Blessing by Imtiaz Dharker Essay -- Blessing Imtiaz Dharker Poems Poet

Blessing by Imtiaz Dharker Imtiaz Dharker’s poem can be read in two ways. A straightforward reading might suggest that the poem is simply a description of an incident when a pipe bursts and people run excitedly for the water. A more considered reading, however, would see the poem as being more ominous and disturbing. Under the apparent good fortune and excitement of the scene are darker ideas about the poverty and superstition of the people in the poet’s native country. It is the second reading we will be exploring in this revision programme. Either way, the attitude to water in the poem should make us in the West wonder at how much we all take for granted, and how too often we squander the earth’s resources. Dharker paints for the reader a vivid scene using visual and aural imagery. For instance, after opening with a powerful visual image, the poet goes on to make us hear the smallest noise ‘echo/ in a tin mug’, before upping the sound level with the ‘roar of tongues’ as people descend on the pipe. The title of the poem appears to be ironic. These people are not blessed - they have little water of their own. Only superstition could lead them to count this ‘municipal pipe’ burst as a blessing. In reality, it shows the poor state of the pipes, part of the city’s basic infrastructure, pipes that should be carrying water to the people. The fact that the people live in ‘huts’, that the children are ‘naked’ and that everyone is ‘frantic’ for the water tell us a lot about the living conditions. There is a lot of sensual imagery in this poem. Mainly we hear and see the unfolding scene. These details show us what the people’s lives are like. In the following table are some of the vis... ... darker, and harder hitting. The layers of the poem reflect the way different people will see the same scene/culuture differently. Attitude The poet appears at first to be objective, describing but not commenting on the incident. And to some extent she leaves the reader to decide the feeling and meaning of the poem. Perhaps though there is horror and pity in that opening image of skin cracking ‘like a pod’. To me the poem seems like a lament for the poverty of these people and for the value system that keeps them poor, yet humble and thankful. Style Dharker uses sensual imagery to evoke the scene, and builds the rhythm of the poem into a crescendo at the bursting of the pipe. She uses an extended metaphor, comparing water to a god. She makes lines intentionally ambiguous, uncertain, so that the scene can be interpreted in more than one way.

Comparative Study of Wuthering Heights, Translations, and I’M No Scared

The texts that I have studied and prepared for my comparative course are: Wuthering Heights by Emily Bronte, Translations by Brian Friel, and I’m not scared directed by Gabriel Salvatores. When I address the cultural context of a text I refer to the worlds of the texts, the circumstances which face the plots and the characters of the texts. Some elements of the cultural context of each and every text are the world’s attitudes, social rituals, and structures. Coming to grips with the general norm of the society with in each texts and how the characters behave enables me to enjoy each text all the more.Understanding the world in which each text is set in and thus being able to compare the aspects of their society and what is involved in their material and spiritual lives ostentatiously influences the resolution of the narratives which gave a better impact and added to my enjoyment. I greatly enjoyed seeing the connections between the texts and how their worlds were intert wined in their similarities and differences. Particularly these connections were more vivid to me in the areas of Role of Women in Society, Setting, and Class Structure, within the Cultural context of each text.All three texts revolve around a patriarchal system where the men were the primary authority figure and were central to society. They hold the central roles of political leadership, moral authority, and control of property. The entailment of female subordination is most apparent in Wuthering Heights where only through marriage is a woman able to gain recognition, position, and a place in society. Being compelled by this, Catherine Earnshaw betrays Heathcliff and really herself as well due to her love for him.Unable to cope with marrying a slave and an outcast in her patriarchal world she accepts Edgar Linton’s proposal for marriage. Edgar’s family were the most elite family in the novel thus giving Catherine a better future than what circumstance she might be in if she marries Heathcliff. Catherine: â€Å"It would degrade me to marry Heathcliff now. † In the same way, Maire doesn’t marry Manus in Translations due to his lack of position, property and his inability to provide for a family. Maire sees that the man that she marries will dictate her position in society and so decides that marriage with Manus was not the foremost option.Maire: â€Å"You talk to me about getting married – with neither a roof over your head nor a sod of ground under your foot. † In both circumstances, a society where men hold prestige constrains women to be only able to aspire to be a wife. Marriage, in their patriarchal world, seems to be the only possible way to be able to make a living. The subservient role of women is further illustrated by Wuthering Heights’ patrilineal system which inhibits the property and title of a family to be inherited by the female lineage.Heathcliff effectively utilises this system for his benefit. Knowing that the wealth of a family can only be inherited by the male lineage, he arranges the marriage of young Cathy and his son Linton. Since Edgar died with no son to carry on his family name, his family’s inheritance would therefore be handed to whoever young Cathy marries. The male is dominant and is clearly seen as the head of the family. Similarly to I’m not scared, we see a macho world where power and strength are valued and power rest with the males.Pino tells his son to do his press-ups and they arm-wrestle. Anna, Michele’s mother, is physically assaulted by Felice, one of the gang. In his household, Pino is very much in charge and his wife is obedient to him. Even though in each text, women were inferior to men we also see in some cases where the text subverts the traditional or stereotypical idea of women and their place in society. In translations Bridget shows control when she directs Doalty to hide the animals when the army threatens to kill them .Maire is described as: â€Å"†¦a strong minded, strong bodied woman†¦Ã¢â‚¬  She works as hard as any man in the community at the hay harvesting and plans to go to America in order to provide for her household in which she the head. Maire: â€Å"The best harvest in living memory,†¦ (Showing Jimmy her hands. ) Look at these blisters. † Maire: â€Å"There are ten below me to be raised and no man in the house†¦. † During the Victorian era in Wuthering Heights, women were expected to be obedient, disciplined and faithful. Catherine does not conform to these expectations.There is also a subtle reversal of roles in young Cathy’s marriages where, contrary to traditional norms, she appears to be the dominant partner. She tended to Linton who was a spoilt, sickly weakling. Later Hareton also needs help and encouragement to develop after years of degradation at the hands of Heathcliff. Comparing the cultural context of the narratives heightened my en joyment and helped me have a better experience and insight into the role of women and how they lived their lives subservient under men in a patriarchal society.One of the aspects of cultural context I enjoyed covering on my comparative course is how the class structure in each narrative is divided up. Social class is not solely dependent on the amount of money one has. Rather, the source of income, birth, and family connections plays a major role in determining one’s position in society. England in the nineteenth century was an extremely class-conscious society and social class is an important element in Wuthering Heights. We see the distinction between the two families in Emily Bronte’s novel and their rank on the social ladder.At the top of the locality’s social class, one finds the rich and refined Linton family who live in the sumptuous surroundings of Thruscross Grange. The Lintons were superior to the Earnshaw family and live in Wuthering heights. Within t hese ranks we also see how the cultured from the rustics and those higher up the social scale from those lower down are separated. Speech patterns and accents distinguish the servants such as Zillah, Joseph and Nelly Dean from their masters. An example of this would be Joseph’s Yorkshire dialect and young Heathcliff’s outsider accent which he spoke when he was brought from Liverpool.Equally noticeable in Brian Friel’s Translations is the subtle class diversity between the more educated who were able to speak English as well as Irish and the less educated who only speak Irish. Also noticeable is the feeling of social superiority felt by the English to the Gaelic community of Baile Beag as reflected in Captain Lancey’s condescending attitude. This parallels with Hindley’s deprivation of Heathcliff to a servant. Hindley is a well-educated man who has an outstanding stand in society while Heathcliff was seen as an illiterate vagabond brought in from Li verpool by Mr Earnshaw.Turning to I’m not scared we see how the village of Acqua Traverse is in keeping with the film’s premise that Southern Italy was a deprived place where the people, out of desperation, could understandably turn to crime. The buildings are shabby and clustered around a dusty courtyard. It is reminiscent of Baile Beag with its hedge school in a dusty barn and Hugh’s description of the place with its Hugh: â€Å"Mud cabins and a diet of potatoes. † The people’s aspirations in I’m not scared are simple. Anna dreams of visiting the seaside and eating in a restaurant. The people in Southern Italy were poor and run-down.The difference between the social standing of Southern Italy and Northern Italy lead to the country experiencing spate of kidnappings hence the kidnapping of Filippo. Filippo is from a family among the ranks of the higher hierarchy of Italy at that time. This caused him to be held against his will to be held fo r ransom by the people of Acqua Traverse in hopes that their lives might change for the better and for them to be able to climb higher in their social ladder. Similar to the situation in Translations, Maire desires to go to America in order to acquire a better subsistence.In each text, class structure plays an important role and affects the behaviour of the characters in how they respond to society and the norm and in what choices they make in connection with their rank the class system. Studying the significance of class structure in the cultural context of each narrative benefitted me in my understanding of each text which made my study all the more pleasurable. The setting in the cultural context of a text is definitely important when looking at character development, conflict, and the overall plot.It's the setting for all that is to come; it can convey so much about whom the people are and the way they live. The setting of a narrative can be a character of its own. In all three narratives, the setting is conveyed in a remote, rural location far from any centre of population. I’m not scared shows scenes depicting children romping through the endless fields of golden corn under a blue sky or cycling along dirt-track roads baked solid by the sweltering sun. The entire plot of I’m not scared unfolds over a few days of scorching sunshine near harvest time.This parallels with Translations where Baile Beag is experiencing an unusual heat wave, and similarly just after the hay harvest. We see Owen tell Yolland that it is†¦ Owen: â€Å"The first hot summer in fifty years and you think it’s Eden. † This reminds us in Wuthering Heights where Catherine stays at the Lintons for a few weeks after being bitten by a dog. Cathy receives a taste of luxury and she is drawn to it and is deceived to think that she desires to marry Edgar due to the luxury which she relishes.In the end, both Yolland and Cathy have to face the consequences of the pursuit of their vain desires. Wuthering Heights, however, is in opposition to Translations and I’m not scared. Bronte has placed her novel in a variety of ambience. Ranging from the opening scenes of snowfalls and lashing gales, to blooming springs, radiant summers, and drowsy autumns. In Salvatore’s film, as we see the camera pan across the rolling hill and valleys and sweep over the fields of waving grain, one is struck by the beauty and the emptiness of the landscape.The only sounds are of animals, birds, and insects. Our eyes take in the vivid colours of the red and orange poppies. Then we trace the horizon dividing the golden corn and the purple petals of other flowers from the blue sky to create a wonderfully rich effect. This countryside reminds us of Bronte’s descriptions of the moors. Young Cathy: â€Å"†¦with the bees humming dreamily about among the bloom, and the larks singing high up overhead, and the blue sky and bright sun shining steadily and cloudlessly. †Whether in I’m not scared, Wuthering heights, or Translations, one should not be fooled by mere appearances. The cawing of a crow and the hissing of insects create an ominous effect suggesting all is not well. For underneath the beauty of the landscape lies a terrible secret. In the country side near the tiny village of Acqua Traverse, a young boy named Filippo is being kept hostage in a hole in the ground. In the same way the potatoes in Baile Beag gives a deceiving sweet smell. As Maire says: Maire: â€Å"Sweet smell! Sweet smell!Every year at this time somebody comes back with stories of the sweet smell. Sweet God, did the potatoes ever fail in Baile Beag?†¦ † The sweet smell became the blight of the potatoes in the Great Famine of Ireland. Likewise in Wuthering Heights, Mr Lockwood perceived Wuthering Heights and Thrushcross Grange to be quite a lovely place to be from seeing the beauty of its landscape. Only until later in the novel do es he come to realize that the landscape had a different story to tell with its storms and prevailing winds which reflect the turmoil the families of the landscape endures.Gathering together all that I have learned from my study of the cultural context of Wuthering Heights, Translations, and I’m Not Scared in reference to Role of Women in Society, Class Structure, and Setting, I was able to compare and differentiate the cultural context of these texts for my comparative course. In doing so it further enhanced my understanding and enjoyment of the narratives and made my experience more real and gave a greater impact.

Brain Based Research What Does This Tell Us About Young...

1. Brain Based Research: What does this tell us about young children s brains and how they best learn? What ideas do teachers of young children need to keep in mind? p. 360-362 According to the textbook, brain based research states that child’s brain is two-and-a half times as active as an adult’s and it creates an estimated one trillion synapses during the first three years of infant’s life. In addition, young children have really powerful learning. They learn through quality experiences and relationships. There are some ideas that teachers of young children need to to keep in mind. From birth to age 4, teachers have to include all the senses in a child’s exploration in order for them to have a healthy and enriched environment. Children from age 4 to 8, teachers have to provide a lot of opportunities to use stories, explore ideas and master activities than using worksheets in order to have rich stimulating activities. In terms of all ages, teachers have to develop a curriculum that promotes collaboration, cooperation and teamwork. 2. What should teachers keep in mind while considering children s intellectual development? p. 367-368 There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children haveShow MoreRelatedChild Maltreatment And Physical And Emotional Harm1692 Words   |  7 Pages In terms of feral children the focus of maltreatment is on the physical and emotional harm done to a child. The generalized interpretation of neglect is â€Å"a caregiver’s failure to meet a child’s basic needs, leading to risk of harm† (Fong, 1). 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How to Write a Homeschool Progress Report

For many homeschool families, tasks for wrapping up the school year include writing an annual progress report or compiling a portfolio. The job doesn’t have to be stressful or overwhelming. In fact, it’s often a delightful opportunity to reflect on the complete school year. Why Write a Homeschool Progress Report? A progress report may seem unnecessary for homeschooled students. After all, isnt the point of a progress report to let parents know how their children are doing in school? Its true that, as a homeschooling parent, you dont need a report from your childs teacher to know how he is advancing academically. However, for some reasons you might want to complete an annual assessment of your students progress. Meeting state laws.  The homeschooling laws for many states require that parents write an annual progress report or compile a portfolio for each student. Some parents must submit the report or portfolio to a governing body or an educational liaison while others are only required to keep such documents on file. Assessment of progress.  Writing a progress report also provides a means for objectively assessing how much your students have learned, experienced, and accomplished over the course of the school year. Comparing these reports year after year can reveal your child’s strengths and weaknesses and help you chart their overall academic development. Feedback for the nonteaching parent.  Progress reports can provide an interesting snapshot of your homeschool year for the non-teaching parent. Sometimes the teaching parent, who is with the kids every day, doesn’t realize all the moments that the nonteaching parent misses. Feedback for your students.  A homeschool progress report  can provide valuable feedback for your students, helping them identify areas that need improvement and recognize patterns of strength. Consider having your students complete a self-evaluation to include with the report you write. Providing a keepsake.  Finally, detailed homeschool progress reports become cherished keepsakes over the course of your childs school years. Writing a report for your first-grader may seem an unnecessary  chore, but you’ll read it with fondness when she’s about to graduate high school. What to Include in a Homeschool Progress Report If youve never written a progress report, you may be unsure what you need to include. Your states homeschool laws may dictate the components to some degree. Beyond that, a progress report can be as concise or as detailed as youd like to make it. Basic details.  A homeschool progress report should include basic, factual information about your student, regardless of whether you are required to  submit it  to anyone. You will likely enjoy looking back over these reports as your student  gets older, so be sure to include details such as age and grade level, along with a photo. Resource list. Include a resource list for your school year. This  list may include the titles and authors of your homeschool curriculum, websites visited, and online classes. You may also want to add a course description for the classes your student completed. List the titles of books your children read as well as family read-alouds.  Include outside classes such as co-op, driver’s education,  or music. List any nationally standardized tests your students completed along with their scores. Activities.  List  your student’s  extracurricular activities, such as sports, clubs, or scouting. Note any awards or recognition received. Log volunteer hours, community service, and part-time jobs held. List any field trips taken. Work samples.  You may wish to include work samples such as essays, projects, and artwork. Include photos of hands-on projects that your students complete. You can include completed tests, but dont use those exclusively. Tests dont show the full spectrum of your students education. Even though you and your student may want to forget the areas of struggle, keeping samples that capture them can help you see progress in the coming years. Grades and attendance.  If your state requires a certain number of school days or hours, include that in your report. If you give formal grades, even satisfactory or needs improvement, add those to your progress report. Using a Scope and Sequence to Write a Progress Report One method of writing a progress report is to use the scope and sequence of your homeschool materials to help you outline the skills and concepts your child has started or mastered. A scope and sequence is a list of all the concepts, skills, and topics that the curriculum covers and the order in which they are  introduced. You can find this list in most homeschool curricula. If yours doesnt include it, check the table of contents’ main subheadings for ideas on what to include in your childs progress report. This simple, somewhat clinical method is a quick and easy option for meeting state laws. First,  list each subject you covered in your homeschool during the year. Some examples include: MathHistory/social studiesScienceLanguage artsReadingArtDramaPhysical education Then, under each heading, note the benchmarks your student achieved, along with those that are in progress and those to which he was introduced. For example, under math, you might list accomplishments such as: Skip counting by 2s, 5’s, and 10’sCounting and writing to 100Ordinal numbersAddition and subtractionEstimationGraphing You may want to include a code after each, such as A (achieved), IP (in progress), and I (introduced). In addition to your homeschool curriculum’s scope and sequence, a typical course of study reference may help you to consider all the concepts your student has covered over the year and help you identify those she may need to work on next year. Writing a Narrative Homeschool Progress Report A narrative progress report is another option—a bit more personal and composed in a more conversational style. These can be written as a  journal entry snapshot, indicating what your children have learned each year. With a narrative progress report, you as the homeschool teacher  can highlight a student’s progress, include observations about areas of strength and weakness, and record details about your child’s developmental progress. You can also add notes about any  academic struggles you’ve observed and areas  on which you’d like to focus on in the upcoming year. Whichever method you choose, writing a progress report doesn’t have to be tedious. It’s an opportunity to reflect on all that you and your homeschooled students have accomplished during the year and begin to focus on the promise of the upcoming year.

Network Analysis Network And Network - 2012 Words

The physical and logical mapping network scans will utilize network seed devices, which provide the largest amount of network propagation with the least impact on network performance. Once the network seed devices have been selected, network topology mapping software will be configured to directly communicate with the selected network devices utilizing SNMP. Once SNMP communication has been established, SolarWinds Network Topology Mapper software will begin walking the Management Information Bases of selected seed devices to locate network routes, CDP and LLDP neighbor information. Network propagation will then take place via seed device routing tables and neighbor device information. The SolarWinds Network Topology Mapper must also be†¦show more content†¦The security best practices audit will produce a comprehensive security audit report. The comprehensive security audit report will require several objectives be met including Nmap Vulnerability scans, end device risk ass essment and manual audit of network device configurations. The Enterprise Network Engineer will assign a Network Technician team member the task of completing network scans and end-device risk assessments; however, the Enterprise Network Engineer will be responsible for scan software configurations. The Enterprise Network Engineer will be responsible for writing all expressions utilized for Nmap Vulnerability and end-point risk assessment. The Network Technician team member will compile all data in preparation of the comprehensive security audit report. To complete the comprehensive security audit objective of manual configuration review several tasks must be completed including the configuration of an SCP and TFTP server, download of configurations for network devices, comparison of configurations and review of current configurations. The Enterprise Network Engineer will configure both an SCP and TFTP server for use during the security best practices audit. The SCP server will be the primary unit responsible upload and download of configuration files, while the TFTP server will be utilized for devices, which do not support SCP, providing a secondary method of file transfer. The Enterprise Network Engineer will utilize the

Inter Professional Working With Experts †Free Sample & Example

Question: Discuss how service user experiences are influenced by interprofessional working? Answer: Efficient care is considered as the result of inter-professional working. Professional working in a team offer care that is constructed to meet the requirements of the patient. The idea of professional working is promoted by the NHS program (Clifton, Dale Bradshaw, 2006). Professional working in nursing aimed to generate a patient focused service, supporting health care personnel to work collaboratively to meet patients requirements. This modified attitude towards the heath care was influential in shaping the way where inter-professional working is observed and adopted today (Cook Hyrks, 2010). Scientist Barr has pointed out that inter-professional working helps professional benefits. Inter-professional working includes knowledge sharing and chances to experience work areas outside ones individual remit. It is said that personnel may have developed job satisfaction levels and raised confidence levels in managing with complicated conditions. Inter-professional learning is also terme d as collaborative learning to facilitate collaborative practice. Inter-professional working is challenging exceptionally in the nursing profession and is obviously not a simple idea for the healthcare personnel to adopt. Many scientists have argued that inter-professional working may not being offered to the service consumers within hospitals because healthcare personnel misunderstood education, policies and research about inter-professional working (Freeth, 2014). This is because of lack of training from the administrators and support, which managers need to include personnel in transformations within practice and the involvement, should facilitate cooperation. It is apparent that inter-professional working improves the care service and patient health. In nursing sectors it can be said that each patient has their own individual needs (Kinnison, 2014). Therefore, the cares that need to be provided are always patient centered to meet the individual patient needs. Patient care involves participation of health care professionals from different expertise and they collaboratively should serve their patient in order to serve their patient in a better way (Mabbott, 2013). This type of approach is known as working in a multidisciplinary team. This can be illustrated with an example: suppose, a patient is admitted in a hospital, who has undergone a cardiac surgery. The patient is diabetic, obese and hypertensive. To treat this particular patient inter-personal working is of utmost important to reduce the patients hospital stay for this patient and also to serve this patient in a better way in terms of health care service. If this case is considered then it should be mentioned that to take care of her cardiac complication a cardiologist or cardiac surgeon is appointed. To take care of her hypertension a general medicine doctor need to be appointed (Kinnison, 2014). She is obese so her diet should be properly structured and for that a dietician should be appointed and finally surgical nurses and nursing aides should also be appointed to deliver her with proper care service. So it is clear that each and individual patient has their respective care needs, which is changing each and every moment. But the collaborative care is consistent (Jones, 2007). Whatever the case it is the health care personnel should work together to facilitate quality care and serve the care consumers in a better way to improve their health quality. Inter-professional working increases the level of understanding of various perspectives. Collaborative working includes experienced and fresher nursing professionals. So, while working with the senior and experienced personnel the inexperienced or less experienced nurses get the opportunity to learn from their seniors. The junior nurses should have the keenness to learn from their seniors or mentors regarding their respective nursing practice. The experienced personnel should also cooperate with them in order to correctly make them understand and clarify their quarries (Hood, 2012). This in turn will definitely give a good and effective outcome. In this case the service users can experience good care service from the health care team members. The care delivered in this way is systematic, effective and less time consuming (Cacchione, 2008). In this way the inexperienced care professionals can learn about different things, like they should not use jargons while communicating with their care consumers or how they should communicate with their clients, why they should keep in mind regarding their cultural background and depend on that how they need to speak to their care consumers and so on (Sharma Klocke, 2014). Role overlap is noted to present in inter-professional working, nevertheless, the role protection issue need to be considered as an obstruction to inter-professional working. It is founded that nursing professionals are highly protective regarding their position in intermediate care and it is the responsibility of the nurse to take the liability for patients medical management and observe therapy requirements within the group. From inter-personal working the professionals become more aware about collaborative work and become more capable to collaborate that increase the service quality, safety level and reduce the risk of mistakes (Lowe O'Hara, 2000). Working in a team increases the knowledge of the roles of other professionals and help them to relate those functions with personal role. Thus, the professionals can understand the knowledge gaps and increase the capability to correlate across professional boundaries. If there is a poor collaboration within a health care set up, it will definitely affect the care delivery process for a client and thus this can immensely affect the service users and in turn their health (Hassmiller Goodman, 2011). Therefore, if a health care set up is following an inter-professional working then the care consumers of that care set up will definitely experience good and effective health outcomes. If the professionals of health care set up are not working collaboratively then the care consumes of that care facility will definitely experience bad and ineffective health outcomes. It is noted that within the inter-professional care a degree of professional labeling is present which is harmful to the care delivery (McNeill, 2005). If personnel are unwilling to work collaboratively and share their knowledge then the inter-professional team will be unsuccessful in practice. It can also be mentioned that this type of complications may arise for the teams which are freshly introduced to inter-professional care concept or not well aware about the inter-professional working and care concept and hence lack the proficiencies to understand the advantages of getting accustomed with new working ways. Nurses have complications in getting accustomed with inter-professional working practice and in transforming practice and those professionals have actively opposed this reform. It is said that new working ways may recognize the requirement for innovative knowledge, understanding and skills (Sharples, Gibson Galvin, 2002). However, it is also suggested that transformation in workplace does not indicate that the professional contribution in healthcare is of no importance. Inter-professional collaboration can enhance professional improvement in nursing. Changes in the functions of nursing professional affect nursing and also the entire care workers. Hence, it is doubtful that the actual advantages of functional change can be accomplished by concentrating simply on nursing functions. The fellow staff and the service consumers should be actively participated in understanding the effects of these transformations and anticipations for the future. Philosophies of individuals regarding inter-professional working have an effect on professional interactions in multidisciplinary teams (Valentine, 2010). It is identified that communication is an issue within the teams who are unwilling to share information and critics have recommended that an elevated communication level is required to increased team interactions (Wagner, Liston Miller, 2011). Health care is becoming more integrated along with social care. Care is moving out of the care homes and integrating into the community. Professional working is therefore becoming more widespread within the care given to the patients. Effective collaboration within the professional practice is undoubtedly important to strengthen flexible health, patient-centered care and shared care service with professional working across organizational and professional boundaries, in non-hierarchical arrangements. Major changes are emerging to the functions of new and existing healthcare staff, but intuitive assumptions that inter-professional education will contribute to the development of collaborative practice is inadequate. It is said that inter-professional working is enjoyed by the students mainly. This may contribute to constructive alterations in perceptions and attitudes of other staff members. Inter-professional working may also contribute to developed understanding and knowledge of the function and roles of other staff in offering care to the service consumers, care providers and the family members of the service consumers. The possible advantages of inter-professional working have become increasingly significant as the functions of health care personnel and nurses experience fundamental alteration. For instance: old nursing functions are becoming gradually more outmoded as the nursing personnel admit and discharge their clients, monitor enduring situations, prescribe medicines and organize diagnostic tests. Nevertheless, because of few research studies, less data regarding the benefits of inter-professional working is presented. The benefits include service delivery, developed clinical practice and patient benefits. One thing is very important to note that no proof of efficiency is not identical as proof of inefficiency. None can simply state whether inter-professional working is effective or ineffective. References Cacchione, P. (2008). Interprofessional Nursing Research: Lost in Translation?.Clinical Nursing Research,17(1), 3-4. doi:10.1177/1054773807311942 Clifton, M., Dale, C., Bradshaw, C. (2006). The impact and effectiveness of inter-professional education in primary care.Royal College Of Nursing, 2-18. Cook, M., Hyrks, K. (2010). Interprofessional and Team working.Journal Of Nursing Management,18(3), 245-247. doi:10.1111/j.1365-2834.2010.01109.x Freeth, D. (2014). Interprofessional learning through and for multidisciplinary working.EJEA. doi:10.1530/endoabs.34.ew1.4 Hassmiller, S., Goodman, D. (2011). Interprofessional care and the future of nursing.Journal Of Interprofessional Care,25(3), 163-164. doi:10.3109/01460862.2011.557903 Hood, R. (2012). A critical realist model of complexity for interprofessional working.Journal Of Interprofessional Care,26(1), 6-12. doi:10.3109/13561820.2011.598640 Jones, I. (2007). The theory of boundaries: Impact on interprofessional working.Journal Of Interprofessional Care,21(3), 355-357. doi:10.1080/13561820701257383 Kinnison, T. (2014). Working together: researching interprofessional education.Veterinary Record,174(24), i-i. doi:10.1136/vr.g4023 Lowe, F., O'Hara, S. (2000). Multi-disciplinary team working in practice: managing the transition.CJIC,14(3), 269-279. doi:10.1080/713678575 Mabbott, I. (2013). A Handbook for Inter-professional Practice in the Human Services Learning to Work TogetherA Handbook for Inter-professional Practice in the Human Services Learning to Work Together.Nursing Standard,27(32), 28-28. doi:10.7748/ns2013.04.27.32.28.s37 McNeill, J. (2005). Working Hard or Hardly Working?.Dissent,52(1), 116-121. doi:10.1353/dss.2005.0044 Sharma, U., Klocke, D. (2014). Attitudes of nursing staff toward interprofessional in-patient-centered rounding.Journal Of Interprofessional Care,28(5), 475-477. doi:10.3109/13561820.2014.907558 Sharples, A., Gibson, S., Galvin, K. (2002). 'Floating support': implications for interprofessional working.Journal Of Interprofessional Care,16(4), 311-322. doi:10.1080/1356182021000008247 Valentine, G. (2010). Nursing and Collaborative Practice A Guide to Interprofessional Learning and Working Second editionNursing and Collaborative Practice A Guide to Interprofessional Learning and Working Second edition.Nursing Standard,25(12), 31-31. doi:10.7748/ns2010.11.25.12.31.b1140 Wagner, J., Liston, B., Miller, J. (2011). Developing interprofessional communication skills.Teaching And Learning In Nursing,6(3), 97-101. doi:10.1016/j.teln.2010.12.003

Iphone Product Life Cycle free essay sample

Product life cycle describes the profit and sales earned by a product over its whole life. There are fives stages: product development, introduction, growth, maturity and decline. iPhone is a new technology advance and it has already gained a favorable result in the market. Therefore, it should be in the growth stage now. On April 2003 our CEO believes that cell phones were going to become important appliances for portable information access. That’s why we entered the cell phone market and it is the product development stage. At that time, iPhone had not yet been launched and was still developed in progress. We continuously generated new ideas. After long period of development, iPhone has finally been available and comes to the introduction stage. In this stage, we have to raise the awareness of public and attract more customers. In January 9, we introduced the function of iPhone at the Macworld convention and invested lots of money in advertising through posters and TV commercials. We will write a custom essay sample on Iphone Product Life Cycle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The promotion and distribution cost are very high while the sales growth are low. It is because few people had confidence in trying new products. Only the portion of early adopters such as strong Apple brand loyalty technology followers would buy iPhone at this time. Following introduction stage, it is growth stage. Since iPhone is gaining the popularity and good reputation, people are more willing to buy. Thus, sales volume and profit increase rapidly. From the BetaNews file forum, appendix 1, 500,000 iPhones had been sold nationwide over the weekend. The articles, Appendix 2, also shows iphone is our fastest product to be sold out, giving over 1 million sales. To cater the rapid growth of business, we have increased distribution stores over 4 countries in half year. Iphone Product Life Cycle free essay sample Product life cycle describes the profit and sales earned by a product over its whole life. There are fives stages: product development, introduction, growth, maturity and decline. iPhone is a new technology advance and it has already gained a favorable result in the market. Therefore, it should be in the growth stage now. On April 2003 our CEO believes that cell phones were going to become important appliances for portable information access. That’s why we entered the cell phone market and it is the product development stage. At that time, iPhone had not yet been launched and was still developed in progress. We continuously generated new ideas. After long period of development, iPhone has finally been available and comes to the introduction stage. In this stage, we have to raise the awareness of public and attract more customers. In January 9, we introduced the function of iPhone at the Macworld convention and invested lots of money in advertising through posters and TV commercials. We will write a custom essay sample on Iphone Product Life Cycle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The promotion and distribution cost are very high while the sales growth are low. It is because few people had confidence in trying new products. Only the portion of early adopters such as strong Apple brand loyalty technology followers would buy iPhone at this time. Following introduction stage, it is growth stage. Since iPhone is gaining the popularity and good reputation, people are more willing to buy. Thus, sales volume and profit increase rapidly. From the BetaNews file forum, appendix 1, 500,000 iPhones had been sold nationwide over the weekend. The articles, Appendix 2, also shows iphone is our fastest product to be sold out, giving over 1 million sales. To cater the rapid growth of business, we have increased distribution stores over 4 countries in half year.