Wednesday, October 30, 2019
Gender Ad Paper Essay Example | Topics and Well Written Essays - 500 words
Gender Ad Paper - Essay Example The advertisement is for the bra and clearly illustrates a strong gender message of women as somewhat weak and the object of sexual desire. This message was purposefully created by the Wonderbra company, which looks to be a layout for presentation within a magazine. It is brilliantly detailed in solid colors, looking almost like a retro advertisement for a 1950’s woman, however caught in a contemporary scenario in the construction environment. The visual image of the hook catching her professional outfit to expose her underlying bra indicates that the crane operator was likely appealing to his own desires to view the unclothed female body and had deliberately snagged her outfit just to catch a peek. Again, this illustrates that the female consumer can be dominated by men in a very stereotypical role of the passerby being whistled at by lustful and isolated construction workers. The audience for this advertisement, interestingly, is actually for women in an effort to sell more bras to consumers. This would indicate that the company is attempting to create a connection with more subordinate women who might be thrilled by being caught in a similar experience. This would represent marketing which is attempting to relate to women who are business professionals who, in their personal lives, might enjoy a more risquà © social situation such as being the object of sexual desire in a construction environment. The message being sent in this ad clearly identifies women as being sexual and somewhat provocative, which is enhanced by the male worker mesmerized by the woman’s plight. He looks as though he is posed to come to her rescue, which again highlights a gender message being sent which makes women appear to be the less-dominant gender in need of masculine assistance. Clearly, sexuality is on the forefront of this
Sunday, October 27, 2019
Procesos Industriales y de Servicio
Procesos Industriales y de Servicio Cadena de valor: es un modelo teà ³rico que permite describir el desarrollo de las actividades de una organizacià ³n empresarial, descrito y popularizado por Michael E. Porter. La cadena de valor categoriza las actividades que producen valor aà ±adido en una organizacià ³n en dos tipos: las actividades primarias y las actividades de apoyo o auxiliares. Las actividades primarias se refieren a la creacià ³n fà sica del producto, su venta y el servicio posventa, y pueden tambià ©n a su vez, diferenciarse en sub-actividades. El modelo de la cadena de valor distingue cinco actividades primarias: Logà stica interna: comprende operaciones de recepcià ³n, almacenamiento y distribucià ³n de las materias primas. Operaciones (produccià ³n): recepcià ³n de las materias primas para transformarlas en el producto final. Logà stica externa: almacenamiento de los productos terminados y distribucià ³n del producto al consumidor. Marketing y Ventas: actividades con las cuales se da a conocer el producto. Servicio: de post-venta o mantenimiento, agrupa las actividades destinadas a mantener o realizar el valor del producto, mediante la aplicacià ³n de garantà as. Las actividades primarias està ¡n apoyadas o auxiliadas por las tambià ©n denominadas actividades secundarias: Infraestructura de la organizacià ³n: actividades que prestan apoyo a toda la empresa, como la planificacià ³n, contabilidad y las finanzas. Direccià ³n de recursos humanos: bà ºsqueda, contratacià ³n y motivacià ³n del personal. Desarrollo de tecnologà a, investigacià ³n y desarrollo: obtencià ³n, mejora y gestià ³n de la tecnologà a. Abastecimiento (compras): proceso de compra de los materiales. Para cada actividad de valor aà ±adido han de ser identificados los generadores de costes y valor 2. Identificacià ³n y priorizacià ³n de macroprocesos Las empresas y sus divisiones autà ³nomas dirigen sus asuntos principales por medio de grandes sistemas de uso repetido que son intrà nsecamente multifuncionales llamados macroprocesos. La mayorà a de los macroprosesos son procesos empresariales que tienen sus papeles dentro del concepto de sacar nuevos productos, procesar los pedidos de los clientes, cobrar, contratar empleados, entre otros. Los macroprocesos reciben informacià ³n de los proveedores, procesan esta informacià ³n, producen productos concretos y sirven esos productos a los clientes, externos e internos. El procesamiento realizado concuerda con la definicià ³n de proceso: serie sistemà ¡tica de acciones dirigidas al logro de un objetivo. Cuando las empresas crecen los macroprosesos se vuelven muy numerosos. Un macroproceso consiste en muchos segmentos llamados microprocesos. Cada uno se lleva a cabo dentro de una unidad organizativa funcional que, con frecuencia, està ¡ presidida por un supervisor de primera là nea. En resumen, los macroprocesos son aquellos que tienen mà ¡s de un proceso. 3. Diagramas de relacià ³n, interdisciplinarios y de flujo. Las herramientas que permiten visualizar mejor las rutas hacia el cambio son: los diagramas de relacià ³n, de proceso y de flujo. Los diagramas ayudan a dar visibilidad a trabajo. Ayudan a documentar las rutas que se emplean para satisfacer al cliente. El anà ¡lisis de estos diagramas permiten aumentar identificar acciones de mejora o cambio como: reducir tiempo de ciclo, disminuir defectos, bajar costos, medir desempeà ±os, reducir nà ºmero de pasos que no proporcionan valor agregado, etc. Se convierten en requisitos previos e importantes para tener à ©xito en el rediseà ±o estructural, reingenierà a o benchmarking. Diagrama de relacià ³n: Indica las interrelaciones o và nculos existentes entre los clientes y proveedores en las distintas partes de la organizacià ³n. Visià ³n global que describe las interacciones entre las principales funciones de la empresa. Es una imagen de las conexiones de entrada y salida (clientes y proveedores) entre las partes de una organizacià ³n, como las funciones, departamentos, divisiones o à ¡reas Diagrama de procesos interdisciplinarios: Muestran la forma en que los principales procesos atraviesan los là mites de varias funciones. Revela quà © ocurre en el interior y muestra la secuencia de pasos de los procesos productivos, entradas y salidas. Ilustran la forma de hacer el trabajo en las organizaciones, las trayectorias que siguen los insumos al ser transformados en resultados que los clientes valoran. Flujogramas: Herramienta mà ¡s conocida para ilustrar procesos productivos. Para definir, documentar y analizar procesos, con nivel alto de detalle. Un flujograma es la representacià ³n grà ¡fica de las secuencias de pasos que integran un proceso. Mientras mà ¡s informacià ³n se incorpore serà ¡ de mà ¡s utilidad. Existen tres mà ©todos bà ¡sicos para recolectar la informacià ³n necesaria para crear un diagrama: Auto generacià ³n. Cuando se domina completamente el proceso. Entrevistas personalizadas. Con proveedores, operarios y clientes del proceso. Validacià ³n. Entrevista en grupo. Participacià ³n conjunta de todas las personas relevantes e involucradas, para la creacià ³n y validacià ³n del diagrama. El criterio mà ¡s importante para seleccionar el proceso es el impacto que tiene sobre el valor que percibe el cliente. Seleccionar los procesos que realizan las mà ¡ximas contribuciones al cliente como clase mundial y alta competitividad. Existen Otros criterios como la reduccià ³n de costos, reduccià ³n de tiempo de ciclo o respuesta, minimizar o eliminar defectos, cuellos de botella, tecnologà a obsoleta, etc. 4. Descripcià ³n de procesos Informacià ³n bà ¡sica (encabezado) Nombre del proceso Responsable o dueà ±o del proceso Cliente (persona, à ¡rea, depto. o empresa) Inicio Final Fecha en la cual se hace la descripcià ³n del proceso. Versià ³n Quià ©n lo elaborà ³ Quià ©n lo autorizà ³ Observaciones               Elementos que constituyen la descripcià ³n del proceso ENTRADAS ACTIVIDADES RESPONSABLE SALIDAS Documentos o productos Accià ³n que se realiza con los elementos de entrada para producir las salidas. Deben de expresarse con verbos activos Personas o personas que ejecutan la accià ³n. Documentos o productos. FORMATO PARA DESCRIPCIÓN DE PROCESOS CRà TICOS IDENTIFICADOS A continuacià ³n se presenta el formato para que cada persona describa el proceso indicado. NOMBRE DEL PROCESO_________________________________________ DUEÑO DEL PROCESO__________________________________________ INICIO DEL PROCESO: __________________________________________ FINALIZACIÓN DEL PROCESO: __________________________________ CLIENTE_______________________________________________________ FECHA_____________________VERSIÓN: __________________________ ENTRADAS ACTIVIDADES RESPONSABLE SALIDAS Elaborado por:_______________________   Aprobado por: _____________________ Fecha: _______________ Circulacià ³n: ______________________________________ 5. Rediseà ±o y validacià ³n de proceso Para ser competitivos deberà amos de abandonar las viejas ideas acerca de cà ³mo se debà a organizar y dirigir un negocio. La reingenierà a significa volver a empezar, arrancando de cero. En esencia, la idea està ¡ en el pensamiento discontinuo. La identificacià ³n y el abandono de reglas anticuadas y de supuestos fundamentales que sustentan las operaciones o procesos corrientes. La reingenierà a es la revisià ³n fundamental y el rediseà ±o radical de los procesos para alcanzar mejoras espectaculares en medidas crà ticas y contemporà ¡neas de rendimiento, tales como costos, calidad, servicio y rapidez. METODOLOGà A I: FASE I Filosofà a empresarial: Visià ³n, Misià ³n y Valores. Definir la empresa (productos o servicios, competencia, estructura, etc.) Identificacià ³n de procesos Clasificacià ³n de procesos crà ticos (cadena de valor) Diagrama de interrelaciones de procesos crà ticos FASE II Mapeo de procesos crà ticos. Recursos, documentos, apoyo e indicadores de eficiencia y eficacia. Descripcià ³n de procesos crà ticos. Construccià ³n de diagramas de los procesos crà ticos.    FASE III Validacià ³n de los procesos. Complementar los procesos con medidas importantes dependiendo del tipo de proceso (tiempo, distancia, satisfaccià ³n.) Anà ¡lisis de Valor Agregado. Eliminar lo no necesario y que no agregue valor. Tratar de mejorar las necesarias que no agregan valor en cuanto a la dimensià ³n clave. FASE IV Analizar y rediseà ±ar los procesos. Cuantificar las mejoras. Validar el nuevo proceso Programar su implementacià ³n. Proyectar los beneficios Seguimiento y evaluacià ³n. Mejora de los procesos. METODOLOGIA II: PREPARACIÓN: 1.1 Reconocer la necesidad 1.2 Desarrollar consenso ejecutivo 1.3 Capacitar al equipo 1.4 Planificar el cambio IDENTIFICACIÓN: 2.1 Modelar clientes 2.2 Definir y medir rendimiento 2.3 Definir entidades 2.4 Modelar procesos 2.5 Identificar actividades 2.6 Extender modelo de proceso 2.7 Correlacionar organizacià ³n 2.8 Correlacionar recursos 2.9 Fijar prioridades de procesos VISIÓN: 3.1 Entender estructura del proceso 3.2 Entender el flujo del proceso 3.3 Identificar actividades de valor agregado 3.4 Referenciar rendimiento 3.5 Determinar impulsores del rendimiento 3.6 Calcular oportunidad 3.7 Visualizar el ideal (externo) 3.8 Visualizar el ideal (interno) 3.9 Integrar visiones 3.10 Definir subdivisiones SOLUCIÓN: Diseà ±o tà ©cnico 4 A1. Modelar relaciones de entidades 4 A2. Reexaminar conexiones de los procesos 4 A3. Instrumentar e informar 4 A4. Consolidar interfaces e informacià ³n 4 A5. Redefinir alternativas 4 A6. Reubicar y reprogramar controles 4 A7. Modularizar 4 A8. Especificar implantacià ³n 4 A9. Aplicar tecnologà a 4 A10. Planificar implementacià ³n SOLUCIÓN: Diseà ±o Social 4 B1. Facultar a empleados que tienen contacto con clientes 4 B2. Identificar grupos de caracterà sticas de cargos 4 B3. Definir cargos / equipos 4 B4. Definir necesidades de destrezas y personal 4 B5. Especificar la estructura gerencial 4 B6. Rediseà ±ar fronteras organizacionales 4 B7. Especificar cambios de cargos 4 B8. Diseà ±ar planes de carreras 4 B9. Definir organizacià ³n de transicià ³n 4 B10. Diseà ±ar programa de gestià ³n del cambio 4 B11. Diseà ±ar incentivos 4 B12. Planificar implementacià ³n TRANSFORMACIÓN: 5.1 Completar diseà ±o del sistema 5.2 Ejecutar diseà ±o tà ©cnico 5.3 Desarrollar planes de prueba y de introduccià ³n 5.4 Evaluar al personal 5.5 Construir sistema 5.6 Capacitar al personal 5.7 Hacer prueba piloto del nuevo proceso 5.8 Refinamiento y transicià ³n 5.9 Mejora continua ESTRUCTURA Là der. Alto ejecutivo que autoriza y motiva el esfuerzo total de la reingenierà a. Actuar como visionario y motivador, ideando, exponiendo la visià ³n del tipo de organizacià ³n que desea crear, comunica a todo el personal el sentido y propà ³sito. Debe tener autoridad sobre los recursos necesarios. Ser un autà ©ntico là der, vigoroso, emprendedor, convencido y conocedor. Dueà ±o del proceso. Gerente responsable de un proceso especà fico y del esfuerzo. Tiene la responsabilidad de rediseà ±ar su proceso. Debe acomodarse al cambio y ser sereno ante la adversidad. Motiva, inspira y asesoras a los equipos. Equipo. Grupo de individuos dedicados a rediseà ±ar un proceso, lo diagnostican, supervisan y ejecutan. Producir ideas y planes para convertirlos en realidades. Capacitarse, inventar y descubrir, creatividad y sà ntesis. Comità © Directivo. Cuerpo formulador de polà ticas, desarrollan estrategias y supervisan el progreso. Priorizan, asignan recursos y resuelven conflictos. Zar. Individuo responsable de desarrollar tà ©cnicas e instrumentos y de lograr sinergia. Capacita y apoya; coordina las actividades. 6. Herramientas para la optimizacià ³n de procesos PROCESO HERRAMIENTAS 1. Identificar problemas para resolver y proyectos de mejora. à ¼ Recoleccià ³n de datos à ¼ Tormenta de ideas à ¼ Principio de Pareto 2. Investigar las verdaderas causas del problema y/o factores para un proyecto. à ¼ Grà ¡ficas e histogramas à ¼ Listas de verificacià ³n à ¼ Tormenta de ideas à ¼ Diagrama causa efecto à ¼ Principio de Pareto à ¼ Anà ¡lisis de registro de produccià ³n o inspeccià ³n. 3. Determinar las mejores opciones o soluciones. à ¼ Principio de Pareto à ¼ Tormenta de ideas 4. Aplicar y evaluar las soluciones. à ¼ Recoleccià ³n de datos à ¼ Listas de verificacià ³n à ¼ Grà ¡ficas e histogramas 5. Tomar acciones para evitar que el problema se repita o asegurar que el proyecto sea exitoso. à ¼ Conceptos modernos de control à ¼ Modelos de planeacià ³n. 6. Presentacià ³n a la Gerencia. à ¼ Presentacià ³n profesional con la participacià ³n de todos los involucrados. RECOLECCIÓN DE DATOS Consiste en la recopilacià ³n de datos en forma acumulativa y sistemà ¡tica que se efectà ºa sobre determinada situacià ³n (equipo, proceso, procedimiento, actitud u otros) en formatos adecuados como reportes, hojas de trabajo o formas claras y durante un perà odo de tiempo, que està ©n directa o indirectamente relacionados con la calidad y el servicio. Procedimiento: a) Plantear claramente los objetivos del proyecto o del problema a resolver b) Analizar cada caso para definir quà © se va a medir u observar c) Registrar y ordenar todos los datos obtenidos d) Relacionarlos de manera que puedan proporcionar informacià ³n confiable e) Procesar la informacià ³n obtenida y validarla con los expertos en el tema f) Ordenar los datos de acuerdo con el grado de importancia o impacto g) Seleccionar la informacià ³n relevante a la solucià ³n del problema o al à ©xito del proyecto. TORMENTA DE IDEAS Es una tà ©cnica que consiste en dar oportunidad a todos los miembros de un equipo de trabajo, para opinar y sugerir con relacià ³n a un determinado proyecto o problema. Procedimiento: a) Se coloca el grupo frente a un rotafolio en forma circular. b) Nombrar a la persona que escribirà ¡ las ideas c) Se inicia el aporte de ideas uno por uno de acuerdo con la direccià ³n de las agujas del reloj. d) Cada idea es registrada en el rotafolio por la persona designada e) No se permite interrumpir o censurar al expositor de turno f) Las ideas se van desarrollando por està mulo de las ideas de los otros g) Se da por finalizada esta fase, cuando todos hallan agotado sus ideas del tema en cuestià ³n. h) Anà ¡lisis y reflexiones: cada quià ©n analiza la lista de ideas generadas, se permiten las preguntas para aclaraciones, se descartan las ideas descabelladas o no posibles, se utiliza alguna tà ©cnica adecuada para ordenarlas de acuerdo con la importancia que el grupo considere adecuada. PRINCIPIO DE PARETO En todo fenà ³meno que resulte como consecuencia de la intervencià ³n de varias causas o factores ordenados de mayor a menor, segà ºn sea su importancia, se encontrarà ¡ que un nà ºmero pequeà ±o de causas, que encabeza la lista, contribuye a la mayor parte del efecto; mientras que el grupo restante, contribuye a una pequeà ±a parte del efecto.  CAUSAS                                      EFECTO Pocos Vitales                                 Muchos Triviales Grà ¡fica de Pareto: Es una grà ¡fica presentada por barras verticales en forma descendente, correspondiente a la priorizacià ³n dada por el principio de Pareto o regla 80/20. Procedimiento: a) Identificar el efecto que nos interesa analizar (proyecto o problema crà tico) b) Hacer lista de todas las posibles causas que contribuyen al efecto (tormenta de ideas), si es posible se puede de una vez cuantificar el impacto. c) Ordenar dichas causas basadas en su contribucià ³n de mayor a menor, con su peso cuantitativo real o por medio del porcentaje. d) Graficar en forma de barras para identificar los pocos vitales y los muchos triviales. DIAGRAMA CAUSA EFECTO O DE ISHIKAWA. Es una herramienta para el anà ¡lisis de causa efecto, utilizada para determinar acciones o soluciones a problemas identificados a travà ©s de un anà ¡lisis de Pareto. Este diagrama de Ishikawa se traza con una espina dorsal o là nea central que constituye e camino a la cabeza que es donde colocamos el efecto (proyecto o problema a resolver), hacia la cual se dirigen las espinas que està ¡n constituidas por las causas y sub-causas. Tà ©cnica de las 5M ´s: En las empresas se utiliza esta clasificacià ³n de causas, que aunque no es obligatoria, incluye la clasificacià ³n de causas en cinco categorà as, que la experiencia muestra que son prà ¡cticas y nos ayuda a ordenar la informacià ³n de una forma bastante simple. Las categorà as especà ficas son: à ¼ Mano de obra à ¼ Mà ©todos y procedimientos à ¼ Materiales à ¼ Maquinaria y equipo à ¼ Medio ambiente. Procedimiento: a) Definir el problema o situacià ³n a realizar. Normalmente derivado del anà ¡lisis de Pareto. b) Dibuje un cuadro o rectà ¡ngulo al lado derecho de la hoja o superficie en la cual va a construir el diagrama y escriba dentro del cuadro el problema o efecto. c) Dibuje una flecha horizontal de izquierda a derecha que llegue al cuadro dibujado d) Dibuje las espinas, cinco si decide utilizar las 5M ´s, rotulando cada una con las categorà as. e) Coloque cada una de las causas de acuerdo con su naturaleza en la categorà a que considere adecuada.  Utilice previamente la tormenta de ideas. f) Al terminar de la clasificacià ³n en el diagrama, determine las causas mà ¡s importantes para definir una accià ³n concreta. Mano de Obra             Mà ©todos y Procedimientos Maquinaria y       Materiales      Medio ambiente Equipo CAUSAS EFECTO GRà FICAS ESTADà STICAS, HISTOGRAMA Las grà ¡ficas son representaciones de algà ºn fenà ³meno o evento cualquiera a travà ©s de figuras, sà mbolos, là neas, dibujos, etc Al mismo tiempo, son herramientas de comunicacià ³n que permiten expresar de una forma muy clara, simple y efectiva lo que nos nà ºmeros muestran confusamente u ocultan. Procedimiento: a) Ordenar los datos en un formato adecuado para el efecto. b) Decidir quà © tipo de grà ¡fica serà ¡ à ºtil y verificar si se cuenta con los datos necesarios para construirla. c) Construir la grà ¡fica de acuerdo con los datos trazando en los casos que se necesiten los ejes horizontal (X) y vertical (X). d) Asigne la escala mà ¡s adecuada, buscando la proporcionalidad mà ¡s adecuada para el tipo de grà ¡fica que se construirà ¡. e) Dibuje a mano o con la ayuda de la computadora la grà ¡fica especà fica. f) Una puntos, correlacione variables, utilice porcentajes, etc. dependiendo de si es una grà ¡fica de barras (verticales u horizontales), grà ¡fica de pastel o circular, un diagrama de dispersià ³n, una grà ¡fica de Pareto, un histograma, una grà ¡fica de control, etc. PRESENTACIÓN A LA GERENCIA Tambià ©n se denomina presentacià ³n de proyectos y es una de las actividades mà ¡s importantes y provechosas para los equipos, ya que todos tendrà ¡n la oportunidad de exponer frente a la gerencia. Consiste en presentar todo lo que se ha trabajado desde la tormenta de ideas para identificacià ³n de problemas o proyectos, hasta el planteamiento final de la solucià ³n, en la cual todos los integrantes de un equipo han aportado ideas, creatividad, trabajo y han colaborado para alcanzar el à ©xito. Procedimiento: Antes de la presentacià ³n: a) El equipo de trabajo debe prepararse y ordenar la presentacià ³n de su proyecto para que sea claro y preciso. b) Organizar, estableciendo un orden là ³gico de temas y asignarlos de tal manera que todos participen en la presentacià ³n. c) Practicar la presentacià ³n para enmendar errores y cumplir con el tiempo designado. d) Preparar todos los detalles necesarios con anticipacià ³n, para evitar contratiempos. e) Asegurarse que en el lugar de la presentacià ³n donde se va a realizar està © bien acomodada y que se cuente con todos los recursos necesarios. f) Asegurarse que sean invitados y que asistan todas las personas que son vitales para la presentacià ³n. 7. Justo a tiempo Es una filosofà a industrial, que considera la reduccià ³n o eliminacià ³n de todo lo que implique desperdicio en las actividades de compras, fabricacià ³n, distribucià ³n y apoyo a la fabricacià ³n (actividades de oficina) en un negocio. El desperdicio se concibe como todo aquello que sea distinto de los recursos mà nimos absolutos de materiales, mà ¡quinas y mano de obra necesarios para agregar valor al producto. Justo a tiempo (JAT) implica producir sà ³lo exactamente lo necesario para cumplir las metas pedidas por el cliente, es decir producir el mà nimo nà ºmero de unidades en las menores cantidades posibles y en el à ºltimo momento posible, eliminando la necesidad de almacenaje, ya que las existencias mà nimas y suficientes llegan justo a tiempo para reponer las que acaban de utilizarse y la eliminacià ³n de el inventario de producto terminado. Para que el JAT sea efectivo es necesario desarrollar una cultura de intervencià ³n de las personas, de trabajo en equipo, de involucramiento de las personas con las tareas que realiza, de compromiso o lealtad de los colaboradores con los objetivos de la empresa, para que el JAT funcione. APLICACIONES Produccià ³n o procesos de produccià ³n. n Utilizar mà ¡quinas de mà ºltiples propà ³sitos, en las que fà ¡cilmente se pueda pasar de la produccià ³n de un componente a otro. n Aplicar las tà ©cnicas de grupos o celdas, donde las series de componentes se puedan producir juntas, esto permite reducir los perà odos de planificacià ³n. n Trazar un esquema en U, en el cual los materiales se colocan en un costado de la U, y los productos terminados en el otro costado, permitiendo la reduccià ³n del movimiento del material. n Utilizar à ³rdenes de compra generales , que autoricen a un proveedor a suministrar una cierta cantidad de material durante un perà odo de tiempo, esto evita las à ³rdenes individuales, ahorrando tiempo y esfuerzo. Reduciendo los costos operativos. Niveles de inventario reducidos n Utilizar un sistema para hacer que los materiales fluyan de acuerdo con los requerimientos de produccià ³n / trabajo, conocido tambià ©n como sistema de afluencia antes de un sistema de almacenado. Mejoramiento del control de calidad n Insistir en los detalles de calidad de los proveedores o fuentes. n Adoptar un sistema de control de calidad total, comenzando con la calidad de los artà culos suministrados por el proveedor, poniendo à ©nfasis en la calidad en la là nea de produccià ³n de los artà culos manufacturados y en la calidad del servicio que presta el colaborador. Mejoramiento de la calidad y la fiabilidad. n Diseà ±ar calidad y fiabilidad en el producto. Utilizar tà ©cnicas de ingenierà a del valor, diseà ±o para la fabricacià ³n y diseà ±o para el montaje. El objetivo es eliminar el descarte y todos los defectos, para que los clientes reciban una calidad superior con menos reparaciones de garantà a. Flexibilidad del producto. n La menor cantidad de trabajo en proceso permite una mayor capacidad para responder rà ¡pido a los cambios en las demandas del consumidor para diferentes artà culos. Responsabilidad en la distribucià ³n. n Al utilizar el sistema de afluencia y el control de calidad total permite dar una mejor respuesta a los clientes, en cuanto a una distribucià ³n puntual de productos y de servicios de calidad. Utilizacià ³n de los activos. n Reducir la inversià ³n de capital. n Al reducir los inventarios y contar con un manejo mà ¡s eficiente, se requieren menos activos para los procesos actuales. Esto permite reducir los gastos operativos de las instalaciones actuales o brinda mà ¡s espacio para la expansià ³n del negocio. Utilizacià ³n del personal n Promover la capacitacià ³n cruzada del personal para trabajar en diferentes à ¡reas de produccià ³n. Los empleados familiarizados con el proceso contribuyen al mejoramiento continuo; pues poseen mà ¡s sentido de propiedad con respecto al producto o servicio. Minimizacià ³n de los costes: n Reducir el inventario. n Reducir el desperdicio de material y el desaprovechamiento de la mano de obra debido a los defectos. n Establecer cuotas de trabajo simplificadas que significan menores costes por primas. n Reducir los costes mediante el mejoramiento del mantenimiento preventivo. n Simplificar los procesos administrativos para reducir el trabajo por empleado. FASES FASE 1: Definir el porquà © El porquà © de aplicar el JAT es convertir la produccià ³n de la empresa en un arma estratà ©gica y no sà ³lo para bajar costos. En esta fase hay dos pasos: 1. Concientizacià ³n: Las directivas tendrà ¡n que formarse una idea clara del JAT a fin de generar tres visiones del futuro relacionadas entre sà : n Visià ³n del Proceso Fà sico -ver a la empresa dentro de 3 a 5 aà ±os, en su proceso fabril, flujo de materiales, compras, distribucià ³n, etc. n Visià ³n del Clima Organizacional -Se debe tener un fuerte liderazgo del presidente, una à ©tica en toda la empresa que propicie la innovacià ³n y haga sentir a los empleados que su aporte es importante, trabajo en equipo y cooperacià ³n entre departamentos, personas que està ©n acordes con los requerimientos del cargo y que se sientan motivadas a contribuir al mejoramiento de su empresa. n Visià ³n del Mercado -Ver posibles oportunidades en el mercado para adelantarse a la competencia. 2. Formular Estrategia de Produccià ³n/Mercado: Dicha estrategia debe ser comprensible para todos. Un nivel se referirà ¡ al crecimiento y expansià ³n otro nivel a responsabilidades de los cargos y otro a estabilidad de los cargos. FASE 2: Creacià ³n de la Estructura En la organizacià ³n entran en juego cuatro protagonistas clave: n El comità © directivo: Encabezado por un alto ejecutivo, el gerente de planta, representantes de gerencia medias, supervisores y empleados comunes. n Un facilitador: Persona accesible y de confianza, su funcià ³n es que el esfuerzo JAT sigua su marcha y que se alcancen los objetivos a corto y largo plazo. n Los grupos encargados de proyectos: Son los encargados del proyecto piloto, de la implantacià ³n del JAT proyecto por proyecto. Formado por miembros de administracià ³n superior intermedia y los empleados de la fà ¡brica que pondrà ¡n en prà ¡ctica los cambios n Los jefes de los grupos de proyectos: Son administradores del grupo y el enlace con el comità © directivo. FASE 3: Puesta en Marcha del Plan             Comprende tres pasos: 1. Proyectos piloto e implantacià ³n proyecto por proyecto: se establecen ciertas tà ©cnicas JAT, como agilizacià ³n del alistamiento, las celdas de maquinaria, y los sistemas de halar. Otros proyectos pilotos girarà an en torno a à ¡reas externas de oportunidad, tales como compras JAT. 2. Educar: Capacitar al personal para que adquieran las habilidades necesarias para llevar a cabo el JAT. 3. Cambiar Sistemas y Normas. Para que se amolden a los principios del JAT. 8. Kaizen Kaizen es un sistema enfocado en la mejora continua de toda la empresa y sus componentes, de manera armà ³nica y proactiva. El Kaizen surgià ³ en el Japà ³n como resultado de sus imperiosas necesidades de superarse a si misma de forma tal de poder alcanzar a las potencias industriales de occidente y asà ganar el sustento para una gran poblacià ³n que vive en un paà s de escaso tamaà ±o y recursos. Hacer posible la mejora continua y lograr de tal forma los mas altos niveles en una serie de factores requirià ³ aparte de constancia y disciplina, la puesta en marcha de cinco sistemas fundamentales: 1. Control de calidad total / Gerencia de Calidad Total En su desarrollo inicial, hacà a à ©nfasis en el control del proceso de calidad. Esto ha evolucionado hasta convertirse en un sistema que abarca todos los aspectos de la gerencia, y ahora se conoce como gerencia de calidad total (TQM). La gestià ³n de calidad total es una manera de mejorar constantemente la performance en todos los niveles operativos, en cada à ¡rea funcional de una organizacià ³n, utilizando todos los recursos humanos y de capital disponibles. El mejoramiento està ¡ orientado a alcanzar metas amplias, como los costes, la calidad, la participacià ³n en el mercado, los proyectos y el crecimiento. en la aplicacià ³n de mà ©todos cuantitativos y recursos humanos para mejorar el material y los servicios suministrados a una organizacià ³n, los procesos dentro de la organizacià ³n, y la respuesta a las necesidades del consumidor en el presente y en el futuro. La gestià ³n de calidad total integra los mà ©todos de administracià ³n fundamentales con los esfuerzos de perfeccionamiento existentes y los recursos tà ©cnicos en un enfoque corregido, orientado al mejoramiento c
Friday, October 25, 2019
A Dolls House: The Analysis of Nora and Her Case of Leaving Her Family
In Henrik Ibesen's play A Doll House, Nora Helmer struggles with telling her husband, Torvald Helmer, the truth about a loan she receives for them to go to Italy when he was sick. Consequently, when Torvald learns of the news he instantly insults Nora and declares that she has "ruined [his] happiness" (Ibesen 93). However, when Torvald tries to dismiss his insults after receiving a note that her contract was revoked, she does not accept his apologizes and decides to leave Torvald and her children to "make sense of [her]self and everything around [her]" (Ibesen 100). Her selfish decision to leave makes her a bad wife and mother, but she there are a few more characteristics that makes her a bad wife. The characteristics that Nora shows in the story are her dishonest, her individualism, and the unfortunate failings of the father figures during in her life. In the story, Nora is in a troubling situation because she borrows money from Krogstad, Torvald's employee at the bank, to pay for a trip to Italy so that Torvald could recover from an illness and is now being blackmailed by Krogstad because Torvald wants to fire him. Not only does borrow the loan, which something her husband is fully against, she lies to Torvald saying that she receives the money from her father. The borrowing of the money without her husband's approval, and her lie saying that it is from her father are two dishonest acts on Nora's part, acts that a wife should not do. In a review produced by Fabienne Oguer, he calls this situation a "Trust Game" (Oguer 85). Both characters, Torvald and Nora, hypothetically play a game in which one may has to trust the other. In the beginning of the story, Torvald is forced with the decision to either trust Nora and marry he... ...terrible decision to leave Torvald, trapped within his doll house. Works Cited Drake, David B. "Ibsen's A Doll House." The Explicator 53.1 (1994): 32-34. Research Library, ProQuest. Web. 2 Dec. 2011. Ibesen, Henrik. A Doll's House: A New Version by Frank McGuinness. New York: Faber and Faber,1997. Print. Oguer, F. "Ibsen's "A Doll's House" As a Psychological Trust Game with Guilt and Reciprocity." Review of European Studies 2.1 (2010): 84-90. Research Library, ProQuest. Web. 2 Dec. 2011. Rosefeldt, Paul . "Ibsen's A Doll's House." The Explicator 61.2 (2003): 84-85. Research Library, ProQuest. Web. 1 Dec. 2011. Yuehua, G. "Gender Struggle Over Ideological Power In Ibsen's A Doll's House/LA LUTTE DES SEXES SUR LE POUVOIR IDEOLOGIQUE DANS MAISON DE POUPEE D'IBSEN." Canadian Social Science 5.1 (2009): 79-87. Research Library, ProQuest. Web. 1 Dec. 2011.
Thursday, October 24, 2019
Anne Boleyn-Her Life and Downfall
Anne Boleyn's life and conflicts- historical background and the presentation in the film â€Å"the other Boleyn girl†What caused her downfall? Gliederung: | Titel | | 1. 0 | Introduction | | 2. 0 | Anne's life | | 2. 1 | Youth and education | | 2. 2 | At the court | | 2. 3 | Queen of England | | 2. 4 | Downfall and Execution | | 3. 0 | Film â€Å"The other Boleyn Girl†| | 3. 1 | Plot | | 3. 2 | Analysis | | . 3 | Special Feature: The birth order | | 3. 4 | Cast and crew | | 3. 5 | Settings: Location and release | | 3. 6 | Scene analysis | | 3. 7 | Comparison grid | | 3. 8. | My personal review | | 4. 0 | Relationships | | 4. 1. 1 | Anne and Mary: In the film | | 4. 1. 2 | Anne and Mary: In reality | | 4. 2. 1 | Anne and Henry: In the film | | 4. 2. 2 | Anne and Henry: In reality | | . 3. 1 | Henry and Mary: In the film | | 4. 3. 2 | Henry and Mary: In reality | | 5. 0 | Conclusion of Anne's conflict:What caused her downfall? | | Anne Boleyn: Introduction: Once there w as a time between 1499 and 1507, somewhere in England , a girl was born. This girl was thought to be so insignificant and small, that nobody bothered to record the date, place or details of her birth. It was not until she was twelve that something at all was recorded about her. However, this girl was named Anne Boleyn, and even though she started small and powerless and destitute, she became one of the greatest influences on King Henry VIII. Anne Boleyn was one of the first non-royal women to become Queen of England, which caused quite a turmoil in those times. She was also the mother of Elizabeth I, one of the greatest monarchs in the history of England and of the world itself and a co-founder of the new English Church. In my opinion history is written by winners. Like any visionary Anne Boleyn lived on the success – as long she was successful. But also like all visionaries, she moved her life on thin ice. What she wanted to achieve and achieved, was not backed up by experience or role models. So far, there were always a risk, and ultimately she failed. Of course after her failure, her opponents tried to reinterpret her successes as the result of devilish machinations. In the end she was not the winner. Instead, she became the devilish witch who enchanted the king to disunite the English church. In the following I am going to consider Anne's life, always trying to understand why such a brilliant and well educated woman had to die so early. So the question I am asking here is,what caused her downfall? For that I will regard her life and the different relationships she had. So, I decided to do my paper on Anne Boleyn, because for me, she was an intelligent woman who â€Å"became one of the principal figures in a hideous melodrama, a corrupt and involute series of intrigues,in which the mores of her contemporaries are now difficult to assess†(S. 15, Hester W. Chapman, Anne Boleyn, London, 1974). It was not really her fault, that she, or possibly Henry VIII could not produce a male heir. I think Anne was neither a saint nor a devil,but she was a human being like everyone else with virtues and faults. That's probably why I admire her so much and tend to dislike critics who usually only see her faults. She was a modern woman in her own time and I bet if she lived in the 21st century she would have fit right in. 2. 0 Anne's Biography: 2. 1 Youth and Education: The tradition says, that Anne Boleyn was born in the Henver castle in the Weald of Kent. (Eric Ives, The life and death of Anne Boleyn, London, 2004). Nevertheless most historians believe that Anne was born at the Blickling residence, because it was their location around 1500. Assuming, that Anne was born around 1500, the historians could be right with their presumption, but if you start with a birth date around 1507, one would assume Henver Castle may well be the birthplace. (The Encyclopedia Britannica and the Dictionary of National Biography give the date of Anne's birth, as do several other historians, as 1507. ) Anne Boleyn was the daughter of Thomas Boleyn and Lady Elizabeth Howard and Anne was the maternal niece of the Duke of Norfolk. Anne's education began very early. Just with a few years Anne and her siblings had to learn what it means how to behave in the society. Their daily schedule was very well structured, so that there was not many time to play or doing nothing. Their daily practice includes learning several languages, for instance French, Italian and Latin, practicing dancing and playing instruments. â€Å"Music was the most important accomplishment, comprising the practice of lute, harp, ciol and virginals†(Hester W. Chapman, Anne Boleyn, London, 1974, p. 1) It was very important to the parents that Anne got a good education, so that she will get a good and hopefully noble husband. And Anne did well in her education. Her French was fluent at just a very early age. When Henry VIII's younger sister Mary Tudor got married to king Louis XII of France, Anne was allowed to accompany the young princess as a lady-in-waiting. The great change, made in October 1514, was a big step for her education. Meanw hile her sister Mary Boleyn, who was close to her sister in age, was educated at the Court of the Hapsburg Archduchess Margaret in Brussels. After a while Mary is sent to the french court, as well, so that both sisters became ladies-in-waiting. The sisters were taught impeccable manners and elegance, but music, poetry and dance, as well. (Wyatt, Extracts from the Life of the Virtous, Christian and Renowned Quenn Anne Boleyn, p. 2 ) During her early years in France Anne Boleyn acquired elegance and the sophistication of the French court. She also acquired her taste for beautiful and elegant clothes. Anne Boleyn returned to England after 7 years, which gave her a grand advantage in front of all the English ladies-in-waiting and mistresses. There she could impress with her new witty, intelligent and ambitious behavior. 2. 2 At Henry VIII's court (1522-1533): Hier fehlt eine Seite von ihrer Biografie. Die musst du nicht korrigieren :)!! 3. 0 Film: 3. 1 Plot: The romantic-drama movie â€Å"the other Boleyn Girl†portrays the famous era in England history during the reign of Henry VIII. The King desperately tries to get a male heir and not being terrified from divorce or execution, he plays with several lives to fulfill his wishes. At the same time there are the two Boleyn sisters, who reveals for the favor of the king. The Boleyn sisters were firstly important when Thomas Howard, the Duke of Norfolk and his brother in law and at the same time father of Anne and Mary Boleyn, plan to install Anne in the court and life of Henry VIII of England, because his own wife Katherine of Aragon fails to give England a male heir. The intention of the plan is easy: Becoming the King's mistress and potential mother of his son would further their own political ambitions. At first Anne refuses because she knows being a mistress can damage her reputation, but then she agrees to the plan. Meanwhile Anne's younger sister, Mary Boleyn marries William Carey, although he had asked for Anne's hand. Her father thought Anne could marry somebody of noble and offered Mary as a substitute. While visiting the Boleyn residence, Henry is injured in a hunting accident, which was indirectly caused by Anne, and is nursed by Mary. While being in Mary's care, Henry gets fascinated by her and invites her to his court. After some reluctance, Mary and William agree, because they know what is expected of her. Anne and Mary become Queen Katherine's new mistresses and Henry sends William away on an assignment for the royal court. Separated from her husband, Mary finds herself falling in love with Henry. Meanwhile Anne secretly marries the nobleman Henry Percy, who was already engaged to Mary Talbot. Anne is exiled to France in disgrace, because Mary tells their father and uncle to rescue the life and reputation of her sister. The men confront Anne, who argues that â€Å"what has been done before God can't be undone and that the marriage has been consummated†. Nevertheless the marriage is annulled and she is exiled to France in disgrace. Feeling that Mary betrayed her to increase her own status, Anne vows revenge. Mary becomes pregnant and of course the status of the family improves abruptly. However, Lady Elizabeth warns her family that favors of the king can be easily taken away, but nobody is listening to her. Thomas Boleyn becomes Earl of Wiltshire and George becomes Viscount Rochford and he against his will, George has to marry Jane Parker. When Mary is bedridden, her uncle Norfolk recalls Anne to England to keep Henry's attention to the Boleyns. With big successes Anne ensnares Henry and shows him that she is finally grown up. Henry so is fascinated by her, that he agrees to her request which includes that Henry is not allowed to neither see or speak to Mary or his own wive. Anne even gets Henry to break from the Roman Catholic Church when the Pope refuses to annul his marriage to Queen Katherine so that Henry can marry Anne. Finally Henry agrees with Anne's demands, breaks from the Roman Catholic Church. After that a new church is needed, so he declares himself Supreme Head of the Church of England, and gets Thomas Wolsey to annul his marriage to Katherine. The scandal of Anne's brief marriage to Henry Percy threatens her upcoming marriage to Henry until Mary, the only one Henry really trusts, returns to court and lies on Anne's wish, by telling the king that the marriage with Percy was not consummated. Being married to the King of England and pregnant, Anne needs every help which she can get, so her sister Mary is re-ordered to the court. Anne and Mary reach kind of a reconciliation and Mary stays with her sister at court trying to support her. Meanwhile Mary meets William Stafford, a brave soldier in the English army, and the two fall deeply in love. Although Anne gives birth to a healthy daughter called Elizabeth, Henry is mad at Anne's failure to deliver a son and legitimate male heir to the throne. For Anne's slowly decaying psyche his secret meetings with Jane Seymour are not helpful. After she loses a son after birth, a hysterical Anne begs her brother George to impregnate her since her own husband will not lie with her. First he is shocked, but knowing the fact, how important this son is for his sister, he agrees. When he accepts to help his sister, Mary runs away, because she is disgusted by them. However, George is not strong enough to make it and begins to cry before the siblings sleep with each other. So Anne decides that they should not sleep with each other. Nevertheless, George's wife, Jane, witnesses enough of their try to reports what she has seen and both Anne and George are arrested. Despite a lack of evidence, the two are found guilty and condemned to death for adultery, incest and treason. Mary returns to court to bed for her siblings' lives. Arriving too late to save her brother's life, who was already executed, she begs Henry to spare her sister, referring to Anne as part of herself. The king calms and tells her he would never harm any part of her. Believing that Henry would spared her sister, Mary leaves to see her sister. The two sisters embrace each other and truly reconcile with one another. Before she leaves, Anne asks Mary to promise to take care of Elizabeth if anything should happen to her. Mary watches from the crowd as Anne makes her final speech, waiting for the execution to be cancelled as Henry promised. A letter from Henry is given to Mary, which reveals he has decided not to stop the execution and save Anne. It also tells Mary that she was only spared because of his respect for her and warns her never to come to court again. Horrified, she watches as her sister is beheaded. Mary then fulfills her last promise to Anne and leaves court with the toddler Elizabeth. The closing captions reveal that Thomas Boleyn, disgraced and alone, died two years after Anne and George's executions. Elizabeth Boleyn died a year after her husband while The Duke of Norfolk was later imprisoned in the tower. The next three generations of his family – son, grandson and great-grandson were all executed for treason. True to her word, Elizabeth Boleyn never saw or spoke to her husband and brother again. Henry's break from the Roman Catholic Church changed the face of England forever. Meanwhile, Mary married William Stafford and lived happily with him and their children away from the royal court for the rest of her life. The captions also reveal that Henry should not have been concerned about leaving England with a strong heir because, in fact, he did: An heir who would rule England for forty-five years and transform it into one of the most powerful nations in Europe. However, it was not the son he desired, but the strong red-haired girl Anne gave him: Queen Elizabeth I. 3. 2 Analysis: In the following I will discuss some aspects in more detail, but not all, because most things as the plot or the individual relationships already occurred in the other texts. As the title of a film is always found at the beginning, I'll start with the consideration of it. The most special part of the title is that its meaning changes during the film. The term the ‘other' Boleyn girl is very vague and so the viewer has a 50:50 chance to guess who of the Boleyn sisters is meant by this term. In one of the first scenes, Mary's wedding, the audience gets to know who is the ‘other' of the sisters and it is Anne, because she says to her sister shortly before the ceremony that Mary is younger than her and more beautiful than Anne, as well. Moreover, Mary is married before her sister. That leads Anne to the conclusion that she is just the ‘other' Boleyn Girl. But during the film the owner of this term changes because soon after Mary got pregnant and Anne returned from France, the king has directed his attention to Anne. So Mary is sent away and becomes just the ‘other' Boleyn girl. But regarding the whole film it is obvious, that mainly Mary is meant by this description. That matches with the author's opinion towards the sisters. For Gregory it is too bad that most people have forgotten Mary Boleyn, just because she was pushed away through the other Boleyn girl. That was the reason why she wrote the novel from Mary's angle, as well. (http://www. philippagregory. com/work/tudor/the-other-boleyn-girl/philippas-quest-for-the-truth-about-mary-boleyn/). Nevertheless the film makers considered Natalie Portman and that means Anne as the first leading actress. Now I am going to describe the opening credits and how it is relevant for the whole. The film starts with a little race of the siblings when they were young. At the beginning Mary is first and Anne second, followed by their brother George. Then with a ploy that Anne cannot run so fast, Mary slowed her pace and Anne overtakes her sister and becomes first in the race. This little incident perfectly shows the history of the sisters' power relations. First Mary is the one who gets all the attention of Henry VIII, but that changes during the film when Anne appears at court and attracts all the attention. If you look at the two aspects again, one can easily see that it's actually all about Henry. If he feels attracted to Mary, Anne is the ‘other' Boleyn girl and after Anne appears again in his life, Mary takes over this term. That leads me to the film's theme. The main theme in the film is definitely power corruption. Both, King Henry VIII and Anne Boleyn have such a drive for power that it becomes destructive for them in the end. The king would do anything, even murder, for getting a male heir and his wife Anne is not better. She even ruins the life of her siblings just to get what she wants. It is amazing enough that she really tries to become Queen of England and achieves it, as well. In a way both ultimately failed because Anne was executed for her not customizable lust for power and crazy ways and the king failed in producing a male heir. So actually he produced one and Jane Seymour gave birth to him in the end, but it was not the long-awaited successor. This part was already reserved for little Elizabeth, Anne's daughter. Blessed with all the good qualities of her family she ruled England to a whole new era and becomes the most important Queen of England in the entire history. 3. Special Feature: The birth order of the siblings: The most significant aspect of the comparison between the reality and the film would definitely be the order of birth. We can never really be sure about the real birth order, but through the years a number of different sources were found from which we can define the approximate dates of birth of the sisters. The parents of the siblings marrie d in 1500, so the two could not be born before that date. (Vgl. David Starkey, Six Wives, The Queens of Henry VIII, Random, 2003. ) Later historians tried to establish her birth date, but they always varied from the earliest possible date: 1500 (Vgl. Gregorio Leti(1630-1701), 1693. Historia overo Vita di Elisabetta, Regina d'Inghilterra. ) to 1507 (Vgl. :William Camden (1551-1623), The history of the princess Elizabeth, Flower-de-luce, 1675). It is handed, that Anne Boleyn had to be nearly thirty when she was executed in 1536 (Vgl. ) which would support the 1507 date, and when her body was exhumed in the Victorian period the archaeologists then thought she had been between twenty five and thirty at the time of her death. (Alison Weir, S. 167, The six wives of Henry VIII,1991, Groove Press), which would suggest a birth date of 1511. So we have a range of possible birth dates for Anne, in the eleven years from 1500 to 1511. We have no date of birth for Mary Boleyn at all, but since she was married in 1520, she would have been sexually mature at that age, so she could not have been born after 1508 (vgl. S. 40 ;Mary Boleyn-the true Story of Henry VIII's favorite mistress, Josephine Wilkinson, 2009). So the specific birth dates of the siblings are unknown, as is the order of their births. We only know that all three Boleyn siblings were close in age. (http://englishhistory. net/tudor/monarchs/boleyn. html). 3. 4 Cast and Crew: One of the leading role, Anne Boleyn, is played by Natalie Portman who was attracted to the role describing Anne as â€Å"strong yet she can be vulnerable and she's ambitious and calculating and will step on people but also feels remorse for it. â€Å"One month before filming began, Portman started taking daily classes to master the English accent under dialect coach Jill McCulloch. Ironically, Anne spoke with a French accent because she was raised in France. (http://www. girl. com. au/natalie-portman-the-other-boleyn-girl-interview. htm). Anne's sister Mary Boleyn is the other leading role and played by Scarlett Johansson. For the young actress the film was a big hurdle, because for her it is â€Å"such a melodramatic tale†. (http://www. dailymail. co. uk/debate/columnists/article-403137/Scarletts-Royal-scandal. html) The third leading role is taken by Eric Bana, who plays Henry VIII of England. For Bana this role was a great offer, because he describes the character of Henry as â€Å"a man who was somewhat juvenile, and driven by passion and greed†, and that he interpreted the character as â€Å"this man who was involved in an incredibly intricate, complicated situation, largely through his own doing†(http://www. ilmmonthly. com/paul_fischer_exclusive/bana_takes_on_kings_and_icons. html) Other characters (http://www. fandango. com/theotherboleyngirl_v353424/castandcrew): Jim Sturgess as George Boleyn, Viscount Rochford Kristin Scott Thomas as Elizabeth Boleyn, Countess of Wiltshire and Ormond Mark Rylance as Thomas Boleyn, 1st Earl of Wiltshire David Morrissey as Thomas Howard, 3 rd Duke of Norfolk Benedict Cumberbatch as William Carey Oliver Coleman as Henry Percy, 6th Earl of Northumberland Ana Torrent as Katherine of Aragon Eddie Redmayne as William Stafford Juno Temple as Jane Parker Iain Mitchell as Thomas Cromwell, 1st Earl of Essex Corinne Galloway as Jane Seymour Bill Wallis as Archbishop Cranmer Crew: The film â€Å"The other Boleyn Girl†was directed by newcomer Justin Chadwick and the screenplay was adapted by Peter Morgan from the 2001 bestselling-novel â€Å"The other Boleyn Girl†by Philippa Gregory. Historical circumstances – by Gregory told in detail over 600 pages – can be reduced by screenwriter Peter Morgan on several obvious scenes. Even though, it reveals how women have been abused, but at the same time possessed of more power than many men had. http://www. cineman. de/movie/2008/TheOtherBoleynGirl/review. html) 3. 5 Settings: Most of the shooting took place in Kent, England, although the real Hever Castle was not used, which was the original household of the Boleyns from 1505-1539. For the Tower of London the Baron's Hall at Penshurst Place and the Knole House in Sevenoaks were used in some scenes, The home of the Bol eyns was represented by Great Chalfield Manor in Wiltshire, and other scenes were filmed at locations in Derbyshire, including Cave Dale, Haddon Hall, Dovedale and North Lees Hall near Hathersage. http://www. visitpeakdistrict. com/be-inspired/boleyn-girl. aspx). The world premiere was at the 58th Berlin International Film Festival held on February 7-17, 2008, but the film was released in theaters on February 29, 2008. The combined worldwide gross of the film was $75,598,644 more than double the film's $35 million budget. (http://www. boxofficemojo. com/movies/? page=intl&id=otherboleyngirl. htm) 3. 6 Comparison grid: The film | The reality | -Historical fiction | -Reality | Emotional | -Neutral and objective | â€Å"loose, airy fantasy-novel mentality †| Serious historical events | William Carey just disappears | William Carey dies of the sweat fiver | Characters and relationships are decorated and filled | Real behavior and characteristics of the characters are just assuma ble | Boleyn lineage: badge of honor (why? ) | Personal pride and historical importance | Mens' will: sexiness and power | Not handed | Incest relationship with George B. Inappropriate relationships with others, too | The spending time of the sisters in France is not mentioned | The time in France was very important for the education of the sisters | Anne is the older sister | The birth order is not proven | Mary is presented as a shy country girl | Mary is a lively girl | Mary had just an affair with the king | Mary had several affairs with some kings | Anne: not interested in religion | Supporter of the religious reforms | Anne's accusations seem to be right | It is proven hat they were wrong | Kind of â€Å"soap opera†| Real history | 3. 7 Scene analysis of the banquet scene: In the banquet scene from â€Å"The other Boleyn girl†the audience is introduced into the English court. To begin, I am going to present the plot of the scene. It is the first evening at cour t, so Anne and her siblings are going to the court's banquet. First Mary is nervous and unconfident but talking to her friend Stafford helps her to relax. Anne is still mad at her sister and family for deciding Mary to be the king's new mistress. It would not be Anne, if she would sulk for a long time. After a while, she has already chosen someone new to bewitch and enchant. So she tries to find a way back to be admired and for the admirer she picks no one else than the already engaged Henry Percy. They both flirt with each other. Meanwhile she is dancing with her brother, who has his own little problems. Jane Parker, a sneaky, insane and very loyal lady-in-waiting of Katharina of Aragon, has her eye on him. The problem is that he feels exactly the opposite. The harmon dance and flirty scene gets interrupted, when the king appears on the scene. He paves his way to Mary, just to tell her that he is expecting her tonight. Mary becomes pale and seems to be depressed. Moreover, Anne has observed the scene. Being hurt and mad by the behavior of the king and her sister she suddenly has no more desire to flirt with Henry Percy. In the banquet scene you can group the different persons. First, there are Mary and Stafford, who are talking to each other. Then there are Anne and her brother where one must add Anne flirting Henry Percy, flirting with Anne, and George observing Jane Parker. Of course you cannot forget the majesty, the king, but he is presented as a sole ruler without anyone around him, but guardianship. Less important and without text, you can notice Sir Thomas Boleyn, the father of the siblings, the Duke of Norfolk, their uncle and of course Mary's husband, William Carey. Now I am going to present the scene's function. One the one hand there is the obvious aim of introducing the court's world to the audience but the actual intention of this scene is definitely to show all the different relationships. This scene includes many prospects, as well, so that the audience can imagine for themselves what will further happen. First, there are Mary and Stafford. They will marry later in the film and move to the countryside again. Then there are Anne and Henry Percy. They will marry, as well, but in contrast to her sister's marriage this one will be annulled by Anne's father and Anne gets exiled for that. Then there is George, who will marry, as well, but different to his sisters, he is forced to that act by his family and the choice fell on none other than Jane Parker, the only woman he loathes. Now I will place the scene in the overall context. Being showed after half an hour, you cannot really say that it is at the beginning, but nevertheless it is the opening scene for the second part of the film, the time at the English court. As you can imagine, this scene is followed by the first night of Mary and Henry. Furthermore the balance of power will change soon, when Henry loses interest in Mary and turns himself to the ‘other' Boleyn Girl, Anne. Now I am going to present the cinematography of the scene. It starts with a close up of Mary Boleyn, whose face shows a curious expression and glides into a tracking movement which changes into a medium shot, because Mary walks deeper into the room and finally disappears in the crowd. The camera angle changes into a high angle camera to give the audience an impression of the whole banquet. Simultaneously it still tracks Mary. Then there is a close up of Sir Thomas Boleyn, because Mary meets him during her way through the crowd. She implies a bow and goes out of the shot, leaving a desperate Thomas in the picture. Turning into a medium shot, because Mary paused, the camera reverse-angel shot to show what Mary sees, and that are her siblings who talk to each other. Then there is a fast change of medium shots between Anne and George and Jane Parker, The siblings are talking about her, so the shot shows her as well, to give the audience an impression of her. Turning away from Jane, the shot changes to Mary again, whose finally stopped her way and is found by Stafford. The shot changes from medium to close on an eye-level shot, because there are too many dancing people around them. Talking about Anne and her flirting with Henry Percy the camera tracks Anne and shows close-ups of her smiling and Henry's fascinated face. The scene gets interrupted by a knock which announces the king's entry. It starts with a long shot, which changes into a medium, because the king walks towards the camera. Between the shot a close up of Anne's bewildered face is shown. Then the laughing Mary and her friend Stafford are shown in a close up. The laughing stops right away, when Mary discovers the king. After telling her the word â€Å"tonight†he walks away again and Mary's scared face is shown in a extreme close up. The camera changes again to show the audience Anne's reaction of this act. She seems composed, but with her behavior and her body language, which is shown in the medium shot, the audience gets to know that she is totally upset inwardly and leaves the stage. Then it changes to a close up of Mary's husband and her uncle. Both of them react completely differently. The Duke is proud that his plan starts to work and smiles but William Carey drinks the rest of his wine with one gulp and seems to be very desperate. The last shot is a close up of the satisfied face of the king. As he walks out of the shot the audience can notice a completely anxious and scared Mary. Her face is the last shot of the scene. The scene, like the whole film, uses an actually normal language. Of course, there is no colloquial language but also no real ancient language. To sum up, you can say that I have chosen this scene because I think that it is a good scene to get a good overview of all the different relationships. 3. 8 My own review: As far as I can see, the makers of the film did very well by adapting the novel written by Philippa Gregory. So, one can say that it is not their fault that the novel is more like a romantic drama, which consists mostly of sexual and emotional relationships. Every relationship goes through ups and downs and the entire movie consists of them. It presents how different relationships are established to each other and stand in the way of another. For me, the several relationships were implemented well and you could follow the course of the individual relationships very easily. What I dislike about the film is, that people who have no foreknowledge can not understand the film right away. There are too many names or incidents which stay unexplained. For example, the missing introducing of Stafford and the lack of explaining the family's rejection towards him. Or the fate of Mary's husband. I know it because I read the novel but most of the viewers can only guess that he died. One could assume that they skipped them because they are not important for the main plot but for me a good film somehow brings in all the details and guides the audience, so that it does not lose the track. All in all, one can say that the film is actually made very well because we still have to remember that this is fiction and made to be entertaining and keep the readers interest. As far as I can see one of the things that is most enjoyable about historical fiction is learning about characters and events we think we know and getting a completely different angle. Novelists have always had artistic license and should be allowed to interpret things in ways that entertain. If you want straight facts you shouldn't expect to get it from a work of fiction like this novel and the resulting film. That is what I learned through the work with the film and the novel. Having said that, Gregory knows her history and I for one trust her interpretations. It's also her right as a novelist to either stick rigidly to known facts or play with it as much as she likes. So I cannot criticize that the facts are actually totally different. I just can compare them. Peter Morgan, for his part, did his job very well by adapting the novel, because he neither changed the weight of the informations Gregory wanted to give her audience nor changed the period of the novel. The only thing he changed, and what could be criticized is the point of view. In the novel the story was told from Mary's point of view, but the film was more about everyone in the plot to get ahead using the sisters. To sum up, I can tell you that the film has succeeded really well and has remained the spirit of Gregory's novel. It is and remains a historical fiction so we have to look at it that way. 4. 0 Relationships: 4. 1 Anne and Mary: 4. 1. 1 in the film: Like we already concluded, the whole film is made on a very emotional level. The relationships of the different characters are definitely in the center of the film. Especially Mary's and Anne's. In the following I'm going to describe and analyze the totally different characters. On the one hand you can say, that there are characteristics, which do not change in the whole film, but on the other hand particularly Anne's behavior towards her sister changes from acceptance to jealousy, from love to hate. Of course, Mary is not so naive so that she does not customize her behavior but in the end you can notice that Mary still loves her sister and never stopped it. But let's start at the beginning. Mary's wedding with William Carey is the first incident which caused a breach in the relationship. For that you have to know, that in the film the birth order is arranged like this: George is the oldest, then comes Anne as the oldest sister and Mary was the last of the three surviving Boleyn children. So of course it is an insult and a humiliation for Anne that her younger sister is marrying before she is married. What Anne does not know, is that it was the aim of her father that his favorite daughter Anne marries somebody of noble. Through his eyes the viewer gets to know a lot of characteristics. To the father, Anne is smarter and stronger than her sister. Whereas Mary is the one with the friendly and uncomplicated behavior. For those days, she had all the properties a good and honest wife had to have. With her open-minded and naive ways, it is obvious that Mary loves Anne more than Anne loves her sister. Anne is always driven by jealousy because Mary is definitely the prettier one of them. The relationship gets another little break when Mary becomes Henry's mistress after Anne tried so hard to get his attention. Like the incident with Mary's marriage, it is so humiliating for Anne. Being at the Court just as ‘the other Boleyn Girl', is something which Anne can not accept. She focusses on other things and without the knowledge of her family she marries Henry Percy. Doing an inappropriate act like this, takes consequences with it. Anne is sent to France because her sister Mary betrayed her by telling their father about the marriage. Not because she wanted to be mean but more for trying to rescue the life and reputation of her beloved sister. The whole power relations changes in the middle of the film, where Mary gets pregnant and Anne's exile in France ends, so that she could come back to court to entertain the king and always remembering him of Mary. From that moment everything changes for Anne. With her new education she knows, how to act. She becomes provocative in a very amusing way, which pleasant the king. Mary is not longer necessary and the relationship of the two sister breaks totally when Henry does not take any note of his own son. When Anne becomes the Queen of England and Mary's presence at court is not longer important, she is sent to the countryside. Now and then she is re-ordered to court when Anne needs her help and each time she comes without being mean. She is always there to help. On the day of Anne's execution she even goes to Henry to beg for her sister's life. That shows, that Mary loved her sister until the end. After Anne's execution, Mary takes her niece Elizabeth with her to countryside to raise her so that she could fulfill Anne's last wish. Their relationship, how it is presented in the film, is the perfect one to show us, that it does not matter what you are doing to your sister or brother, you are always forgive them. Mary's whole life was taken by Anne and nevertheless she still stands there at Anne's execution to give her hope and take her fear away. 4. 1. 2 In reality: It is obvious, that the film just created this whole relationship's ups and downs. There are not any proven documents which include all this. (†¦ In reality of course everything is different. Like it is always. There was not this close relationship like it was presented in the film. For most historians Mary Boleyn was not such an important person in Anne's life. Phillipa Gregory, the author of the novel â€Å"the other Boleyn Girl†has a different opin ion. (Vgl: Seite meiner Facharbeit) Nevertheless, there are not so many facts about the relationship of the sisters but you can probably say that their relationship was not something spectacular because they did not spend so much time together. When Anne was at the french Court together with Mary Tudor, her sister still lived with her family. She moved to the court alone and then after several years (? ) Anne appeared there, too. I do not think that there was the whole rivalry like it was presented in the novel and in the film. That's probably because they never really shared the King. When Mary was his mistress, Anne was not even interested in him, but more in increasing her french education. After the liason Henry dropped Mary and searched for a new mistress. We do not know, if there were one or even more than one mistresses between Mary and Anne, so their paths have never really crossed (Vgl. ). After Anne became Queen of England nobody took care of Mary anymore. And that increases when Mary married her love Stafford. Knowing the fact, that it was forbidden for Mary coming to the court again, we can definitely say that she never returned. Not to convince Henry of Anne's innocence and virginity and not for her execution. That was just made up in the film ( ). Surprisingly, some characteristics stayed almost the same. From what we know, or I should say, from what we assume, Mary was the prettier sister of them but Anne could compete against her with her uniquely french education upon fashion and flirtation. She was a cultivated musician, singer and dancer. ((http://englishhistory. net/tudor/monarchs/boleyn. html). I can imagine, that their relationship was probably really close when they were young. The age difference was very small, so they were apparently educated together. Another instance could be that their family status in the society and at the court was not so high. The Boleyns were not destituted or poor, but not a member of the bourgeois society at all. (Vgl: S. 4 The life and death of Anne Boleyn, Eriv Ives, 2004). Knowing this fact, we can assume, that the children lived closely together in one house without having so much staff. Nevertheless, you can not say that Anne and Mary were best friends. But it is possible and assumable as well, because it is handed that Anne was the only person of the Boleyns who still loved Mary after all her liasons. Erlauterung: Mary had a not really confirmed affair with King Francis I of France and several others in France; the unauthorized marriage to William Stafford) From what I've gathered from various history books, Mary Boleyn was certainly not the enlightened 21st century woman that Gregory made her out to be. Mary was political ly simple and selfish. You could actually say, that there was a role reversal. In the reality Anne is the solicitous and protective one, whereas Mary takes over the part of the care-free and still fun-seeing sister. 4. 2 Henry and Anne: 4. 2. 1 in the film: Actually you have to split the relationships in the one between the King and his mistress Anne and the one between a husband and his wife. But I will regard the relationships as one to show who combining this two relationships ultimately leads to their fail. But let's start at the beginning. Henry first meets Anne at a visit in her father's house. There he is more disinclined because in his opinion she is too emancipated. On the chase he tries to be brave and had an accident which was caused by Anne. With her male behavior she reaches the opposite of what she actually wanted to get. All in all, her overtures ended when Mary is sent to the court to be Henry's mistress. After her secret marriage with Henry Percy, Anne was sent to France to learn how to behave as a young unmarried woman. Being back at court, Henry gets to know a whole new side of Anne. Now she learned how to use her strong emancipation, so that Henry is fascinated of her fresh, all new ambitious and strong kind. She acts as a very well behaved and educated woman. So you can really say, that she enchantes him in a fascinating way. Being the King of England, Henry can gets whatever he wants and is allowed to rule above everything. But Anne wants to be free and denies him. So I think, for the first time in his life, Henry had to chase after a woman so hard, but in the end he did not win Anne as mistress which was his actual aim, but as wife, which is actually hard to believe for those days. One can hardly imagine that a man who is so powerful and always seems so incorruptible, was so crazy after a woman that he separated a whole nation from the catholic church just to marry her just to sleep with her. I think there was never any kind of love, but more envy and desire and maybe a kind of affection. 4. 2. 2 in reality Anne is first noticed at the English court and from Henry when she played a part of Perseverance in the Shrove Tuesday pageant of 1522. (compare Anne Boleyn, Oxford Dictionary of National Biography,London, 1885). Henry fell passionately in love with Anne, and expected her to become his mistress. But rebellious Anne refused, which started a chain of events which ended in England's break with the Roman Catholic Church. Throughout history, people always have wondered why Anne held out for so many years before marrying Henry. It must have been a challenge, as Henry was King of England and very powerful. What made Anne behave so differently? There are several possible explanations. One involves Anne's love for Henry Percy. Another factor in Anne's refusal to become Henry's mistress was her sister Mary's involvement with the King. But Henry ended the affair when Mary became pregnant. All in all, Mary did not benefit noticeably from her relationship with Henry VIII. This undoubtedly was a factor in Anne's decision to withhold her favors from the King. Henry was determined to divorce Catherine and marry Anne. Catherine refused to give him a divorce, and the Catholic Church would not support Henry's position. So Henry founded the English Church. I doubt that there were a greater declaration of love in the entire world history. After achieving their goals, Henry and Anne expected to be happy. Unfortunately, this did not happen. They were both tired and edgy from the stresses of the past several years. In addition, Henry started losing interest in Anne shortly after he fully attained her favors. Henry also finally realized how much his marriage to Anne had cost him. A number of good people, including friends and associates of Henry's, had lost their lives due to loyalty and treason issues stemming from the English church's break from Rome. After a
Wednesday, October 23, 2019
Post operative care Essay
Whilst the patient is in PACU, identify and discuss airway management (and rationales) as related to the case study (400 words) The post-operative patient is at risk for respiratory problems due to ineffective airway clearance related to changes in pulmonary physiology and function caused by anaesthetics, narcotics, mechanical ventilation, hypothermia and surgery. With increased tracheobronchial secretions secondary to the effects of anaesthesia, combined with ineffective coughing, and decreased functions of the mucociliary clearance mechanism. (Monahan, Neighbors, & Green, 2011) Oxygen is commonly in place as it supports the elimination of anaesthetic gases and helps meet the increased metabolic demand for oxygen caused by the surgery (deWit, 2009). The sedation and muscle relaxation drugs used often cause the tongue to occlude the airway and for that reason endotracheal tubes or artificial airways are not removed until clients are awake and able to maintain their own airway (Berman & et.al, 2012). During the immediate post anaesthetic stage an unconscious client is positioned on the side, with the face slightly down, without the support of a pillow. In this position gravity keeps the tongue forward, preventing obstruction of the pharynx and allows the drainage of any mucous or vomitus out of the mouth rather than down the respiratory tract (Berman & et.al, 2012). Suction should always be readily available to clear secretions. Alternatively if the patient cannot be positioned on their sides the airway can be opened by moving the jaw forward (the nurse’s fingers are placed behind the angle of the jaw, lifting it forward. As the Jaw moves, the tongue comes forward, opening the airway. (deWit, 2009) An artificial airway is maintained in place and the client is suctioned as needed until cough and swallowing reflexes have returned. Generally the client will spit out the oropharyngeal airway when coughing returns and the swallowing or gag reflex it intact (Berman & et.al, 2012) Auscultate the lungs carefully for abnormal sounds as this can indicate retained secretions. Encourage deep breathing and coughing every 2 hours or more for the first 72 hours post operatively. (Monahan, Neighbors, & Green, 2011) Assess the rate and depth of respirations as Hypostatic pneumonia occurs when lack of movement causes stasis of secretions encouraging bacteria growth. Be certain to turn the patient every 2 hours as this changes the distribution of gas and blood flow in the lungs and helps move secretions. (deWit, 2009) Facilitate deep breathing and coughing by demonstrating how to splint abdominal and thoracic incisions with hands or a pillow. If indicated medicate  ½ hour before deep breathing, coughing or ambulation to promote adherence (Monahan, Neighbors, & Green, 2011) In order of priority, using evidence based literature, identify and discuss the nursing interventions (and rationales) required to care for the chosen patient in the first 24 hours upon returning to the ward. Nursing intervention/care presented needs to be accurate, relevant and Specific to the chosen case study. During the initial hours after returning to the ward the primary concerns for the nursing staff are that the patient has adequate ventilation, haemodynamic stability, no incisional pain, surgical site integrity, Post anaesthesia nausea and vomiting are under control, stable neurological status and that the patient is spontaneously voiding. (Smeltzer & Bare, 2011) Pulse rate, blood pressure and respiratory rates are recorded at least every 15 minutes for the first hour and then every 30 minutes for the next 2 hours. Temperature is monitored every 4 hours for the following 24 hours (Smeltzer & Bare, 2011). Assessments of the patient are to be done at frequent intervals during the first 24 hours postoperatively looking for indications of internal haemorrhage and impending shock. This includes pallor, diaphoresis, cool extremities, delayed capillary refill, restlessness, agitation, mental status changes and disorientations or an impending sense of doom (Monahan, Neighbors, & Green, 2011) . During the initial postoperative period it is important to orientate and reorientate the patient to person, place and time. Informing the client that the surgery is over and that everything went well. Repeating this information until the patient is fully awake and orientated helps to reduce anxiety and confusion (Monahan, Neighbors, & Green, 2011) Margaret is placed in a semi Fowlers position after she recovers from anaesthesia. Aside from being more comfortable and having less strain on the sutures, the patient will also be able to take deep breaths and cough more easily in this position. (deWit , 2009) Pain assessments should be conducted during each observation for behavioural and physiologic indicators such as facial tension, grimacing, moaning, diaphoresis, increased BP, increased pulse and respiratory rates. (Monahan, Neighbors, & Green, 2011) Use any PRN doses of pain relief medications before pain becomes severe as well as before painful procedures, ambulation and bedtime ask the patient to describe the pain including description, location, and intensity and aggravating and alleviating factors (Monahan, Neighbors, & Green, 2011) Administer pain relief according to the World Health Organisations three step analgesic ladder. If the patient is still in pain some non-pharmacological pain control such as heat or cold packs, tens machines, massage, or distraction techniques may be helpful (Monahan, Neighbors, & Green, 2011) An assessment of the abdomen every 4-8 hours by inspection, auscultation, palpation and percussion for looking for any indications of distention and listening for signs of bowel sounds in all 4 quadrants of the abdomen (Berman & et.al, 2012). Monitor vital signs every 4-8 hours be alert to changes consistent with dehydration including decreasing blood pressure, increasing heart rate and slightly increased body temperature, dry skin and mucous membranes, skin turgor, diminished intensity of peripheral pulses and any alterations in mental status. Monitor the patients urine output and concentration. Checking the NPO status and in the absence of post anaesthesia nausea or vomiting introduce oral foods and fluids cautiously (Monahan, Neighbors, & Green, 2011) As Margaret has a BMI of 30 she is considered obese. Obesity is known to increase morbidity and mortality in the general population and thus is perceived as a risk factor contributing to postoperative complications such as pneumonia, wound infections and wound separations. (Doyle, Lysaght, & Reynolds, 2009) From a surgical perspective, obesity has long been considered a risk factor for adverse post- surgical outcomes as it is associated with pulmonary disorders including obesity hypoventilation syndrome, atelectasis and pulmonary embolism, as well as a possibility of cardiovascular, and wound healing complications. (Doyle, Lysaght, & Reynolds, 2009) Overweight patients are also vulnerable to pressure ulcer formation due to positioning required for surgery therefore the perioperative nurse must provide adequate padding and other measures to protect the client’s skin. (Berman & et.al, 2012). Obesity can increase the risk of wound dehiscence both directly by increasing tension on the fascial edges at the time of wound closure, a nd indirectly, by increasing the risk of wound infection which is also a risk factor for wound break downs. (Doyle, Lysaght, & Reynolds, 2009) Margaret is placed in a semi Fowlers position after she recovers from anaesthesia. Aside from being more comfortable and having less strain on the sutures, the patient will also be able to take deep breaths and cough more easily in this position. (deWit, 2009) The use of incentive spirometer and other respiratory devices (Monahan, Neighbors, & Green, 2011) can also help to reduce the incidences of respiratory issues. Drainage must be checked frequently for signs of fresh bleeding, the drain is left in place as long as necessary and is then removed by the surgeon (deWit, 2009) The nurse needs to determine the colour, consistency and amount of drainage for all tubes and document accordingly (Berman & et.al, 2012). Evaluate patency of all surgically placed tubes or drains. Monitor insertion sites for indications of infection. Warmth, swelling, tenderness and unusual drainage. (Monahan, Neighbors, & Green, 2011). The wearing of compression bandages and the promotion of calf pumping, ankle circling, and foot board- pressing exercises to encourage circulation and prevent thrombophlebitis in the lower extremities (Monahan, Neighbors, & Green, 2011) Constipation can all be related to immobility, the use of opioid analgesics, dehydration and disruption of abdominal musculature. Auscultate each abdominal quadrant for at least 1 minute to determine presence of bowel sounds. Treatment is usually through stool softeners, high fibre diets and hydration (Monahan, Neighbors, & Green, 2011). Encouraging early and frequent ambulation can also help to improve gastrointestinal motility and to reduce abdominal distention by the accumulation of gases. (Monahan, Neighbors, & Green, 2011) As part of your role as a primary nurse for your patient, you are required to initiate discharge planning. Identify the allied health professional/s you would refer your case study patient to and discuss the rationale behind your referral, what treatment may this health professional/s provide. (300 Words) For Margaret’s discharge I would refer her to the following allied health professionals. Dietician- Would work with Margaret with the intention to assist her to reach optimal health and weight loss through food and nutrition. Providing expert nutritional advice for people of all ages and can prescribe dietary treatments for conditions such as obesity, diabetes and gastrointestinal diseases (Nutrition Australia, 2014) Post-acute care- Is a program that ensures a safe discharge for hospital by providing people with community based supports to help them recover in their home or community and to reduce the risk of readmission to hospital. Assessments of the persons needs are performed and includes the person’s healthcare and psychological needs. It includes community nursing, personal care, home care and allied health such as physiotherapy. (Monash Health, 2014) Wound care nurses or District nurses to help with: Client education for self-care †¢ Appropriate dressings/bandaging based on diagnosis and patient lifestyle preferences †¢ Cleansing and debridement of wound †¢ Hygiene (cleansing self and wound waterproofing as required) †¢ Diet (the importance of essential vitamins and minerals as required) †¢ Signs and symptoms of complications †¢ Bandaging/dressing techniques †¢ Exercise regimes †¢ Lifestyle factors/changes †¢ Disease process and health maintenance †¢ Prevention of recurrence (Fremantle Hospital and Health Service, 2012) †¢ Pain management †¢ Medications †¢ Analgesics †¢ Topical antimicrobials/antifungals †¢ Local anaesthetics †¢ Topical corticosteroids †¢ Oral antibiotics Follow up GP appoint to discuss any further issues and to remove any sutures if not done by the district nurses. References Berman, & et.al. (2012). Kozier and Erbs Fundamentals of Nursing. Frenchs Forest: Pearson. deWit, S. C. (2009). Medical- Surgical Nursing Concepts and Practice. Missouri: Saunders Elsevier. Doyle, S. L., Lysaght, J., & Reynolds, J. V. (2009). Diagonositc in Obesity and Complications. Obesity and post- operative complication undergoing non-bariatric surgery. Obesity Reviews, 875-886. Fremantle Hospital and Health Service. (2012). Nurse Practitioner Wound Management- Clinical Protocol Minor Surgical Procedures. Fremantle: Department of Health. Monahan, F. D., Neighbors, M., & Green, C. J. (2011). Swearingen’s Manual of Medical-Surgical Nursing: A Care Planning Resource. Maryland Heights: Elesevier Mosby. Monash Health. (2014). A world of healthcare. Retrieved August 29, 2014, from Monash Health: https://www.monashhealth.org/page/Services/Services_O_-_Z/Post_acute_care/ Smeltzer, S. C., & Bare, B. G. (2011). Textbook of Medical-Surgical Nursing (2nd Australian And New Zealand ed. ed.). (M. Farrell, & J. Dempsey, Eds.) Sydney: Lippincott Williams & Wilkins Pty Ltd.
Tuesday, October 22, 2019
Understanding Ancient Maya Storage Systems
Understanding Ancient Maya Storage Systems A chultun (plural chultuns or chultunes, chultunob in Mayan) is a bottle-shaped cavity, excavated by the ancient Maya into the soft limestone bedrock typical of the Maya area in the Yucatan peninsula. Archaeologists and historians report that chultuns were used for storage purposes, for rainwater or other things, and after abandonment for trash and sometimes even burials. Chultuns were early noted by westerners like Bishop Diego de Landa, who in his â€Å"Relacion de las Cosas de Yucatan†(On the Things of Yucatan) describes how the Yucatec Maya dug deep wells near their houses and used them to store rainwater. Later explorers John Lloyd Stephens and Frederick Catherwood speculated during their trip in Yucatan about the purpose of such cavities and were told by local people that these were used to collect rainwater during the rainy season. The word chultun probably comes from the combination of two Yucatec Mayan words which mean rainwater and stone (chulub and tun). Another possibility, suggested by archaeologist Dennis E. Puleston, is that the term comes from the word for clean (tsul) and stone (tun). In modern Yucatecan Maya language, the term refers to a hole in the ground that is wet or holds water. Bottle-Shaped Chultuns Most of the chultuns in the northern Yucatn peninsula were large and bottle-shaped, a narrow neck and a wider, cylindrical body extending as much as 6 meters (20 feet) into the ground. These chultuns are usually located near residences, and their internal walls often have a thick layer of plaster to make them waterproof. A smaller plastered hole provided access to the interior subterranean chamber. Bottle-shaped chultuns were almost certainly used for water storage: in this part of the Yucatan, natural water sources called cenotes are absent. Ethnographic records (Matheny) illustrate that some modern bottle-shaped chultuns were built for just that purpose. Some ancient chultuns have huge capacities, ranging from 7 to 50 cubic meters (250-1765 cubic feet) of volume, capable of holding between 70,000-500,000 liters (16,000-110,000 gallons) of water. Shoe-Shaped Chultuns Shoe-shaped chultuns are found in the Maya lowlands of southern and eastern Yucatan, most dating to late Preclassic or Classic periods. Shoe-shaped chultuns have a cylindrical main shaft but also with a lateral chamber that extends out like the foot part of a boot. These are smaller than the bottle-shaped ones, only about 2 m (6 ft) deep, and they are typically unlined. They are dug into slightly elevated limestone bedrock and some have low stone walls built around the opening. Some of these have been found with tight-fitting lids. The construction seems to be intended not to keep water in but rather to keep water out; some of the lateral niches are large enough to hold large ceramic vessels. Purpose of the Shoe-Shaped Chultun The function of the shoe-shaped chultuns has been debated among archaeologists for some decades. Puleston suggested they were for food storage. Experiments on this use were carried out in the late 1970s, around the site of Tikal, where many shoe-shaped chultuns had been noted. Archaeologists dug chultuns using Maya technology and then used them to store crops such as maize, beans, and roots. Their experiment showed that although the subterranean chamber offered protection against plant parasites, local humidity levels made the crops such as maize decay very quickly, after only a few weeks. Experiments with seeds from the ramon or breadnut tree had better results: the seeds remained edible for several weeks without much damage. However, recent research has led scholars to believe that the breadnut tree did not play an important role in the Maya diet. It is possible that chultuns were used to store other types of food, ones that have a higher resistance to humidity, or only for a very short period of time. Dahlin and Litzinger proposed that chultuns could have been used for the preparation of fermented drinks such as maize-based chicha beer since the chultuns internal microclimate seems particularly favorable for this kind of process. The fact that many chultuns have been found in the close proximity of public ceremonial areas in several sites of the Maya lowlands, could be an indication of their importance during communal gatherings when fermented beverages were most often served. The Importance of Chultuns Water was a scarce resource among the Maya in several regions, and chultuns were only part of their sophisticated water control systems. The Maya also built canals and dams, wells, and reservoirs, and terraces and raised fields to control and conserve water. The chultuns were very important resources to the Maya and may well have had a religious significance. Schlegel described the eroded remains of six figures carved into the plaster lining of a bottle-shaped chultun at the Maya site of Xkipeche. The largest one is a 57 cm (22 in) tall monkey; others include toads and frogs and a few have explicitly modeled genitalia. She postulates that the sculptures represent religious beliefs associated with water as a life-giving element. Source:AA.VV. 2011, Los Chultunes, in Arqueologia Maya Chase AF, Lucero LJ, Scarborough VL, Chase DZ, Cobos R, Dunning NP, Fedick SL, Fialko V, Gunn JD, Hegmon M et al. 2014. 2 Tropical Landscapes and the Ancient Maya: Diversity in Time and Space. Archeological Papers of the American Anthropological Association 24(1):11-29. Dahlin BH, and Litzinger WJ. 1986. Old Bottle, New Wine: The Function of Chultuns in the Maya Lowlands. American Antiquity 51(4):721-736. Matheny RT. 1971. Modern Chultun Construction in Western Campeche, Mexico. American Antiquity 36(4):473-475. Puleston DE. 1971. An Experimental Approach to the Function of Classic Maya Chultuns. American Antiquity 36(3):322-335. Schlegel S. 1997. Figuras de estuco en un chultun en Xkipche. Mexicon 19(6):117-119. Weiss-Krejci E, and Sabbas T. 2002. The Potential Role of Small Depressions as Water Storage Features in the Central Maya Lowlands. Latin American Antiquity 13(3):343-357.
Monday, October 21, 2019
Illinois District 17 House Race 2002 essays
Illinois District 17 House Race 2002 essays Extra! Extra! Donald Manzullo will retain his seat in the House in Illinois 16th District In the 2002 election for the United States House seat in the 16th district of Illinois Donald Manzullo will be re-elected on Nov. 5th. Manzullo has held the seat since 1992 and is being challenged by a relatively unknown democratic candidate named John Kutsch. Not only does Manzullo have the bigger name, but also the districts demographics mark it as mainly republican. Kutsch also had very little money to run with and little or no endorsements. I believe that Manzullo will win re-election for many reasons, one being the fact that he has the bigger name against a relatively unknown candidate. On Kutschs website he includes many factoids that suggest that he has little money, he says that he drives a car from 1985 and also notes that there have been times in his life when he could not provide his family with insurance. He intends to use them to show that he is a hardworking man that will not be and hasnt been influenced by those with money. While it may support his argument it also proves that he has very little money, which could be used to launch mail and TV campaign ads. This lack of money will result in his inability to get his name out to constituents who have re-elected Manzullo since 1992. This inability to get his name out will also result in his losing of the election. The demographics of the 16th district also heavily favor Manzullo and the republicans. First off, the district is 93% white, that is usually and indicator that they will vote republican. The district also ranks in the upper third of the nation with a $34,668 median household income, another indicator that it will vote republican. The state is also largely farmers and only has a population consisting of 5% blacks. All of the facts are reinforcing-cleavages that prove that the district is more inclined to vote republican in the upco...
Sunday, October 20, 2019
Impossible Nest Pas Français
Impossible N'est Pas Franà §ais The French expression impossible nest pas franà §ais is actually a proverb, equivalent to theres no such thing as cant or simply nothing is impossible. In French, you should never say that something is impossible, because, according to the proverb, impossible isnt even a French word. Likewise, in English, you should never say that you cant do something because the concept of cant doesnt exist. In other words, nothing is impossible and there isnt anything you cant do. It would make a good motivational poster in either language (if youre into that kind of thing). Expression: Impossible nest pas franà §aisPronunciation: eh(n) puh seebl nay pa fra(n) sayMeaning: Theres no such thing as cantLiteral translation: Impossible isnt FrenchRegister: normal Example Tout le monde mavait dit que cà ©tait impossible ; moi, je leur ai rà ©pondu qu «Ã‚ impossible nest pas franà §ais  » et puis je lai fait. Everyone told me you cant do that; I told them that theres no such thing as cant and then I did it.
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