Marketing Essay Example | Topics and Well Written Essays - 2000 words - 10

Marketing - Essay Example It thus makes sense to have a bank with a global reach that makes it easy for the expats to access their money in the right currency and amount whenever need arises. Such banks include Barclays, HSBC, City Bank among others (Czinkota and Ronkainen, 2007, p. 119). One of the main reasons expats would be interested in a global bank is that one can have all the information concerning their accounts at all times. Most global banks offer international accounts accessible from any part of the world. This easiness of information access is one reason expats need to consider global banks. They get to know all the charges incurred in all the transactions they make on their accounts. Another reason a global bank is the right choice for expats is that they have the added advantage of not only accessing their money whenever they need it, they also get it in whatever currency they desire. Due to the bank’s global reach, exchange rates are also deemed to be reasonable as they are normalized all across its branches (Czinkota Ronkainen, 2007, p. 77). It also occurs that due to their large sizes, these banks have the luxury of offering the best exchange rates on the market since they enjoy economies of scale. Thus, they make profits depending on volume in spite of exorbitant rates. The expat also gets to build their banking reputation with the given bank thus improving their credit ratings. This is most important when one requires a loan to finance a given project in the new country but is short of funds. Since they have good credit ratings with their banks, they easily qualify for loans without much of a hassle. It is a great way of getting things done. A great advantage with having a global bank is that most of them offer a safe haven for one’s cash. Due to these banks’ sheer size, they are very reliable in terms of the safety of funds. Most of them have been in operation for more than a century and have this most enviable reputation for dependability. The ir big sizes also offer excellent ways for tax efficiency given that they mostly normalize their operations across all branches the world over. It is thus to the benefit of the expat to have such an institution at their service whenever they travel around the world. Besides offering peace of mind, these banks enable the expats focus on other matters while they take care of the monetary matters (Czinkota and Ronkainen, 2007, p. 103). Financial Services That Might Interest Expats Living in Hong Kong and Singapore C5.2 tabulates countries, according to rank, basing on a few selected factors. Among them is the longevity of residence in a foreign country, earning and saving for the expats, the luxury facilities in these countries available to the expat and the cost of accommodation compared to the expats’ domicile. The financial services that would most interest an expat are the earning and saving capabilities, the availability and affordability of luxurious facilities and the cos t of accommodation. The expats’ ability to earn and save money in the new country is of great importance. This depends greatly on the cost of living. If the cost of living in a country is low compared to the amount of money to be earned as an expat working there then that country is deemed to attract a lot of foreigners working and living there. India, Singapore and Hong Kong have the highest rating in this area owing to the low

What are the rules that apply for collecting unemployment compensation Research Paper

What are the rules that apply for collecting unemployment compensation in Rhode Island - Research Paper Example The Universal Declaration of Human Rights states "Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment."However, every right enjoyed must fulfil responsibilities that go with it. Hence labor laws the world over have been laid down to protect both the employer as well as the employee, so that neither can take undue advantage of the other. In the US, the Department of Labor has laid down statutes and regulations that govern wages, benefits, safety, health and non discrimination policies. The Office of Federal Contract Compliance Programs clearly states in its executive order, â€Å"The contractor will not discriminate against any employee or applicant for employment because of race, color, religion, sex, or national origin.† (Office of Federal Contract Compliance Programs) The Fair Labor Standards Act (FLSA) lays down standards for minimum wages and overtime pay that can be claimed by worke rs under various categories. FLSA covers over 130 million workers employed in public and private sector enterprises. Under this Act basic hourly wages are defined under various categories wherein age, skills and other considerations of the employee are taken into account and exemptions are given to certain categories of student workers who can be employed below standard minimum wages. However it is mandatory for the employer to post a notice explaining the minimum wage act in places where it can be easily accessed by employees. The Department of Labor strictly enforces the requirements of the Act and when violations are discovered, the employer is requested to pay back wages wherever applicable. Employees also have the right to file a suit in case of violation of the Act and can be reimbursed up to two years back wages, in addition to damages, attorney’s fees and court charges. The Occupational Safety and Health Act (OSHA) ensures that employees work in a safe and healthful e nvironment that is free from hazards to their health. The employer must ensure that adequate training has been given to employees in the use of safety equipment. However, the employee’s conduct and actions too must comply with safety rules set down by the employer, like use of protective equipment where necessary. The general duty clause of the OSHA clearly states that the employer "shall furnish to each of his employees employment and a place of employment which are free from recognized hazards that are causing or are likely to cause death or serious physical harm to his employees" (Basic Provisions of OSHA). Although OSHA has separated its safety standards into different categories, some provisions that address issues like personal protective equipment and hazard communication are similar for all employees. OSHA also offers information in various formats as well as training and consultation services to educate people about safety and health hazards, as well as precautions t o be taken to ensure safe work environments. This act is geared to prevent injury and work environment related illness or disease and strives to maximize the safety and health of every employee. The Employee Benefits Security Administration (EBSA) is responsible for administering the Employee Retirement Income Security Act. (ERISA) EBSA has the authority to ensure that employees receive these benefits promised by the employer. ERISA includes welfare plans that benefit employees while they are in active service as well as at the time of retirement or termination of employment. Such welfare plans include health benefits, disability or death benefits as well as scholarship benefits, daycare benefits, training and apprenticeship and a host of other such benefits. Unemployment Insurance is a program funded by taxes paid by the employer. This program ensures that economic stability is maintained among the unemployed. It provides temporary and often partial wages to those who have lost the ir jobs through no fault of their own. The Unemployment

Cellular Phones and Cancer Case Study Example | Topics and Well Written Essays - 1250 words

Cellular Phones and Cancer - Case Study Example Studies to understand the relation between rf and biological tissue have been conducted since the early 1940’s. The epidemiological studies performed were inconclusive due to the large number of uncontrolled variables such as the amount of power emitted by different models of phones used. Furthermore, studies performed on laboratory animals also resulted in insignificant increase in health problems. Though in February 2011, the New York Times reported a study conducted by the researchers at the National Institute of Health which found that cell phone usage caused 7 percent increase in brain activity. This increase in brain activity was confined to the area of the brain that was near the rf antenna of the cell phone. The results of this study indicated that the use of cell phones did have measurable effects on the brain activity. The role of the engineer when confronted with ongoing debate of the relation between cellular phones and cancer is vague. The engineer could move towards redesigning of cell phones that reduce rf emission. However, this action would not be scientifically proven as the adverse effect of cell phone usage resulting in cancer has yet to be noted. The ethical procedure to be followed by the engineer in this case is discussable. The Utilitarianism, moral theory, states that those actions are acceptable and good which serve to maximize human wellbeing. Utilitarianism stresses that maximizing the potential of the whole society is more important than maximizing the importance of an individual. The theory aims to balance the needs of the society with the needs of an individual, with an emphasis on the action that would provide maximum benefit to the people. In respect to engineering, the moral theory is particularly important in risk-benefit analysis and cost-benefit analysis. The invention and mass production of the cell phone can be regarded as one of the foremost inventions of the 20th

Ethno Nationalist Terrorism Personal Statement Example | Topics and Well Written Essays - 500 words

Ethno Nationalist Terrorism - Personal Statement Example in Palestine, with the assistance of Jews and English mandatory authorities, the agriculture and the industry started developing and new jobs appeared. Todays Arabs know well, who their ancestors and when and where they came to Palestine from. The citizens of Israel who live in settlements on the occupied territories follow the laws of Israel, and they have all the rights of citizens of Israel. At the same time inhabitants of occupied territories submit to the Jordanian code of laws and management of military authorities. Thus, in one territory there are 2 groups of people with different rights: one group of people (Israeli-Arabs) has more rights, at the same time as another (Palestinians) has less. This situation is identical to the situation in the Republic of South Africa where individuals of different nationalities had different rights, in particular, blacks, as well as Palestinians, had no right to vote and a freedom of movement t(Payes, 2005). Israeli-Arabs committed the acts of terrorism very seldom in comparison to Palestinians that can be explained by the fact that they have many privileges. Wimmer explains that the terrorists acts of Palestinians are provoked by the government of Israel which does not give them any chance for peaceful resolution: â€Å"It is infuriating that the passivity of the governments of the international community has allowed Israel to impose collective punishment, clearly prohibited by the international law, while the military machine of the occupation continued to act without compassion against the Palestinian civilian" (Wimmer, 2009). However, various violations were rather frequent and sometimes serious, giving Jews certain grounds to see in them silent allies of the enemies. Israeli-Arabs are also deprived of certain rights in comparison to Jews, because they are considered to be a threat to national security. Israel preferred to fight against threat from the side of the Israeli Arabs by means of their exclusion from the system

Mental health Essay Example for Free

Mental health Essay Psychotherapy is more internal, and deep. It is more focused on the past, whereas counseling is more focused on the present. In psychotherapy, insight is more important than change, and the therapist’s role is as more of an expert. Psychotherapy is also long-term, where counseling is usually more short term. Counseling focuses on the Wellness Model –understanding the person in their context (job/family/community) 3. Discuss what is meant by counseling being an Art? Even though counseling techniques can be subjective and creative like an art, is still uses technique and strategies, and has standards that must be met. 4. ACA, CACREP, NBCC, APGA. ACA – American Counseling Association CACREP – Council for Accreditation of Counseling and Related Educational Programs NBCC – National Board for Certified Counselors APGA – American Personnel and Guidance Association 5. 4 personal qualities counselors should have Curiosity Ability to listen and be empathetic Ability to have a conversation Empathy and Understanding Emotional Insightfulness Capacity for Self Denial Tolerance for Intimacy Comfortable with Power Goodwill – Do No Harm Self Awareness Maintaining Effectiveness Remaining Objective Accepting and Confronting Situations Ability to Laugh Intellectual Competence Energy. Flexibility Support 6. Briefly discuss burnout and 2 ways to avoid it or lessen the likelihood it will occur Burnout is the physical, mental and emotional exhaustions brought on by involvement over prolonged periods with emotionally demanding situations and people. Understand that you are there to support the client and lead them to empowerment, not to â€Å"fix† them. Some ways to avoid burnout are to seek counseling yourself, seeking supervision and guidance, taking a break or a vacation, joining a peer support group, getting regular exercise, meditation, taking time to enjoy hobbies, and seeking support from family and friends. Traumatic events in the counselor’s personal life may contribute to the stress felt when dealing with client issues at the same time. 7. Know terms Ethics is a discipline within philosophy that is concerned with human conduct and moral decision making and are the ideal standards expected by a profession. It governs relationships within a profession Morals are determined within a broad context of culture of society. They are our own and are often influenced by family, community and religion Laws dictate minimum standards of behavior that a society will tolerate Autonomy respects the freedom of choice Nonmaleficence Do not harm. Beneficence Be helpful and do not blame Justice Fairness to all clients Veracity Being honest and upfront Fidelity Loyalty and faithful to what my profession dictates Vicarious Liability- individuals who have control and authority over others will be held accountable for their negligence. (Supervisor is responsible for the actions he/she supervises) Common Law laws that developed as a result of court decisions (set by judicial precident) Regulations accepted guidelines set forth by a profession Federal Laws trumps rules and is established as the minimum requirements set by the government Rules established within the system. Tort Law law resulting from the private sector (laws that result from the suffering or harm from the private sector) 8. Be able to distinguish between Principle Ethics and Virtue Ethics Principal ethics have their foundation in moral principles, which are agreed upon assumptions or beliefs about ideals that are shared by members of the helping profession. ( â€Å"What should I do† [respect for autonomy, nonmaleficence, beneficence, justice, fidelity, veracity] ) Virtue ethics involve more than moral actions; they also involve traits of character or virtue. Virtue ethics focus on the actor rather than the action (â€Å"Who should I be† [integrity, discernment, acceptance of emotion, self-awareness, interdependence with the community]) 9. Know the reasons for ethical codes Ethical codes give our profession credibility, protects us from government interference, helps to reduce malpractice, protects the clients welfare, ensures accountability within the profession 10. Be able to discuss the 4 beliefs of counseling professionals or identify in a short vignette 1. The best perspective for assisting individuals is the wellness model of mental health. The goal is for each person to achieve positive mental health to the degree possible. Mental health is seen as occurring on a continuum. It accounts for functioning in family relationships, friendships, career, spirituality, leisure activities, physical health, living environment, financial status and sexuality. 2. Most of the issues that people face in life are developmental in nature and understanding the dynamics of human growth and development is essential to success as a helper. Since most problems are developmental, they are natural and normal. We all will experience certain things are different times of our lives. 3. Prevention and early intervention are far superior to remediation in dealing with personal and emotional problems. To do this, counselors provide education. Through education, the clients will have the necessary tools to meet the challenges later in life when encountered. 4. The goal of counseling is to empower individual clients and client systems to resolve their own problems independently of mental health professionals and to teach them to identify and resolve their own problems autonomously in the future. By teaching appropriate problem solving techniques, and increasing their self-understanding, it is hoped that the client will not always need assistance. 11. Be able to identify factors that influence culture 12. Race Ethnicity Nationality Gender Age Social Class Marital Status Sexual Orientation Disability Place of Residence Language Religion Other nonvisible 13. Be able to identify the important things to consider in crisis counseling Distinguish physiological responses from gestures. – Be aware of how things like eye contact can be cultural. Avoid using stereotypical conclusions regarding non verbal behavior Avoid imposing your values on an individual in a crisis situation ( what seems to you to be slef-defeating may actually be cultural in context) 14. Be able to identify and briefly discuss the three areas of Multicultural Competencies Self Awareness – Become aware of your own personal values, biases, assumptions Knowledge – Increase awareness of cultural values, biases, assumptions of diverse clients Skills – Develop culturally appropriate intervention strategies for diverse clients. 15. Be able to identify and briefly discuss the assumptions regarding values AND ways to minimize imposing values on clients Be careful not to project your own values or interests onto the client. Lead them to the outcome that they are comfortable with. Be sure to take into consideration cultural influences, religious influences, etc. There is no such thing as an absolute value that exists objectively. Each person is responsible for their own values system. Acknowledge tendency to see clients as pathological when dealing with personal values. Accept clients as they are instead of sick of immoral because values systems do not conform. Inform yourself about eh varieties of values held in society. Be aware of your own values. Present value options in an unbiased manner. Be committed to freedom of choice of your clients. Respect clients who have values different than your own. Consult others when conflict exists. Refer clients to another counselor if conflicts cannot be resolved. 16. Know Confidentiality an ethical concept that refers to the counselor’s obligation to respect the client’s privacy and to our promise to clients that the information they reveal during counseling will be protected from disclosure without their consent. (Autonomy, respect, pledge of silence, utility) Privileged Communication a judge cannot order information that has been recognized by law as privileged to be revealed in court. Communications must originate in confidence. The element of confidentiality must be essential to the relationship. The relationship is one that needs to be carefully fostered. The injury to the relationship that disclosure of communications would cause must be greater than the benefit gained for the correct disposal of the litigation. Privacy The freedom of individuals to choose when they reveal their information. The right to keep the counseling relationship a secret. Afforded to all individuals in the 4th amendment. 17. Know the limits/exceptions to confidentiality and privileged communication 18. Client waives privilege Does not end in death Sharing with subordinates/superiors Protecting someone in danger Counseling multiple clients (group) Counseling Minors Court Ordered Legal Protections for Counselors in dispute 19. Be able to identify potential legal issues 20. Know SOAP Subjective (â€Å"use quotes†, write whatever the client reports) Objective (info from the counselor, assessments, reports) Assessments (impression of S and O. Does everything measure up? ) Plans (diagnosis and treatment plan with goals and objectives) DAPData (Objective information) Assessment ( counselor’s interpretation of the data) Plan (what you intend to do and what you what to accomplish) 21. Be able to discuss reasons for writing case notes and goals of writing case notes It helps to see your client as a total person. Helps to remember client details. Notes are not meant to be a transcript. It is an integrated view of the interaction. For review by many others who are in on the care of the patient. 22. Be able to identify things that might be considered â€Å"records† related to clients/students in the counseling profession Phone calls, emails, appointments, bills, parking passes, payment records, physical recordings, audio recordings, case notes 23. Know the questions to consider when writing/thinking about clinical notes Be concise. Be transparent. Don’t put something in a record that you would not want to be made public. â€Å"Just the facts. † 24. Be able to identify who might read clinical notes Supervisors, transcribers, other clinicians, lawyers, attendings 25. Be able to discuss problems/issues related to using various forms of technology related to information about clients/students. Security is hard to secure electronically. Files can be intercepted. Phone calls can be intercepted. FB allows for multiple people to see and access information. Confidentiality cannot be guaranteed. 26. How might you ensure confidentiality related to various forms of technology Encryption. Fax cover sheets. Getting written instructions as to how and when and where to present and what data can be presented.

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay The role of the mentor in nursing is a crucial one and should not be undertaken lightly, it is a privilege with much responsibility, as the mentor is accountable for their own and their mentorees performance. It is a privilege as a professional nurse mentor to be able to help a student realize their potential and rewarding to see them putting the theory they have learned into practice and helping them get the most out of their placement. The role of the mentor cannot be over-emphasized; learning experience in the clinical setting ensures that the nurses and midwives of the future are fit to practice (RCN, 2007) and in this way the role is central to patient safety. Most registered nurses in the NHS will be expected to assume the role of mentor and with 50% of pre-registration nursing programs embedded in practice (RCN, 2007), with resources becoming less and less and the NHS becoming busier and busier, practice learning and mentoring play an increasingly important role. Mentorees nee d to be able to rely on the consistency, competency and superior knowledge and professionalism of the mentor to guide their learning, assess their competence and thus effectively act as gate keepers to the profession (Duffy, 2004) and as such is an extremely important role. The following essay will draw upon types of leadership to enhance the skills of the mentor and improve the relationship between the mentor and mentoree. The first question that needs addressing, is what is a mentor?. There exists many definitions, and the term mentoring has been used interchangeably with, preceptor, coach, supervisor and teacher (Morton-Cooper Palmer, 2000). Price (2004) defined it as an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice. The NMC considered it as, a mandatory requirement for pre-registration nursing and midwifery students (NMC, 2006a). Some have defined mentoring as essentially an evidence-based intervention that inspires confidence and innovation, and encourages continuous professional development, (Jakubic, 2004). In addition mentoring can be both informal and formal; informal mentoring is often used as an adjunct to the more formal process of supervision and is based on a agreed plan of action to help the mentor achieve realistic goals or address specific problem areas. Whereas formal mentoring involves a structured and time managed proces s with clearly set objectives to be realised in a timely manner (Tourigny Pilich, 2005). The role of the mentor primarily is to enable the student to understand the theory and its application in in the clinical context; the mentoree must learn to put theory and knowledge and be able to apply what they have learned to clinical practice. This process involves among others, assessing, evaluating and providing constructive feedback. It also involves assisting the mentoree in developing the ability to constructively reflect upon their practice and experiences and importantly be able to learn from this reflection (Schon, 1983). It is important to note that in order to facilitate reflection the mentor themselves must be able to self-reflect. The mentor must also have adequate knowledge and skills in order to integrate theory and practice effectively, (Eraut, 2004). The RCN (2007) in their toolkit for mentors draw attention to the obvious but crucial need for the mentors to be fit for effe ctive practice themselves and to have the depth and breadth of learning to be awarded a diploma or degree (RCN, 2007). The RCN also states that, a mentor is a role model and as such should be aware of their own practice and how it impacts the mentorees; the imitation of bad habits is not desirable. The mentor should be able to encourage, motivate and help the mentoree to improve skills and practice thereby increasing their confidence. It is also important that the mentor has the confidence in their own practice and knowledge in order for them to instill confidence in the mentorees. Mentors also need to have the experience and knowledge to identify learning points in practice, for example where something could have been done in a more productive manner or where an important mistake has been made; which is partly the reason for mentors being required to have at least one year experience post-registration. This can only really be achieved if the mentor has the interpersonal and communi cation skills required to build a professional relationship in which honest, objective and constructive feedback is received and given. It is also crucial for effective practice learning, that mentorees need time and attention from their mentors (the RCN, 2007, state that 40% of the time should be spent with the mentoree).Turner (2001) describes the pressures on clinical staff and the impact of high patient turnover resulting in little time to devote to the supervision of students; an issue that is exacerbated by the increasing demands on the available practice placements (Bennett 2003). This however is not set in stone as different people have different rates and styles of learning; what works for one does not necessarily work for all. The competent mentor should be able to discern the appropriate approach for each mentorees learning style and should not impose theire preferred way of learning and mentoring on the mentoree. Learning styles include; activists, those that are very active in their learning, reflectors, those that stand back and think over what they do and what others do, the theorists, they approach le arning from an almost empirical standpoint, they reject everything that does not have evidence and do not like subjectivity (Bayley, Chambers Donovan, 2004). The fourth style of learning (according to Honey Mumford, 2000) is that of the pragmatist; the pragmatist likes solving problems , likes to learn through trying new approaches and getting feedback, (Bayley, Chambers Donovan, 2004). Therefore if the mentoree has been identified as largely an activist then emphasis could be placed on learning through action, giving them new challenges often enough ensuring they do not get bored whilst making sure they learn and retain that learning, from each challenge and experience. It is down to the skills and competence of the mentor to detect the mentorees learning style and then tailor their learning plans, structures/ strategies to meet the needs of the mentoree. As well as interpersonal and professional leadership styles the mentor (and the mentoree) must both keep thorough records of the mentorees progress. Research has shown that innovation was taking place in practice based learning but it was not recognized because there was a lack of formal documentation (Aston et al, 2005). Effective and comprehensive records have to be completed so that the mentor can see how the mentoree is progressing and what they still need to work on. Similarly it is also important that the mentoree keeps thorough notes of what they should be doing, what they have found difficult and what they are still to do. A corollary to the need for thorough, comprehensive records is that of assessment which the mentor has to carry out; they must ensure that essential clinical skills are completed. To carry out a thorough assessment the mentor has to be sure what they want to measure and how measurement can be done, for example the mentor cannot asses most clinical skills by verbal communication alone, the mentoree must be observed in practice (perhaps asking patients if they thought their care was good). To be an effective mentor one must be able to evaluate which involves a number of skills, including observation, communication, confidence in ones own professional ability and knowledge. In the evaluation process the mentor must be able to identify problem areas partly by observing the mentorees practice and also by the mentorees self reports and assessment. It is also incumbent on the mentoree to identify failing students; this is crucial as patient safety could potentially be at risk if the mentor fails to spot a failing mentoree (RCN, 2007). There are a number of actions that a mentor can take to identify a struggling student; for example if a mentoree does not respond to constructive feedback and fails to incorporate improvements suggested by the mentor, if they are inconsistent in the clinical practice, high absence rate, or is unable to organize or plan their time adequately (Maloney et al., 1997). Duffy (2004), in her study of nurses in Scotland, found that all mentors highlighted the need for the topic of failing nurses to be addressed in mentorship programs. Duffy goes on and state that; the literature supports the view that mentors feel ill prepared for their role and given that mentors are ill prepared for their role in failing students it is recommended that mentorship programs address the issue of accountability (Duffy, 2004). The next section draws upon leadership styles to help the mentor. Any individual mentor will also have their own particular approach, Bayley et al (2004) list them as; authoritarian, as the name suggests, democratic, developmental, and task-orientated. The task-orientated approach, again as the name suggests, may be the most appropriate for a mentoree who has been identified largely as a pragmatist. The mentor should be able to understand and identify different learning styles and must adapt their own approach to mentoring to suit the needs of the mentoree. Moreover, the more contemporary styles from the leadership literature of transformative and transactional leadership styles can be applied to mentoring. The transformational leader (mentor) does not always lead from the front but tends to delegate responsibility amongst their team, they spend much of their time communicating and are highly visible and accessible (Bayley, Chambers Donovan, 2004). This leader tends to focus more on the needs of the members and their wants; they try to involve all members to work together. The transformational leader is quite similar to the democratic style as both leaders value fellow team members and focus on empowering nurses (Bayley, Chamber Donovan, 2004). Transformational leaders are inspirational and easily motivate those under their leadership (Aarons, 2006); they go above and beyond exchanges and rewards which are inherent in transactional leadership styles (see below). The transformational leadership style is said by some to be best suited to close supervisory relationships, compared with more distant relationships (Aarons, 2006) and this close relationship may be typical of a supervisor-supervisee relationship and is also captured in the notion of first-level leaders (Priestland, 2005). Mentors can be thought of as first level leaders as they are functionally close to the mentoree, in the organizational setting and because of that are vitally important, (Aarons, 2006). Mentors work closely with their mentoree, the RCN (2007) in t heir guidance for mentoring stipulates spending 40% of the time working and observing the mentoring. This leadership style would be good for the mentor mentoree relationship as the mentor is inspirational, positive and innovative; inspiring new, creative ideas and fosters an open honest learning relationship. This is a type of leadership that allows a person to step away from their comfort zone, promotes a high level of openness and innovation, is externally open in the hope of developing a high level of discovery and competence; they embrace deep change in order to obtain meaning, purpose and vision. The transformational leader (mentor) according to Aarons (2006) is a leader that works towards a goal in order for both members to benefit (Aarons, 2006). This style although appropriate for the needs of the mentor-mentored context perhaps could benefit from the some of the principles from the transactional leadership style outlined below. The transactional leadership is orientated towards satisfying subordinates self interest through suitable transactions in the work environment, (Aarons, 2006 ). There is a clear structure with this leadership style and Aarons (2006) comments on it as being a give and take technique. Rewards are given for work that is done, the work is set for the members and recognition is given when the task is completed; in this way it would be applicable to the mentor-mentored as mentoring should have a clear structure and achievement should be rewarded, however failure should not be punished but recognized and learned from . The transformational leader is similar to the autocratic style as there are clear set tasks within set time frames, the task is order to be done by the leader and the members will follow orders in assurance they will be rewarded. Aspects of the transactional leadership coupled with the innovative and open transformational style may be the most appropriate style; providing bot h motivation, inspiration and structure and security. The new nurse has just stepped from a secure environment of university and now has to be able to control what is happening within their new clinical setting. Whilst structure and security are important for the mentoree it is also important that they feel they are able to speak freely, honestly and openly to their mentor; for example the mentor should encourage the student to ask questions and speak openly and honestly about their views on the progress, and the mentor should give praise where it is due, as suggested in the RCN Toolkit (2007).The new or student, nurse need to feel secure within the ward; they are new to the role within the team and have a need to be perceived as confident in what they are doing. The mentor is also responsible for the professional socialization of a new nurse in the clinical setting (Bulman Schultz, 2008). The need to fit in must be balanced with the need to perform. Professional socialization is s een to be a process in which a person acquires a professional identity, and thereby is accepted by others in the profession (Bulman Schultz, 2008). Having support from their mentor is vitally important when making the transition from student to qualified nurse; their experiences can help to set aside any worries and issues that are felt by the new nurse. The mentoree is on a journey with a steep learning curve and it is the role of the mentor to help the them navigate the problems and challenges and help transform them into learning experiences, therefore the mentor should be able to identify learning opportunities which step from student to staff nurse is a journey that involves many problems and uncomfortable situations, though these problems are what help the student to learn and develop. The mentor is an integral part of the learning and orientating process of the new nurse, not only do they explicitly teach and inform but they also play a large part in the implicit learning process; for example positive role modeling and practice under supervision of the mentor helps the mentoree to develop the processes of integrating the knowledge with the conditions under which that knowledge applies and the culture in which that knowledge is used. A key skill required of students is that they learn to integrate into the culture and communiti es of practice (Eraut 2003). Mentoring, in an increasingly stretched national health service, is becoming more and more important; if done effectively it can instill confidence and competence it can also ensure that the mentored are comfortable with their identities and competencies leading to the retention of good nurses who contribute in the effort and emphasis of maintaining nursing excellence in practice (Godfrey, Nelson, Purdy, 2004).

Singaporean Mentality Exposed :: I Not Stupid Education System Essays

Singaporean Mentality Exposed Film critics and audiences have dubbed I Not Stupid an excellent commentary on the education system and government paternalism. The movie stars three school children who have been channelled into the undesirable EM3 stream, and shows the trials and tribulation of these children and their parents. I Not Stupid has been described as a "coming of age movie"1 for its rare ability to criticise the government and its policies and bring pertinent issues to light, so much so that many are surprised that it managed to get past the not-too-kind local board of censors. This presents us with an interesting question - with its explicit references to the government and its blatant criticisms of government policies, how did this political satire get past the censorship board? Was it a case of the censors deciding that this sort of criticism was acceptable once in a while? Or perhaps the censors just saw the movie differently. At first mention, the latter might sound very unlikely. However, if we ask ourselves what the real butt of the satire is, we might begin to realise that there is a possibility that this movie is not intended to be a political satire at all. In fact, it is my contention that the butt of the satire in this movie is the Singaporean mentality, and not the government. However, before we can begin to examine the real target of the movie's satire, it is first necessary to have an understanding of the movie and its characters. The movie stars three students, Terry Khoo, Liu Kok Pin and Ang Boon Hock who are in the EM3 stream. Terry Khoo, who is also the narrator in the movie, is portrayed as a chubby and clumsy spoilt brat, whose mother is overly paternalistic. Mrs. Khoo, who is decked in white for most of the movie to no doubt show a similarity between her and the PAP government who also have a white uniform, makes all the decisions for her children, and believes that they should be lucky to have such a responsible mother. While Terry is happy to accept this situation, his elder sister Selena is more rebellious and repeatedly demands her freedom. Liu Kok Pin is a student whose ability in English and Maths is weak. His mother, Mrs. Liu takes it upon herself to discipline Kok Pin to ensure that he scores well in his tests in school, while brushing asi de his natural talent in art.