Topic by yourself-ethics Essay Example | Topics and Well Written Essays - 1000 words

Topic by yourself-ethics - Essay Example Cultural Relativism is, according to James Rachels, â€Å"a theory about the nature of morality†, that â€Å"challenges our ordinary belief in the objectivity and universality of moral truth† (Rachels). Essentially, what is right and what is wrong is determined by tradition and culture, and each culturally-dictated standard of living should be viewed, understood, and judged within the context of that particular culture alone (Nussbaum 121). This way of viewing culturally-specific circumstances is a good deterrent for racism, religious extremism, sexism, and other forms of prejudice. We Westerners are and have been guilty of colonialism and ethnocentric thinking. With this in mind, majority of scholars and even undergraduates â€Å"are hesitant to make any negative judgment of a culture other than their own† (Nussbaum 121). ... ccurs in many countries in Africa where there is a ritualistic cutting of a part or the entire external female genitalia of girl as a rite of passage to adulthood. I agree with Nussbaum that the best argument for retaining this practice is FGM’s essentiality in ensuring â€Å"cultural continuity†. These operations make the community intact for it is a ritual that has been passed from generation to generation, and for a young lady, having undergone this ritual is a sign of being a part of the community. Cultural relativism would dictate that we should not be opposed to this ritual, because the society that practices it sees that it is the right thing to do for the greater good of not just the individual, or her husband, or their families, but for the benefit of the whole society as well. However, if you view this argument with rational thinking, practicing FGM does more harm to the society because the lives of their next generation women are at stake every time the proce dure is performed, and for a continent that relies on female labor for most of its agricultural endeavors, it is not to the society’s benefit if their women cannot do their jobs more efficiently because of chronic infection, pain and difficulty in walking, urination, and menstruation, due to FGM. What is more, the future of the society is at stake because FGM makes the rates of complications in child birth higher and the risk of the mother and infant dying during and after child birth greater. Though many modern philosophers and social scientists recognize that different cultures have different moral codes, many as well as I believe that there is such a thing as a â€Å"natural right†1, that which everything and anything that violates that â€Å"right† can be considered universally wrong (Harman 367).

Analysis Of Allure Magazine Usa Media Essay

Analysis Of Allure Magazine Usa Media Essay Allure, the first and only magazine devoted to beauty, is an insiders guide to a womans total image. Allure investigates and celebrates beauty and fashion with objectivity and candor, and places appearance in larger cultural context. (Allure Media Kit, 19th August 2008, p1) Well known for its pioneering approach to beauty, intelligent and truthful coverage of current issues that surround women, such as; The dangers of breast implants, eating disorders and Models addicted to heroin. Allure has been recognized for its strength and quality in journalistic writing, as well as its keen aesthetic sense seen in its photography. (Refer to appendix 3) And with it, summoned a strong following of readers that has soared to 1,150,000 (refer to appendix 1) since its beginning in 1991. (Allure Experts Reader Panel, Fas-Fax 31st December 2009) The Allure magazine is targeted towards urban women 18-49 years old with a middle income and a tertiary education. (Refer to appendix 1 2) They have a certain amount of disposable income which they enjoy spending on themselves and pride themselves in making informed choices on the products and services that they consume. In their social circle, they are influencers; informed and up to date on current affairs, trends, movies, restaurants, beauty products, fashion, music, etc. They like to be the first to know and the one that informs their friends. (Allure Experts Reader Panel, Fas-Fax 31st December 2009) Conscious about their appearance thought not obsessed by it, Allure is targeted at everyday women who are culturally universal; who dont take themselves too seriously and most of all possess a sense of humour. (Quantcast Audience Profile- Allure.com, July 2010) Allures editorial and advertising content reflects this, the products advertised and featured in Allure range from high street fashion labels; Calvin Klein Jeans, DKNY, Guess, Sisley to designer brands; Fendi, Gucci, Marc Jacobs and Coach. As for cosmetics and beauty products, the same applies; ranging from Maybelline, LOreal, Olay, Revlon, Garnier, to higher-end products; Lancà ´me, Clinique, Shiseido, Federic Fekkai, all tastefully selected with the above target market in mind. Unlike other womens magazines, Allure also contains advertising for cosmetic procedures i.e. Botox, pharmaceutical products i.e. contraceptive pills and prescription beauty products i.e. Latisse, an eyelash serum that encourages growth, showing that it does have a very specific reader. The Keatsian adage of beauty being truth and truth beauty seems also to guide the editorial philosophy of Allure; founding editor and current editor-in-chief Linda Wells. (Delving Beneath The Skin To Cover Beauty, MOSAICA, November 1998, p1) As a results of Wells innovative and bold direction, Allure has carved itself a niche amongst the traditional genre of womens magazines which concentrated solely on the latest fashion trends and beauty prescriptive; by tackling head-on some of the more serious issues that affect women. We were the first womens magazine ever to write about the dangers of breast implants, Wells explains. We did the first story on models that were addicted to heroin. Weve written about eating disorders in a way that no magazine has done. I think magazines were afraid to pull the curtains back on Oz and find out that Oz is just this little man. We pull the curtain back and say, Heres whats going on in the world.' (Delving Beneath The Skin To Cover Beauty, MOSAICA, November 1998, p1) Delving beneath the surface of beauty, fashion and womens health, Allure has been praised as the one magazine that consistently gives consumers the information that they need. With numerous awards in tow, including National Magazine Award, the Editorial Excellence Award (from Folio), and the Circulation Excellence Award (from Circulation Management), Allure is also highly regarded and recognized by the beauty industry for its truthful and informative reporting. It has won 29 awards from the American Academy of Dermatology, nine journalism awards from the Fragrance foundation, and the Excellence in Media Award from the Skin Cancer foundation. (Allure Media Kit, 19th August 2008, p1) According to Linda Wells, appearances are really important in this current day. Hence it has becomes important to women, the way in which they take care of themselves; and in the methods and process of taking care of themselves; how it makes them feel. It lifts their confidence. It gives a woman a sense of price and control. Confirming those feelings and the importance of keeping up appearances these days is something that is crucial to Allure. (QA with Linda Wells, 28th April 2009, Kaitlin Tambuscio, p2) Allure has a very strong and consistent editorial formula that has not changed over the years. (Refer to Appendix 4) Each issue has a specific editorial focus which changes according to trends and seasons, but it also has fixed features in certain issues through the year, every year i.e. Readers Choice Ballot in February, Readers Choice Awards in June, The Free Stuff Issue in August and Best of Beauty: Editors Choice Awards Breakthroughs in October. (Refer Appendix 8) In this analysis I am going to use three issues of Allure dating April 2005, August 2007 and March 2010. All three consists of six sections, listed in order; Beauty reporter, Fashion, Insiders guide, Health, Features and Regulars. There are many sub-sections within these headings but for the discussion of this paper, I am only going to discuss the few that stand out. Dedicated to beauty and acting as an insiders guide to a womans total image, Allures editorial content consists mainly of two categories, the external appearance; hair and make-up how-tos i.e. Back Stage Beauty Top 10 trends, cosmetic procedures (risks and benefits) i.e. Feature A Shot in the Dark; a growing number of women who are administering TCA peels and dubious fat-fighting injections to themselves, fashion trends i.e. Fashion Stakeout on Chloe Sevignys fashion choices, and skin care i.e. Beauty Reporter Youth Movement a review on six anti-ageing products, as well as internal well-being; physical and mental health i.e. Body News Testing Diets and Mood News Sad vs. Angry. (Allure Magazine May 2005, Condà © Nast Publications, p72, 88, 89, 139, 143, 252 168-190) Every issue consists of a balance of these two categories spread over the six sections of the magazine, contributed by a variety of writers and photographers. The sections in Allure magazine that forms the editorial format which in my opinion makes it stand out from its competitors are described as follows. Under Contributors, it highlights the contributors for that issue which are often various famous and freelance writers and photographers. This I feel gives consistent variety in terms of editorial as well as aesthetic value to the features. Beauty by numbers uses numbers and statistics to reveal interesting, unique and often humorous information about a topic in the issue which is related to beauty. (Refer to Appendix 5) Insiders Guide is a step-by-step guide by experts on three various topics including travel, beauty, entertaining and etiquette I.e. How to whiten your teeth? How to care for your shoes? How to stay cool under pressure? How to travel on your own? How to be a good houseguest? (Refer to Appendix 6) And finally, Beauty 101 a detailed pictorial guide on how-to create a look i.e. Low Ponytail, which also includes four tear-out cardboard cards for easy reference. (Refer to Appendix 7) Founded in 1991 by Editor in Chief Linda Wells, and directed by Vice President and Publisher Agnes B. Chapski since May 2008 (Allure Media Kit, 19th August 2008, p2), Allures masthead consists of almost one hundred staff (Refer to Appendix 9). It is owned by worldwide publishing company, Condà © Nast Publications which is one of the worlds most celebrated publishers. Their commitment to journalistic integrity, influential reporting and superior design combined with world-renowned editors, writers and photographers, which their magazines consistently feature; meld together to form an incredible stable of talent unmatched by any other publishing company. (A Brief History of the Condà © Nast Publications, 1993) Some examples of the prestigious lifestyle magazines that Condà © Nast Publications have under their belt are Vogue, GQ, Wired, Vanity Fair and The New Yorker, amongst many others. (Refer to Appendix 10) Hence, it is no surprise that under the same publishing umbrella, Allure has also made its name as one of the most successful and innovative publications, backed by soaring circulation figures from its initial 250,000 in 1991 to its current 1,150,000. (Allure Media Kit, 19th August 2008, p1) The Magazines Handbook suggests that the average advertising/editorial ratio of consumer magazines should be around 60:40 (McKay, Routledge 2000, p142).; containing enough advertising to generate revenue but still giving the reader value for money in terms of editorial. When the advertising content in a magazine is much more than 60%, it becomes cluttered with too many ads and according to Litman; will lose the editorial interest of the reader. (Litman, Journal of Advertising 1997, p4) This is further backed up by Halls Magazine reports 2009, which show that in the last ten years, the advertising/ editorial ratio of magazines has kept closely to the 60:40 recommendations. (Refer to Appendix 11) Hence, Allure gives its readers good value as it has managed to come under the recommended 60:40 advertising/ editorial ratio as shown in Appendix 12. HISTORY OF ALLURE MAGAZINE Allure magazine was first published in March 1991 (Refer to Appendix 13) by Condà © Nast Publications Inc., it was the first magazine entirely dedicated to beauty. Linda A. Wells is the founding editor and editor-in-chief of Allure magazine. The current editor-in-chief, Wells started Allure because she wanted to create a womens magazine that was both informative and truthful; unlike the traditional genre of womens magazines that focused on the latest fashion and beauty products, Wells wanted to give consumers the information that they needed. (Allure Media Kit, 19th August 2008, p1) Allure has been and still is currently owned by Condà © Nast Publications Inc. since its inception. At the time of its premiere issue, Kathy Leventhal was the publisher; she only stayed with Allure for two years leaving in May 1993. However, in the time that she was with the magazine, advertising pages rose from 94.9% to 462%, in the first half of 1993 from the comparable period in 1992. Circulation also jumped 41.4% for the first five issue of the year, to 669,000. (Fabrikant, The Media Business, May 1993) Since Kathy Leventhals departure, Allure has seen a few more publishers come and go. Sandy Golinkin (Carmody, The Media Business, May 1993) replaced Leventhal as publisher from May 1993 but was dismissed in 1999 because of the declining market for beauty advertising. (The New York Daily News, May 2000) Next in line was Erica Bartman who took over from Golinkin but abruptly resigned in April 2000. Shortly after in May 2000, Suzanne Grimes became publisher at Allure and she helped turn around a three year financial slide , posting a 13% increase in revenue in the first and only year she was there, she left to be the Vice President-Publisher of another Condà © Nast Publications; Glamour. (Betzold, Advertising Age, June 2001) Nancy Berger Cardone was Vice President and Publisher of Allure from 2001; she left in 2008 to become Vice President-Publisher of Gourmet. Under her leadership, Allure enjoyed seven consecutive record-breaking years, she increased advertising pages by 50% and published the largest issue in Allures history. It was also during her tenure that Allure won Ad weeks Hot List and Advertising Ages Best Performer. (Gourmet Press Centre, 2010) Finally, replacing Cardone in 2008 is Agnes B. Chapski, she is also the current Vice President-Publisher of Allure. (Allure Media Kit, 19th August 2008, p2) There are two problems that Allure encountered during its life so far; the media/digital revolution which drastically changed the way media was consumed, and the Economic Recession which significantly affected advertising revenue. In order to keep up with the digital revolution Allure launched its website Allure.com on the 17th of May 1994, the website is consistent with Allures brand as the ultimate beauty expert resource. It feature the same sections that are present in the magazine such as; The Beauty Reporter, Inside Allure, How-tos, Trends, Salon Spa directory, Makeovers and also includes interactive elements such as Free stuff, Twitter and Videos. The website also enabled you to subscribe to the magazine. (Website Traffic Spy, 2010) During the Economic Recession Allures advertising revenue plummeted 41% in January 2009 from January 2008. January 2008 had 70 pages of ads and January 2009 only had 41 according to the Media Industry Newsletter due to clients cutting their advertising budgets to cope with the recession and turning to other less established downscale publications which offered heavy discounts. In an interview by The New York Times, Jack Hanrahan said, Allure adopted a smart strategy to combat the financial recession; they negotiated with advertisers in regards to paging but not on price as they had larger bases of ad pages. As it is a private company, it does not need to report quarterly revenue. This enables them to preserve their well-established pricing-position of being equitable across advertisers and not engaging in heavy discounting and negotiations to secure a small schedule. Instead, they encouraged the advertisers annual commitment to a magazine. (Clifford, the New York Times, January 2009) As you can see, is still very much alive today. With an active website that had a monthly traffic of 487,000 readers in May 2010 and a monthly traffic which averages 208,600 readers a month, we can say that it has effectively kept up with the digital age while still maintaining its market position in print with a circulation of 1,050,000 and a readership of 6,570,000. (Allure Experts Reader Panel, Fas-Fax 31st December 2009)

jap stuff :: essays research papers

Many of us have seen at least advertisements for this Japanese animation (if you have not, you must have been incarcerated, in a comma or on crack). Innocent looking is it not? But is this really a harmless children's show or a horrific mind controlling device being used on our nations children. One of the major themes of Pokemon is the containment of elemental and physical forces in the forms of cute little creatures with sub-human, super animal intelligence. Basically they are beasts with the powers of gods. Today we have statistics and chaos to predict random events, do we really need this modern mythology? Anyhow this franchise is really a cover for a sinister polytheistic religion bent on dominating children's minds. What a parent see as a harmless toy is really seen by the children as religious icon that they worship. No longer are their ritualistic sacrifices of crops/animals or humans, instead seek sacrifice of cash in the name of the cult. Children see the pokemon as gifts from the gods to the pokemon masters for loyal devotions to the various gods like Thor (Pikachu), Neptune (Squirtle) and others as well as spirits like the sirens (JigglyPuff). These kids will literally pray to, cry over, kill and die for these creatures. Another problem is the concept of the portraying the concept of the "power of one". What is the idea of the of putting that shit in a child's mind. Telling a child they can get ahead by trusting in their own abilities will lead them to loss and a world of pain. Some examples, Joan of Arc got burned alive, Harry Houdini was punched in the stomach and his appendix burst, and Martin Luther King Jr. was shot. What will these children do when they make a stupid decision get in real trouble and their precious Pocket Monsters will not come to their aid?

Mentoring and Enabling Learning in the Practice Setting

Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital.I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a).The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007).By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a practice setting and successful completion of the NMC approved mentorship programme will allow me to meet the defi nition of a mentor (NMC, 2004), and perform an important role that every nurse has to assume formally, sooner or later (Ali and Panther 2008, Figure 1)Figure 1. (Synthesised using NMC 2008b, Rutowski 2007, Beskine 2009) Part 2 The NMC Standards In order to ensure that there is a set level for supporting learning and assessment in practice, the NMC devised and provided a set of standards for which mentors, practice teachers and teachers are required to meet (NMC 2008b, Ali and Panther, 2008). The agreed mandatory requirements include a developmental framework, the standards, and information regarding application of the standards to assessment in practice.The competence and outcomes for a mentor are underpinned by eight domains (Figure 2, NMC, 2008b). Figure 2. (NMC, 2008b) Number Domain 1 Establishing effective working relationships 2 Facilitation of learning 3 Assessment and accountability 4 Evaluation of learning 5 Creating an environment for learning 6 Context of practice 7 Eviden ce-based practice 8 Leadership When considering the eight domains within my own clinical practice area I consider establishing effective working relationships and leadership to be of particular importance.The establishment of an effective working relationship is vital due to working together with families and providing care for the family as the patient, rather than just the child (Casey, 1988) in order to provide a good standard of care. Establishing effective working relationships also serves to reduce poor student experiences and improve ability to assure competence to practice (Beskine 2009, Dowie 2008). When considering the importance of family centred care, as well as the promotion of an effective working relationship, leadership is a key theme.Leadership in my clinical setting involves role modeling, improving care and influencing others (Cook, 2001) as well as considering situational forms of leadership (Faugier and Woolnough, 2002) when communicating with different parties in different situations. Leadership in my practice setting could range from working with a difficult family, which may require participative leadership, or a situation where I need to be assertive. I must frequently act as an advocate for the child (Children Act 1989), requiring a more autocratic approach (Bass and Bass 2008).Both establishing effective relationships and leadership require skill, knowledge and experience and can be central to providing quality care (Department of Health 2004). Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on my ward, which is known to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of available time has an affect on the organisation and supervision of students during clinical placement (Caldwell et al 2008).Other difficulties may include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are not compliant with support available and provided should they be failing (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or finding the failing process too difficult (Duffy 2003) also serves as a professional challenge in my practice area.The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document it is not comprehensive enough to consider all aspects of competence assessment (Cassidy, 2009). It could be considered that some level of assessment remains subjective despite the framework being provided, due to the inherent nature of the involved profession and the variation of skills to be assessed.Holistic assessment of competence is difficult to structure a framework, particularly when considering a students reflexive action to utilise their knowledge skills and attitude with emotional i ntelligence (Freshwater and Stickley 2004, Clibbens et al 2007). These issues may become more prevalent when considering the possibility of a mentors failure to fail a student (Duffy, 2003). These is somewhat rectified by the responsive development of ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training (NMC 2008b).Further support can be given to the NMC standards to support learning and assessment in practice (NMC 2008b) by documents such as ‘Guidance for mentors or nursing students and midwives’ (Royal College of Nursing (RCN), 2007) a toolkit which assists in providing support and strategies for mentors. Part 3: My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004).To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Figure 3. ( Wilkinson et al, 2008) Type of assessment Description Mini clinical evaluation exercise. Snapshot of student performing core clinical skill. Can be integrated into ward environment or routine patient encounter (e. g gaining a pain score from a patient) Direct observation of procedural skills.Observing a student carry out a procedure and providing feedback afterwards (e. g performing aseptic non touch technique to prepare a dressings trolley). Case based discussion. A structured interview to explore behaviour and judgement (e. g discussing aspects care of a patient and what a student did or observed). Mini peer assessment. A group of qualified professionals providing feedback on an individuals performance, includes self assessment (e. g feedback from other nurses that supervise a student in their clinical plac ement).The method of assessment must be considered in terms of reliability, validity, acceptability, educational impact, and cost effectiveness in order to evaluate the suitability of the assessment itself (Chandratilake et al, 2010). Assessment of formal knowledge allows review of conceptual knowledge, including considering potential risks or other influencing factors. Assessing an individual in practice, or their craft knowledge, allows reflection and development on experiential learning (Price, 2007).Both formal and craft knowledge are required to be continuously assessed to understand the student in order to understand how the student reads risk situations and uses concepts to address practice requirements (Price, 2007). When assessing students it is important to establish four key areas (Hinchliffe 2009, figure 4). Figure 4. (Hinchliffe 2009) Key area Description Knowledge What do they know? Skill What do they do? Performance How well do they do it? Motivation Why do they do it , and how do they feel about it? Continuous assessment has limitations with regards to validity and reliability for numerous reasons.There is a requirement for co-ordination between educators and service providers to agree on appropriate assessment pathways for formative and summative assessment, allowing an appropriate level of assessment and practice theory link (Price, 2007). A mentor in a complex clinical setting combined with the pressure of continuous assessment on students in front of patients, family, relatives and other professionals has an impact on performance and may increase the anxiety of the student or the assessor (Price, 2007). Anxiety may also be caused by the mentors eeling of competence to assess, the student feeling ready to be assessed (including contributing personal factors), as well as changes in curriculum causing mentors to feel less competent in assessing certain areas (Price, 2007). My assessment was of the competence of a first year student utilising pa in assessment tools appropriately to successfully gain a pain score from a post operative patient. I considered this to be an area of importance due to the integral part of professional training pain assessment is recommended to serve; considering pain as the fifth vital sign (Royal College of Nursing (RCN),2008).Considering the expectations of first years participation in observing vital signs, competence is important for patient safety (Lomas 2009) . I would consider this assessment a direct observation of a procedural skill (Wilkinson et al 2008). An observing qualified mentor was present and observing at all points of the assessment and feedback. The observing assessor provided written feedback regarding the assessment provided (Appendix 2).The assessment was planned including the criteria and a number of questions developed, to test the learners understanding (appendix 1). The criteria for assessment was structured and at an appropriate level for the student on both a theoretic al and practical level (Stuart, 2007). The developed questions were aimed to make the student provide rationale for their choices within and around the assessment, aiming to make the assessed skill less of a series of tasks and provide a more versatile skill applicable in different ways (Cassidy, 2009).I waited until the ward was quiet to ensure there would not be interruptions and the assessment would not be compromised (Rutowski, 2007). Initially, I introduced myself to the student, as it was the first time we had met, this aimed to familiarise myself with the student and aim to reduce their anxiety (Price, 2007). I went on to tell the student what exactly I wanted them to do, approximately how long it would take and reassured them not to be worried as this was not a formal assessment, aiming to reduce anxiety (Price 2007) and make expectations clear.It was identified by my observing assessor that I did not enquire as to previous experiences of the learner. Although I knew that th e student was a first year and the assessment was appropriate as such, enquiring further into their experiences may have provided a link that would have altered the assessment in some way and perhaps have assisted in supporting further growth (Newman and Pelle, 2002). My assessor also felt that outcomes should have been more clearly identified at the beginning of the assessment.Though the information was provided, and in an appropriate environment (Price, 2007) a shorter almost bullet point summary at the end of discussing outcomes may help to prepare the student for what is expected of them (Stuart, 2007) and reduce confusion or anxiety (Price, 2007). When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication (Dickson et al, 1997) and their knowledge of basic child development (Sheridan et al 1997), knowledge applicable to core skills in many ways.The student correctly prioritised the order o f pain evaluation, completing the second criteria (International association for the study of pain (IASP) 1994, Broome 2000). I asked the student the second question at this point, the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care (Stuart 2007, Lomas 2009). Finally for the assessment the student communicated well with the child and their family demonstrating effective family centred care (Casey 1988) and successfully gained an appropriate pain score (IASP 1994) using the ‘Wong-Baker faces pain rating’ (Wong et al 2001).After the pain score had been gained I asked my final question which was how often should pain observation be done, which the student correctly responded to in accordance with RCN (2008). My observing assessor felt that at points my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it (Prozesky 2000).I provided a feedback session for the student, aiming to develop a sustainable proactive learning relationship with the student (Cassidy, 2009), which included an action plan made with the student (Appendix 3). Considering that the student was essentially competent at the skill, the action plan was focussed on gaining a greater range and experience in order to gain a more reflexive experienced quality regarding the skill and provide more holistic competence (Cassidy, 2009).The feedback was provided positively and constructively and seemed to help with the students self esteem with regards to the skill, creating a more supportive working relationship and conducive learning environment (Clynes and Raftery, 2008). The student-mentor relationship is crucial to the students learning experience (Ali and Panther 2008, Beskine 2009, Goppee 2008, NMC 2008b, Wilkes 200 6, White 2007). Effective communication skills can help identify a student causing concern at an early stage in order to pre-empt failure (Caldwell et al, 2008).Though feelings of sadness or failure may be felt by the student and mentor from failing assessment, and this provides a challenge, it is important for mentors not to avoid these situations if a student has not met desired outcomes as this may have far reaching implications on student progression (Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Wilkinson 1999). The feedback was scheduled and provided shortly after the session aiming to give the student prompt support if required and to correct any unsatisfactory behaviour if present (Duffy and Hardicre 2007b).Considering the feedback, and my own reflections on the assessment, there is need for my future development. I will also endeavor to speak more slowly and learning more about the student prior to assessment. , and provide a more clear identification of outcomes . I would consider gaining feedback on the students performance from the patient and their family in the future. This would allow us to take into account the view of the service user and family to promote clinical excellence and family centred care is of a high quality (Department of Health 2004, Casey 1988).Overall, my observing assessor thought that my assessment of the student was appropriate for their level of knowledge, skill and attitude (Bloom 1956, Hinchliffe 2009, NMC 2008b) and effective in determining the level of competency in this area. Part 4: My practice based teaching session I prepared a teaching plan (appendix 4), a powerpoint presentation (appendix 7), handout of the presentation and a handout of the various tools for pain assessment (appendix 8) before my teaching session.This teaching took a mostly behaviourist approach as opposed to a cognitive approach, however, discussion during the learning allows for a more cognitive approach(Figure 5). I arranged for a qualifi ed mentor to observe and assess my teaching and the feedback I provided to the student (appendix 5). They provided written feedback on my session (appendix 6 and appendix 9). My assessor noted positive use of further reading and handouts, to enhance the students personal knowledge and support for further adult learning (Knowles 1990, Beskine 2008).Provision of printed handouts, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). Figure 5. (Synthesised from Bullock et al 2008, Goppee 2008, Hinchliffe 2009) Learning theory Description Behaviourist Information provided by teacher, student relatively passive. Cognitive (humanisitic) Student centred. More useful in vocational teaching like nursing. Relates past experience (knowledge or theory).I booked and prepared the seminar room on the ward to ensure there wouldn’t be disturbances, a formal teaching session w ith clear aims of what to achieve (Goppee, 2008). Utilising a space like this creates a professional and friendly environment helping create a good learning environment (Beskine 2008, Hand 2006). My assessor observed that I had created a welcoming environment. My assessor commented on the high quality of the evidence based content within the teaching session, my own skill and knowledge in this particular area.Providing good evidence based information assists in providing excellence in care (Department of Health 2004, Beskine 2008). Using examples from practice also helped describe to the learner applications of the theory to practice (Knowles 1990). My assessor noted my good eye contact and body language, reassuring the student encourages continued attention, interest and a positive relationship (Dickson et al 1997). My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging cognitive learning (Figure 5).Furth er learning revolved around the student as an adult learner identifying how to best expand their knowledge in this area by approaching it in a more kinaesthetic learning style (Pashler et al 2009, Figure 6). Figure 6. (Synthesised from Dunn et al 1996, Given and Reid 1999) Learning Style Advantages Disadvantages Visual Learns through images, visual tools or imagining events. May need more time to complete tasks. May have decreased interest in theoretical values. Auditory Learns well through talks or lectures.Absorbs sequenced organised information well. May use checklist. Highly unlikely to be able to multitask. Can focus on one area at a time and neglect ‘the big picture’. May not work well in groups. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. May miss instructions or information if presented orally. May find paying attention to detail difficult. My observing assessor noted that at some points t he speed of the session was a little too fast.This may cause the student to become confused or not absorb the information that I am teaching (Prozesky 2000). On reflection I can use this experience to expand my personal knowledge and how to develop further (O’Callaghan 2005). I will speak more slowly so that the learner can gain more from my teaching session, and consider the student as an adult learner with previous experiences, which can be used as a resource (Knowles 1990). I could also have asked how the student learned best and accommodated their learning style effectively (Rassool and Rawaf 2007).A wider range of learning styles (figure 6) would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also put more emphasis on patient safety issues (Beskine 2008). Part 5: The Leadership skills required by a Mentor I am aware that being a mentor is part and parcel of leadership behaviour (Girvin, 1998). Transformational leadership concentra tes on the ability to influence situations or people by affecting their methodology of thought and role modelling (Girvin, 1998).Transformational leadership in nursing encourage autonomy and enable students or staff to reach their potential and promotes good interprofessional rapport (Pollard, 2009). By acting as a role model in my clinical setting and seeking to address obstacles inherent in mentorship on the ward, it is possible that I could not only develop myself and the students that I mentor, but also other mentors on the ward and their behaviour and practice in a positive way (Girvin 1998, Pollard 2009).Obstacles such as staffing levels, busy ward environment and the pressure of clinical commitments impact upon me damaging the effective working relationship between myself and the student (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time provide written feedback in a students documentation can be limited (Price, 2007). By e-mailing other mentors evaluations o f my shifts with their students it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009).This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to, signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009) I have already tried this and found often mentors are not interested unless the evaluation bears a particular negative weight with regards to poor performance which must be addressed urgently. Anxiety of the student, or my own as the assessor may effect the reliability, subjectivity or the validity of assessment (Price, 2007).Effectively facilitating the learning of students requires flexibility and understanding for different learning styles including (Bullock et al 2008, Goppee 2008, Hinchliffe 2009, Dunn et al 1996) including adult learning (Knowles,1990) and studen ts with learning difficulties (White, 2007). Strong links between practice and theory (Stuart, 2007) must be in place to ensure suitability of assessment and teaching. Along with these issues, the student-mentor relationship must be nurtured to provide a quality learning experience (Ali and Panther 2008, Beskine 2009).Discussing a students preferred learning style in their initial interview may encourage the student to engage in a higher standard of adult learning (Knowles 1990, Rassool and Rawaf, 2007). This can help me alter my strategies to create a better relationship between myself and the student (Beskine, 2009). I am currently supervisor to a first year student on first placement who has studied in school and sixth form, they do not have a great deal of experience with adult learning, and they have needed additional support and provision of resources to facilitate their learning, articularly with practical skills. Orientation is the gateway to a successful placement (Beskine 2009). Students must be assessed fairly and objectively (Ali and Panther 2008, Duffy and Hardicre 2007a), though this may cause unpleasant emotions to both the student and assessor it is important that this is done, to ensure student progression is not damaged (Duffy 2003, Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Rutowski 2007, Wilkinson 1999) and competence is insured for patient safety (NMC 2008b, Lomas 2009).I aim to ensure that the students I work with and assess are competent and fit for practice (NMC, 2008b). It is important to regularly work with students and have clear objectives from the initial interview (Duffy and Hardicre, 2007a). I am aware that it is my responsibility to ensure concerns with a students performance are raised by midpoint at latest, so that by final interview, there should be no surprises for the students summative assessment of their progress and level of competence (Duffy and Hardicre, 2007a).Asking children and parents their opinions on stu dents working with me, and their performance can provide an insight into the family centred care the student is providing (Casey, 1988) and may allow a greater interpretation of holistic reflexive performance (Cassidy, 2009). On the negative side, a parent is not aware of the pressures upon the student (Price, 2007). The parent of a sick child is anxious themselves and will be more subjective than objective.In conclusion, mentoring is a complex and diverse role, and one I will take on with focus and and knowledge, and endeavor to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessment and teaching strategies. Areas on which I must develop are clear, and in complet ing this ourse I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. REFERENCES References Ali PA, Panther W (2008), Professional development and the role of mentorship, Nursing Standard, 35-39, Date of acceptance April 3 2008. Bass, B. M. & Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial applications (4th ed. ). New York: Free Press. 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Open innovation

Open Innovation is a paradigm that assumes that firms can and should use external ideas as well as internal ideas, and internal and external paths to market, as they look to advance their technology. Open Innovation processes combine internal and external ideas into architectures and systems. Open Innovation rocesses utilize business models to define the requirements for these architectures and systems. The business model utilizes both external and internal ideas to create value, while defining internal mechanisms to claim some portion of that value.Open Innovation assumes that internal ideas can also be taken to market through external channels, outside the current businesses of the firm, to generate additional value. The open innovation paradigm treats research and development as an open system. Open Innovation suggests that valuable ideas can come from inside or outside the ompany and can go to market from inside or outside the company as well. This approach places external ideas and external paths to market on the same level of importance as that reserved for internal ideas and paths to market in the earlier era.Open Innovation is sometimes conflated with open source methodologies for software development. There are some concepts that are shared between the two, such as the idea ot greater external sources ot intormation to create value. However, open innovation explicitly incorporates the business model as the source of both value creation and value capture. This 2 latter role of the business model enables the organization to sustain its position in the industry value chain over time. While open source shares the focus on value creation throughout an industry value chain, its proponents usually deny or downplay the importance of value capture.Chapter 5 in this volume will consider these points at greater length. At its root, open innovation assumes that useful knowledge is widely distributed, and that even the most capable R&D organizations must identify, connect to, and leverage external knowledge sources as a core process in innovation. Ideas that once germinated only in large companies now may be growing in a variety of settings – from the individual inventor or high tech start up in Silicon Valley, to the research facilities of academic institutions, to spin-offs from large, established firms.These conditions may not be present in every business environment, and scholars must be alert to the institutional underpinnings that might promote or inhibit the adoption of open innovation . The Open Innovation Paradigm The book Open Innovation (Chesbrough, 2003a) describes an innovation paradigm shift from a closed to an open model. Based on close observation of a small number of companies, the book documents a number of practices associated with this new paradigm. That book was written for managers of industrial innovation processes, and the work has received significant attention among managers.To the extent that such managers ar e able to assess the utility of new approaches, Open Innovation has achieved a certain degree of face validity within at least a small portion of high technology industries. Open Innovation has taken on greater saliency in light of the debate about globalization and the potential for the R&D function itself to become utsourced, as the manufacturing function was 20 years earlier. l 3 Figure 1. 1 shows a representation of the innovation process under the previous Closed model of innovation.Here, research projects are launched from the science and technology base of the firm. They progress through the process, and some of the projects are stopped, while others are selected for further work. A subset of these are chosen to go through to the market. This process is termed a â€Å"closed† process because projects can only enter in one way, at the beginning, and can only exit in one way, by going into the market. AT&T's Bell Laboratories stands as an exemplar of this model, with man y notable research achievements, but a notoriously inwardly focused culture.