Classic Airlines and Marketing Essay Example | Topics and Well Written Essays - 500 words

Classic Airlines and Marketing - Essay Example rs in this day and age are more empowered by the wonders of the Internet and other new technologies that give them the information that they need with just a click of a button, marketing strategies need to adapt to change as quickly and as appropriately as possible. It should be borne in mind, however, that at the core of every product innovation or fresh marketing approach is the need to address the customers’ needs. Seeing them as mere statistics won’t do the trick. More than anything else, the customers are human beings, and they always appreciate the high regard in which companies hold their needs. Their needs change from time to time, and often without warning. Thus, customization of products and services has become pronounced today more than ever. And if this end were to be achieved, the company needs to invest on more interaction with the customer. It is the best way to establish a â€Å"relationship,† not just a â€Å"transaction.† This investment ultimately reaps an â€Å"enduring relationship† of mutually satisfied needs. The case of Classic Airlines tells us that the challenges that it faces are the very same challenges that most companies are meeting today. Its mind-set is likewise commonplace. Most companies think that cutting on operating cost is the answer to their woes. However, a closer look at this would reveal that simply cutting down costs does not address more serious issues, such as customer loyalty and satisfaction. Obviously, no company is spared from the financial crisis. But this should not stop the company from delivering quality services to its customers, before and after the fact of selling. Companies should not forget that marketing does not end the moment the product or service is sold. Relationship marketing tells us that the company should aim to develop an enduring relationship. Thus, while it is important to know what products or services the client wants, it is just as essential to know what they think of the product after

Professional Regulation and Criminal Liability Paper Essay

Professional Regulation and Criminal Liability Paper - Essay Example The person applying for fresh license should not be less than 21 years of age, should be of resolute and good character, and should possess sound physical and mental prowess. If the applicant is a body corporate, and not an individual, the above rules shall apply to the members of its governing body. The minimum standards in this regard are laid out by SBH (State Board of Health). The application shall be made in the prescribed form and shall be authenticated and should include such particulars such as type of institution, address, manager of the institution and such other information as is deemed necessary by the Commissioner. In the case of Association, body corporate etc; it has to be signed by at least 2 members of the management association for validation. The Application for the fresh license should be accompanied by Licensure Fees @ $10 per bed as per maximum bed capacity, which would include cribs and accessories. The fees paid cannot be refunded except in the case of the lic ense requisition having been refused, and normally, a issued license has validity for one year. The rates for such licenses would be based on its duration, and would be charged on the basis of whole unit US dollars. There are certain conditions governing the issue of licenses, and those are as follows: According to the prevailing laws available in Oklahoma, certain medical occupations do not need licenses. Services like body massagers, natural treatments etc fall in this category. But in such cases, the consumer has to give an undertaking that he has been fully informed about the nature of the relevant facts concerning the practitioner. These are: the address of the clinic, the type of treatment carried out, the professional qualifications of the practitioner, the fact that he does not profess to be holding certificate of medical practice, etc. It is the practitioner’s duty to inform the consumer regarding any changes in it. If there is any violation under this clause, it can

Microeconomics Coursework Essay Essay Example for Free

Microeconomics Coursework Essay Essay Critically evaluate and discuss the advantages and disadvantages of Customer Boycotts. Compare and contrast either Coca Cola or Bacardi with another consumer boycott of your choice and discuss appropriate microeconomic theoretical models. Firstly to understand this question we need to understand what a customer or consumer boycott actually is. Well it is normally called by an organisation or a group of individuals, asking consumers not to buy a specific product, or the products of a specific company, in order to exert commercial pressure. This is usually done to get the company to change behaviour, to cease an activity or to adopt a more ethical practice. For this essay I am going to discuss many advantages and disadvantages of consumer boycotts and also I have decided to compare and contrast coca cola with the Nestle boycott. There are various ways to make a boycott efficient. To be efficient a reduction of 1-2% of turnaround of a company (or product) is seen as the critical mass needed. (27 Mar 2003, Demanding consumer [online]. Available at:). Boycotts can be successful, for example, in 1986 Rainforest Action Network launched a boycott of Burger King. This was because of Burger King importing beef from tropical rainforest countries because it was cheap. But the rainforests were getting destroyed in order to provide pasture for cattle. As a result of the boycott, Burger Kings sales dropped by 12%. In response, Burger King cancelled thirty-five million dollars worth of beef contracts in Central America and announced that the company would stop importing rainforest beef. Boycott calls are at times controversial because they may be called by groups from the political side or for activities that people dont specifically disagree. Boycott efforts can include protests against everything from  investing in a politically undesirable country to discouragement of the eating or drinking of products from certain companies or countries. Boycotts are not always effective and only a limited percentage of countries consumers will participate in one. While many people are sympathetic to the reason behind a boycott, not enough people join in. One of the main reasons is that people do not see their actions as having any results. This may be partly due to only concentrating on what happens to the primary target of a boycott. But there are also secondary effects which I will talk about later. There are many advantages to consumer boycotts that I will discuss now. Obviously the main advantage is when the boycotts work, as said above with the boycott of burger king, and the company consequently changes its ways. But more often than not boycotts rarely change the companies ways or at least so that the consumer knows about it. One advantage is that boycotts are a way that consumers can use their power for positive social change. Boycotts can be effective because when successful they will result in increased public scrutiny of the company. This in turn will cause concerns inside the company about lost profits from the loss in consumer interest and companies are always concerned about their financial position. Another advantage is that a boycott can hold a company accountable for any policies that negatively affect the environment or people. This is an advantage because a company could be ignoring the problem but with a consumer boycott more and more people will find out about the problem and may also decide to join in. The negative coverage that will arise from media coverage of the boycott may become a big problem for the company in the long run, since competitors may gain a relative advantage. An example of this is that after the boycott of French wines in Denmark had calmed down, the French wines had lost 20 percent market share. Also there was a bigger problem, because the general impression was that consumers could be persuaded to switch back to French  wines. But many supermarket shelves had been reorganised in order to give more space to Italian and Spanish wines, and this was considered a more serious problem. (Can Consumer boycotts work, 2002 [online]. Available at: I mentioned briefly earlier something called a primary effect, well this would be where the target organisation changes its practice. Many targets are however reluctant to change as the result of hostile pressure, and even if changes are made they may try to hide the fact that the consumer action had any effect. There is also the fact that most boycotts are small by comparison to the overall sales, so a target can ride out a boycott. Thus the primary effects may be small and many boycotts may be judged not to have succeeded. So this could be seen as a disadvantage. But the secondary effects are an advantage and are the effects that are not connected to the target. They are effects on other organisations that are not in conflict and can therefore change without the public knowing. Secondary effects can be changes to regulations, lasting change in industry practices, allowing substantial growth entrance of ethical players into the market or effects on decisions of similar organisations to the target. (Why Secondary Effects, [online]. Available at: An example of secondary effects is if someone refuses to buy Nescafe (the coffee brand from Nestle) then he may choose to buy a brand from a much smaller company. The positive effect to this smaller company is much larger than the negative effect to Nestle. The new company may find out that many people are switching to it on ethical grounds and position itself in the market to take advantage of this by, for example, publishing a code of conduct. Having switched brand once this person will have less brand loyalty and a newly formed company will know this by market research and will know they have a better chance of success in the coffee sector. (Why Secondary Effects, [online]. Available at: The boycott campaigns can also be important in developing political consciousness and can be one of the few non violent means to create political pressure. Another advantage is the exposure of the company and with less people buying their products the consumers will be looking at  buying substitute goods and therefore the demand for these will increase and therefore the supply will also increase. Consumer boycotts will increase competition in the market and firms will reduce their prices as a result to compete and also to gain the extra consumers that have less brand loyalty. The firms profits will also reduce and the smaller firms will gain more of the market share. There are also disadvantages to boycotts though. One of these could be a large reduction in jobs, Boycotting Nestle products wont help the poor farmers who sell to the company, the head of Oxfam said. (Charlotte Denny, 2002. Retreat by Nestle on Ethiopias $6 debt [online]. The Guardian. Available at: ) They can have an adverse impact on individuals and communities which become innocent victims of the economic damage that boycotts can cause. Obviously there are disadvantages for the company as the reputation of the company will be harmed as a result of the impact of consumer boycotts, this isnt good for it as it would need to lower its prices because the demand will become less. This is shown below As the demand falls so does the equilibrium price (Pe1 to Pe2). Another disadvantage to the company is that the company budgets will get ruined and will need to be analysed and changed. Also the gross domestic product of the host country could fall which is a disadvantage. In extreme cases there could be a loss of multinational specialisation and technology in a third world country as the company may not do their business their. There could be a loss of consumer choice if the product ceases after a boycott. Boycotts like that of advertising of cigarettes can cost businesses their survival, as in motor racing as half the advertising used to come from cigarette companies. Now a lot struggle to get the advertising money needed. There can also occasionally be some violence resulting from the boycotts and also resentment. Another disadvantage for consumers would be that some people would argue that all publicity is good publicity. Now I will compare and contrast the consumer boycott of coca cola with the consumer boycott of Nestle. Coca cola is the worlds fastest selling non-alcoholic beverage and the consumer boycott of it started on the 22nd July 2003. The reason behind the boycott is because they are accused of complicity in the assassination of 8 Sinaltrainal trade union leaders in Colombia since 1990. Sinaltrainal is a trade union and it organisers workers in the food and drink sector. Many other of the leaders have been imprisoned, tortured, forcibly displaced and exiled. Coca Cola deny any responsibility for these murders. They say that 100s of union leaders are killed every year in Columbia. However many of the murders were made inside Coca Cola plants while negotiating agreements. Coca cola management were reported in the national press as meeting and contracting members of the AUC death squads to sort out their labour problems. (Boycott Coca Cola, [online]. Available at: Since 1977, Nestle has been the subject of an international boycott for its deceptive promotion of artificial baby milk as a superior alternative to mothers milk. Artificial baby milk can harm babies because it does not contain the natural anti bodies which a mothers milk provides, and because it is extremely expensive, causing many mothers to mix it with too much water resulting in mal-nutrition. Also, in many places the water used to dilute it is not portable. Once a mother starts giving her baby the formula, her own supply of milk dries up. Nestle provides free packages of formula in hospitals with the result that many babies never ever even get a chance to start nursing. In 1988 the boycott was re-launched when it was discovered that the company did not abide by its promise to follow the World Health Organisations International Code of Marketing of Breast-Milk Substitutes. (A Consistent Corporate Criminal, [online]. Available at: ). There have been massive impacts on Nestle because of the boycott. In 1984 the boycott forced Nestle to agree to abide by the World Health Organisations International Code of Marketing of breast Milk Substitutes. But now it was discovered that the company has not abided by its promise so the boycott was re-launched. Also in one afternoon 8,500 people emailed Oxfam to complain about Nestle, this was the fastest response Oxfam says it has had to a campaign. (Charlotte Denny, 2002. Retreat by Nestle on Ethiopias $6 debt [online]. The Guardian. Available at: ). Coca cola is in the non-alcoholic beverage market whereas Nestle is one of the worlds largest food manufacturers; it is also though same as coca cola in the beverage market. With a consumer boycott against both of these two companies, this means that the demand for both of their products will decrease as a result, causing an increase in the demand for substitute goods, like Pepsi instead of Coca Cola. Also because there is a shift in the demand curve this leads to a movement along the supply curve so the price of the goods, coca cola or a nestle brand will go up from P1 to P2 and the quantity in equilibrium falls from Q1 to Q2. This is a supply and demand graph for what has happened with coca cola and Nestle because of the consumer boycott against them. This is a supply and demand graph for what happens to the demand for a substitute good like Pepsi for coca cola because of the boycott. If a company has a strong consumer loyalty then a boycott would be unlikely to have much of an effect on the number of people who choose to join in and not purchase their products, however if a company has failed to build up a strong consumer loyalty then consumers will find it easy to decide to no longer purchase their product and will purchase the competitors products. Why have both Coca Cola and Nestle continued to upset consumer groups when  they could easily change there policies and consequently have the boycotts against them lifted. The answer to this is that the company must be getting more financial gain from what ever is upsetting the consumer groups than the loss of revenue that the boycotts have brought about. Both Nestle and Coca Cola are oligopoly markets because there are just a few firms that share a large proportion of the industry. Both of the markets of Nestle and Coca Cola are differentiated, because they both produce many types of the product. Coca Cola and Nestle are the same as much of the competition between such oligopolists is in terms of the marketing of their particular brand. There are barriers to entry into both markets, these could be product differentiation and brand loyalty, where there are differentiated products where the consumer associates the product with the brand, and it will be very difficult for a new firm to break into that market. The problem would be being able to produce a product sufficiently attractive to consumers who are loyal to the familiar brand. (John Sloman, 2003. Economics. Fifth edition. (s.l.): Pearson Education). Another barrier could be lower costs for an established firm. The companies are likely to have specialised production and marketing skills. They are more likely to be aware of the most efficient techniques and the most reliable and/or cheapest suppliers. They are also likely to have access to cheaper finance, therefore operating on a lower cost curve. New firms would find it hard to compete and be likely to lose any price wars. Aggressive tactics or intimidation could also be used. (John Sloman, 2003. Economics. Fifth edition. (s.l.): Pearson Education). Because Nestle and coca cola are in the oligopoly markets they both are affected by their rivals actions and vice versa. Because of this the firms could wish to collude and act as though they are a monopoly so they could jointly maximise their profits, or the firms could try and compete with their rivals to gain a bigger share of industry profits. Because Coca Cola and Nestle are both the leading firms in their industries, tacit collusion could form where they set the prices for their markets. Oligopolists will not engage in price cutting, excessive advertising or  other forms of competition. By doing this profits will be maintained in the long run. If oligopoly firms compete, profits are low and consumers benefit. If there were a rise in price of Coca Cola or a Nestle product e.g. Nescafe, then this would lead to a large fall in the quantity demanded. This is because consumers would buy alternative substitute goods like Pepsi or another coffee brand. The reason is because both coca cola and Nestle products are elastic products. After looking at both the advantages and disadvantages of consumer boycotts, I have found out that even though the firms lose consumer loyalty, lose revenue and get public scrutiny the firms must be coming out on top and are gaining financially, otherwise they would change their ways. This is probably why Nestle maybe did start to abide by the World Health Organisations International Code of Marketing of Breast-Milk Substitutes, then realized how much revenue they were losing so changed back even knowing they were likely to have the boycott brought back aswell because they must be gaining financially, but this is only my opinion. Also the other businesses in the market that whilst their competitors are having their products boycotted can take advantage and increase their own financial position and customer base.

Brugada Syndrome: Sudden Cardiac Death | Literature Review

Brugada Syndrome: Sudden Cardiac Death | Literature Review BRUGADA SYNDROME: SUDDEN CARDIAC DEATH Review of Literature and Case Report. Dr. Nanda Pai Dr. Sanjeeta Umbarkar Dr. Akshay Bafna Dr. Jinal Vaghela KEYWORDS: Brugada Syndrome, sudden unexpected death syndrome (SUDS) ABSTRACT Brugada Syndrome or Sudden Unexpected Death Syndrome was first discovered by P. Brugada and J. Brugada in 19921. It is a rare genetic disorder characterised by ST segment elevation in V1 – V3 leads on ECG, ventricular fibrillation and ventricular arrhythmias which can cause sudden unexpected death in an otherwise normal patient. We wish to highlight the fact that with thorough pre-operative anaesthetic and cardiac evaluation these potentially life threatening patients can be effectively treated for minor oral surgical procedures using regional anaesthesia with lignocaine thereby avoiding general anaesthesia. INTRODUCTION â€Å"In 1992, Pedro and Josep Brugada for the first time introduced a new clinical entity with ST segment elevation in V1 – V3 leads and right bundle branch block (RBBB) pattern associated with a high incidence of ventricular tachycardia/ventricular fibrillation (VT/VF)1†. This new entity was termed Brugada Syndrome (BrS) or Sudden Unexpected Death Syndrome (SUDS), occurring in structurally healthy hearts in young individuals, causing life threatening arrhythmias and sudden death. Most of the patients are between second and fourth decades of life however â€Å"the youngest patient clinically diagnosed with the syndrome is 2 days old and the oldest is 84 years old2†. There is a male predilection, â€Å"due to the presence of more prominent I ­to channels in males than in females3† and in many countries it is the 2nd highest cause of death in younger men after vehicular accidents. Signs and symptoms include presyncopal and syncopal attacks and cardiac arrest (many a times during sleep). Routine ECG shows ST segment elevation in leads V1 – V3. Fever may precede syncope or tachycardia. There are 3 types of Brugada ECG Patterns Type 1: coved type, where ST segment elevation > 2 mm. Type 2: saddle back type, where ST segment elevation > 2mm with positive ‘T’ wave. Type 3: coved or saddle back type, where ST segment elevation Brugada Syndrome is inherited as an autosomal dominant trait. In 1998, the Syndrome was linked to mutations in SCN5A, the gene that encodes the alpha subunit for the sodium channel and since then over 300 mutations of SCN5A have been identified4. Mutations of gene SCN5A cause loss of expression of sodium channel protein which decreases the sodium current resulting in slow conduction in the heart. Bezzina et al presented evidence supporting the theory that an SCN5A promoter polymorphism, common in Asian modulates, variability in cardiac conduction and may contribute to the high prevalence of Brugada Syndrome in Asian population5. CASE REPORT A 27 year old male patient reported in the department of dentistry, with excruciating pain in lower right second molar and insisted on getting it extracted. Clinical examination and orthopantomogram revealed an extremely carious second molar. The patient was a recently diagnosed case of Brugada Syndrome (Type 3). He gave a history of chest pain about 7 years ago, however, a couple of months ago he had persistent chest pain for which he was admitted in the intensive care unit for about 10 days, during which time he had 3 presyncopal attacks. On cardiac evaluation, ECG revealed an elevated ST segment in V1 – V3 leads and partial RBBB pattern but structurally normal heart valves with normal pericardium and absence clots or vegetation. His left ventricular ejection fraction was 60%. CST (Cardiac Stress Test) was performed by Bruce protocol where patient walked for 30 minutes with 10.1 METS which showed no angina/arrhythmia. Basal ECG showed RBBB persisted throughout the test. Howe ver there were no significant ST segment changes during the test. Adequate chronotropic and ionotropic response was achieved. CST was negative for stress induced reversible ischaemia/and for arrhytmia. His family history revealed sudden death of his father at a younger age (42 years) with unknown cause. However, there was no diagnosed case of Brugada Syndrome in the family. His past surgical history revealed an appendicectomy and septoplasty. He was a chronic smoker and occasionally consumed alcohol. Since it was a minor dental surgical procedure and given the patient’s history, the tooth extraction was planned under local anaesthesia using lignocaine hydrochloride with adrenaline (1:2, 00,000) thereby avoiding general anaesthesia and the various drugs used with it that could trigger ventricular tachycardia in a BrS patient. Given the patient’s history of chest pain and diagnosis of Brugada Syndrome, patient was thoroughly evaluated by the anaesthetist and cardiologist prior to the dental treatment. High risk fitness was obtained. The patient was taken up in the intensive care unit. A ventilator and a defibrillator were kept standby. A 12 lead ECG was attached and was monitored continuously throughout the procedure. An I.V. line was secured. The anaesthetist and cardiologist along with the maxillofacial surgeons formed the surgical team. A right inferior alveolar nerve block was given using 3 ml lignocaine with adrenaline solution. Another 1 ml was used for intra-pulpal infiltration. After checking for subjective and objective signs the tooth was surgically extracted after sectioning the roots. The wound was closed using 3 – 0 vicryl. Patient tolerated the procedure well. Intra operatively patient was given 4 mg Dexamethasone along with injection Augmentin (Amoxicillin Clavulanate) 1.2 gm. Post operatively he was put on oral tablet Augmentin 625 mg and tablet Paracetamol twice a day. Patient was discharged the same day and was followed up in the dental department. DISCUSSION Brugada Syndrome is a major cause of sudden unexplained death syndrome (SUDS) and death is caused by ventricular tachycardia and fibrillation (a lethal arrhythmia) in the heart which appears with no warning. The diagnosis in Brugada Syndrome is based on the characteristic patterns on an electrocardiogram, which may be routinely precipitated by administration of certain drugs (ajmaline or flecainide). Brugada ECG pattern is very often hidden, but certain factors can unmask or trigger it like sodium channel blockers, febrile state, vagotonic agents, autonomic nervous system changes, excessive stress, tricyclic or tetracyclic antidepressants, first generation antihistamines (dimenhydrinate), a combination of glucose and insulin, hyperkalaemia, hypokalaemia, hypercalcaemia, alcohol toxicity, heavy meals at night just before sleeping, excessive vomiting, hot humid climatic conditions6. According to Nademanee and Veerakul6, north-eastern part of Thailand where SUDS is prevalent and where temperatures can soar to 41oC a study is underway to gauge the climatic influences on occurrence of SUDS and they feel that physicians should factor in temperature as a cause of arrhythmogenesis in BrS. Several drugs could precipitate ventricular tachycardia and fibrillation which are listed in world Brugada registry in http://www.brugadadrugs.org (Accessibility verified July 04, 2014). All Brugada patients and their treating physicians should be aware of these precipitating drugs at all times. Many Brugada patients are asymptomatic and the classical pattern on ECG is picked up only by an experienced and trained physician. This pattern should be correlated with age of patient, family history, chest pain, fever and presyncopal/syncopal attacks. Bupivacaine has been reported to unmask Brugada like ECG patterns when administered epidurally7. Hence we avoided bupivacaine and used lidocaine with adrenaline (1:2, 00,000 dilution) instead for our patient which was well tolerated by him. Lignocaine (class 1b antiarrythmic agent) displays rapid dissociation kinetics and produces little to no ST segment elevation in patients with congenital BrS8. The ventricular tachycardia in BrS can be prevented by avoiding certain aggravating factors like medication, drugs, fever and excessive stress. Brugada patients need to be regularly followed up over a long period of time. In severe cases the only line of treatment is placement of an implantable cardioverter defibrillator (ICD). Kloesel et al9 in 2011 did a literature search and compared results of previous reports with theirs regarding outcomes of patients with BrS who underwent surgeries and anaesthetic care and found 21 case reports and 4 case series. They collected data of 52 anaesthetics and 43 patients. In our literature search we found mention of only 2 patients of BrS who underwent surgeries in the maxillofacial region. 1) Plate fixation for mandibular fracture in 56 year old male. 2) Tooth extraction, incision and drainage of odontogenic infection in 55 year old male10. However both these patients were treated under general anaesthesia. We decided to avoid general anaesthesia thereby keeping the drugs to be used to the minimum. By thorough pre-anaesthetic evaluation, proper patient counselling, intra-operative pain control using optimum amount of lignocaine, 12 lead ECG continuously monitored at all times during procedure, constant blood pressure monitoring, avoiding use of certain drugs like bupivacaine, keeping a defibrillator standby and by having a cardiologist and anaesthetist in your surgical team these patients can be successfully managed. Post-operatively ICU monitoring is must for a minimum of 4 hours. There is a dearth of articles in the Maxillofacial and Dental literature regarding the management of these patients and we feel there is a need of more awareness of this not so rare cardiac condition among the dental and maxillofacial surgeons. With proper planning these patients with potentially life threatening and unique cardiac conditions can be safely and efficiently managed by maxillofacial surgeons for dental treatment. FUNDING None. COMPETING INTERESTS None declared. ETHICAL APPROVAL Not Required. ACKNOWLEDGEMENTS The authors would like to thank Dr. Kuldeep and Dr. Arvind Singh, 1st year Residents, Department of Cardiology, KEMH; Dr. Yogesh Naik, Assistant Professor, Department of Anaesthesia, KEMH for their support throughout the treatment and co-operation. REFERENCES Brugada P, Brugada J. Right bundle branch block, persistent ST segment elevation and sudden cardiac death: A distinct clinical and electrocardiographic syndrome. A multicenter report. J. Am Coll Cardiology 1992: 20: 1391-1396. Antzelvich C, Brugada P, Borggrefe M, Brugada J, Brugada R, Coraddo P, et al. Brugada Syndrome: Report of the second consensus conference. Endorsed by the Heart Rhythm Society and the European Heart Rhythm Association Circulation 2005: 111: 659-70. Diego J M, Condiero J M, Goodrow R J, Fish J M, Zygmunt A C, Perez G J, et al. Ionic and cellular basis for the predominance of the Brugada Syndrome phenotype in males. Circulation 2002: 106: 2004-11. Chen Q, Kirsch G E, Zhang D, et al. Genetic basis and molecular mechanism for idiopathic ventricular fibrillation nature. 199: 392: 293. C R Bezzina, W Simizu, P Yang, Tamara T, Koopmann M Tanck, et al. Common sodium channel promoter haplotype in Asian subjects underlies variability in cardiac conduction. Circulation 2006: 113: 338-344. Gumpanart Veerakul M D, Koonlawee Nademanee M D. Brugada Syndrome: two decades of progress. Circ. Journal 2012: 76: 2713-2722. Phillips N, Priestly M, Denniss A R et al. Brugada type electrocardiographic pattern induced by epidural bupivacaine. Anaesthesia Analogue. 97: 264: 2003. 8. Hideki Itoh, Keiko Tsuji,Tomoko Sakaguchi,Iori Nagaoka,Yuko Oka,et al . A paradoxical effect of lidocaine for the N406S mutation of SCN5Aassociated with Brugada syndrome. International Journal Of Cardiology. 2007: 121 (3): 239-248. Benjamin Kloesel, Michael J Ackerman, Juraj Sprung, Bradly J. Narr, Toby N. Weingarter. Anaesthetic management of patients with Brugada Syndrome: A case series and literature review. Can Journal Anaesthesia / Can Anaes 2011. 58: 824-836. Nicholas Theododu, Joseph E. Cillo. Brugada Syndrome (Sudden Unexpected Death Syndrome): Perioperative and Anaesthetic Management in Oral and Maxillofacial Surgery. J Oral Maxillofac Surg. 2009: 67 (9): 20121-25.

Essay example --

Brazil is the world’s 5th largest country in population and geographical area. Brazil’s economy is the 7th largest and the number one fastest growing economy in the world. But there is one force, one factor that dominates all of Brazil’s 200 million occupants. Is surpasses the corrupted government officials, the thousands that live below the poverty line, and even the more creative aspects of Brazil’s culture like the festivals, dancing, and carnivals. The fact is Brazilians loves football and in Brazil, football is everywhere. It’s on the streets, on the beaches, in schools, in the gyms, on hard courts and fields filled with dirt or grass. Football in Brazil is just everywhere. Although Brazil didn’t invent the sport, football has been engraved into the Brazilian culture as way for them to express themselves and their outlook towards life, and ultimately making the FIFA World Cup the grand stage for Brazilians to unit and show the world that through the corruption, discrimination, and division, Brazil’s brighter side, creativity, joy, and flair, live on. Football was introduced in Brazil by Scottish man named Thomas Donohue in the early 1800s and since then, Brazilians have never looked back, expanding the sport to every corner of the massive country. Football in Brazil has become so much more than a sport. When football was introduced to Brazil’s Sao Paulo, the country was still run by the influence of the colonial era and culture of slavery. The elites embraced the sport and brought it to the rich clubs and big cities. Yet, Brazil’s poor still embraced and enjoyed the sport. It became a way for them to express themselves and their outlook towards life. So as a result, and till this day, football took over the streets of Brazil.... ...rld Cup on home soil and quickly approaching, Brazilians are expecting and dreaming of a sixth trophy. The 1950 World Cup loss still haunts Brazil and the 2014 World Cup is viewed as only real opportunity for the country to heal the wound. In conclusion, from the day foreigners introduced football to Brazil, Brazilians and football became inseparable. The low class of Brazil saw it as a way to express themselves and get them out of the dumps they called home. Today Brazil, with their swift movements, creativity, and rhythm taken from the Samba dances that has been integrated into their football, has created their own style of football. Now, in this country with the World Cup right around the corner, Brazilians have once again united through the corruption, perversion, and violence, as they do every 4 years for this tournament, with only one word on their lips, win.

King Lear - Theme of Blindness Essay -- essays research papers

King Lear - Theme of Blindness In Shakespearean terms, blinds means a whole different thing. Blindness can normally be defined as the inability of the eye to see, but according to Shakespeare, blindness is not a physical quality, but a mental flaw some people possess. Shakespeare’s most dominant theme in his play King Lear is that of blindness. King Lear, Gloucester, and Albany are three prime examples Shakespeare incorporates this theme into. Each of these character’s blindness was the primary cause of the bad decisions they made; decisions which all of them would eventually come to regret. The blindest bat of all was undoubtedly King Lear. Because of Lear’s high position in society, he was supposed to be able to distinguish the good from the bad; unfortunately, his lack of sight prevented him to do so. Lear’s first act of blindness came at the beginning of the play. First, he was easily deceived by his two eldest daughters’ lies, then, he was unable to see the reality of Cordel ia’s true love for him, and as a result, banished her from his kingdom with the following words: â€Å"..................................for we Have no such daughter, nor shall ever see That face of her again. Therefore be gone Without our grace, our love, our benison.† (Act I, Sc I, Ln 265-267) Lear’s blindness also caused him to banish one of his loyal followers, Kent. Kent was able to see Cordelia’s true love for her father, and tried to protect her from her blind father’s irrationality. After Kent wa...

Continuing Personal and Professional Development Essay

In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V – please see appendix 1 . b) Skills and knowledge audits – please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The ‘Concrete Experience’ is the ‘doing’ component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed ‘common-sense reflection’. However how can this be analysed? – It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice – ‘Abstract Conceptualism’. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the ‘Abstract Conceptualisation’ stage then form the basis for planned changes – ‘Active Experimentation’. ‘Active Experimentation’ then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and rev iew to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning – , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) ‘Experiential Learning experience as a source of learning and development’, New Jersey: Prentice Hall Moon,J. (1999) ‘Reflection in Learning and Professional Development Theory and Practice’, London: Kogan Schon,D. (1991) ‘The Reflective Practitioner How Professionals Think in Action’, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12