Introduction to Business Assignment Essay Example for Free

Introduction to Business Assignment Essay AIM: I have been requested by Peter Eskesen to look at two contrasting business organisations and one of who must operate in the secondary/manufacturing industry and the other corporation must be a service provider from the tertiary sector. I must then look at the activities that each of them fulfil and look at the effectiveness of them within each organisation. I have decided to look at the activities of G. E lighting which is an American company and a direct division of the biggest company in the world G. E and the second company of which I have decided to look at is Sainsburys who is amongst some of the most dominant market leading companies operating in the U. K in the supermarket sector. Both of the companies that I have decided to look at are both owned by shareholders which means that people have bought shares into them. However having said that, as G. E lighting is an American company it means that it will not be listed on the London Stock Exchange but will alternatively be listed upon the New York stock exchange market. If a person wanted to buy shares in GE lighting then they would have to contact a broker. Furthermore, Sainsburys is also a Public Limited Company because it is like before, listed upon the London Stock Exchange. Today General Electric is made up of many departments/divisions. For example G. E Lighting in Enfield is part of a Global Business, which operates in over 100 worldwide countries and also holds work for over 300,000 people worldwide too. Television programming, Plastics and G. E Aircraft Engines for example, is the biggest engine maker and supplier in the world with operations in over 40 different countries. 1 On the next page you will find GEs product portfolio. Sainsburys supermarkets employ over 145,000 people (including Savacentre). Of these 145,000 people, 60% are part time based workers and 40% are full time workers. 62% of the labour forces are women which show that since the 19th Century equal opportunities have shifted and women have the same rights as men to be able to work. Furthermore, Sainsburys Supermarkets serves well over 11 million customers a week and as from May 2003, had 535 stores open throughout the UK. Nearly 60% of their stores are located upon town centres and others built on the edge of centre locations in the greenbelt areas where land is cheaper and have better connections. Like GE, Sainsburys also have sub divisions or Subsidiary companies that they own. For example the other activities that they operate or run besides Groceries, include a chain of Sainsburys Banks, Shaws, JS Development and Sainsburys Property Development. Shaws Supermarkets Inc. has been a completely owned Subsidiary of J Sainsburys plc since 1987 and partly owned since 1983. Shaws serves over four million customers a week, and as at May 2003 had 193 stores open in New England, USA. In June 1999, J Sainsburys plc acquired the entire share capital of Star Markets for a total consideration of $497 million dollars which is the equivalent to i 313 million British pounds. Star Markets operates in the Metropolitan Boston area, Washington DC. The acquisition took Shaws Supermarkets to the number 2 position in New England and as the dominant market leader in Houston, Massachusetts. Like Sainsburys Supermarkets, the US operations place an emphasis on high quality food at value for money prices, and are persistently recuperating and improving their range of fresh foods. The corporation offers approximately 50,000 different lines, up to 35,000 per store at any one time. Some 5,000 popular brand products account for 40 per cent sales and as at June 2003, Shaws employs some 28,400 associates.

Journals Of Wound Care And Management Nursing Essay

Journals Of Wound Care And Management Nursing Essay The purpose of this study is to give a critical analysis of the Literature, and briefly enumerate the causes, treatment, prevention and the risk factors of Pressure Ulcers (PUs). The process leading to pressure ulcer formation and early detection of individuals who are at risk of developing it for prompt prevention are paramount in this study. Methods: The methods adopted in this dissertation involved various strategies: selecting a review topic and searching the literatures to be used. Gathering, reading and analysing the literatures. It also involved critical examination of the various causes, treatment and preventive measures. Furthermore, it is also intended to find out the various risk factors that could lead to its emergence. On this basis, a number of research articles was examined after which their literatures were critically analysed All the literature searches were undertaken online with the aid of computer and electronic databases. Computer databases are used because they offer access to varieties of information, which could not be obtained manually. Findings and Conclusions: This study went further to find out the effect of age and nutrition on the persistence and spread of presure ulcer. Finally, having given a critical analysis of the literatures, it summarised the findings as well as the various ways to curtail the emergence as well as improving the wellbeing of the patients with essential pressure ulcer, ie, those who by reason of underlying health conditions such as diabetes and catheterized individuals, people with profound learning disability, who could not avoid staying in one position for too long. CHAPTER ONE INTRODUCTION The impact of pressure ulcers on the quality of life of the people with learning disability cannot be overemphasised, as it can be devastating (Spilsbury et al. 2007; MEP Ltd, 2009; NHS for Scotland, 2009). A pressure ulcer (PU) otherwise known as pressure sore, pressure damage, pressure injuries or bed sore (Spilsbury et al. 2007), is an area of the skin that has become abraded gradually due to a reduction or cessation of blood flowing through that part of the body. It is mainly as a result of continuous maintenance of same position when sitting or lying down for a long period of time, (RCN, 2005). It can also be described as a localised abrasion on the skin or the underlying tissue, in most cases over a bony prominence, due to the pressure or pressure in combination with deformation of the site; this can also be caused by friction. Based on the degree of damage, it can further be defined as partial-thickness of skin loss involving epidermis or dermis; mainly affecting the surface manifesting as a scratch, fluid-filled elevation of the skin or simply as a swollen crater (Lyder, 2010 Guy, 2012). Furthermore, Pressure ulcer in some other cases can present as an erythematic or abnormal r edness of the skin due to dilation of the blood vessels in the skin. (www.merckmanuals.com/home/heart_and_blood_vessel_disorders.html). The reddened area remains as such for longer than 30 minutes after pressure is relieved (Barbanel, and Hagisawa, 2001). In view of the fact that Pressure ulcer has been widely noted to reduce the quality of life in people with learning disability (Dorner et al, 2009), this topic is very important and relevant to a very large extent for Nurses and other carers involved with the treatment and management of PUs in individuals having learning disability. Among the many reasons for choosing this particular topic are as follows: Having established that pressure ulcers are a major cause of morbidity, mortality and healthcare burden globally and that many of the cases are avoidable (Whittington et al, 2004); it follows that solutions need to be sought aimed at reducing it, if its prevalence. Looking at PUs from the perspectives of treatment and management, it has been observed that both treatment and management are capital intensive, but it is also preventable (Soban et al; White-Chu, 2011). It is very important to concentrate more efforts at minimising the occurrence of PUs, rather than wasting resources on treatment, which might be counterproductive, especially in diabetic patients (European Pressure Ulcer Advisory Panel [EPUAP], 2005). Pressure ulcers pose grave consequences on the wellbeing of people with profound learning disability, be that as it may, its treatment, prevention and management is a major priority within the clinical and policy agenda. It is very important that patients are educated on the impact of PUs on health and quality of life, at the same time; it is their right to make informed decision about their care and treatment in conjunction with the healthcare provider (Spilsbury et al, 2007; NICE clinical guideline, 2005). In addition, the data generated could be used to estimate the total number of cases with PUs within a particular population (i.e. prevalence) and the rate at which new Pressure Ulcers are occurring in people in needing medical care. (Clark, 2007). (Plaum et al, 2006), in their questionnaire research on Pressure ulcer discovered that it was possible for patients to have a combination of deficiency of sensory experience as well as memory loss. The above combination of health challenges tended to increase the probability of having PUs (Plaum et al, 2006). This study will therefore discuss common risk factors for developing pressure ulcers in people with learning disability, its prevention and management (Guy H, 2012, Vanderwee et al, 2007). This study will also find out effect on age, and nutrition on the persistence and spread of pressure ulcer. The findings will summarise the various ways to curtail the emergence as well as the ways to improve the wellbeing of the patients with pressure sores. According to the International guidelines on Pressure ulcer prevention, prevalence and Incidence (MEP Ltd, 2009: page 8); à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"the results of PUs prevalence and incidence studies could be used for enlightenment purposes, to reduce PUs occurrence, and therefore improve clinical practiceà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . It is very important to understand the consequences and pitfalls of the prevalence and incidence of PUs. Lastly, it is essential for all healthcare practitioners, managers, payers and financiers involved in the development, implementation and assessment of PU prevention protocols (Fletcher et al, 2011). The overall aim of this study a strategy geared towards the reduction of PUs as well as reducing the number of patients who have it. The need for identification and production of new antimicrobial agents that are selectively toxic, that is; being able to destroy the causative agent with little side effect on the host and broadly effective with a low propensity to induce resistance is very crucial (Bowler et al, 2001). According to (Bowler et al, 2001); while it is true that microorganisms are known to be responsible for wound infections, there are widespread controversies relating to the exact mechanisms by which the microbes cause infection and also their significance in non-healing wounds that fail to exhibit clinical manifestation. (Robson, 1999); observed that the mass per unit volume of microorganisms is a critical factor in determining the probability of the wound healing. However, (Pallua et al, 1999) argued the fact that certain virulent microorganisms were isolated is evidential in delayed wound healing. Nevertheless, others have reported that microorganisms à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"per seà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚  play little or no role in wound healing or slow healing. (EWMA MEP Ltd, 2005), stated that; not all wounds become infected, being that, the susceptibility or resistivity of the host determines the chance of such a wound eventually becoming infected by bacterial pathogen. Although the role of Microbiology laboratory is incontrovertible, the necessity of carrying out wound culture and sensitivity testing must be critically considered in order to save in cost, labour, and avoid unnecessary disturbance to the patient, (Bowler et al 2001). 1.3 Mode of treatment: since pressure ulcer (PU) is a debilitating chronic wound that affects mostly individuals who are incapacitated as a result of age or an underlying illness (Lyder, 2003), or people with profound learning disability who spent longer time on a particular position, its treatment typically involves multiple treatment procedures simultaneously; such as support surface and dressings. Nutritional supplements are essential; since most individuals with learning disability have been known to have diet problems (Dorner et al, 2009). At successive stages of the treatment, different treatments are applied (Lyder, 2003). CHAPTER TWO METHODS The methods adopted in this dissertation involved various strategies: Selecting a review topic and searching the literatures to be used. Gathering reading materials and analysing the literature followed by the review of references. Having selected the topic the next step was identification of the appropriate and related information. This method was in agreement with (Hek and Langton 2000). In their study, they discovered and applied a particular orderly approach which was sequential and capable of generating reliable and beneficial information unlike the traditional review. All the literature searches were undertaken online with the aid of computer and electronic databases. The reason for using computer databases is that they offer access to varieties of information, which cannot be obtained manually and sometimes quite recent. Keyword searches were the most common method of identifying literature (Ely and Scott, 2007). However, keywords which have to do with the review/assessment and management of pressure ulcers were used. Databases of particular relevance to the selected topic, which are very useful for Nurses (Parahoo, 2006), aided the search for related journals which included: British Nursing Index Nursing Journals in English Language CINAHL (Cumulative Index of Nursing and Allied Health Literature) and related publications. This according to (Polit and Beck, 2006), offers an important, reliable and up-to-date electronic databases for Nurses and other healthcare professionals. More importantly, CINAHL databases offer both staff and student Nurses the most recent and best available evidence-based clinical practice. Medical Subject Headings or subject headings: Pubmed/MEDLINE Google scholar The essence of using numerous databases was to harvest a large catalogue of research materials including those directly linked to the field of learning disability practice: Journal of Learning Disabilities Journal of Intellectual Disabilities. Journals of wound care and management. Generally, Journals are much more up-to-date than books which were probably written decades ago since information is dynamic and prone to changes. Therefore, maximum period of 10 years was placed on the age of the works and journals that were used in this work except in some rear cases where no recent materials were found in relation to the subject matter. The search strategy sought to identify all published and unpublished research investigating patient reports about the impact of PUs and PU interventions on HRQL. Data extraction involved the reading through each of the published articles and identifying their findings in the form of statements by the author supported by patient reported data, the extracted patient reported data produced (Gorecki et al 2009). Moreover, specialist Journals were also hand-searched. The internet played a crucial role for web sites on pressure ulcer publications, as well as books from my local area and the university library. Eligibility: Both exclusion and inclusion criteria were used for the primary and final selection for reporting the impact of PUs and interventions respectively on Health related quality of life (HRQL), including symptoms and patient evaluation of interventions. (Gorecki et al 2009).

Analysis of William Wordsworths Lines Composed a Few Miles Above Tinte

Analysis of William Wordsworth's Lines Composed a Few Miles Above Tintern Abbey William Wordsworth poem 'Lines Composed a Few Miles above Tintern Abbey'; was included as the last item in his Lyrical Ballads. The general meaning of the poem relates to his having lost the inspiration nature provided him in childhood. Nature seems to have made Wordsworth human.The significance of the abbey is Wordsworth's love of nature. Tintern Abbey representes a safe haven for Wordsworth that perhaps symbolizes a everlasting connection that man will share with it's surroundings. Wordsworth would also remember it for bringing out the part of him that makes him a 'A worshipper of Nature'; (Line 153). Five different situations are suggested in "Lines" each divided into separate sections. The first section details the landscape around the abbey, as Wordsworth remembers it from five years ago. The second section describes the five-year lapse between visits to the abbey, during which he has thought often of his experience there. The third section specifies Wordsworth's attempt to use nature to see inside his inner self. The fourth section shows Wordsworth exerting his efforts from the preceding stanza to the landscape, discovering and remembering the refined state of mind the abbey provided him with. In the final section, Wordsworth searches for a means by which he can carry the experiences with him and maintain himself and his love for nature. . In the first stanza, Wordsworth lets you know he is seeing the abbey for a second time by using phrases such as "again I hear," "again do I behold," and "again I see. He describes the natural landscape as unchanged and he describes it in descending order of importance beginning with with the 'lofty cliffs'; (Line 5) dominantly overlooking the abbey. After the cliffs comes the river, , then the forests, and hedgerows of the cottages that once surrounded the abbey but have since been abandoned. After the cottages, is the vagrant hermit who sits alone in his cave, perhaps symbolizing the effects being away from the abbey has had on Wordsworth. Wordsworth professes to "sensations sweet / Felt in the blood, and felt along the heart" (lines 28-29) which the memories of nature can inspire when he is lonely, just as the hermit is lonely. Wordsworth desires nature only because of his separateness, and the more isolated he feels the mor... ...ame more involved with human concerns. He has become more thoughtful and sees nature in the light of those thoughts. He has traded the boundless energy for maturity and the "still, sad music of humanity" (line 92). Wordsworth ends the poem with the fifth stanza, a farewell to the abbey and the inspiration it has given him. He realizes that there may come a time when he may no longer be able to inspire himself with life-changing situations, and that he will not be able to run back to Tintern Abbey to find himself again. He does what he can, though. He will also be able to rely on his sister, who shared these experiences with him and in whose voice "I catch the language of my former heart, and read my former pleasures in the shooting lights of thy wild eyes" (lines 117-120). Eventually even these may fail him, and in the closing lines of the poem he consoles himself that he and his sister will be able to look back fondly and at least remember their shared time together. Works Cited: Wordsworth, William. Lines Composed a Few Miles Above Tintern Abbey. The Norton Anthology of English Literature. 6th ed. Vol. 2. M. H. Abrams Gen. ed. New York, London: Norton. 2 vols. 1993.

Classical Design Elements In Architecture Essay -- essays papers

Classical Design Elements In Architecture Throughout history, Classical ideals of the ancient Greeks and Romans have been prevalent in all facets of art. In architecture this is especially true. A few of the Classical ideals employed in architecture are colonnaded porticoes, domed centers and symmetrical designs. Architects such as Andrea di Pietro, Christopher Wren and Thomas Jefferson used these Classical design elements in their respective works. These highly regarded individuals were architects of the Mannerist, Baroque and Neo-Classical Ages respectively. They each used Classical design elements in their architecture to portray a sense of simplicity and harmony in their work, as well as to reflect Classical ideals of order and mathematical proportion. Andrea di Pietro, an architect of the Mannerist Age, employed the elements of Classical design in his works to achieve simplicity and harmony. â€Å"The preeminent architect of the Mannerist style was Andrea di Pietro, known as Palladio†(Matthews And Platt 340). The work that Palladio is most synonymous with is the Villa Capra, also known as the Villa Rotunda. The Villa Rotunda, based on the Classical design of a Roman farmhouse, was built for a wealthy Venetian (Matthews and Platt 340,341). The Villa highlights Classical principles of architecture in a number of ways. Palladio employed the use of colonnaded porticoes in the Villa, a covered porch supported by columns, which is typically located at the front of...

Wilderness Survival :: essays research papers

Whether you are simply going camping at a commercial campground, taking a short hike, or backpacking into a pristine wilderness area... be prepared. Never leave to chance those few articles that may become lifesavers. Above all, always let someone know your itinerary and the time you plan to return. The following is a list of items that should be included in a basic survival kit: bodyOffer(17619)You May Be Owed Unclaimed Money To Find Out, Enter Your Last Name Here: 1.Waterproof matches (stick matches in a 35mm film container) or a disposable lighter. 2.Fire starter 3.Rigid blade knife (Preferably serrated on one side of the blade) w/ sheath 4.Folding saw 5.Compass 6.Map of the area you are in 7.Signal mirror 8.Flashlight 9.Plastic tarp 10.50 to 100 feet of nylon cord (1/8 inch is adequate) 11.First aid kit 12.Coins for pay phones (here again a 35mm film container works well) 13.Full canteen 14.Emergency food rations 15.Water purification tablets/filter. 16.Fish hooks and fishing line 17.Police whistle 18.Toilet paper Fire: When starting a fire find dry wood. Use the inner bark of trees, or look for the dead branches at the very bottom of fir trees. These are dead because they were denied sunlight by the branches above them. These same branches have probably protected them from getting wet. Start your fire small and gradually increase its size. Tinder will greatly enhance your chance for success. Take small branches and shred then with a knife o r your fingers. You can use dead grass, bird’s nests, wasp nests (unoccupied of course), inner bark from dead trees, or a strip of cloth from the tail of your shirt. Use anything that will ignite quickly. Place this in the center. Around this, build a teepee of small dry twigs. Once this is burning, slowly feed your fire with larger and larger pieces of wood. Always making sure the fire is burning freely before you progress to a larger piece of wood. Once this fire is burning do not let it go out. bodyOffer2() Shelter: Do not make the mistake of trying to construct a large shelter. Make it just large enough to accommodate you. This is important, especially in cold climates, because you are going to have to heat it. Use the materials at hand. Dig out a pit and line it with something to insulate you from the ground. Your body heat can be lost very quickly lying on the bare ground. Wilderness Survival :: essays research papers Whether you are simply going camping at a commercial campground, taking a short hike, or backpacking into a pristine wilderness area... be prepared. Never leave to chance those few articles that may become lifesavers. Above all, always let someone know your itinerary and the time you plan to return. The following is a list of items that should be included in a basic survival kit: bodyOffer(17619)You May Be Owed Unclaimed Money To Find Out, Enter Your Last Name Here: 1.Waterproof matches (stick matches in a 35mm film container) or a disposable lighter. 2.Fire starter 3.Rigid blade knife (Preferably serrated on one side of the blade) w/ sheath 4.Folding saw 5.Compass 6.Map of the area you are in 7.Signal mirror 8.Flashlight 9.Plastic tarp 10.50 to 100 feet of nylon cord (1/8 inch is adequate) 11.First aid kit 12.Coins for pay phones (here again a 35mm film container works well) 13.Full canteen 14.Emergency food rations 15.Water purification tablets/filter. 16.Fish hooks and fishing line 17.Police whistle 18.Toilet paper Fire: When starting a fire find dry wood. Use the inner bark of trees, or look for the dead branches at the very bottom of fir trees. These are dead because they were denied sunlight by the branches above them. These same branches have probably protected them from getting wet. Start your fire small and gradually increase its size. Tinder will greatly enhance your chance for success. Take small branches and shred then with a knife o r your fingers. You can use dead grass, bird’s nests, wasp nests (unoccupied of course), inner bark from dead trees, or a strip of cloth from the tail of your shirt. Use anything that will ignite quickly. Place this in the center. Around this, build a teepee of small dry twigs. Once this is burning, slowly feed your fire with larger and larger pieces of wood. Always making sure the fire is burning freely before you progress to a larger piece of wood. Once this fire is burning do not let it go out. bodyOffer2() Shelter: Do not make the mistake of trying to construct a large shelter. Make it just large enough to accommodate you. This is important, especially in cold climates, because you are going to have to heat it. Use the materials at hand. Dig out a pit and line it with something to insulate you from the ground. Your body heat can be lost very quickly lying on the bare ground.

Israel palestine conflict (final) Essay

History In 1917 the British government issued the Balfour Declaration, pledging it support for a Jewish national home in Palestine. About 300,000 Jews immigrated to Palestine, and Arab-owned land. The Arab majority feared a Zionist Plan to dispossess them and make Palestine a Jewish State. To appease the Arabs, who had staged several revolts, Britain issued the White Paper of 1939 (Bright, 1981, p. 67). It virtually cut off Jewish immigration and limited land acquisition by Jews. The Zionists objected, but nevertheless Jewish troops from Palestine supported British in World War II. Smuggling of Jewish immigrants became widespread, and there were bloody clashes between Arabs and Jews. Some Jews even conducted a terrorist campaign. The Great Britain referred their problem to the United Nations. Then the UN voted to partition Palestine between the Arabs and Jews, leaving Jerusalem in an international zone but then the Arab leaders rejected the plan, and fighting again broke out (Bright, 1981, p. 67). Until the Jewish leaders proclaimed the state of Israel and it beat off invasion by the neighboring Arab league countries. Then the Arabs were expelled from the captured areas, creating an enormous refugee problem. Tensions remained high and there were frequent border clashes until full scale war broke out in June, 1967. Many chaotic events happened years after it, not until they made a peace treaty in 1979. But then the tensions were again heightened in 1981 when the Israel annexed Golan Heights, and when the country invaded and occupied Southern Lebanon, in an attempt to expel the Palestinian guerilla forces there (Bright, 1981,p. 68). This conflict between the Palestine and Israel is still present today. I think for them to settle and resolved their problems of decades now, they should have a time to sit and talk things over. They should have an agreement which is not mediated by any organizations but them alone. They should talk on whatever things they want to do. They should agree on what to do about the Golan Heights and the other Borders that they are fighting for. They should also take time also to list all the things they want to achieve as two different countries minding the good of the citizens living there. I think the Arab Palestinians just don’t like the decisions made by the Israeli. They don’t respect the thinking or what would the Arabs would like to do, the Israeli could do things they want for their place but they should also consider the Arab Palestinians living their. Before they would make a move they should think if it is for the benefit of all or for themselves only. We can not blame the Arab Palestinians, for they just react on whatever the Israeli has decided to do. I think the Arab Palestinians just want fairness in their land. Reference: 1. Bright, John. A History of Israel, 3rd edition (Westminster Press, 1981).

Families and School Programs Essay

The article discusses how important it is that families, especially parents, get involved in school programs concerning the welfare of their kids. The learning process of these children does not stop in schools. Parents also play a major part with regard to their children’s academic life. Those who make sure that their children go to school and show interest in their child’s performance send the message to their children that education is important (Struck, 1995, p. 1). The Families and Schools Together (FAST) is a program that participates in facing the social issues of youth violence and juvenile delinquency by way of creating a better relationship between the young people and their families, friends, teachers, and school staff. Through this program, the youth will be able to increase their social skills, avoid or decrease school failure, and become more aware of the effects of alcohol and drug abuse. Families who are believed to be in need of help are invited to meetings. The program offers a variety of activities including building a family flag, sharing a family meal, singing, playing communication games or feelings-identification games, engaging in peer activities, and parent networking. A better family life and relationship is recommended for young adults and teenagers so that they are able to express their thoughts and feelings more freely. This is the reason why schools should make parents and families participate more. When a child knows that there are people who support him or her, the child would be more confident in what he or she is doing. As well, proper education regarding substance abuse and other illegal acts is recommended for them to become aware at a certain age. With schools and parents working together for the future of the young people, nothing can go wrong. Reference Struck, D. (1995). Involving Parents in Education: A Handbook for Elementary Schools. Frederick, MD: Aspen Publishers, Inc.