ECON WEEK 3 Assignment Example | Topics and Well Written Essays - 500 words

ECON WEEK 3 - Assignment Example For example, an accountant would not be interested in the job vacancy published by a hospital. The structural unemployment refers to the loss of employment due to changes in technological demands and changes in the operational process (Oswego, 2014). For example, the automation of machine systems in the factories may lead to structural unemployment due to loss of demand for labor. The unemployment scenario is considered to be undesirable as it leads to substantial gap between the potential GDP and the real GDP of the country. The reduction in the volume of products and services produced within the geographical boundary leads to the gap between the supply and demand in the market which finally leads to inflation in the economy (Schenk, 2014). However, all forms of unemployment are not undesirable as it has beneficial effects in the long run. For example, the loss of demand for existing labor force may occur due to structural unemployment that results from the introduction of new technology and automated systems in the production process. Although it increases unemployment in the short run but the gradual adaption of the workforce to the technologically improved processes leads to improvement in the operational efficiency and enhancement of the production volumes. In this view, structural form of unemployment is not undesirable. The advent of internet has the potential to completely eliminate frictional unemployment. This is due to the fact that the spread of the internet and World Wide Web have enhanced the power of voluntary job search by the candidates. Instead of readily available job opportunities, the candidates would look for the desired job opportunity on a voluntary basis that would lead to loss of job in certain sectors. However, there would be other candidates who would look for jobs in these sectors and the internet would be a useful tool to provide them the information on the desired job vacancies. The

Nursing A Patient Receiving Ostomy Surgery Nursing Essay

Nursing A Patient Receiving Ostomy Surgery Nursing Essay Various gastrointestinal and genitourinary etiologies may need the creation of urinary or fecal diversion. These may include inflammatory bowel disease, diverticular disease, intestinal obstruction, colon-rectal cancer, gynecological cancers and gastrointestinal trauma (Beitz, 2004). Indications for coming up with the urinary stoma include; neurogenic bladder, bladder cancer, refractory radiation cystitis and interstitial cystitis. The cause of the disease will determine if the condition will be a temporary or permanent one (Thomas and McGinnis 2004). Among various types of surgically created ostomies, colostomy involves the opening made on the large intestine to allow for the passage of stool. The location of colostomy can be in sigmoid, transverse or ascending position. In this case, surgical resection will ultimately determine the stool output consistency. Ileostomy is a surgical construction from the small intestine and it is located high in the gastrointestinal route hence the stool output is comparatively of high quantity and liquid consistency (Gordon and Vasilevsky, 2004). Ileal conduit or urostomy is made using a short portion of the ileum to assist in urine elimination. Ureters are connected to conduit to allow urine to flow out of the body into ostomy pouch through the stoma (McGinnis and Tomaselli, 2004). Whether the ostomy is temporary or permanent, nurses must posses the knowledge to give the patient and the family the necessary information to improve recovery and enable a positive experience when obtaining informati on about ostomy care. Patient education. Any patient who is scheduled for an ostomy surgery can experience a number of feelings like fear, anxiety, depression and loss of body image especially if the cause of the surgery is a diagnosis related to cancer. Pre operative teachings assist the patient by receiving these feelings and contribute to quick recovery of the patient (Oshea, 2001). A very important ingredient in the teaching procedure before the operation is the Wound Ostomy and Continence Nurse (WOCN). Counseling before the operation allows for the assessment of the patients knowledge about the disease, support systems, level of education, employment, physical activity involvement, financial concerns and hobbies. Assessment of any physical shortcomings is also necessary because poor manual dexterity, poor vision and loss of hearing may affect the patients ability to undertake ostomy self care. Patients spiritual and cultural beliefs should be also assessed because certain particular rituals concerning ostomy care may n eed to be taken in. Employing all these factors can assist the patient to recover successfully and feel confident in managing the condition (Oshea, 2001). WOCN reviews the cause of the disease, stoma characteristics, surgical procedure, peristomal skin care, dietary considerations and a variety of ostomy appliances. If appropriate teaching proceedings may enable the patient to have an insight of the ostomy pouching system. Use of teaching booklets and illustrations helps to improve the education. Another component of preoperative teaching is the stoma site marking. This is recommended for all who are set to undergo a permanent or temporary stoma (Goldberg and Carmel, 2004). A poorly located stoma on the patients abdomen can lead to peristomal skin complications, stool and urine leakage, stoma, emotional and physical stress for the patient. During stoma site marking, there is abdomen assessment with the patient in sitting standing and lying positions. Also the abdomen can be assessed for the skin folds, bony, creases, scars and prominences. Patients belt and line should be avoided from the stoma site and not affect any prosthetic devices. The stoma site should also be put in an area that the patient can visualize and access. Ideal stoma site is situated in the anal muscle that extends to symphysis from the xyphoid process (Goldberg and Carmel, 2004). Nursing education. In stoma assessment the patient must enter the operating room with the pouching system on stoma. Immediately after the operation the, a transparent pouch is recommended to enable the nurse to have a view of stoma characteristics and stool and urine presence (Goldberg and Carmel, 2004). Initially after the operation period, the stoma can appear edematous, red, shiny and moist. In general terms, the stoma is red to pink in color according to tissue that was used in construction. Brown to dark color may show stoma ischemia and the consultations must be made with the physician. The shape of the stoma ranges from round to oval. It changes its shape and size in a period of six to eight weeks after the surgery. Since the stoma decreases in size with time, the nurse must use a skin barrier that has been cut to fit to the stoma (Goldberg and Carmel, 2004). For the first six to eight weeks after the surgery, measurements of the stoma should be taken each time the barrier of the skin is changed. Measuring guides are provided to measure round stomas, oval stomas will need the length and width measurements of the stoma (Colwell, 2004). Lack of sphincter by the stoma to regulate the passage of urine or stool, then the opening should be placed near the center of the stoma to aid the flow of urine and stool (McCann, 2002). The stoma may not or may protrude out of the skin surface. Stomal protrusion vary from a flush stoma at the skin level to a moderate one which is about 1-3 cm in length (Erwin-Toth and Doughty, 2002). Actually, stoma protrusion should be at least 0.8 inches above the skin level (Colwell, 2004). Protruding stoma helps urine and stool to flow into the pouch directly. A flush stoma is not suitable because it can cause difficulties when skin barrier attaches to it and leakage of stool below the skin barrier leading to peristomal skin irritations. The stoma output is determined by the location of ostomy. The output resulting form the ascending colon produces a semi liquid consistency whereas the one from the transverse colon produces a semi-liquid to pasty consistency and the one located in a sigmoid or descending colon will be more of a solid stool (McCann, 2002). An Ileostomy stool output is constant and watery with a lot of digestive salt and digestive enzymes. At the initial postoperative stages, the stool may be greenish and thick. The stool output from Ileostomy range from 800-1,700 cc in one day (Colwell 2004). When the patient comes back to the regular diet, there is development of the stool consistency from the ileum and a reduced out put in a daily basis ranging from 500-800cc/day. With time the small intestines recovers and with a decrease in stool output (McCann, 2002). Urine is immediately produced after the surgery by the Ileal conduit stomas. It is usually normal for the urine to be blood-tinged after the operation. Also the small intestines produce mucous which may be seen in urine (Colwell, 2003). Peristomal skin care involves the protection of the peristomal from coming into contact with the urine and stool to stop the occurrence of peristomal skin complications. Skin barrier needs to be properly measured to suit the stoma. If the skin barrier opening is too large, urine or stool will cause irritation on the peristomal skin area. The opening should not be more than 2cm larger than the size of the stoma. Cleanliness of the peristomal skin can be done by gently using warm water then dry it. Moisturizing soaps must be avoided because they affect negatively the skin barrier attachment. Male patients need to be taught trimmed peristomal using electric razor, scissors and other safety devices in an outward manner from the stoma (McCann, 2002). When choosing the pouching system of the patient, the information that was gathered before the operation is heavily relied upon. Other factors to be considered include location of the stoma, its size and shape plus the anatomical location. Pouching system should give anticipated wear time and protect the underlying skin from stool and urine (Colwell, 2003). Most of the pouching systems are designed in a way that the weight is light, easy to maintain and odor-proof (Colwell, Carmel and Goldberg, 2001). One of the most important components of the pouching systems is the skin barrier because it protects the peristomal skin from stool and urine (Colwell, 2004). Skin barriers can be found in either cut-to fit or pre-cut product. The pre-cut models are meant for the round stomas. Barrier opening should fit stoma size to limit the probability of the urine and stool coming into contact with the peristomal skin. The cut-to fit models can be used in oval stomas or the ones which are irregular in shape. The cut-to fit barriers are the commonly recommended in initial postoperative stage because the size of the stoma will reduce for not less than six to eight weeks from the day the surgery was performed. A large skin barrier may cause peristomal skin problems resulting from the exposure to stool or urine (Colwell, 2004). Skin barrier wear time is necessary; the barriers are either classified as extended or standard. The difference between the two lies in their interaction with the moisture and the degree of affinity to the skin. The two barriers absorb the moisture. However, the extended model absorbs moisture slowly as compared to the standard model. This delays the erosion of the skin barrier (Colwell, 2003). Skin barriers have flat or convex shapes. At the back of a f lat barrier is one level surface while the convex one has an outward protrusion. Skin barriers are made with in-built convexity which is created by putting the ring into the barrier. The intention of the curve is to place pressure in a downward position to the peristomal skin to enable the stoma to protrude in an outward position (Colwell, 2003). Different convexity depths are referred to as deep, moderate and shallow. Generally convexity is used in stomas which are flat and retracted to minimize urine and stool leakage below the pouch. Also the convexity can be used in abdomens with skin folds or soft abdomens in peristomal skin (Colwell, 2004). Various ostomy pouching systems are available. It is therefore necessary to elaborate to the patient that the systems used in hospital after surgery may not be necessarily the system he or she will continue using after recovering from the operation. The following must be considered while selecting the ostomy pouching system; the ostoma size and shape, effluent type, presence or absence of abdominal folds and contours and the type of the ostomy. The patients manual and visual dexterity must be considered as well including day to day activities (Colwell, 2004). Pouches sealed to the barrier are categorized as a single piece, and systems that are connected to the skin barrier are seen as a double piece. A two piece pouch gives the patient the capacity to change or remove it without altering the skin barriers. Again it is easier to position the skin barrier at the middle of the stoma. One mechanism for making sure that a two piece pouch is closed is will ultimately depend on the ability of the patient to snap the pouch and the wafer together. Application of the pouch to the wafer will require the patient to be instructed so that he or she can listen to an audible click to make sure that the pouch is safe to the skin barrier.

Social and Medical Disability Models Essay -- Disability

Introduction In this assignment, I aim to provide the reader with an overview of two prominent models of disability: the medical model and the social model. More specifically, I intend to outline the differences between these models, especially their theory and practice. Firstly, I will note the definition of what a model of disability is and point to its relevance in disability studies. I will also briefly examine the origins of both the medical and social models, but mainly outlining the contributions of their respective theoretical content and influence in society. Overall, the main aim of the assignment is to be achieved by providing a general outline of the social and medical disability models, which can be used to highlight the differences in the theoretical basis and practice methods. This will serve the reader with an overview of both disability models, which acknowledges the differences to how disability can be defined and approached in society. Outlining the differences of the medical and social models of disability, giving detail of their respective theory and practice Impairment, disability and the use of models of disability A clear definition of the term disability, it can be widely presumed, has never been universally agreed upon by any lay or in-depth study. This can be due to disability pertaining to different viewpoints; ultimately, the person who experiences the impairment and the person who does not. Another factor can be the norms found in various world cultures (Thomas, 2002). There is also conflicting discussion on the contextual nature of impairment, which is vital to denoting disability. Usually when signifying dysfunction of a bodily organ or appendage, examples of impairment woul... ...dine, M. & Dukelow, F. 2009. Irish Social Policy: A Critical Introduction. Dublin: Gill & Macmillan Hammell, K. 2006. Perspectives on disability & rehabilitation: Contesting Assumptions; Challenging Practice. Philidelphia: Churchill Livingstone McClaren, N. 1998. ‘A Critical Review of the Biopsychosocial Model’, Australian and New Zealand Journal of Psychiatry, Vol 32, No. 1: pp. 86 - 92 Oliver, M. 1990. The Politics of Disablement. London: The MacMillan Press Ltd Oliver, M. 1996. Understanding Disability: From Theory to Practice. Hampshire: Palgrave Royal Association for Disability Rights (RADAR). 2010. Accessed from http://www.radar.org.uk/radarwebsite on the 6th November 2010 Thomas, C. (2002). ‘Disability Theory: Key ideas, Issues and Thinkers’, In: Barnes, C., Barton, L. & Oliver, M. Disability Studies Today. Cambridge: Polity Press. pp: 38 - 57

Lesson Plan Training (Present Continuous Tense)

Level: I Lesson: Present Continuous Tense Lesson Aims: – to highlight some of the uses of Present Continuous. – to contrast Present Simple and Present Continuous. – to give students practice in using Present Continuous Tense. – to develop Ss' speaking competences. Skills involved: listening, speaking, reading, writing. Aids: blackboard, textbook, work-sheet, images, video sequences. Warm-up General competence: to interact in spoken communication (complete date, recall the activities done the day before in Present Tense: On Thursdays I wake up at 7 o clock, then I have breakfast.At 7:30 I go to my job. I work there from 8 to 4 p. m. , etc. ) Specific competence: to correct mistakes. Method: dialogue with the teacher who is going to lead the conversation making them answer at what time they wake up, at what time they go to work, what they do after work, etc†¦ Procedure: Teacher (T) checks homework first. Students (Ss) read their homework and correct it if necessary. Interaction: T-Ss; Ss-T. Class management: whole class activity Timing: 5†²-10†² Orientation Towards the Objective of the class: In today’s class you are going to begin working with a new tense, which is very important due to it expresses, most of the times, the actions that are taking place at this moment. These actions began some time ago and are still happening. This tense is called: Present Continuous (Present Progressive). †¢ Explain by means of a timeline the position in time of Present Continuous Tense: †¢ The main characteristics of this tense are the use of the verb To Be before the main verb and the addition of the ending –ing to them. o For example, in Simple Present we say: I listen to music in my bedroom every day. o If the action is taking place right now we can say by means of the Present Continuous: ? I am listening to music in my bedroom now. †¢ The teacher will make a brief comparison between Simple Present and P resent Continuous: I watch T. V. in the afternoon. I am watching T. V. in this moment. You wash your car on weekends. You are washing your car now. Oscar eats pupusa in the kitchen. He is eating pupusa in the kitchen. We paint our house on Christmas. It’s Christmas now, so we are painting our house.They call their daughter every Saturday. They are calling their daughter right now. †¢ Repeat after me the following examples of the conjugations of the Present Continuous Tense. (individual repetition for slow learners) I am drinking water. You are drinking coffee. He is reading a book. She is watching T. V. now. We are studying English. They are writing their names. †¢ Now that you know how to form the Present Continuous, let’s do an exercise named: What’s Happening? where you are going to put into practice this new tense: o Give cards to the students with commands for oing a short sequence of actions written in Simple Present Tense. They will be the only ones who know the content of them. He/ She will act out the actions written on the card. The rest of the students will guess these actions by using the Present Continuous Tense. (The exercise will be done be orally. ) As they do their performance I will write the verbs in their basic forms on the board. e. g. : ? Walk in circles, then jump for 5 seconds. After that, go to the board and write your name. Finally, return to your chair. ? Walk to the podium, read a book for a while.After that, open the window and watch the people in the street. ? Walk to the center of the room, open the umbrella. Sing and dance the song â€Å"Singing in the Rain†. ? Organize the chairs of the classroom, clean the classroom and throw the garbage into the wastebasket. ? Go to the board and draw a picture of your teacher. ? Walk to the center of the classroom and read the newspaper. There is something funny in it, so smile. Turn to another page, there is something really sad, so cry. †¢ The stu dents will watch some pictures and video sequences for them to say what those people are doing. Pictures. o Video sequences. ———————————————————————————— †¢ Give some commands to the students (secretly) and they will perform them. The rest will guess by means of this new tense: o run, clean, dance, play soccer, brush your teeth, brush your hair, eat, paint the wall, sleep, smoke, †¦ ———————————————————————————— Written Activity General competence: comprehension of what the written form means in context.Specific competence: to identify the uses of Present Continuous. Method: completing a w ork-sheet. Procedure: Ss receive a copy of a work-sheet and they are asked to work individually to enter the uses of Present Continuous in the sentences and then to compare in pairs. Together with the teacher they go over the answers. (Pay special attention to slow learners) Interaction: T-Ss; Ss-Ss-T. Class management: individual/pair work, whole class activity. Timing: 5†²-10†². †¢ Make sentences in Present Continuous according to the pictures on the work-sheet.

Market Entry Essay

Value chain outline Business model restructuration Domestic market 1. Analysis 2. Factors of success 4. International expension strategy 1. Management method 2. Analysis 3. Factors of success 5. 6. Value creation Debate   Top quality products Adapted and productive management style Group capacity to restructure and timulate other companies Value chain analysis & good partnership Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Value Chain Outline Business model restructuration International expension strategy Domestic Market 1984 1988 Zhang become Manager of Quingdao General Refrigiretor Factory Gold medal for product quality in national competition Value Creation 1989 1991 Chinese market face oversupply Diversification through aquisitions (eg, telecommunication, equipment†¦) Debate Raise the price and move to high quality strategy 1998 Operational restructuring Value Chain Outline Business model restructuration Domestic Market Diversification and internal reorganization ? 7 product divisions ? Glocal strategy: ? 4 Group-wide  « Development Divisions  » International expension strategy Value Creation Debate Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Market share in 2004 Refrigerator Washing Machine Air conditioner 28% 18% 30% other ? ? ? By 2002, they accounted for 61% of industry profits. From 1989 to 1996, the number of refrigerators producers :100 to 20 3 Chinese manufacturers = 60% of the market ? Kelon is the main competitor Value Chain Outline ? Business model restructuration Domestic Market After the Chinese entry in WTO: ? new entrants (Electrolux, Siemens†¦) ? Refrigerator unit sales: 31% in 2002 vs 26% in 2001 ? Automatic washing machine: 38% in 2002 vs 31% in 2001. ? Before 2000: ? Core profit ? state-owned department stores ? In 2004: ? individual specialized shops/ private retail International expension strategy Value Creation Debate % Haier’s sales Domestic Chain International chain Licensed dealers Independent retail shops Government purchases. Management method Market responsiveness: focus on meeting customer needs Good after-sale service: offerings that Chinese customers was not accustomed (free replacement, warranty†¦) Distribution network: one single company (Haier logistics) serving the entire group, good network Be cautious: These points can be learnt, copied and imitated by multinationals International expension strategy Value Creation Debate Value Chain Outline ? ? Business model restructuration Domestic Market International expension strategy Value Creation Debate Key factor for international strategy Focus on market pressure: choose difficult market (eg. US, Europe)  « If we can succeed there we can succeed in easier market  » ? Look for hard challenges ? Focus on Human Resources assets ? Implement a  « local thinking  » ? Hire Local employees Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation ? Since 1997: Willpower of a global expansion strategy (3third) ? Joint ventures ? Manufacturer of Liebherr (Germany): 8 top ranking ? 1999: Willpower of Haier to make a brand reputation overseas. Difference with the domestic rival Kelon ? Take example of the successful Japanese and Korean model. % of sales in the US an EU Export from China (% of total revenue) 1998 – 3% 2004 – 17% 1998 – 3% 2004 – 8,3% Overseas Made and Sold (% of total revenue) 2002 – 4,6% 2004 – 8,3% 70% of Haier overseas’ revenues come from developed markets Debate Value Chain Outline Business model restructuration Domestic Market.International expension strategy Value Creation Debate Focus on difficult (flat market) and highly competitive markets Penetrate the market with niche products Hire local people Make JV on five continents ? Benefit from existing networks. Pay close attention to market specifications Make  « response speed  » Satisfy customer needs Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Growth leverage Restructuration Differentiation Know How After Sales Management Vision Market responsiveness Distribution Glocal Strategy Value Chain Outline ? ? Business model restructuration Domestic Market International expension strategy How would Haier evolve in order to gain more market share internationally and in their home market?