further, declarations under VDIS could not be used as evidence against the declarant in those proceedings that involve penalty imposition or litigations under acts such as IT Act, Wealth Tax Act or Companies Act. Take the example of the son of a very senior Congress leader from Andhra Pradesh who declared Rs.700 crores under the VDIS. The massive loot was amassed over the years from cuts and kick-backs. By paying Rs.200 crores he can now pocket the rest of the booty which now becomes white and rest assured that he can safely skirt all legal probes in the future.2 Declarations were made even minors, 2472 declarations to be exact, whose income were joint with that of their parents. This was permitted by the CBDT clarification which was actually inconsistent with the stated law. A test check revealed that these minors declared undisclosed income on dates prior to their birth! Loopholes could also be found in the declaration of jewellery or silver articles. Initially, the clarification was to assess bullion and jewellery purchased prior to 1 April 1987 at the rates prevailing as on that date. However, this clause was amended later in November that stated that bullion and jewellery should be assessed at the rates that were prevailing on the date of acquisition or purchase, only if a credible proof of purchase or acquisition could be provided. Unfortunately, credible proof was left unexplained and undefined. This loophole provided the most used channel for money laundering under the scheme. Due to this loophole, tonnes of silver was shown in backdated purchases when prices were much lower than the current prices thus reducing the effective rate of taxation. Another negative effect was that silverware dealers began providing fake receipts to anyone who needed one. In this way, the VDIS provided a lucrative opportunity to create legalised assets by converting undisclosed assets with a much lower effective tax rate. This could be the reason why land, gold and jewelry declarations was far more than that of cash. But this, however, could also be explained with the fact that black money is generally not kept in cash. Another failure of the Scheme was to lay down valuation requirement for real estate properties. This gap was taken unfair advantage of by the declarants who were able to declared their assets at insanely high values and also managed to protect themselves with the immunity provisions of the VDIS. A property that was purchased earlier in part with black money and shown in registration records at the value equaling the white money involved, could now be declared at its real price i.e. the black and the white money combined. Today, with an appreciation in the value of the property, the declarant could sell and purchase a bigger property with the newly acquired white money. C. THE VERDICT The VDIS was drafted with a number of gaps. This was, in turn, compounded by CBDT circulars, clarifications and press briefings that completely benefitted the declarants, i.e., the tax evaders. A number of gaps was left in procedural matters in the implementation of the Scheme. This impacted revenue realisation. The department was deprived of legitimate revenues due to the undervaluation of jewellery and bullion. In addition to this, the capital loss that arose from jewellery and bullion declarations contributed to the wiping out of the immediate revenue generated from their disclosures in a few years time. The department had also not instituted any special mechanism that would monitor the declarants in post-VDIS period. The government had recently announced an amnesty scheme for service tax offenders. This was the Service Tax Voluntary Compliance Encouragement Scheme. The scheme was in effect till December 2013 and is believed to have fetched around 6000 crore rupees to the government. Finance Minister Chidambaram said the government will not be able to announce any more amnesty schemes for the next 20 years. This was due to various factors which includes curbs imposed by the Supreme Court. Such schemes cannot be announced every year. There is a Supreme Court judgement on VDIS which actually ties up our hands in announcing a scheme on the lines of VDIS, Chidambaram was quoted as saying by the PTI. In conclusion, there is little doubt about which section of society actually benefits from these kinds of amnesty schemes. For honest tax payers, i.e., mainly the salaried class who pay tax at source at higher rates, this is a direct violation of equal tax for equal income. It also shows the government’s impotence in ensuring compliance by the bourgeoisie to come clean. In the mean time, the ruling class eagerly waits for the next amnesty, as he/she knows fully well that amnesties are means to not only for exonerate oneself from crimes but also provides ample opportunities for one to commit further crimes.

diary of anne frank :: essays research papers

*New Buddy* The book I read is called The Diary of Anne Frank by Anne Frank The book is a true story about a thirteen year old girl who receives a diary on her thirteenth birthday. The book is a short autobiography In her diary Anne tells Kitty (her pretend friend) everything that happens in her life. The interesting factor in the book is that the time of Anne’s preteen years is the time of the rise of Hitler who oppressed the Jews. Anne’s family is forced into hiding into a secret apartment on top of a factory store in which one of the Frank’s friends works. Meep, the friend brings food up to the Franks. Anne and her family stay in hiding for four years. Just when the Franks are almost ready to leave a man working in the factory rats the Franks out to the Nazis. Anne’s diary begins on her thirteenth birthday and ends shortly after her fifteenth .In the book she writes of her friendships with other girls and her performance in school. The school Anne goes to is called the Lycelium for Jews. Anne also has a sister. Her name is Margot. Margot is 17 years old and very mature. Anne gets along well with her sister. Her father comes from a wealthy family. Anne gets along nicely with him. Anne’s mother is not spoken of too much in the book., mostly because she does not have a good relationship with her. When Hitler was first taking power the Jews were forced into all Jewish schools. It was there that Anne met a good friend. Her name was Joy. Anne and Joy became friends but only for a short while before Anne was forced into hiding. Anne and her family hid from the Nazi’s for two and a half years. The Franks stayed with three other people. They had a woman named Meep bring food to them. The rise of Hitler grew worse as the years passed. The Nazis were then taking Jews to camps where they would kill them. The Franks got into many arguments with the people in the house and Anne was between it all. During this time Anne was beginning to like one of the boys she was staying with in the house.

Swiss Government :: essays research papers

Switzerland is a decentralized federal republic composed of 20 cantons and six half cantons. These in turn are divided into communes. Legislative power is the responsibility of the dual-chamber Federal Assembly. One chamber consists of 200 representatives chosen by the electorate for four-year terms. The other, which has 46 representatives, is selected directly by the cantons. Each sends two representatives, but the mode of their election and the terms of their service depend on the laws of the individual cantons. Executive power is in the hands of the Federal Council, which is chosen by the assembly. The council consists of seven members elected for four-year terms, and they act as a cabinet. One of the members of the council is chosen as president but serves for only one year. The president's powers are therefore extremely limited. Women did not attain suffrage until 1971. While men in one of the half cantons continued to reject proposals to allow women the right to vote on local matters, the nation's high court in 1990 ordered them to grant women the right. In the 16th century Switzerland was the focus of the Protestant Reformation, and the cantons split along religious lines. One of the greatest political and religious leaders of the Reformation was John Calvin. His success lay in his extraordinary ability to combine extreme political convictions with administrative talent. Calvin made much of Switzerland a tower of Protestant strength. Both civil and secular law were dominated by Calvin's preachings. His religious base was Geneva, but his ideas spread rapidly to Scotland, the Netherlands, and even to southern France. Another famous religious leader was Huldrych Zwingli, who preached in Zurich and led the Protestants in an extended civil war with their Roman Catholic neighbors (see Calvin; Zwingli). Switzerland's secession from the Holy Roman Empire was recognized by the Treaty of Westphalia, which followed the Thirty Years' War early in the 17th century. The desire for independence ultimately overshadowed religious conflict, and the new state soon regained political stability. There was an intellectual flourishing of literature and philosophy in centers like Geneva, Basel, Bern, and Zurich. During the Napoleonic era that followed, Switzerland was occupied by the French, who imposed their institutions on the country. This all ended with the defeat of the French and the convening of the Congress of Vienna in 1815, which guaranteed Swiss neutrality for the foreseeable future.

Rights of Drug Administration

THE SIX RIGHTS OF DRUG ADMINISTRATION Right Drug Many drugs have similar spellings and variable concentrations. Before the administration of the medication, it is imperative to compare the exact spelling and concentration of the prescribed drug with the medication card or drug profile and the medication container. Regardless of the drug distribution system used, the drug label should be read at least three times: 1. Before removing the drug from the shelf or unit dose cart. 2. Before preparing or measuring the actual prescribed dose 3.Before replacing the drug on the shelf or before opening a unit dose container (just prior to administering the drug to the patient) Right Time When scheduling the administration time of a medication, factors such as timing abbreviations, standardized times, consistency of blood levels, absorption, diagnostic testing, and the use of p. r. n. medications must be considered. 1. Standard Abbreviations—The drug order specifies the frequency of drug a dministration. Standard abbreviations used as part of the drug order specify the times of administrati0n.The nurse should also check institutional policy concerning administration of medications. Hospitals often have standardized interpretations for abbreviations. The nurse must memorize and utilize standard abbreviations in interpreting, transcribing, and administering medications accurately. 2. Standardized Administration Times—For patient safety, certain medications are administered at specific times. This allows laboratory work or ECGs to be completed first, in order to determine the size of the next dose to be administered. 3.Maintenance of Consistent Blood Levels—The schedule for the administration of a drug should be planned to maintain consistent blood levels of the drug in order to maximize the therapeutic effectiveness. 4. Maximum Drug Absorption—The schedule for oral administration of drugs must be planned to prevent incompatibilities and maximize abs orption. Certain drugs require administration on an empty stomach. Thus, they are given 1hour before or 2 hours after meals. Other medications should be given with foods to enhance absorption or reduce irritations.Still other drugs are not given with diary products or antacids. It is important to maintain the recommended schedule of administration for maximum therapeutic effectiveness. 5. Diagnostic Testing—Determine whether any diagnostic tests have been ordered for completion prior to initiating or continuing therapy. Before beginning antimicrobial therapy, assure that all culture specimens (such as blood, urine, or wound) have been collected. If a physician has ordered serum levels of the drug, coordinate the administration time of the medication with the time the phlebotomist is going to draw the blood sample.When completing the requisition for a serum level of a medication, always make a notation of the date and time that the drug was at last administered. Timing is impo rtant; if tests are not conducted at the same time intervals in the same patient, the data gained are of little value. 6. P. R. N. Medications—Before the administration of any p. r. n. medication, the patient’s chart should be checked to ensure that the drug has not been administered by someone else, or that the specified time interval has passed since the medication was last administered. When a p. rn. medication is given, it should be charted immediately.Record the response to the medication. Right Dose Check the drug dosage ordered against the range specified in the reference books available at the nurses’ station. 1. Abnormal Hepatic or Renal Function—Always consider the hepatic and renal function of the specific patient who will receive the drug. Depending on the rate of drug metabolism and route of excretion from the body, certain drugs require a reduction in dosage to prevent toxicity. Conversely, patients being dialyzed may require higher than nor mal doses. Whenever a dosage is outside the normal range for that drug, it should be verified before administration.Once verification has been obtained, a brief explanation should be recorded in the nurses’ notes and on the Kardex 9or drug profile) so that others administering the medication will not be repeatedly contacted with the same questions. The following laboratory tests are used to monitor liver function: aspartame aminotransferase (AST), alanine aminotransferase (ALT), gamma glutamyl transferase (GGT), alkaline phosphatase and lactic dehydrogenase (LDH). The blood urea nitrogen (BUN), serum creatinine (Crs), and creatinine clearance (Ccr) are used to monitor renal function. 2.Pediatric and Geriatric Patients—Specific doses for some drugs are not yet firmly established for the elderly and for the pediatric patient. The nurse should question any order outside the normal range before administration. For pediatric patients, the most reliable method is by proporti onal amount of body surface area or body weight. 3. Nausea and Vomiting—If a patient is vomiting, oral medications should be withheld and the physician contacted for alternate medication orders, as the parenteral or rectal route may be preferred. Investigate the onset of the nausea and vomiting.If itbegan after the start of the medication regimen, consideration should be given to rescheduling the oral medication. Administration with food usually decreases gastric irritation. Consult with a physician for changes in orders. Right Patient When using the medication card system, compare the name of the patient on the medication card with the patient’s identification bracelet. With the unit dose system, compare the name on the drug profile with the individual’s identification bracelet. When checking the bracelet under either system, always check for allergies, as well.Some institutional policies require that the individual be called by name as a means of identificatio n. This practice must take into consideration the patient’s mental alertness and orientation. It is much safer ALWAYS to check the identification bracelet. 1. Pediatric Patients—Never ask children their names as a means of positive identification. Children may change beds, try to avoid you, or seek attention by identifying themselves as someone else. Check identification bracelets EVERY TIME. 2. Geriatric Patients—It is a wise policy to check identification bracelets, in addition to confirming names verbally.In a long-term care setting, residents usually do not wear identification bracelets. In these instances, only a person who is familiar with the residents should administer medications. Many errors may be voided by carefully following the practices just presented. Make it a habit to check the identification bracelet EVERY TIME a medication is administered. The adverse effects of administration to the wrong medication to the wrong patient and the potential for a lawsuit can thus be avoided. Right Route The drug order should specify the route to be used for the administration of the medication.Never substitute one dosage form of medication for another unless the physician is specifically consulted and an order for the change is obtained. There can be a great variation in the absorption rate of the medication through various routes of administration. The intravenous route delivers the drug directly into the bloodstream. This route provides the fastest onset, but also the greatest danger of potential adverse effects such as tachycardia and hypotension. The intramuscular route provides the next fastest absorption rate, based upon availability of blood supply.This route can be quite painful, as is the case with many antibiotics. The subcutaneous route is next fastest, based on blood supply. In some instances the oral route may be as fast as the intramuscular route, depending on the medication being given, the dosage form (liquids are absorbed faster than tablets), and whether there is food in the stomach. The oral route is usually safe if the patient is conscious and able to swallow. The rectal route should be avoided, if possible, due to irritation of mucosal tissues and erratic absorption rates.In case of error, the oral and rectal routes have the advantage of recoverability for a short time after administration. Right Drug Preparation and Administration Maintain the higher standards of drug preparation and administration. Focus your entire attention on the calculation, preparation, and administration of the ordered medication. A drug reconstituted by a nurse should be clearly labeled with the patient’s name, the dose or strength per unit of volume, the date and time the drug was reconstituted, the amount and type of diluent used, the expiration date/ or time, and the initials or name of the nurse who prepared it.Once reconstituted, the drug should be stored according to the manufacturer’s recommendation . †¢ CHECK the label of the container for the drug name, concentration, and route of appropriate administration. †¢ CHECK the patient’s chart, Kardex, medication administration record, or identification bracelet for allergies. If no information is found, ask the patient, prior to the administration of the administration of the medication, if he or she has any allergies. †¢ CHECK the patient’s chart, Kardex, medication administration record for rotation schedules of injectable or topically applied medications. CHECK medications to be mixed in one syringe with a list approved by the hospital or the pharmacy for compatibility. Normally, all drugs mixed in a single syringe should be administered within 15 minutes after mixing. Immediately prior to administration, ALWAYS CHECK the contents of syringe for clarity and the absence of any precipitate; if either is present, do not administer the contents of the syringe. †¢ CHECK the patient’s identity EVERY TIME a medication is administered. †¢ DO approach the patient in a firm but kind manner that conveys the feeling that cooperation is expected. DO adjust the patient to the most appropriate position for the route of administration (for example for oral medications, sit the patient upright to facilitate swallowing). Have appropriate fluids ready before administration. †¢ DO remain with the patient to be certain that all medications have been swallowed. †¢ DO use every opportunity to teach the patient and family about the drug being administered. †¢ DO give simple and honest answers or explanations to the patient regarding the medication and treatment. DO use a plastic container, medicine cup, medicine dropper, oral syringe, or nipple to administer oral medications to an infant or small child. †¢ DO reward the child who has been cooperative by giving praise; comfort and hold the uncooperative child after completing the medication administration. †¢ D O NOT prepare or administer a drug from a container that is not properly labeled or from a container where the label is not fully legible. †¢ DO NOT give any medication prepared by an individual other than the pharmacist. ALWAYS check the drug name, dosage, frequency, and route ofadministration against the order.Student nurses must know the practice limitations instituted by the hospital or school and which medications can be administered under what level of supervision. †¢ DO NOT return an unused portion or dose of medication to a stock supply bottle. †¢ DO NOT attempt to administer any drug orally to a comatose patient. †¢ DO NOT leave a medication at the patient’s bedside to be taken â€Å"later†; remain with the individual until the drug is taken and swallowed. †¢ DO NOT dilute a liquid medication form unless there are specific written orders to do so. BEFORE DISCHARGE: (1) Explain the proper method of taking prescribed medications to the p atient. (2)Stress the need for punctuality in the administration of medications, and what to do if a dosage is missed. (3)Teach the patient to store medications separately from other containers and personal hygiene items. (4)Provide the patient with written instructions reiterating the medication names, schedules, and how to obtain refills. Write the instructions in a language understood by the patient, and use LARGE BOLD LETTERS when necessary. (5) Identify anticipated therapeutic response. 6)Instruct the patient, family member(s), or significant others on how to collect and record data for use by the physician to monitor the patient’s response to drug and other treatment modalities. (7)Give the patient, or another responsible individual, a list of signs and symptoms that should be reported to the physician. (8)Stress measures that can be initiated to minimize or prevent anticipated side effects to the prescribed medication. It is important to do this further encourage the p atient to be complaint with the prescribed regimen.Right Documentation Documentation of nursing actions and patient observations has always been an important ethical responsibility, but now it is becoming a major medicolegal consideration as well. Indeed, it is becoming known as the sixth right. Always chart the following information: date and time of administration, name of medication, dosage, route, and site of administration. Documentation of drug action should be made in the regularly scheduled assessments for changes in the disease symptoms the patient is exhibiting.Promptly record and report adverse symptoms observe. Document health teaching performed and evaluate and record the degree of understanding exhibited by the patient. †¢ DO record when a drug is not administered and why. †¢ DO NOT record a medication until after it has been given. †¢ DO NOT record in the nurses’ notes that an incident report has been completed when a medication error has occurre d. However, data regarding clinical observations of the patient related to the occurrence should be charted to serve as a baseline for future comparisons.Whenever a medication error does occur, an incident report is completed to describe the circumstances of the event. An incident report related to a medication error should include the following data: date, time the drug was ordered, drug name, dose, and route of administration. Information regarding the date, time, drug administered, and dose and route of administration should be given, and the therapeutic response or adverse clinical observations present should be noted. Finally, record the date, time, and physician’s ordered given. Be FACTUAL; do not state opinions on the incident report.