The Ethnic Groups in Southeast Asia Essay Example | Topics and Well Written Essays - 1500 words

The Ethnic Groups in Southeast Asia - Essay Example But there are oral accounts in the form of folk tales, out of which some suggest that Burma is indeed their original home, but there are some folk tales which point towards their origin being China. The Karens have script of their own as well, which is often termed as 'chicken scratch script' because the script resembles the scratches made by the movement of a chicken when it moves on sand or soft soil. Smith (2003) stated that, "until the annexation of Burma in the nineteenth century, the Karens were largely a hill of forest-dwelling people without a written literature.as a result, the Karens appear as an ethnic group very much on the fringes of the recorded history." Myanmar has at least 15 major ethnic groups with Burman (Bamar) comprising about half the population. The population of Karen is the next highest with 6-7 million people. The last comprehensive census with ethnicity count was held in the year 1931, under the British Colonial government. Thereafter the Burmese government avoided the questions about separate ethnic identity (Bowles, 2000). Basically, the Karen tribe is known to be agriculturists, with Buddhism being the predominant religion amongst the tribe. A belief amongst the Karen tribe is that historically they have come from a place called "Thibi Kawbi". This is termed as their representation of Tibet and southern Gobi desert. As time passed, gradually during the 18th century, Karen began to move down south towards Thai Payap (old northern kingdom of Siam)1. The Karen tribe have been demanding an independent identity and land for them since early 1880s, with the formation of Karen National Association. At that time, Burma was under the colonial rule of Britain. After independence of Burma in January 1948, they tried to have a peaceful existence under the banner of Karen National Union (KNU), with some important posts in the government offered to Karen people. Situation started changing after the Military junta took over the country in 1960s. Subsequently, the demand for a separate land for Karen became more voc al. The military junta started adopting oppressive measures after it took over. As a result, a large number of Karen people were forced to leave their homes and fled into bordering Thailand with the result that many thousands of Karen are now living in Thailand, Australia and elsewhere as refugees. The strength of Karen fighters depleted with Burmese army declaring a full scale war against them in early 1990s and by 1995 the KNU headquarters at Manerplaw fell to Burmese army. Culture and Religion The brass rings around the necks of Karen tribe people are stated to be because of a number of reasons2. Some say it is done to prevent tigers from biting them; appears to be a credible defense, because the tiger prefers to pull the life out of a human being with a firm grip around the neck. Another version is that it is practiced to make women less attractive, so that there is less likelihood of them being captured by the slave traders. But, there is still another version which finds that this is being practiced to make women for attractive, so that they are able to attract a better husband. Besides the neck ring, large sized ear-rings also make an important component of the beauty products of the womenfolk. As the age of young girls increases the size

The developments of the laptops Essay Example | Topics and Well Written Essays - 1000 words

The developments of the laptops - Essay Example Nobody can think in terms of carrying a desktop with them while travelling for business purposes. â€Å"Of course, the main benefit of a laptop is the portability. This can be a huge benefit, allowing you to take your computer to and from work, on planes, on camping trips, and practically anywhere else† (Laptop vs. Desktop, 2010). Laptops can be accommodated in a suit case or carry bag easily and because of superior battery power, it can be used at places where electricity is not available. â€Å"Laptop and the social network have become very essential to our teenagers. Internet makes it possible to connect them with their interest. Many of them like to spend their time in front of a laptop, having an internet connection† (Laptops, Internet, Social Networking And Their Influence On Teenagers, 2010). The increasing popularity of social networking sites will increase the popularity of laptops further in future. This paper briefly analyses the possible future developments which can take place in laptop market. The Future of Laptops The future of laptops is unpredictable. Many people believe that a pocket sized laptop with all the computer facilities and communication technologies may evolve in near future itself. Moreover, pocket sized laptops are going to conquer the lives of the people because of the huge developments in computer technologies and nano technologies. Nano technology is developing rapidly and many people are of the view that the processing power of the microprocessor chips is going to increase as a result of that. Moreover, the size of the laptops may also be considerably reduced. Even a small chip can handle thousands of gigabyte data if nano technology developed properly. Under such circumstances, the sizes of the storage devices used in laptops are going to be reduced. â€Å"One of the most recent trends in laptop technology is the touch screen. These laptop companies are vastly producing a good majority of their laptops now integ rated with touch screens† (Helphrey, 2011). Touch screen mobile phones are already in the market. Touch screen technology is going to capture the laptop industry as well. New operating systems are supporting touch screen technology which is a blessing for the laptop manufacturers. â€Å"All of the major semiconductor companies are trying to create powerful processors that use very low-voltage†(Bajarin, 2011). In other words, laptops with higher battery life are possible. Current laptops are offering maximum 6 to 8 hours battery life. However, with the introduction of new technologies laptops which may work even up to 24 hours with the help of battery alone are possible. It is not necessary that the designs or the shapes of the future laptops would be the same as that of the current ones. Revolutionary changes in design, functionality and performances are waiting for the future laptop users. Laptops with the size of a mobile phone are going to enter the market very soon. Thickens, weight, length, breadth etc of the current laptops are going to be reduced very much. Dell recently unveiled one of their interesting netbooks recently. â€Å"At first look, you might think that this is just a tablet device, but you'll be surprised to know it is also a netbook. Flipping the screen from within the frame will display the keyboard and turns this device into a netbook† (Tuvie: Design of the future, 2011). Rolltop design is another interesting model proposed for future laptops. Some of the proposed future laptop designs are given below. (How Laptops May

International Accounting Standards: UK Financial Reporting

International Accounting Standards: UK Financial Reporting APC311 INTERNATIONAL FINANCIAL REPORTING ASSIGNMENT (Word count: 3, 080) Introduction The growth of international activities has been rapid over time. These activities include areas of international trade, international investment, international bond and equity offerings, capital movements between countries and the number of multinational firms. Countries, entities and bodies who carry out these activities continuously seek to achieve growth and higher returns at lower cost of financing. This implies that there is often the need to consider international rather than national or internal alternatives of raising finance. The differences in accounting systems and principles that exist in different countries are a barrier to towards the comparability of financial information that is published by companies using different sets of accounting standards (Alexander, 2007). This led to ‘the pressure for international harmonization to regulate, prepare and use financial statements which are reliable, comparable and transparent (Nobes and Parker, 2000). This can only be achieved if countries employ the same accounting standards through the harmonization of accounting principles. International harmonization may be defined as a political process aimed at reducing the differences in accounting practices across the world in order to achieve comparability and compatibility (Hoarau, 1996). To achieve this feat, accounting regulators such as the IASB have attempted to advance harmonization projects in an attempt to minimize differences between different national accounting standards (O’Regan, 2006). As argued by Choi et al (2002), harmonization will make it more likely for users of financial statements to interpret the information correctly and make better decisions based on that information. It will also reduce drastically the information asymmetry between stakeholders and companies and hence save manpower, money and resources. The International Accounting Standards Board (IASB), issuers of International Accounting Standards (IASs) was established in 2001 and is the independent standard-setting body of the International Financial Reporting Standards (IFRSs) Foundation, an independent, private sector whose principal objectives are to develop in the public interest, a set of high quality, understandable, enforceable and globally accepted international financial reporting standards (IFRSs) based on clearly articulated accounting principles. IFRSs are a set of high quality, understandable, enforceable and globally accepted Standards based on clearly articulated accounting principles. The need for International Accounting Standards The international investor The information age and the advent of high-tech computers makes possible the availability of massive amounts of international financial information. Institutional and individuals who are interested in making international investments can therefore benefit from the global harmonization of accounting standards. International Accounting firms The role of international accounting firms include providing auditing and consulting services in many countries. The absence of international accounting principles implies that they have to gain expertise in areas of domestic financial accounting principles and related laws. Gaining this expertise can substantially increase their operational costs. International intergovernmental organisations International intergovernmental organizations including the United Nation (UN), the European Union (EU) and the Organization for Economic Cooperation and Development (OECD) extend credits for projects to other countries. They are therefore interested in obtaining comparable financial information in order to evaluate the projects they carry out in the various countries.as the organization. This can be achieved only if there is harmonization of international accounting principles. Developing countries Developing countries often seek international financing sources for their development. It is important for their governments and accounting regulating bodies to adopt international accounting standards in order to make it easier for them to access international financing sources. Stock exchanges The use of international accounting principles can enable the internationalization of Stock exchanges which can in turn increase international financing activity. This essay will make particular reference to the UK equivalent of accounting standards i.e., the  Financial Reporting Standards (FRSs) to examine the different accounting treatments in the individual accounting standards of interest in this assignment. IAS 38 Accounting for intangible assets Definition: An intangible asset is an identifiable monetary asset without physical substance. An asset is a resource that that is controlled by the enterprise as a result of past events and from which future economic benefits are expected [IAS 38.8]. The objective of IAS 38 is to prescribe the accounting treatment for intangible assets that are not dealt with specifically in another IAS. The standard deals with: the criteria to be met before an enterprise can recognise an intangible asset; how to measure the carrying amount of intangible assets and the disclosures that needs to be made. Examples of assets that may qualify as intangible assets under IAS 38 are: computer software, copyrights, customer and supplier relationships, franchises, licenses, rights patents. The three critical attributes of intangible assets are: Identifiability: In order for an intangible asset to be identifiable, it must be separable and it arises from contractual or other legal rights, regardless of whether those rights are transferable or separable from the entity or from other rights and obligations. (IAS 38.12) Control (power to obtain benefits from the asset) An intangible asset must be under the control of the enterprise in order for it to have the power to obtain future economic benefits from the asset. Control will usually but not necessarily emanate from legally enforceable rights, in the absence of which it is more difficult to prove the existence of an asset. For example, control over technical know-how is deemed to exist only if it is protected by legal right such as a copyright or patent. Recognition and measurement: IAS 38 stipulates that an intangible asset should be recognised only if both of the following occur: It is possible that the future economic benefits that are attributable to the asset will flow to the entity, and The cost can be reliably measured. The cost of an asset must be reliably measured if the asset is acquired in a normal transaction. Also, the fact that a price has been paid for the asset, is a reflection of the expectation that future economic benefits will flow to the entity. Goodwill and brand image In order for goodwill and brand image to be classified as intangible assets and included as assets of the enterprise, they need to be identified separately. If goodwill and brands have been acquired externally, then their cost and existence can be identified and capitalised. As regards internally generated goodwill, it cannot be recognised as an asset because: it is not separable from the business it has not arisen form contractual or other legal rights, and its cost cannot be reliably measured (IAS 38). A reconciliation of the carrying amount at the beginning and the end of the period. FRS10, accounting for goodwill and intangible assets is the equivalent UK Financial Accounting standard to the IAS 38. The standard views goodwill arising on acquisition as not constituting an asset or an immediate loss in value. But it relates to the cost of an investment in the financial statements of the acquirer, hence the values are attributed to the acquired asset and liabilities in the consolidated financial statements. The standard is of the view that even though purchased goodwill is not in itself an asset, including it in the assets of the reporting entity rather than deducting it from shareholder’s equity recognises that goodwill is part of a larger asset whose investment the entity’s management remains accountable. Thus, the objective of the FRS10 is that it ensures that purchased goodwill and intangible assets are charged to the income statement in the periods they are depleted. A comparison of the different accounting treatment of intangible assets by the IFRS and UK GAAP can be seen in Appendix 1. Discussion The IAS definition for intangible assets has its limitations as many intangibles such as patents and related drawings do have a physical substance (Tiffin, 2005 p.67). However the real issue with intangible assets is that intangibles are difficult to value and as such, attempting to measure their impairment is plagued with problems Godfrey Koh, 2001). The uncertainty about asset values and their impairment renders them susceptible to creative accounting. Intangible assets can be generated internally by firms. But it is difficult to accurately identify and cost such assets. IAS38 states that ‘internally generated goodwill shall not be recognised as an asset’. Research and development are therefore considered to be different parts of creating an internally generated intangible asset. The research phase is defined by IAS 38 as ‘original and planned investigation undertaken with the prospect of gaining new scientific or technical knowledge and understanding’. This implies that research costs incurred are expensed when they occur. There is consistency in classifying what constitutes an intangible asset by the standard. Of course, this treatment of research is appealing as there is a probability that an initial research may not actually lead to any economic benefit. Accounting for leases (IAS 17) Definition: A lease is an agreement whereby the lessor conveys to the lessee in return for a payment or series of payments the right to use an asset for an agreed period of time. A lease falls under two main categories; a finance lease and an operating lease. A lease is classified as a finance lease if it transfers substantially all the risks and rewards incident to ownership. All other leases are classified as operating leases. Classification is made at the inception of the lease. [IAS 17. Thus, in order to accurately classify the type of lease, it is important to determine whether the risks and rewards associated with owing the asset are with the lessee or the lessor. An asset will be classified as a as a finance lease if the if the risks and rewards lie with the lessee. However, it will be classified as an operating lease if the risk and rewards lie with the lessor. As regards a finance lease, the concept of substance over form is applied. The substance is that even though the legal owner of the asset is not the lessee, the commercial reality is that the lessee has acquired an asset by obtaining finance from the lessor, this implies the recognition of an asset and liability. Other distinguishing factors of a finance lease include: The present value (PV) of the minimum lease payments at the beginning of the lease amounts to substantially all of the fair value of the asset. By the end of the lease, the lease agreement transfers ownership of the asset to the lessee. The option rests with the lessee to purchase the asset at a price expected to be substantially lower than the fair value when the option becomes exercisable. The leases asset must be of a specialised nature. A comparison of the different accounting treatment of intangible assets by the IFRS and UK GAAP can be seen in Appendix 2. Discussion Operating leases appear to be more popular as both the leased asset and liabilities can be effectively kept off the balance sheet with future lease obligations disclosed as footnotes. However, a finance lease, often treated as an ‘in substance’ purchase by the lessee and a sale by the lessor, is less popular as it requires both leased assets and liabilities to be recognized on the balance sheet. But the finance lease does produce a tax benefit because of a larger expense, interest plus depreciation, compared to an operating lease which only reports the lease payments as an expense. IAS 17 (IASB, 2008) allows managers to structure a lease in such a way as to avoid the reporting of lease assets and liabilities. In order to ensure a complete and transparent recognition of assets and liabilities arising from lease contracts on financial statements, the IASB decided to make no distinction between finance leases and operating leases and employ the ‘right-to-use assets’ and its lease obligations that is based on the present values of future lease payments using the incremental borrowing rate of the lessee at the inception of a lease. Capitalization of lease can impact negatively on earnings because of the increased cost due to the depreciation of the asset and interest expense. This will in turn affect expected profit margin, return on earnings (ROE) and return on assets (ROA) (Bradbury, 2003). IAS 37 Accounting for provisions, contingent liabilities, and contingent assets Definition A provision is a liability of uncertain timing or amount. IAS 37 ensures that a provision should be recognised only when there is a liability i.e. a present obligation resulting from past events. Contingent liabilities: Definition: A contingent liability is: a possible obligation that arises from past events and whose existence will be confirmed only by the occurrence of events not wholly within the control of the entity; or A present obligation that arises from past events but is not recognised because it is not probable that an outflow of economic benefits will be required to settle the obligation; or A present obligation that arises from past events but is not recognised because the amount of the obligation cannot be measured with sufficient reliability. Disclosure An entity should disclose a contingent liability in a note, unless the possibility of an outflow of economic benefits is remote. Contingent assets A contingent asset is a possible asset that arises from past events and whose existence will be confirmed only by the occurrence or non-occurrence of one or more uncertain future events not wholly within the control of the entity. An entity shall not recognise a contingent asset. When the realisation of income is virtually certain, then the related asset is not a contingent asset and its recognition as revenue is appropriate. A comparison of the different accounting treatment of intangible assets by the IFRS and UK GAAP can be seen in Appendix 3. Discussion IAS 137 aims at ensuring that only genuine obligations are dealt with in the financial statements i.e. planned future expenditure even when authorised by the board of directors or equivalent governing body, is excluded from recognition. Appropriate recognition criteria and measurement bases are applied to provision, contingent liabilities and contingent assets and that sufficient information is disclosed in the notes to enable users to understand their nature, timing and amount. The standard seeks to ensure that for example assets are not overvalued. Accounts receivables may be overvalued if reasonable provision for bad debts is not made. This has the tendency to inflate earnings and in such instances the provision for bad debts will prove to be inadequate in future, whilst in the short term account receivables and earnings receive a temporary boost. Also, contingent liabilities which are obligations that are dependent on future events for the confirmation of the existence of an obligation. If companies fail to record a contingent liability that is likely to be incurred and subjected to reasonable estimation, it has the effect of understating their liabilities and overstating their net income or shareholders equity. The above examples are indications of how companies use creative accounting to manipulate their financial statements especially their balance sheets. Conclusion Accounting for intangible assets, accounting for leases and accounting for provisions, contingent liabilities, and contingent assets are all complex areas which are prone to manipulation in the form of creative accounting which is defined as â€Å" the transformation of financial accounting figures from what they actually are to what preparer desires by taking advantage of the existing rules and/or ignoring some or all of them† (Kamal Naser, 1992). Creative accounting in whatever form it takes is usually meant to overstate assets or understate liabilities. The collapse of a number of corporate giants such as Enron Corporation, Tyco International, World Com, Global Crossing, Arthur Anderson, Parlmalat etc. have not only destroyed investor confidence and shareholder values but it has also damaged the accounting profession. The situation is even made worse when there are different accounting standards that are used in preparing financial statements. This is made even worse when there are different accounting standards used in preparing financial statements. The adoption of one set of global financial reporting standard such as the international financial reporting standard (IFRS) that confers with investors, stock markets, accounting professionals and accounting standards setters will go a long way to reduce the practice. Arguably, accounting standards whether in the US, UK, Australia or the IAS will not have all the answers to accounting and financial reporting problems but it is hoped that it will largely reduce its occurrence. APPENDICES APPENDIX 1 Comparison of IFRSs with UK GAAP treatment of intangible assets Appendix 2: Comparison of IFRSs with UK GAAP treatment of Lease APPENDIX 3 Comparison of IFRSs with UK GAAP treatment of provisions, contingent liabilities, and contingent assets

Dance Quotes :: Drama

Dance Quotes "Dance isn't a form it's a way of life." ~anonymous "Dancers are the athletes of God." ~Albert Einstein "To tap or not to tap...silly question!!" ~anonymous "We dance for laughter, we dance for tears, we dance for madness, we dance for fears, we dance for hopes, we dance for screams, we are the dancers, we create the dreams." "Whatever you want to do, do it. There are only so many tomorrows" "Imagination is more important than knowledge" ~Albert Einstein "To dance is to be out of yourself. Larger, more beautiful, more powerful. This is power, it is glory on earth and it is yours for the taking." ~Agnes De Mille "If dancing were any easier it would be called football." ~anonymous "Quitters never win and winners never quit." ~anonymous "Try to be fearless, because fear can inhibit you and keep you from a life." ~Miranda Weese (NYCB) "If ballet was easy then everyone would be doing it." ~anonymous "Dancing with the feet is one thing, but dancing with the heart is another." ~anonymous "The Dancer believes that his art has something to say which cannot be expressed in words or in any other way than by dancing... there are times when the simple dignity of movement can fulfill the function of a volume of words. There are movements which impinge upon the nerves with a strength that is incomparable, for movement has power to stir the senses and emotions, unique in itself. This is the dancer's justification for being, and his reason for searching further for deeper aspects of his art." ~Doris Humphrey, 1937 "Behind each victory is a long train of suffering!" ~anonymous "I don't have an attitude, I'm just REALLY good!" ~Dance Caravan "The people who do not dance are the dead." ~Jerry Rose of Dance Caravan "Ginger Rogers did everything Fred Astaire did, but she did it backwards and in high heels." ~anonymous "If you say you can you can, but if you say you can't your right!" ~anonymous "You know you're dancing when tears of pain and happiness blend in with your sweat" ~anonymous "We dance for laughter, we dance for tears, we dance for madness, we dance for fears, we dance for hopes, we dance for screams, we are the dancers, we create the dreams." "Artists lead unglamorous daily lives of discipline and routine, but their work is full of passion. Each has a vision and feels responsibility to that vision." ~Merryl Brockway "Dancers are an admirable bunch of people. The way they work. The stress is extraordinary. It's a difficult career. I think it's hellish; the fact that they are over the hill as they're emotionally

Developing Communication and Interpersonal Skills: Continuing Professional Development ?

Introduction The Nursing and Midwifery Council (NMC) has set out at least four domains of competencies for entry to the register in Adult Nursing. In this brief, I will focus on the second domain of communication and interpersonal skills. Communication plays a crucial role in addressing the needs of the patients. Adult nurses are expected to communicate effectively, listen with empathy and advocate for their patients (Department of Health, 2012a, 2012b). Specifically, the Department of Health (Commissioning Board Chief Nursing Officer and DH Chief Nursing Adviser, 2012) has introduced the 6 Cs of nursing, which encompasses compassion in nursing practice. Compassion in care is only possible when patients feel that their nurses understand their feelings and show empathy (Chambers and Ryder, 2009). Communication is essential in helping patients articulate their needs (Hall, 2005). Similarly, poor communication could result to misunderstanding, anxiety for the patients and poor quality of care (Chamb ers and Ryder, 2009). In this brief I will focus on the domain of communication and interpersonal skills since these form the foundation of my relationships with my patients. Developing my competency in this domain would help me identify both verbal and non-verbal messages of the patients and address their needs accordingly. Meanwhile, effective communication is needed when I communicate with my colleagues and other healthcare practitioners. A focus on my communication skills with my patients will be made in this reflective brief. Communicating effectively with my patients and other health and social care professionals would help improve the care received by my patients. Benner’s (1984) stages of clinical competence would be used to underpin my development from novice to competent. Gibb’s (1988) reflective model will be utilised to reflect on my experiences in the last three years from novice to competent. Professional Development from Novice to Competent Level Reflective practice (Gibbs, 1988) allows healthcare practitioners to improve current practice by learning from incidents and one’s own experiences. Pearson et al. (2009) explains that one’s own experiences are another form of evidence in healthcare. With the focus on patient-centred care, the NHS (Department of Health, 2012b) has encouraged evidence-based care when addressing the needs of the patients. I will use Gibbs (1988) model in reflecting on my communication experiences in years 1 to 3. This model starts with a description of an incident followed by analysis, evaluation, conclusion and action plan. An incident during my year 1 exemplifies how I developed my communication and interpersonal skills as a novice. I was assigned to the mental health ward and assisted an elderly patient with dementia who was admitted for pneumonia. During his first day in the hospital, my senior nurse performed a nutritional assessment and informed me that I should assist the patient during feeding time. This was consistent with the Patient Mealtime Initiative (PMI) (NHS, 2007) implemented in our ward. As a student nurse, I would be assist the patient to self-feed and make his environment comfortable and uncluttered. During mealtime, I talked to the patient and informed him that I would assist him in eating his food. He stared at the wall and did not respond. I gently asked him if he was ready to eat. When he turned to me, I informed him that he could now start eating. He only stared at his food and did not seem to understand my instructions. I placed the utensils near his hand so he could grab it and eat. When he did not respond, I asked him if he wanted me to help him eat. After a few minutes, he got his spoon and held it for a few minutes. I began to realise that he did not seem to understand my instructions so I started to place the spoon with food in his mouth and gently touched his chin to remind him to chew his food. My senior nurse passed by and informed that I have to put some pressure on the patient’s chin and make some chewing motions to help remind him that he needs to chew his food. It took me an hour to feed my patient. On reflection, communicating with older patients with dementia could be a challenge. Most of these patients suffer from cognitive impairments, which make it difficult for them to communicate their feelings and concerns (NICE, 2006). A significant number of older patients with dementia who are admitted in hospital wards are underweight (World Health Organization, 2014). Jensen et al. (2010) explain that many of these patients have forgotten how to eat and chew their food while others lack cognitive abilities in understanding instructions on feeding. Hence, the National Institute for Health and Clinical Excellence (NICE, 2006) guideline on nutrition for older patients highlights the importance of assisting the patients during feeding. For patients in the advanced stages of dementia, the main aim of nutrition is to maintain hydration and comfort feeding. Meanwhile, some patients could also suffer from swallowing problems, making it more difficult to ingest food (Lin et al., 2010). The hospital ward environment is also new to older patients with dementia and might trigger anxiety and fear (Lin et al., 2010). Since patients are in unfamiliar surroundings with unfamiliar people, they might express their fears and anxieties through aversive behaviours (NICE, 2006). It is shown that nurses react negatively to aversive behaviours of older patients with dementia (Jensen et al., 2010). On reflection, the incident taught me to be more patient and to understand both verbal and non-verbal messages. It took some time for me to realise that I have to feed the patient since he appeared confused. I was also unprepared on how to communicate with an older patient with dementia. As a novice nurse, my feelings and apprehensions are normal and are also shared by other nurses (Cole, 2012; Murray, 2006). Best and Evans (2013) have shown that nurses feel unprepared to communicate and care for older patients with dementia. On reflection, I should continue with my professional develop ment by joining training and seminar on how to communicate with older patients with dementia and address their nutritional needs. When faced with a similar situation in the future, I am better prepared and would not need more supervision from senior nurses on how to communicate with older patients with dementia and address their needs. For instance, I am now aware that these patients have difficulty verbalising their needs and I have to be sensitive of non-verbal cues and interpret aversive behaviour as possible signs of distress, anxiety or fear (Best and Evans, 2013). The second incident occurred during year 2 in my placement in the Urology Department. At this stage, I already considered myself as an advanced beginner (Benner, 1984). I was assigned to care for a 45-year old male patient who was admitted due to testicular pain. I introduced myself to the patient and informed him that I was part of a team that would be caring for him during his hospital admission. I noticed that he was uncomfortable communicating with a student nurse and asked for a more senior nurse. I gently informed him that my senior nurse was supervising other student nurses and he was left to my care. I tried to communicate and noticed that he had difficulty with the English language. I asked him if he needed a language interpreter. Once an interpreter was identified and assisted me with communicating with my patient, I noticed a change in his behaviour. He began to open up and was willing to take his prescribed medications. I slowly understood that he was anxious about his co ndition and wanted a male nurse with the same ethnic background to be his nurse. When he realised that most of the nursing staff are composed of female nurses, he began to accept me as his nurse. On reflection, this incident illustrates the importance of taking into account individual differences and using communication strategies to understand the patient’s needs. Specifically, I became aware that he had difficulty with the English language. The act of getting an interpreter greatly improved our communication. One of the competencies stated under communication states that nurses should be able to use different communication strategies in order to identify and address the patient’s needs (Nursing and Midwifery Council, 2010; National Patient Safety Association, 2009). It was apparent that the patient was self-conscious that a female nurse was addressing his needs. It is shown that a patient’s perception about his condition is also influenced by their cultural beliefs and ethnicity (Department of Health, 2012b). He was uncomfortable that a female nurse was providing care when he was suffering from testicular pain. However, the patient shares similar ethnic background as the interpreter and only became comfortable when the interpreter assured him that he could trust me. I realised that patients with different cultural background could be anxious about their treatment and might have difficulty communicating. On evaluation, I felt that I was able to address the immediate language barrier gap by getting an interpreter to help me communicate with the patient. My experiences during my first year in placement with patients who have different ethnic backgrounds and have difficulty expressing themselves in English helped me prepare for this situation. As Benner (1984) stated, nurses develop competency through experiences. I felt that I have improved on my communication skills and have achieved the advanced beginner level during year 2. Being sensitive to the communication needs of my patient is also consistent with the 6 Cs of nursing (Commissioning Board Chief Nursing Officer and DH Chief Nursing Adviser). In this policy paper, nurses are encouraged to show compassion in caring through effective communication. On analysis, I could have improved my communication skills by learning how to communicate with patients with different cultural beliefs about human sexuality. The patient was shy that a female nurse is part of the healthcare team managing his testicular pain. As part of my professional development and action plan, I will participate in training and seminars on how to communicate about health issues, such as testicular pain, that are considered sensitive and may carry some cultural taboo. The third incident happened during year 3, in my placement in the surgical ward for orthopaedic patients. At this stage, my previous experiences in communicating with patients during year 1 and 2 have helped me develop important communication skills. These included recognising non-verbal messages, understanding how culture influences my patients’ perceptions of nurses and the care they receive. Culture plays a crucial role in how patients place meanings on the words and symbols I use when communicating (Funnell et al., 2009). Apart from culture, I realised that the patient’s own perceptions of the illness and pain they are experiencing could also influence the quality of our communication. In the incident, I was assigned to assess the level of post-operative pain of a patient after surgical operation. He was a 32-year old male and was unable to communicate even after four hours of surgery. I tried to communicate with him to help assess his level of pain. Since he could not verbalise his level of pain, I used the visual analogue scale (VAS) to identify the level of pain. On analysis, I felt that I have done the right thing and have fulfilled one of the competencies under the domain of communication. Specifically, the NMC (2010) states that nurses should be able to use different communication strategies to support patient-centred care. The use of the VAS helped the patient articulate his level of pain. The VAS is often used as a tool in healthcare practice when assessing the patient’s level of pain. This tool is reliable and has been validated in different settings (Fadaizadeh et al., 2009). On analysis, my personal experiences in the last three years helped me be come acquainted with current guidelines on pain assessment. It also helped me identify a simple but valid and reliable tool in assessing patient’s level of pain. Pain perception in post-operative patients is highly subjective and could be influenced by several factors (Gagliese and Katz, 2003). These include age, gender, prior pain experience, medications and culture (Lavernia et al., 2011; Grinstein-Cohen et al., 2009; Gagliese and Katz, 2003). Regardless of the factors that influence pain, nurses should be able to assess the patient’s pain accurately and communicate with the patient strategies on how to control pain (Clancy et al., 2005). Hence, communication is crucial in ensuring quality post-operative care. On reflection, I was aware that the patient has difficulty communicating. Hence, choosing a more complex tool in assessing pain could add to more distress and anxiety for the patient (Gagliese and Katz, 2003). I realised that choosing a simple assessment tool helped calm down the patient since I was able to deliver care appropriately. On reflection, I would follow similar procedures in the future. However, I would improve my knowledge on pain assessment by participating in pain education nursing classes in university or in the hospital where I am assigned. This would form part of my continuing professional development and action plan. Abdalrahim et al. (2011) argue that nurses with high knowledge on patient education are more likely to accurately assess patient pain, leading to earlier relief and management of the patient’s pain. However, Francis and Fitzpatrick (2013) express that despite high levels of knowledge on pain management, there are some nurses who have difficulty translating this knowledge into actual practice. One of my roles as a nurse in an orthopaedic surgical ward is to manage post-operative pain of my patients. Failing to manage pain could lead to chronic pain, longer hospital stays and poorer health outcomes (Grinstein-Cohen et al., 2009). I also realised that effective communication with patients is needed to ensure that the patient’s needs are addressed. Conclusion In conclusion, the three incidents portrayed in this reflective brief demonstrate how I evolved as a nurse practitioner from novice to competent. Specifically, my communication skills have developed from year 1 until Year 3. In the first incident, I had difficulty communicating with older patients with dementia. Beginner nurse practitioners have no experience in the situations they find themselves in. This was true in my experience with the older patient with dementia. It was my first time at communicating with a patient with cognitive impairment and feeding him. I lacked confidence in carrying out the task and only improved after several meetings with the client. However, in year 2, my communication skills improved. For instance, I was able to immediately identify the needs of the patients by depending on verbal cues and non-verbal messages of the client. I was able to get an interpreter and communicate with him. However, I also realised that I still need to improve by participating in classes and training on how to communicate effectively with patients with different ethnic background. Finally, in year 3, I was now more competent in communicating with patients. Even when the patient in post-operative care could not communicate, I was aware that he was in pain. I was also able to use an appropriate assessment tool that is consistent with the guidelines in our hospital. I realised that I possess more confidence in communicating with the patient and identifying his needs. My previous experiences in communicating with different groups of patients helped me become competent in identifying the needs of the patients. Importantly, care was delivered promptly since I was able to appropriately assess the level of pain of the patient. All these three experiences show that I could hone my skills in communication. My communication experiences in nursing will help me become more competent and ready as a future nurse registrant. References Abdalrahim, M., Majali, S., Stomberg, M. & Bergbom, I. (2011) ‘The effect of postoperative pain management program on improving nurses’ knowledge and attitudes toward pain’, Nurse Education in Practice, 11(4), pp. 250-255. Benner, P. (1984) From Novice to Expert: Excellence and power in clinical nursing practice, Menlo Park: Addison-Wesley. Best, C. & Evans, L. (2013) ‘Identification and management of patients’ nutritional needs’, Nursing Older People, 25(3), pp. 303-6. Chambers, C. & Ryder, E. (2009) Compassion and caring in nursing, London: Radcliffe Publishing. Clancy, C., Farquhar, M. & Sharp, B. (2005) ‘Patient safety in nursing practice’, Journal of Nursing Care Quality, 20(3), pp. 193-197. Cole, D. (2012) ‘Optimising nutrition for older people with dementia’, Nursing Standard, 26(20), pp. 41-48. Commissioning Board Chief Nursing Officer and DH Chief Nursing Adviser (2012) Compassion in Practice, London: Department of Health. Department of Health (2012a) The Power of Information, London: Department of Health. Department of Health (2012b) Bringing clarity to quality in care and support, London: Department of Health. Fadaizadeh, L., Emami, H. & Samii, K. (2009) ‘Comparison of visual analogue scale and faces rating in measuring acute postoperative pain’, Archives of Iranian Medicine, 12(1), pp. 73-75. Francis, L. and Fitzpatrick, J. (2013) ‘Postoperative pain: Nurses’ knowledge and patients’ experiences’, Pain Management Nursing, 14(4), pp. 351-357. 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“Deadly Unna” by Phillip Gwynne Essay

The novel, Deadly Unna, written by Phillip Gwynne tells the story of the multicultural bond between the Aboriginal up and coming football player Dumby Red and his loyal Australian mate Gary (Blacky) Black. There are many issues explored in the novel, such as family, domestic violence and above all, racism. Moreover, the novel demonstrates the issue of family. The Black family is portrayed as very dysfunctional. The reader understands from early on in the novel that Garry Black’s father is an unreasonable, irresponsible and violent father. Blacky demonstrates to the reader of his dad’s lack of support, when he says, â€Å"For a start I was always I bed when he (his dad) came home† (page 54). This insinuates that Blacky’s dad always come home late because he is too busy getting drunk at the pub. Consequently, due to Blacky’s dad’s absence, his mother is left to provide and play a big part in Blacky’s life. Consequently, Blacky’s f amily is faced with the problem of domestic violence. This makes the quality of living for the Black family low. â€Å"He chucked me out the of the wheelhouse, that’s how I got this† as Team-man pointed to his lip. He had been hit after his father after he turned the boat around due to his father falling asleep. The fear of being hit or beaten by their dad is not healthy at all. It all slowly builds up between all the siblings and eventually they crack and Team-man tries to kill him. The issue of Domestic violence is shown multiple times throughout this novel. Racism is very evident in this book. Being in a town like Blacky, where there is a vast spread of both whites and Aboriginies, he finds it hard too not judge them based on the stereotypes he has heard from other generations. The town is divided and usually both cultures do not mix. The Aboriginies live in the point and the whites live in the port. If an Aborigine or white are found in each other’s territory they are usually despised upon. At the pub the Whites and Aboriginals are separated and do not bond together. A tin shed down the point has clearly written in Graffiti ‘boongs piss off’ which is very racist and could’ve easily offended some of the Aboriginals. Also when Dumby dies the whites say ‘’it doesn’t matter’’ which is very disrespectful. This shows that problems involving racism and cultural indifferences in the book are so serious that they still occur in our day and age.