Elements of a Good Nursing Report

Elements of a Good Nursing Report Introduction The mechanism of the nursing report is a comparatively ancient one. Certainly it was routinely used in the pre-Nightingale era of nursing and there are reports of such formal handover mechanisms in Chaucer and other medieval writings (Carrick P 2000). As the nursing profession has evolved over time, the requirements, expectations, demands and indeed the procedures employed in the giving of the nursing report, have also evolved and become more formalised. (Mason T et al 2003). The giving of the report can be a very useful procedure on many different levels. Obviously there is the imparting of information between members of the nursing team, but the report also has the potential of serving more subtle purposes such as increasing team bonding, team motivation, engendering of good working practices and increasing patient empathy amongst the whole nursing team. It also can serve the purpose of a forum for the interchange of ideas between professional members of staff. (Yura H et al. 1998) . Other sources suggest that the peer pressure experienced by the new or student nurse, can shape their own practice by observing the attention to detail (or otherwise) as the report is presented. (Fawcett J 2005) We note that the procedure has â€Å"the potential† for these purposes, as with all processes that involve human input, there is inevitably an inbuilt variability of process. It is seldom perfect and a number of studies have shown that its standard and content can vary across a spectrum from excellent to abysmal (RCN.2003) If we consider the evidence base for this statement, we can find support in two landmark studies that have been completed. The two authors (both Danes) coincidentally produced studies which were published in 1992 (Ljukkonen A 1992) (Kihlgren et al 1992). The latter study was structured in a way that analysed the functional components of the nursing reports in several large hospitals over a three month period, it then offered a period of training on improving the content and delivery of the reports, and then remeasured the staff performance using the same set of measurement parameters. The paper itself is both long and detailed as well as being particularly analytical. To condense (and paraphrase) the findings of the initial section of the paper we can cite the findings that the initial reports were found to be: Highly task oriented and (it was noted that) the staff often discussed the patients reaction in vague and general terms without imparting any specific or useful information. The authors went on to comment that structure was frequently absent or minimal and the nursing process was seldom in evidence. After the professional feedback sessions, the second analysis period showed a marked change to the fundamental nature of the reports to the extent that they now included the observation that there were: More messages per report after the intervention compared to the control ward and the messages with psychosocial content had doubled. This was reflected in a greater appreciation and satisfaction on the part of the receiving nurses and a demonstrable improvement in team empathy We note that the authors stated that in organising the mid-section training sessions they utilised the research work of Orlando (et al. 1989), who crystallised the essential elements of the nursing report into the basic concepts of â€Å"prioritisation, communication and presentation skills, together with instruction of the important ingredients of the actual nursing report.† The Ljukkonen (A 1992) paper has similar findings but was set in two nursing homes for the elderly where the authors found that the low turnover in patients was the prime reason for the decline in nursing report standards observed. The lack of trophic peer pressure was also considered to be a major relevant factor. The comments cited by Yura (regarding team building) earlier in this essay have their origins in this paper. Charboyer (2001) expands them further with the suggestion that a â€Å"vital part of the nursing process† is the ability to interact with all of the other members of the nursing team, both in terms of hearing (learning) and expressing opinions. These two papers effectively pose the unformulated question â€Å"just what elements are ideally required in the definitive nursing report?†. We can take the lead from the Kihlgren paper which considered the work of both Orlando and Dugan (1989) who analysed the essential elements of the nursing report and categorised them as: Prioritising care and patient needs. Communication Skills. Non-Judgemental Approach. The precursors of these elements were initially formulated in a paper published by Orlando in 1987 (Orlando I. J. 1987) who suggested that it was a fundamental function of the nursing process to prioritise the patient’s needs after elucidating them and use these perceived needs to instigate and plan an appropriate course of action which could be presented at the formal nursing report. He conceded that such an analysis was a function of the individual and unique interaction between patient and healthcare professional (by implication, the nurse) and that the nurse should ideally use their communication and analytical skills to present their assessment to the professional colleagues. These concepts eventually evolved into Orlando’s preposition that the â€Å"backbone of the nursing report† would be this analysis and prioritisation of the patient’s perceived needs and their presentation in a â€Å"logical sequence†. Orlando concludes his original paper with the comment that this plan should be enunciated and modified in accordance with the patient’s illness trajectory at each successive nursing report so that the stated goals can be achieved as expediently as possible. We have made earlier reference to the importance of good communication skills in the nursing report. It follows from our previous discussions that the communications skills must also ideally be in evidence between the healthcare professional and the patient in order for the nursing report to have maximal relevance (Arnold et al 2004). The importance of this comment can be judged from the fact that interpersonal communication is considered to be one of the six core attributes in consideration of optimum personal effectiveness in the â€Å"modern nurse managerâ€Å" (ICN 1998). The traits and deficiencies in the area of communication in general, identified by both Ljukkonen and Kihlgren, were studied in greater detail by Heinmann-Knoch (2005), who analysed the topic in direct relation to the nursing report in admirable detail and went on to suggest the mechanisms by which such deficiencies could be addressed. If we accept, as Davies (et al. 2002) enunciates, that communication is a skill that is seldom innate or totally intuitive â€Å"it has to be learned, acquired and actively practised.† Other authors point to the fact that other common failings of the nursing report include elements such as stereotyping or judgementalism. (Brechin A et al. 2000). When such elements are found to be present they clearly cross not only professional boundaries but also moral and ethical boundaries as well. (Stowers K et al. 1999) Eye contact is an often overlooked element of professional interaction either between nurses themselves or between nurses and their patients. Eye contact implies attention and respect and can signal perceived degrees of dominance and submission in the pecking order (Hurley R 2006). Similarly lack of eye contact can imply ignorance, confusion, indifference, and ineptitude (Fielder A 2000). As a communication tool it can be used to advantage by the skilled professional nurse both to elicit information from patients and also to ensure attentive listening in the nursing report situation. (Platt, F W et al. 1999) Body language is another often overlooked element in the art of communication. It has not received a great deal of overt scrutiny in the peer reviewed medical press but the majority of experienced healthcare professionals would attest to its value in both eliciting and conveying information (Edmondstone W M 1995). There is a considerable body of evidence to suggest that body language and nonverbal communication has a greater ability to impart information relating to the sincerity of the speaker than the words they are using (Trimboil A et al. 1997), equally it can be used to advantage when trying either to elicit or to suppress a response from the recipient (Tomlinson J 1998). Reflection is a vital part of the learning process. It has been described and modified by many authors. Taylor (2000) suggests that it should be an active process embarked on after the event so that memories and perceptions of a situation can be rationalised and appropriate strategies considered for more optimal outcomes. Palmer (2005) observes that reflection is both a professional requirement and also a dynamic process whereby the practitioner will be prepared for any similar occurrences and can build a knowledge base to enhance his or her practice, and therefore grow as a professional. On a personal note I find that the Gibbs reflective cycle (Gibbs, G 1988 ) is both convenient, practical and useful It is beyond doubt that the nursing report, in its ideal form, should be carefully constructed, structured and prepared. It should address all of the needs of the patient – not only the medical and nursing ones, but as Hendrick, (J. 2000) points out – it should also address the more subtle needs of the patient such as their psychological, socio-economic or social needs as well, if they are appropriate. Its proper delivery is not just a matter of chance or the last item on the shift for the departing staff nurse, it is one of the fundamental tools of the nursing profession and needs to be prepared, considered and focussed before it is actually invoked. The messages that the nursing report conveys are not simply those messages that relate to the continued nursing care of the patients, but also those that speak to the professional expectations of the nurses. Those who listen to their peers delivering the nursing report in a professional and intelligent way are more likely to be indoctrinated with professional attitudes and ideals than those who view the report as little more than a nuisance at the beginning of their shift. (Clarke J E et al. 1997). The nurse who uses all of the tools of communication, including presentation, positive body language and meaningful eye contact together with clear unequivocal language is far more likely to make a positive and dynamic impression with her report than the nurse who simply puts together a few sentences relating to each patient. (Hewison, A. 2004) References Arnold Bloggs 2004  Interpersonal Relationships: Professional Communication Skills for Nurses  London : London Meridian 2004 Brechin A. Brown, H and Eby, M 2000  Critical Practice in Health and Social Care  Open University, Milton Keynes. 2000 Carrick P 2000  Medical Ethics in the Ancient World  Georgetown University press 2000 ISBN : 0878408495 Chaboyer, Najman , Dunn 2001  Cohesion among nurses: a comparison of bedside vs. charge nurses perceptions in hospitals.  Journal of Advanced Nursing 35 : 4, 526-532 Clarke J E Copcutt L 1997  Management for nurses and Healthcare Professionals.  Edinburgh : Churchill Livingstone 1997 Davies Fox-Young 2002  Validating a scope of nursing practice decision making framework  International Journal of Nursing studies 39 , 1 , 85-93 Edmondstone W M 1995 Cardiac chest pain: does body language help the diagnosis? BMJ , Dec 1995 ; 311 : 1660 1661 Fawcett J 2005  Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing Models and Theories, 2nd Edition  Boston : Davis Co 2005 ISBN : 0-8036-1194-3 Fielder A Book : Sight Unseen BMJ , Jan 2000 ; 320 : 66 ;   Gibbs, G 1988  Learning by doing: A guide to Teaching and Learning methods EMU Oxford Brookes University, Oxford. 1988 Heinmann-Knoch, Korte, heusinger, Klunder Knoch 2005  Training of communication skills in stationary long care homesthe evaluation of a model project to develop communication skills and transfer it into practice Z Gerontol Geriatr. 2005 Feb ; 38 (1) : 40-6. Hendrick, J. 2000  Law and Ethics in Nursing and Health Care,  London. Stanley Thornes : 2000 Hewison, A. 2004  Management for Nurses and Health Professionals: Theory into practice. Blackwell Science : Oxford. Hurley R 2006 Ways of seeing BMJ , May 2006 ; 332 : 1219 ;  ICN 1998 International Convention on Nursing   Scope of nursing practice Geneva : ICN 1998 Kihlgren, Lindsten, Norberg Karlsson 1992  The content of the oral daily reports at a long-term ward before and after staff training in integrity promoting care. Scand J Caring Sci . 1992 ; 6 (2) : 105-12.   Ljukkonen A 1992  Contents of daily reports and nursing practice in 2 homes for the aged] Hoitotiede. 1992 ; 4 (5) : 194-200. Mason T and Whitehead E (2003)  Thinking Nursing.  Open University. Maidenhead. 2003 Orlando, I. J. 1987.  Nursing in the 21st century: Alternate paths.Journal of Advanced Nursing, 12 , 405-412 : 1987 Orlando, I. J., Dugan, A. B. 1989.  Independent and dependent path: The fundamental issue for the nursing profession. Nursing and Health Care, 10 (2) , 77-80 : 1989 Palmer 2005  Palmer in Learning about reflection from the student Bulpitt and Martin Active Learning in Higher Education. 2005 ; 6 : 207-217. Platt, F W Gordon G H 1999  Field Guide to the Difficult Patient Interview 1999 Lippincott Williams and Wilkins, pp 250 ISBN 0 7817 2044 3 London : Macmillian Press 1999 RCN 2003 RCN Leadership Project 2003 Defining Nursing RCN Publication 001 983 : Apr 2003 Stowers K, Hughes R A, Carr A J. 1999 Information exchange between patients and health professionals: consultation styles of rheumatologists and nurse practitioners. Arthritis Rheum 1999 ; 42 (suppl) : 388 S. Taylor, E. 2000. Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory. Adult Education Quarterly, 48 (1) , 34-59. Tomlinson J 1998 ABC of sexual health: Taking a sexual history BMJ , Dec 1998 ; 317 : 1573 1576 Trimboli A, Walker M B 1997 Journal of Nonverbal Behaviour Publisher: Springer Netherlands ISSN : 0191-5886 Paper 1573-3653 DOI : 10.1007 / BF00990236 Issue : Volume 11 , Number 3 September 1997 Pages : 180 190 Yura H, Walsh M. 1998  The nursing process. Assessing, planning, implementing, evaluating. 5th edition. Norwalk, CT : Appleton Lange, 1998.

The Role of Fate in William Shakespeares The Tragedy of Romeo and Juli

The Role of Fate in William Shakespeare's Romeo and Juliet 'Romeo and Juliet', the first romantic tragedy was based on a poem translated from the French 'Novella' (1595). Romeo Montague, who is in love with Rosaline, goes to a party in an attempt to take his mind off her. At this party he meets Juliet Capulet and immediately falls in love with her. Later he finds out that she is a Capulet, the rival family of the Montagues. He decides that he loves her in spite of this, and so does Juliet. They confess their love for each other during the very famous balcony scene in which they agree to secretly marry the next day. Friar Laurence agrees to marry them in an attempt to end the fight between the families. Unfortunately, the fight between the Montagues and the Capulets gets worse and Mercutio (Romeo's best friend) ends up in a fight with Tybalt (Juliet's cousin). Tybalt kills Mercutio, which causes Romeo to kill Tybalt in a fit of rage. For this, Prince (the Chief of Police) banishes Romeo from Verona. Juliet Capulet, according to her parents' wish, is to be married off to Paris. She does not want to marry him so she arranges with Friar Laurence to fake her own death with a sleeping potion that will make everyone think that she is dead. Friar Laurence promises to send word to Romeo to meet her when the potion wears off and to take her to Mantua (where Romeo is residing, after being banished from Verona). Unfortunately, Romeo does not receive this message on time and upon hearing of her death, he goes to Juliet's empty tomb where he drinks poison and dies. When Juliet's potion wears off, she awakens to find her lover's corpse... .... If Romeo hadn't gone to the party, he would never have met Juliet who would have been married off to Paris. In this case, the story would not have taken place. While going to the party, Romeo feels that he would die at an early age. His negative thinking could also have been an 'incentive' to his own death. Romeo and Juliet decide to get married. This is a wrong decision in the play but is decided by fate. Friar Laurence made the biggest blunder of all by agreeing to get them married. If Romeo had controlled himself and not killed Tybalt, he would not have been banished from Verona. This would prevent another worry to his tragic love life; crime. By killing Tybalt, Romeo Montague became a criminal and a fugitive. "From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life."

A Wrinkle in Time by Madeleine L’Engle Essay -- essays research paper

A Wrinkle in Time by Madeleine L’Engle Madeleine L’Engle uses a creative mixture of three different story-book motifs for building the story line in her book A Wrinkle in Time. From beginning to end Meg, Charles Wallace, and Calvin go through adventure after adventure bursting with animated fairy-tale characteristics, a model preteen coming-of-age theme, and a subtle Christian suggestion. The three are intertwined naturally, and work well within the science-fiction twist of this very believable fantasy tale. The main character Meg Murry is the perfect innocent child turned heroine. As in the typical coming-of-age theme, the beginning of the story presents 13 year old Meg as young, and terribly dependent on others. Constantly wallowing in self-pity, Meg enters the first chapter emotionally immature with a dismal self-centered â€Å"why-must-everything-happen-to-me† attitude [P.7]. Although her five year old younger brother Charles Wallace is â€Å"rumored to be not quite bright† [P.9], he is actually extremely advanced for his age and Meg’s main caretaker. â€Å"How did Charles Wallace always know about her? How could he always†¦probe (and understand) with frightening accuracy† [P.8]? The two are remarkably close, and whenever life becomes too much for Meg, Charles Wallace reaches out to comfort her. All three—Meg, Charles Wallace, and their new found friend, 14 year old Calvin O’keefe—fit the average misunderstood characteristics found in many fairy-tale and preteen stories. While both Calvin and Charles Wallace are misunderstood by most, Charles Wallace at least has the support of a loving home, with dysfunctional preoccupied parents, Calvin, on the contrary, has no one to understand and appreciate him. â€Å"The funny part of it† he says, â€Å"(is that) I love them all and they don’t give a hoot about me†¦I care, (but) nobody else does† [P.40]. All three children, each with his own special individual qualities, strive to get along in their everyday world. The boys don’t seem to care much what others think, only Meg, with her many temperamental imperfections, flounders from day to day. Mixed in with this is a hint of an orphaned-child theme. Although none of the children are actual orphans, the thought is implied first through Mr. Murry’s absents, and Meg’s constant wish of â€Å"if only father (were here)† [P.4]; and then with Calvin’s horribly neglectful family—he is, in essen... ...er to her caretaker, while she challenges It in an attempt to save her brother. In the grand finale, love concurs the incredibly evil force. Love—the one thing Meg possesses that It doesn’t†¦Ã¢â‚¬ I love you Charles Wallace† she cries, â€Å"My baby brother who always takes care of me. Come back to me†¦come away from It, come back, come home. I love you† [P.208] The message is written all through the text. God is stronger than Satan. God is love, and love is stronger than It. Once again â€Å"winning is everything† and the story finds a way of â€Å"making everything work out†[class lecture]. Charles Wallace is free, the Murry children have their father back, and Mrs. Murry has her husband back. Calvin has new friends and family with the Murrys. Meg, who has undergone her right of passage, finds friendship and self-confidence, is sure to return to daily life with a different more assertive and positive attitude. After the dark spiritual fight against It, Meg returns with a spiritual healing, and the absence of anger and resentment. Like The Lion, the Witch, and the Wardrobe the group returns at the exact moment they had departed on the quest, ready to take up where they left off—one big happy family.

A separate peace movie Essay

A Separate Peace is one of John Knowles’ most acclaimed works and is based on Knowles’ stay at Phillip Exeter Academy in the early-to-mid 1940’s. It is set in a New England boarding school for boys known as Devon, and begins in 1958 but quickly flashes back to the years 1942 and 1943. In these years at the peak of World War II we follow through the eyes and mind of first-person narrator and protagonist Gene Forrester, as he copes internally with jealousy and hate, and externally with the oncoming draft. As is the fate of many great novels it quickly hit the big screen, and in 1972 a film version of A Separate Peace made its first debut, directed by Larry Peerce, and starring Parker Stevensen as ‘Gene’ and John Heyl as ‘Finny’. Though the movie conveyed the theme – Gene a misled and surreptitiously violent student at Devon makes peace with himself and the world – many symbolic elements, important aspects, and minor details a re lost in the transition from novel to film. The first noted difference between the movie and book is that an the novel, before the flashback while Gene is revisiting Devon he remarks that he wants to visit two places: â€Å"I reached a marble foyer, and stopped at the foot of a long white marble flight of stairs.† And: â€Å"There were several trees bleakly reaching into the fog. Any one of them might be the one I was looking for.† Strangely in the movie Gene only visits the tree, we can infer that the stair scene is omitted because it might give away the ending too soon. For instance seeing a tree doesn’t necessarily hint at the further content, while seeing stairs and a tree may result in someone making the connection of falling down which, would ultimately give away the story’s climax and ending. This is a fairly important scene and gets the reader interested through foreshadowing early on in the story but was left out of the film. As both the novel and movie progress many minor variations are noted, an example of such a trivial difference between the novel and film is that in the movie, Brinker is part of the summer session. This is most likely done to introduce major characters early on, and make it easier for viewers to keep track of key people and less confusing than having them introduced halfway through the movie. Then as the movie continues series of notably different events take place between Finny’s triumph over A. Hopkins Parker  and Finny and Gene’s return from their escapade to the Beach. Three of the most prominent changes in this segment are that Parkers swim record is replaced with a pole-vaulting record; Gene doesn’t need to be persuaded nearly as much to go to the beach, and much more detail is put into the beach/boardwalk scene in the movie than the book. A. Hopkins Parkers’ record is changed from swimming to pole-vaulting, which is most likely changed to save tim e and increase the action and interest level of the scene; pole-vaulting is much more exciting and captivating for the audience than swimming. The viewers can also see that the record has been beaten instead of having to take Gene’s word from a stopwatch. Next in the movie Gene instantly agrees to accompany Finny to the beach, while in the novel Gene inwardly contemplates the consequences before answering:†The beach was hours away by bicycle, forbidden, completely out of all bounds. Going there risked expulsion, destroyed the studying I was doing for an important test the next morning, blasted the reasonable amount of order I wanted to keep in my life, and it also involved the kind of long labored bicycle ride I hated. ‘All right,’ I said.†This gives us a sense of how persuasive a person Finny is; Gene gives excuse upon excuse and yet ends up giving in to Finny, in the movie Finny’s personality cannot be displayed nearly as prominently because of the fact that Gene doesn’t narrate during in the film, and therefore it is nearly impossible to include the amount of detail in the film as the book. Finally the beach scene unlike most of the movie has a lot of seemingly unneeded time put into it, and is perhaps the only scene that has more detail than its counterpart in the novel. The amount of time spent on this scene when compared to the amount of information left out of the movie is significant, and was perhaps made this way to make up for symbolism left out in the film. The lack of symbolism in most of the movie results in a tremendous loss of sensory details for the viewer and can result in a lesser understanding of the story. For example in chapter six Knowles entrances us in a symbolic representation of two rivers: the Devon and the Naguamsett. The Devon clean and pure directly relates to the boys life at school – secluded, peaceful, tranquil – while the harsh Naguamsett is ruthless and unsympathetic â€Å"It was ugly, saline, fringed with marsh mud and seaweed.† These represent the  dangers of life outside of Devon and the draft which is seen to the boys as â€Å"governed by unimaginable factors like the Gulf Stream, the Polar Ice Cap, and the Moon. This depth and complexity cannot be shown embodied in the movie because of the lack of first person narration. Yet another lack of significant imagery between movie and book is when Gene visits Leper after leaving the army, and is told of the madness that overcame him, Knowles creates a scene that directly reflects Leper’s insanity:†The crust beneath us continued to crack and as we reached the border of the field the frigid trees also were cracking with the cold. The two sharp groups of noises sounded to my ears like rifles being fired in the distance.†This is a much more visual showing then the movie in which Leper is pushed down, and rolls into a fetal position. In conclusion the movie is a good idea but is poorly executed, and unfortunately lacks the novel’s symbolism, many key features, and minor but helpful details. The movie inadequately portrays of the novel and would be difficult to interpret without first reading the book. That said it is not especially bad if one has read the novel prior to viewing the movie and they compliment each other well. A Separate Peace. Dir. Larry Peerce. Perf. Parker Stevenson and John Heyl. VHS. Paramount Pictures, 1972. Knowles, John. A Separate Peace. Secker and Warburg, 1959

Assessing Students’ Attitudes Towards Essay

The potential added value of Web-based learning (or similar designations, such as â€Å"virtual learning†, â€Å"technology-based learning†, or â€Å"online learning†) compared to teacher- and textbook-based instruction lies in helping learners to acquire the right knowledge and skills in order to function as active, self-reflected, and collaborative learners (Govindasamy, 2002; Hamid, 2002). However, this cannot be realized without a change from learning environments in which the teacher and the textbook structure the learning process, towards learning environments in which the students themselves control, under the guidance of the teacher, the order in which they learn and perform activities based on their needs (Erstad, 2006; Wilson, 1998). Web-based learning resources (WBLRs) have the potential to support a learning environment in which students explore knowledge and enhance their learning (Combes ;amp; Valli, 2007). II. The purpose of this study is to assess students’ attitudes towards web-based learning resources. Specifically, the study will assess the (a) differences in attitude change, towards the CCIT class, for students using web-based resources and those using traditional textbooks; (b) differences in attitude change, towards computer technology, for students using web-based resources and those using traditional textbooks and (c) if age, gender, level in college, owning a personal computer, Internet accessibility at home, hours spent on the Internet per day, Internet time used for class work and percentage of project time used on the Internet, were predictors of ttitude . There will be no difference found in change of attitude towards the CCIT students that uses web-based resources and students that used traditional textbooks. 2. The teaching and learning process will be dramatically altered by the convergence of a variety of technological, instructional, and pedagogical developments in recent times. 3. Web-based texts give readers a feeling of engaging in real time, face to face interac tion through use of interactive programs. 4. The web-based texts and other technologies represent an unstoppable technological revolution enabling students to access information rapidly and visually. IV Participants will be the students enrolled in CCIT at ISU Cauayan Campus to assess differences in attitude-change, a pretest- posttest, non-equivalent control group design will be used. ANOVA will be used to assess differences in attitude-change and regression analysis will be used to assess the relationship between demographic variables, computer literacy, and student attitudes.

Building Sustainable Communities Through Green Action Plans Research Paper

Building Sustainable Communities Through Green Action Plans - Research Paper Example Technology has evolved to such a magnitude that people are now able to intensively and extensively exploit each and every aspect of their environment. This is evidenced by the rapid population increase where it is estimated that the global population would stand at about nine billion by 2070 from the current six billion (Harrell). Other potential negative impacts of over-exploitation of the environment include a decline in the vital ecosystems. Thirdly, such over-exploitation of the natural environment has led to global climate change with the climate changing to the extremes. Taking into account the aforementioned consequences of unsustainable human practices, there is no doubt that human life is jeopardized. For these very reasons, the time is now to take action. If the people of the world want to continue to live on this planet in the future, the creation of sustainable communities through green action plans is an imperative key for human survival. Sustainability initiative through green actions is indispensable for human survival. The UN World Commission on the Environment and Development defines sustainable development as that which â€Å"meets the needs of the present without compromising the ability of the future generations to meet their own needs† (U.S. Environmental Protection Agency). The concept of sustainability thus entail all those efforts to find a mid-point whereby there is a balance between what humanity demands from the ecosystem and the ability of this ecosystem to replenish itself. Taking more from the environmental without allowing for replenishment of what has been taken will eventually lead to the depletion of the system. With a depleted environment, the future generations will have to labor in scarcity and these could eventually lead to an end to humanity.

Innovative Organisations Essay Example | Topics and Well Written Essays - 2500 words - 2

Innovative Organisations - Essay Example Its global business far outstretches total sales, leading by about 74% of the total Topcon sales, as per the 2008 fiscal year annual report. Topcon produces many No. 1 products in the international market in the line of Positioning business, Eye Care business and Finetech business. Electronic Total Station in the Positioning business segment is holding the largest share in the global market for providing functionality and performance; it is cost-effective and has product range. The company’s major competitive strategy, according to the company President, Takashi Yokokura, is providing the No. 1 products worldwide quicker than its competitor companies. It has followed â€Å"TM-1† (Time to Market No. 1) business functions to minimise operational processes time to half, speed up business and set benchmarks in quality. Focus is more on increasing technological acumen and marketing functions. Operational processes in R&D, product quality and cost competiveness will be speeded up to attain the specific target of TM-1 Company. Topcon Group’s future growth depends on speeding the product in as less time taken as possible to reach market. Only by following this strategy, Topcon can boost its profit by exactly predicting market requirements and delivering products hassle-free, exceedingly satisfying its customers. In positioning business, Topcon is integrating different technologies – electronic and laser technology into its backbone technology – optical technology, thus, enlarging its business domain with machine control, image analysis and GPS technologies for high-accuracy 3D position information. Topcon has once again set standards by introducing GPT-9000A Series in Total Station. Topcon’s total station is a positioning tool that exactly marks measuring points, offering correct and graphic 3D position displays. The