Professional Development

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INTRODUCTION

The Oxford Concise Medical Dictionary (18) defines a nurse as a person trained and experienced in nursing matters and entrusted with the care of the sick and the carrying out of medical and surgical routines. In reality, however, nursing is much more than the physical and medical areas of health care it is also about the more emotional and psychological areas. One of the main objectives of this assignment will be to demonstrate the wide variety of skills and characteristics required to work in the caring profession.

Much research has been done in to the foundations of nursing practice. As a result many ideas on how optimum nursing care can be achieved have been put forward and guidelines produced taking these in to account. During the course of this assignment we will address the theories behind these ideas and how things are most productively learnt.

Recognise and demonstrate the importance and implications of cultural diversity for professional practice

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Due to the increasing numbers of ethnic minority families in Britain today the country has become one of multiculturalism, made up of many different cultures and therefore many different cultural practices, beliefs and values. The modern system of health care needs to reflect these differences in order to provide equality of care to all.

This quote is taken from an article published in Focal Point, a national bulletin published by the Research and Training Centre on Family Support and Childrens Mental Health. Although this is an American charity I feel that their guidelines are applicable to any health care system.

WHAT IS A CULTURALLY COMPETENT HEALTH CARE SYSTEM?

It is a system that acknowledges the importance of culture and incorporates the following into its daily operations

• The assessment of cross-cultural relations

• Vigilance towards the dynamics of cultural differences

• Expansion of cultural knowledge

• Adaptation to meet the unique needs of our patients

(Smith, 18)

In order to achieve the points above and therefore the proposed equality of care the health service needs to inspire co-operation between all professions of the multidisciplinary team. In our problem based learning work groups we were given a problem which consisted of an unspecified clinician working in an inner city community setting who was very obvious about his views on certain issues. As a group we discussed stereotyping, prejudice and discrimination and this led on to how this clinicians behaviour could affect his or her patients and their health care. Practitioners exercise considerable power and discretion, their attitudes towards patients in terms of age, gender, ability or ethnicity do matter...Ideological, professional and personal prejudices can, and do, lead to discriminatory outcomes. Ideas about belonging and distinctiveness influence practitioners judgement of individual and group rights to state welfare

(Petersen and Waddell, 18)

If a practitioner holds certain views about a person and/or their situation or background then, as the quote above suggests, it is likely to affect the quality of care or treatment that is given.

Ahmad et al (11) and Wright (18) both conducted research into how ethnic minorities were viewed by health professionals. Both reports described negative attitudes held by General Practitioners towards Asian patients. They found evidence of many common stereotypes including fussing over trivial complaints, inappropriate consultations, lack of care over own health and abuse of services.

Ahmad continued his research in 1 looking at a similar topic area. This piece further commented on his previous work by claiming that medical professionals are often willing to accept explanations for many medical conditions which place the blame on culture. According to Ahmad many illnesses and diseases including Rickets, Poorer birth outcome and Tuberculosis have all been explained by criticising cultural practices and deeming them harmful. Although many pieces of research have concluded that ethnic background can be a big determinant of health this is only in certain circumstances and should not be used to generalise. All of the fore mentioned medical conditions have a wide range of causes any of which could be responsible, by simply blaming culture and ethnicity the real cause could be being ignored and this could, in turn, lead to further problems.

I was particularly interested in the affect that practitioners views could have on health care and have to admit that it was not something I had considered before. In my college work we looked at the inequality of health and how certain illnesses are more prevalent amongst certain races and ethnic backgrounds, for example higher prevalence of diabetes in the Asian community, however we never looked at the psychological aspects of belonging to a minority group and how this might affect health as looked at in this assignment.

Outline the professional, legal and ethical principles underpinning confidentiality, consent and professional codes of conduct

As we have said nursing is evolving and as a part of this evolution the responsibilities are increasing and the legality and ethics of health are becoming more and more prominent in nursing. As well as a duty to provide equality of care, as talked about in the previous section, the main areas of legal and ethical practice in health care are the practices of confidentiality and consent.

Confidentiality is, according to the Brockhampton Reference Dictionary and Thesaurus (15), the quality or state of being confidential In terms of health care it refers to the act of keeping all patient information, whether it be big or small, confidential unless specified by the patient. Confidentiality is a very difficult issue as its boundaries are unclear for example the depth of information shared in one circumstance may not be appropriate in another.

Section five of the Nursing and Midwifery Council (NMC) Code of professional conduct (00) states You must treat information about patients and clients as confidential and use it only for the purposes for which it was given.

One of the main legislation regarding confidentiality is the Data Protection Act (18). This act gives individuals certain rights in relation to computer held personal data. Under this act an individual has the right to know whether a data holder is using personal information and the right to access to this information. Individuals can also claim compensation if the information held is inaccurate and have the right to have it corrected all personal data held must be registered on the Data Protection Registrar.

There are also two acts designed particularly for confidentiality in health care the Access to Health Records Act (10) and the Access to Medical Records Act (188). The Access to Health Records Act establishes the right of access to health records by individuals to whom they relate and other authorised persons. It allows the correction of inaccurate health records and the avoidance of certain contractual obligations. The Access to Medical Records Act is much more detailed. A full description of this act along with the Access to Personal Files Act (187) is included as Appendix One .

My younger brother has cerebral palsy and as a result is mentally impaired and unable to give consent or be responsible for his own health. It is important therefore that my parents are given all the information they need in order to make the right decisions on his behalf. However this does not mean that he is not entitled to the same right to confidentiality and consent. At the end of last year he went in to hospital to have an operation where medical professionals seemed to negate these rights by feeling it appropriate to use him as an example to other parents considering the operation for their child.

The term consent is defined as meaning to agree; give approval or permission (Brockhampton Reference Dictionary and Thesaurus, 15) As technology progresses medicine follows allowing doctors to develop increasing numbers and complex treatments and procedures. The increasing number of developments along with patients increasing confidence in pursuing complaints has resulted in even more importance being put on obtaining consent. There are several guidelines on consent and the boundaries are much more defined than confidentiality. The NMC Code of Professional Conduct (00) also goes in to detail providing eleven different points, all of which are included in full as Appendix Two.

As a future nursing professional it is important that I embrace these concepts in my nursing practice in order to ensure the utmost holistic care for my patients. By this I mean that it is important that I consider not only the physical consequences of my actions such as exposure to treatments with out full knowledge of the risks but also the emotional consequences such as pressure and worry from other family members etc.

Use self evaluation and portfolio development as tools in the management of learning

A professional portfolio is a record of goals, growth, achievement and professional attributes developed over time and in collaboration with others

(Windsor, 18)

In nursing a professional portfolio is a collection of visible documentation of credentials and contributions to the practice of nursing. A professional portfolio is an arrangement of materials and accomplishments that communicates achievements both inside and outside the nursing vocation. A portfolio serves to demonstrate all of the elements in the quote above in order to demonstrate that a nurse is still competent to practice and in order to facilitate Continuing Professional Development

Many professional sources recommend approaching the portfolio development as if it were a step-by-step process consisting of six successive steps. These being

Self evaluation

The development and continuous development of a portfolio involves a lot of focus on self evaluation. In this step the nurse or nursing student needs to consider their own qualifications, characteristics and talents and which of these are needed in the nursing profession.

Selection of evidence

In the second step they then need to think about how they can represent or prove that they have these qualifications, characteristics and talents this could be through certification, awards and evaluations.

Reasoning behind everything included

In the third step the nurse or nursing student must develop some kind of reasoning behind all of the inclusions therefore all inclusions must represent a specific characteristic, qualification or talent and each qualification, characteristic or talent claimed must be proven.

Goal setting

The forth step involves setting personal goals, looking at goals already achieved and how these can be built upon and reflecting on how these achievements and goals have lead to either personal or professional development or both.

Creation of a less detailed portfolio for show

A portfolio demonstrates both professional and personal development and though some personal development may be suitable to show other people some is not. The fifth step therefore is to create a less in-depth portfolio which shows only main achievements and is less personal and more professional. This portfolio is the one taken to interviews.

Portfolio development throughout career

One of the most challenging thing about nursing and healthcare in general is that it is always changing new treatments and medications are being introduced all the time and, due to a rapidly changing society, so are legislations. It is essential that nurses remain up to date on all changes this means that qualifications are becoming defunct, new ones are being introduced and nurses are constantly building on them. Portfolios must also be up to date and reflect these changes and this is the sixth and final step.

The University of Birmingham School of Health Sciences Professional Portfolio requires people to follow all of these steps but is also very tailored to provide maximum enhancement of these steps. In the process of self evaluation, for example, the portfolio not only requires us to come to our own conclusions about our qualities but also promotes the use of evaluation tools such as learning styles which will covered in more detail under the next outcome.

The Professional portfolio is also very much centred on the process of reflection providing many opportunities for reflective statements in all sections. Continuing reflective practice is, like self evaluation, an essential part of portfolio development and professional development and it is through this practice that continuing professional development is achieved.

Use the principles of experiential learning and reflective practice

Learning styles are described as the different ways in which children and adults think and learn (Litzinger et al (1))

Much research has been done into learning styles and many people have tried to demonstrate the wide range of learning styles however perhaps the most well known is Kolbs Theory of Learning Styles, Experiential Learning. In this theory he first separated learning into two parts perception and processing. Perception of information, according to Kolb, was acquired either through relevant senses (i.e. touch, sight, or hearing) or through visual or psychological images and concepts. In his theory processing was achieved either by actually doing or alternatively by thinking about. Through these ideas he developed four different learning dimensions which built on these ideas, perception through Concrete experience or Abstract Conceptualisation and Processing by Active experimentation or Reflective Observation.

Concrete experience is based on the idea of perception through senses but extends to cover social experiences and relationships with other people. Abstract conceptualisation also relates to experience but more in the aspect of learning from past experiences and how these affect how we perceive things in the present.

Though the two types of perception are very closely related the two types of processing are very much two ends of a spectrum whilst Active experimentation means doing things and taking risks without thinking about it Reflective observation puts much emphasis on thinking and involves seeing things from all angles and looking at things in-depth before acting.

Kolbs experiential learning theory is often linked to reflective practice professional practice guided by structured reflection on feelings, experience and empathy in order to make practice robust and enhance learning (Hogston and Simpson, 00)

Reflective practice is based on Gibbs Reflective Cycle, show in the diagram below, which outlines six stages of reflection.

(http//www.nursesnetwork.co.uk, accessed on th Dec)

This cycle allows the reflector to become aware of his or her own actions and the experiences and consequences of these actions during the first stages of the cycle. The second part of the cycle allows the reflector to look at this experiences in more depth and what can be learnt from them hence its relationship with experiential learning. In the final stages the reflector considers what they, now having learnt from the experience, would do if a similar situation arose. It is important that I as both a student and future nurse reflect on all experiences both good and bad in order to replicate or rectify them in a similar situation. It is also important that I inspire other people, such as patients, to do the same as this can be and sometimes is an important part of treatment.

Most commonly Kolbs theory of experiential learning is seen as a diagram which is a lot more complex than this description with the introduction of four new terms accommodators, divergers, convergers and assimilators. A copy of this diagram along with my own explanations of the four terms is included as Appendix Three

Kolbs learning styles is also combined with four new terms Activist, Reflector, Theorist and Pragmatist in Honey and Mumfords Typology of learners a diagram of which I have included as Appendix Four.

According to Kolbs theory of learning styles I would be a diverger I often have problems coming to a conclusion about ethical issues because I can see the strengths and weaknesses of all arguments. I also have problems sometimes with essays because I tend to be too enthusiastic when it comes to data collection and end up with so much information that I dont know what to do with it. In terms of concepts I need to see them done in order to understand fully but would much rather watch someone doing it than do it myself. There are several other ways of finding your ideal learning style including the VAK (Visual, Auditory and Kinaesthetic) learning style questionnaire which I have completed and included as Appendix Five. I have also completed a Index of Learning Styles Questionnaire which I have included as Appendix Six.

Relate organisational theory to the structure, culture and functioning of the NHS

When the NHS was first introduced in 148 it was designed as a universal system providing equality of care for all regardless of any social or physical circumstances. Though there have been many changes to the organisation in the last 55 years this ideology of equality of care has remained central to the continuing culture and functioning of the NHS.

The diagram below outlines the structure of the NHS in England since April 00.

(http//www.oheschools.org.uk, accessed on th Dec)

As a part of this structure it is important that I understand how it works and the ideological aims of the organisation. Appendix Seven is an explanation of how Druckers theory on the structure of an organisation fits in to the NHS which I feel it does very well. However Druckers theory is not classed as an organisational theory which I will now go on to explain. Organisational theory refers to how organisations are structured, how they are managed and the culture adopted within them. It attempts to explain how organisations work by defining the common features that organisations or groups of organisations share.

There are four main types of organisational theory classical theory, systems theory, contingency theory and human relations theory.

Classical theory was the first published theory of management and has a very scientific and traditional basis focusing on the structure and mechanics of an organisation. As with all organisations the NHS is very dependant on its hierarchical structure without which it would not function effectively however classical management theory is very basic and, as I will show in the rest of this section, the NHS is a complex organisation which is better explained by a more complex organisational theory. Classical theory ignores the effect that individuals, groups of individuals and systems have on an organisation.

Systems theory suggests that all organisations are made up of many different but interrelated systems all with a common objective that is the function of the organisation. Therefore all actions of individuals in one system directly affect the actions of individuals in other systems.

In the context of health care an example of a common objective would be the efficient care of patients. In order for this common objective to be met we not only need the co-operation of the medical multidisciplinary team but also the co-operation of the senior management team in order to allocate resources and the estate team in order to provide a safe and comfortable environment for that care.

Contingency theory also considers the different parts of an organisations but rather than systems within the organisation looks at the various factors which make up an organisation. This involves factors such as size, structure and the individual requirements of the environment which that organisation is in. Like systems theory contingency theory views that an organisation cannot function without interdependence of all these factors.

The contingency theory is particularly relevant to the organisation of the NHS in that it is centred around the perception that there is no one best or appropriate way to organise and that organisations are diverse and therefore need diverse and particular designs. The NHS is a unique and unparalleled organisation and as a result has very different needs to any other organisation, it therefore needs a very different structure to that of any other organisation.

The final theory, human relations theory, takes in to account human behaviour and looks in particular at the relationship between employer and employee. It considers issues such as leadership and motivation which will also be looked at under the next outcome.

The Human relations theory becomes very pertinent when applying management theory to the NHS due to the organisations immense dependence on people, both patients and staff. The NHS cannot run without specifically trained staff and therefore in order to run an effective service it needs to listen to the wants and needs of these people. It also needs to listen to the wants and needs of the service users without whom there would be no justification for the service.

Apply an understanding of motivation theories to your working practice as an individual and as a member of a caring profession

Extensive research has been carried out to try to understand people and why they behave in a certain way. The most well known and often referred to area of this research was conducted by Abraham H. Maslow (14) who suggested that there were five groups of needs that drove us onwards

(http//www.normemma.com, accessed on 1st Dec)

According to this theory, once the lower needs are satisfied, the next level needs become the motivators. For example if you have enough food, water and air more will not motivate you. You will only be motivated by the next level of needs, safety needs. However, should the lower level needs become unsatisfied, for any reason; then they, once again, become the motivators Only in the moments when all of the first four levels of needs are met do people move on to self actualisation, and direct their energy into becoming the best that they can be, that is realising their full potential. It is important to remember that the level of satisfaction varies from person to person depending on previous experience, environment and expectations. In other words what one person might see as satisfying a need one person will not.

When applying Maslows theory to my understanding of the work place and being a part of a multidisciplinary caring team it is important to remember the differences in peoples perceptions of satisfactions. In terms of patient care in the NHS people will be entering the hospital setting from all walks of life and with many different medical and emotional conditions as a result they will, invariably, all have different views on what satisfies a need. To a homeless man a simple meal would quite easily satisfy their physiological needs to others a more complex nutritional meal is needed. To a man who has not been able to walk for months after a car accident taking just one step will fulfil his esteem needs however to a man who has full use of his legs one step is nothing. Maslows hierarchy applies not only to patients in the health care system but also the staff who need things such as money in order to motivate them.

Another theorist, Fredrick Herzberg adapted Maslows hierarchy in order to further apply to the staff of an organisation which he called the relationship of needs to work. In this Herzberg divided peoples needs into two factors hygiene factors, such as wages, job security, fair treatment, safe working environment and motivation factors, such as challenging work, responsibility, self improvement opportunities. Herzberg claimed that effective management of hygiene factors ensured minimum job dissatisfaction whilst effective management of motivation factors ensured maximum job satisfaction. He claimed that hygiene factors on their own would not lead to motivation but would inspire an environment in which motivation factors could occur.

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Romeo and Juliet

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Film Analysis Of Romeo and Juliet

Romeo and Juliet, filmed in 17, directed by Baz Luhrmann. A good production, like many by this director. Camera techniques at the maximum, excellent soundtrack and well cast actors in its corresponding characters. Like I said a good filming production, even though its not an outstanding characterisation of the Shakespearean play. For me there are some little details that dont let this film be equivalent to the play. The language and some actors are two of the factors that may be included in this list. But after all the movie itself is a creative piece of art, how Luhrmann plays with all camera effects its unbelievable. So finally I can say that this "Romeo and Juliet" movie can be used to teach the same play, but after studying it deeply and totally.

This "Shakespearean" movie is summarised very easily as obviously has the same plot as the play. Two households, the Capulets and the Montagues, both alike in dignity in fair Verona. From years they've hated each other , heat that will take a pair of star-crossed lovers take their lives; death that made bury their parents rage against each other. There are three main differences between the movie and the play. First of all and the most commercial one is the change of real Italians into immigrant ones into the USA. This is a commercial hint, because with the change of scenery younger audience will like to see the movie. Then there is the fact of the balcony scene which is crucial for the development of the movie. The movie shows this balcony scene from a pool, this different type of scenery is because of all the symbols that Luhrmann plays with, in this one, water. The final and more emotional is the death of Romeo and Juliet. In the play Romeo kills himself before realising Juliet is still alive, while in the movie he doesn't . Romeo drinks the poison when Juliet touches his cheek, because of the instant reaction. These three elements show how Luhrmann can move around the play without changing the course of it and making it better.

The actors in this marvellous piece of art are very low in the fame ambit. First of all there is Leonardo Di Caprio ( Romeo). He is maybe the most popular actor in these days, but the acting represented by him is not convincing. First of all Di Caprio does not complete the expectations that someone could have about Romeo, romantic and immature, maybe because of a lack in the study of the character. The thing he develops very well is the love that Romeo has to Juliet. Claire Danes ( Juliet) is an actress that gives a better impression of his work in his character. First, and equally as Di Caprio, gives a really nice idea of the love towards Romeo, even though he does not fulfils the audience expectations of the immaturity that Juliet has in the play. But Danes does a very good job, she is an excellent actress that won't let herself down by this important role, taking in account her low popularity and experience before this movie. Last but not least, an important role in the play and in the movie is Friar Lawrence ( Pete Pastlethwaite ). This character is very different in the play than in the movie, a totally different personality. In the new movie this character is newly developed to form a different Friar Lawrence, with a tormented mind and a radical life. All these new aspects are taken into account to make an agreeable critic of Pastlewaite's job. He finishes a fantastic renewed character with a huge amount of artistic doses. So in general the acting is good and really makes the difference between the contrast of the movie and the play. The only thing that didn't work in all this field is the use of the ancient language that Shakespeare wrote the play in. This language doesn't fit in teh modern times and scenes developed in the movie.Buy cheap Romeo and Juliet term paper

The camera techniques and sound are incredibly utilised by Luhrmann to create tension, stress, happiness or maybe even love. These technical characteristics make you get more involved in the movie, without letting you even breath for missing a shot. This movie can be divided and analysed into three main scenes, the first fight, the encounter of Romeo and Juliet and finally the death of both. In this first scene the camera action is crucial to make an idea for the audience to understand what's happening. The camera actions become fast and slow, provoking a lot of stress by seeing it, and a lot of fun also if you have the time to reach a point where you can start seeing the movie for fun, not for visual delight. In this scene you also have lots mid-shots and close ups to the Montagues and the Capulets to have a sense of what they really are. The sound in this scene is crucial for the differential matter of the movie, first of all come the Montagues with a score that is king of "little boy" stuff, they just want to have fun. Then a totally opposite score is used for the Capulets, they are taken as the "tough boy" kind of thing, a more mature personality. Then in a second scene the camera techniques go down a bit. These techniques are more constant among the scene, the only thing that can be noticed is that they represent Juliet in medium shots and Romeo in close ups and that they also hurry and slow the camera action. This second statement is showed when they first talk with each other, they are in the middle of the room where nobody notices them, and all around them is totally fast. The sound effects in this scene are much more delicate than in the first one here we have a mute part, important for the realisation of the speech of Romeo to Juliet. We also have three different scores for the whole scene, the first one is the meeting where charming and happy music is played, then the time when Romeo discovers Juliet is a Capulet, the music is sad, with a great disappointment tune. Finally the balcony scene where a coherent type of hope music, knowing how the movie develops, is played. The last scene has an increase in the camera techniques that are greatly used to have a spectacular ending. Two subjective shots are used in this final scene, one from the eyes of Romeo, when seeing Juliet's tomb, and one from the same tomb, when Romeo enters the graveyard. Another amazing effect is the high angle camera used when Romeo hugs Juliet after seeing her, showing the point of view of God, knowing that this is going to end in a bad way, but its going to solve problems. The score in this scene gives the idea of this horrifying death, a score that represents the impotency to stop the tragedy that will happen.

The movie addresses incredibly well the part of the themes of the play, prohibited, rushed love and writing your own faith, because it doesnt escape a lot from the central part of the play. First of all Romeo and Juliet, as well as in the play, rush an amorous ambient that was totally prohibited because of their names. Like when they first meet, they kissed each other immediately. Then also in the play, Romeo starts his own fatal faith by killing Tybalt. The figures used in the movie are not even mentioned in the original play, in the movie water, Jesus, fire, all have a different meaning in the whole movie. First the symbolism of water, this symbol represents the land of the dead. When they first meet, they do it looking each other against a water tank. In this scene each one of them sees the other like a reflection, making an allusion of what's going to happen later, they'll never be together for real. Another symbol used in the movie that's not in the play is Jesus Christ. The Capulets and the Montagues hate each other, and Jesus is always present in their lives, you can extract at the end that Jesus and God are the only ones that by the death of Romeo and Juliet, can unite this two families.

Romeo and Juliet, directed by Baz Luhrmann, one of the most beautiful and entertaining pieces of art I've ever seen. The cameras make you finish with a beautiful headache because of all they have, this may be the only souvenir you can get from this wonderful movie, apart from the tears and the thought of how huge love can be. But I insist, if you're studying the play, don't limit your Shakespearean boundaries by reading only the play, watch the movie to realise how Shakespeare can move from time to time without losing it's popularity. But first as I said, study the play completely and deeply.

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Kansas-Nebraska Act

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The establishment of the Kansas and Nebraska territories has recently transpired, via a bill which became law early this week. Until late, the area of vast plains and quaint rivers to the west of Iowa and Missouri had been unsettled. It is not the settling of the land, however, which is in controversy. The act is unavoidably bound to the expansion of slavery into the territories. To further complicate the matter, conflict has arisen over the location of the projected transcontinental railroad. Steven A. Douglas, democratic, yearns not only for the organization of the territories, but also for a binding railroad to connect the expanded United States. These two actions are interrelated, for the reason that the railroad is contingent upon settlement of the territories. Earlier, Douglas had agreed to back a bill invalidating the Missouri Compromise line. Speculation on the motives behind this include his decision being a ploy to gain southern votes for territorial expansion and his belief that slavery would not survive in a Northern environment. Proslavery congressman under no circumstances desire the new territories to be free states, while antislavery activists loathe the idea of slavery expansion. Therefore, Douglas also proposed that the people of the new territories decide for themselves whether or not their states would permit slaves and slaveholders. This contentious policy, which he labels "popular sovereignty," is a key factor in the Kansas-Nebraska bill. Recently, there has been an uproar of Northern resentment regarding Douglas' proposal. Senators Salmon P. Chase, Charles Sumner, and Joshua Giddings alike label the plan as a plot by a "slave power." They argue that Douglass is attempting to make Nebraska " a dreary region of despotism, inhabited by masters and slaves." Clearly, an effort must be brought forth to halt the progress of such an outlandish proposal. One must consider the horrific possibility of a conspiracy for southern control, contrived by Douglas and the Pierce administration. It is inconceivable and undemocratic to allow the more sparsely populated South to control and rule the Northern states. To add insult to injury, many Northerners are now determined that they can no longer trust Southerners to keep a bargain. This is due to the disregard for the Missouri Compromise. The territory prohibited slavery, as stated in the compromise. The recent Kansas-Nebraska Act, however, restores the possibility of slavery expansion to those areas. The southerners are blatantly changing the established rules of a long-standing binding agreement! One may question if Northerners in turn should adhere to the Fugitive Slave Act, taking into account Southern indifference for accords.

"If destruction be our lot, we must ourselves be its author and finisher. As a nation of freemen, we must live through all time, or die by suicide."

-Abraham Lincoln

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Brave New World: Parallels To Modern Society

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Upon examination of the morals present in our society's past and their decline into the current state which we live in, one can obviously see the decrease and break down of morality which has shown itself to us in the ways we live our lives in this day and age. Things like promiscuous sex, ramped drug use, murder, rape, divorce, lack of honesty, loss of respect for others and crime thriving in the world around us have become all too common as the values of everyday citizens get thrown out the window. We can see these things along with many others taking place much more frequently as time passes and this state of absent morality is slowly becoming the norm. The effect this is having on society is taking a tremendous toll. Many would consider our lives and the lives of the people around us emotionally unstable, leading us into a corrupt, unbalanced world.

The moral degradation present in Brave New World is an obvious parallel to our world and soon could be an obvious equivalent. One can see that the characters and society created in Brave New World lacks morals in sex, considering it a mere casualty, each sharing their body with everyone else in acts of self gratification with the conditioned quote, "everyone belongs to everyone else" being the brainwashed anthem of society. Drug use is encouraged and accepted as healthy with their take on LSD, being "soma" tablets taken for drug induced "vacations" whenever a person feels the slightest depression, nervousness, uneasiness or any emotional discomfort to keep the mind off of excessive thought. There is also little value placed on human life and it is seen only as a method of continually turning the wheels to mechanize society, each person having the sole purpose of being productive and consuming members of the community. Individual personality is abolished as the world controllers design each person's destiny in social status or class, jobs, hobbies, likes dislikes and so on. And most importantly love, passion, emotion, all these things that make us emotive people driven by feeling is abolished, seen as ghastly unhealthy and strictly forbidden.

We would consider a world without morals to be one of corruption, chaos and complete anarchy but we are astonished to find that in Brave New World, it reflects only social stability. All is controlled and designed to be the way that it is intended with each person conditioned by the commanding voices and rhyming chants heard in pillow speakers and the occasional negative reinforcement by means of electric shock while living as toddlers and young, easily molded children to produce only what is best for the whole. Many would be surprised to find that similar mental conditioning takes place in our own lives in this day and age by corporations and their media which indirectly and unbeknownst to consumers are conditioning us and our society.

We are the all consuming American culture, every day of our lives we are subjected to advertisements in almost every form one can imagine; in print by means of newspapers and magazines which sometimes contain more ads than they do actual content, on billboard to be seen by all while driving down the street, in commercials taking one third of the programming time to sell you their product, pasted and posted everywhere at any type of sporting event on the walls, scoreboards and even completely consuming the total surface area of race cars, in pop-up ads on the internet that seem irritatingly unavoidable. An amount of money which would seem intangible and inconceivable to an average middle class citizen is spend every year by companies who are trying to sell us their product and the ones who repetitively cloud our vision the most with their ads are the ones profiting the most. But these ads are doing more than selling a product; they are selling ideas and ways of thinking. As a result of modern advertisement conditioning, women are conditioned to think that they can only be attractive by being unhealthily and grotesquely slender, often carrying the weight of mental diseases that force a malnourished life style upon their victims. Many people think that the only way to look good is by spending ridiculous loads of money on designer clothing. We also fall victim to the ever shifting trends. After companies spend thousands, even millions to discover up and coming trends, they steal them, commercialize them, and over sell them until they're dead and it is time to give harvest to new trends. Our society can hardly recognize it but while this is happening, we are all being manipulated to respond in ways which corporate America intends for us that are not too unlike the ways that citizens in Brave New World are mentally conditioned.

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Leonardo da Vinci

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Leonardo da Vinci was born in the year 145 in the small hill town of Vinci. His father was a successful notary and his mother a peasant woman.

The little town of Vinci has changed very little in 544 years since then. Stone houses are clustered together around the protective battlements of a castle. The tall church bell tower is still an important landmark which can be seen for miles. Vinci is surrounded by fertile farmland. The hillsides are planted with grape vines and fruit trees and patches of silvery green olive trees dot the landscape.

The slopes above Vinci lead to Mount Albano, a high peak where Leonardo later hiked and made observations about the atmosphere. Small mountain streams run down from the mountain past Vinci to the valley of the Arno River below.

For a curious boy who loved nature, the area around Vinci must have been a wonderful childhood home. Leonardo was free to explore the woods and streams and to study the insects, animals, and birds which he later sketched in great detail in his notebooks. Order Custom Essay on Leonardo da Vinci

Leonardos early fascination with nature clearly inspired the paintings he would create as an adult. The detailed and lifelike plants and wildflowers that he painted at the feet of the angel in The Annunciation and the rocky caves and pools of water surrounding the figures in The Virgin of the Rocks were created from observations and sketches he began making as a child in Vinci.

FLORENCE- CAPITAL OF THE RENEISSANCE

When he was about 1 years old, Leonardo moved to the bustling city of Florence with his father. Because young Leonardo demonstrated a great talent for drawing, his father later made him an apprentice in the studio of Andrea del Verrocchio, a leading artist in Florence.

In Verrocchios studio Leonardo learned the painters craft of preparing canvases, making brushes, and grinding and mixing paints. Verrocchio also taught him to sculpt in wood, stone and clay, and how to cast metal objects in silver and gold.

Artists in the fifteenth century Italy were more than just expert painters and sculptors however. Verrocchio was hired by wealthy patrons to create furniture, musical instruments, navigational compasses, and bronze bells for cathedrals among other things. Leonardo watched carefully and learned every craft that went on in the workshop. He drew constantly to record what he observed.

When he wasnt needed in the studio, Leonardo explored the city of Florence. He observed and sketched everything that interested him. He visited the building site for the great cathedral being constructed in Florence and made careful drawings of the machinery he saw at work there.

By the age of 1 Leonardo was a skilled painter, Verrocchio permitted him to help with an important painting of the Baptism of Christ. Leonardo painted the kneeling angel and some of the background for this work.

The face of Leonardos angel is delicately colored and shows Leonardos talent at representing emotions. Legend has it that when Verrocchio first saw Leonardos angel he was so impressed by Leonardos abilities that he (Verrocchio) never wanted to touch colors again.

The hazy features of the background Leonardo painted for the Baptism of Christ show he had already begun to develop his sense of aerial perspective.

After he finished his apprenticeship, Leonardo began work for the ruler of Florence, Lorenzo de Medici. He was supposed to paint an Adoration of the Magi for a church altar, but he never completed it, and in 148 he moved to Milan.

After 17 years in Milan he returned several times to Florence, where he worked on many different projects. By 150 Florence was at war with the neighboring city of Pisa, and Leonardo worked on a plan to divert the Arno River from the enemy city. First it would cut off Pisas supply route, and later the river would be turned into a canal for peacetime use. Neither project was ever finished, though Leonardos reputation as a creative and talented engineer was firmly established.

After the war with Pisa, Leonardo again took up painting. He completed his most famous portrait La Gioconda (Mona Lisa). He also wrote about and sketched the flight of birds and experimented with different designs for human powered flying machines. He was also commissioned to paint a huge mural commemorating a Florentine victory in the Battle of Anghiari. Leonardo completed a full-size cartoon of the battle illustrating the horrors of war as he had seen them while in Borgias service. But he never finished the war painting, and in 1506 he was glad to leave Florence to go work in Milan.

ROME THE CITY OF THE POPE

From 1514 to 1516 Leonardo lived in Rome and worked under the patronage of Prince Giuliano the Magnificent, brother of Pope Leo X. Giuliano was fascinated by mechanical devices and Leonardo built many toys and machines to amuse him. Among them was a machine to turn copper metal into strips of uniform size. He also completed another great painting of John the Baptist as a young man.

Leonardo had wished to keep studying human anatomy, but the Church would not allow him to examine and cut up dead bodies. Instead he studied animal parts obtained from a butchers shop. From these he produced brilliant models of how the heart works.

In Rome he also studied optics, and he attempted to make giant, rounded mirrors in his workshop. They were similar to the mirrors used in modern telescopes, and some scholars think he hoped to observe the moon and stars.

Leonardo also studied botany, and he observed that the same patterns exist in many natural things. For example, the rings in a tree trunk resemble the ripples made by a stone dropped in water. He was always happy when repeating patterns appeared in nature, because they showed evidence of universal natural laws. Modern scientists continue to discover such patterns, often at a microscopic level, and Leonardo would certainly have been thrilled.

MILAN- THE COURT OF THE SFORZAS

The ruler of Florence sent Leonardo to Milan in 148 bearing a silver lute as a gift to the powerful and warlike ruler of Milan, Duke Lodovico Sforza. Leonardo was by then known as a talented musician as well as a skilled painter and sculptor.

Leonardo wrote an amazing letter to Duke Sforza. The letter described many of Leonardos fascinating and original ideas for military engineering. He wrote how he could build strong light bridges, create fantastic new weapons, and build armored chariots and warships to protect the Dukes soldiers in battle. Only at the end of this letter did Leonardo describe his talents as a sculptor and painter and offer to create a bronze horse statue to honor the Dukes father. Sforza was impressed by Leonardo and gave gave him a position at court as painter and engineer.

Leonardo was kept busy in Milan. He established a studio and had apprentices of his own. He planned the costumes and sets for festivals and plays, designed and built forts, laid out new canals for the city and painted many portraits. Leonardo also worked on his great painting,The Last Supper. Unfortunately, only a shadow of the original masterpiece remains. Leonardo used an experimental mixture of tempera and oil paints which did not stick well to the damp plaster wall. Soon after the painting was completed in 148, the paint began to flake away.

At the same time as he was painting The Last Supper , Leonardo designed and constructed a full sized clay model for a 4 foot high statue of the Dukes father on horseback.

In 14 before the statue could be cast in bronze, Milan was attacked and overrun by the French troops. Duke Sforzas family fled, and French archers destroyed the gigantic clay horse while using it for target practice.

The French governor of Milan, Charles dAmboise, invited Leonardo back to Milan in 1506. King Louis XII of France, living in Milan at the time, appointed Leonardo court painter one year later. Leonardo continued to work on engineering projects in Milan. He also had time to continue his scientific studies of geology and anatomy, both human and animal, and to study astronomy. When the French governor of Milan died in 1511, political changes forced Leonardo to leave the city once again.

FRANCETHE COURT OF FRANCIS 1

Shortly after his patron Giuliano died in 1516, Leonardo left Italy forever to live and work in France. King Francis I of France appointed Leonardo to the position of First painter, architect and mechanic of the King and gave Leonardo a comfortable house near the Kings own residence in Amboise where he visited Leonardo often for conversation. The King paid Leonardo well and allowed him to pursue his own interests in engineering and architecture.

During these last years of his life Leonardo began to arrange and edit his scientific papers, a task left unfinished at his death. Leonardo died in his home in France on May , 151. His notebooks and paintings passed into the possession of his favorite student and long-time friend Francesco de Melzi, who had traveled to France with Leonardo in 1516.

Interestingly, while we know that Leonardo was buried in the palace church, we no longer know where his grave is located. The church and palace were destroyed during the French Revolution, and the grave can no longer be found.

LEONARDO THE SCIENTIST

Leonardo the scientist bridged the gap between the shockingly unscientific medieval methods and our own trusty modern approach. His experiments in anatomy and the study of fluids, for example, absolutely blew away the accomplishments of his predecessors. Beginning with his first stay in Milan and accelerating around 1505, Leonardo became more and more wrapped up in his scientific investigations. The sheer range of topics that came under his inquiry is staggering anatomy, zoology, botany, geology, optics, aerodynamics and hydrodynamics among others.

While greatly influenced by the writings of the ancient Greeks and Romans, Leonardo, unlike many of his contemporaries, saw the limitations of seeking the truth solely in those writings or the Bible. Instead, he took the startling approach of actually observing nature and asking deceptively simple scientific questions like, How do birds fly? To finish the bill, he then systematically recorded their solutions in his sketches.

Leonardo certainly had an uncanny ability to observe nature and record it. And to this he added a preternatural, even spooky determination. The first biographer of Leonardo da Vinci, Paolo Giovi, wrote in 150 in the medical faculty he learned to dissect the cadavers of criminals under inhuman, disgusting conditions...because he wanted [to examine and] to draw the different deflections and reflections of limbs and their dependence upon the nerves and the joints. This is why he paid attention to the forms of even very small organs, capillaries and hidden parts of the skeleton.

In a study of cervical vertebra shown from different perspectives, Leonardo notes [Both] former and contemporary authors have produced written reports [about anatomy] in tormentingly long-winded and confused styles. However, through a concise portrayal from different perspectives, things are described definitively; and to avoid that my gift to mankind could be lost [to time], I teach the technique of reproducing things by printing. These remarks heralded the birth of a new method of scientific study the systematic, descriptive method of the natural sciences, which was the predominant method of scientific study well into the 1th century.

As his curiosity took him in ever wilder directions, Leonardo always used this method of scientific inquiry close observation, repeated testing of the observation, precise illustration of the subject object or phenomenon with brief explanatory notes. The result was volumes of remarkable notes on an amazing variety of topics, from the nature of the sun, moon and stars to the formation of fossils and, perhaps most notably, the mysteries of flight.

LEONARDO INVENTOR

Artists have always found it difficult to make a living off their art. Even a master like Leonardo was forced to sell out in order to support himself, so he adapted his drawing skills to the more lucrative fields of architecture, military engineering, canal building and weapons design. Although a peacenik at heart, Leonardo landed a job working for the Duke of Milan by calling himself a military engineer and outlining some of his sinister ideas for weapons and fortifications. Like many art school types in search of a salary, he only briefly mentioned to the Duke that he could paint as well.

Lucky for Leonardo, he was actually really talented as an engineer. Good illustrators were a dime a dozen in Renaissance Italy, but Leonardo had the brains and the diligence to break new ground, usually leaving his contemporaries in the dust. Like many crackpot geniuses, Leonardo wanted to create new machines for a new world.

Throughout his life he had brilliant and far-out ideas, ranging from the practical to the prophetic. As military engineer and architect to the notorious Cesare Borgia (son of the Pope!), Leonardo proposed creating a dry route across the Gulf of Istanbul, connecting the Golden Horn and the Bosporus with a bridge. Alas, like most great ideas, the bridge plan was squelched by those killjoy engineers, who flipped when they found out how big it was supposed to be. Leonardo watchers got the last laugh, though, because modern engineers have determined that the bridge would have been completely sound. Furthermore, they show its construction would have been entirely feasible, proving yet again that Leonardo was the smartest man ever.

Nearly a century before Galileo, Leonardo butted heads with the challenge of measuring time. For him, the most interesting part was the use of mechanical gears, and he studied them with relish (see Levers and Gears). Based on the gear, he came up with loads of different thingamajigs, including the bicycle, a helicopter, an auto-mobile, and some gruesome weapons of course.

The biggest mechanical bee in his bonnet, however, was water. Recall that nobody had harnessed electricity yet, so water was at that point the ultimate source for power. Leonardo studied all forms of water -- liquid, steam, and ice -- and he had all sorts of swell ideas of what to do with it. He cooked up plans for a device to measure humidity, a steam-powered cannon, many different waterwheels, and oodles of useful industrial machines powered by flowing water. He also devised some highly ambitious plans to revitalize Milan with canals, which he intended to implement with some equally ambitious construction machines. In fact, once he started on the subject of water te couldnt really stop, forever envisioning things like floating snowshoes to walk on water, breathing devices (including a diving hood) and webbed gloves to explore underwater, a life preserver to remain afloat, devices to attack and sink ships from underwater, and an unsinkable double-hulled ship and dredges for clearing harbors and channels.

Leonardo's machines

Leonardos output is the epitome of that extraordinary period of human history which was the Italian Renaissance, a period of great cultural advances and of great projects. Leonardos output is the expression of the men and women of the time, of what they felt and did, of the machines they built so that in turn they could build churches, palaces, fortresses; machines for waging war, for work, for the manufacture and trade of all those goods whose availability was of such great importance to the rulers and their courts. However, more importantly, Leonardos output bears witness to who and what he was - a man who was shaped by the loveliest and most stimulating city of the time, Florence, and who embarked upon his own path of research and drawing up of ideas and plans embracing a multitude of sectors, ranging from hydraulics to mechanics, to flight, to anatomy and to optics...

Kartinka1

Automatic hull rammer

The model shows one of the weapons designed to sink enemy ships by violently tearing away from the hull one of its wooden planks. The device consists of a small albeit strong spring in the shape of an overturned U and three screws. One of the edges of the device is tightly secured to one of the hulls planks. The other edge, which can be flexed, is screwed to the next plank but one, while another screw, placed at the centre of the spring and designed to charge the latter with its tearing force, is screwed to the middle plank, the one which will be torn out. The central screw consists of a very long screwing mechanism ending in a pointed gimlet, to make the hull-piercing action easier. A tongued device, located in a notch in the screwing mechanism, is released after having penetrated the hull to an adequate depth, thereby increasing its chances of breaking through the plank to which it had been screwed. The tear-away action could be started from a remote distance, by simply pulling a string connected to a locking system in the spring.

Kartinka

Firearm with an elevating gear adjustable by means of a peg blocking system

This is one of the three firearms drawn by Leonardo on the same folio. Owing to its size, it was intended to be used in field action by infantrymen. Besides having a light gun-carriage mounted on wheels, this weapon can be adjusted in height by means of a peg blocking system. This gun is front-loaded and has a bronze muzzle.

Kartinka

LEONARDO ARTIST

Leonardo got his start as an artist around 146, when his father apprenticed him to the fabled workshop of Verocchio. Verocchios specialty was perspective, which artists had only recently begun to get the hang of, and Leonardo quickly mastered its challenges. In fact, Leonardo quickly surpassed Verocchio, and by the time he was in his early twenties he was downright famous.

Renaissance Italy was centuries away from our culture of photographs and cinema, but Leonardo nevertheless sought a universal language in painting. With perspective and other realistic elements, Leonardo tried to create faithful renditions of life. In a culture previously dominated by highly figurative and downright strange religious paintings, Leonardos desire to paint things realistically was bold and fresh. This call to objectivity became the standard for painters who followed in the 16th century.

No slouch when it came to the techniques of the day, Leonardo went beyond his teaching by making a scientific study of light and shadow in nature. It dawned on him that objects were not comprised of outlines, but were actually three-dimensional bodies defined by light and shadow. Known as chiaroscuro, this technique gave his paintings the soft, lifelike quality that made older paintings look cartoony and flat. He also saw that an objects detail and color changed as it receded in the distance. This technique, called sfumato, was originally developed by Flemish and Venetian painters, but of course Super-Genius Leonardo transformed it into a powerful tool for creating atmosphere and depth.

Ever the perfectionist, Leonardo turned to science in the quest to improve his artwork. His study of nature and anatomy emerged in his stunningly realistic paintings, and his dissections of the human body paved the way for remarkably accurate figures. He was the first artist to study the physical proportions of men, women and children and to use these studies to determine the ideal human figure. Unlike many of his contemporaries -- Michelangelo for example -- he didnt get carried away and paint ludicrously muscular bodies, which he referred to as bags of nuts.

All in all, Leonardo believed that the artist must know not just the rules of perspective, but all the laws of nature. The eye, he believed, was the perfect instrument for learning these laws, and the artist the perfect person to illustrate them.

ZAKLU4ENIE

It may seem unusual to include Leonardo da Vinci in a list of paleontologists and evolutionary biologists. Leonardo was and is best known as an artist, the creator of such masterpieces as the Mona Lisa, Madonna of the Rocks, and The Last Supper. Yet Leonardo was far more than a great artist he had one of the best scientific minds of his time. He made painstaking observations and carried out research in fields ranging from architecture and civil engineering to astronomy to anatomy and zoology to geography, geology and paleontology. In the words of his biographer Giorgio Vasari

The most heavenly gifts seem to be showered on certain human beings. Sometimes supernaturally, marvelously, they all congregate in one individual. . . . This was seen and acknowledged by all men in the case of Leonardo da Vinci, who had. . . an indescribable grace in every effortless act and deed. His talent was so rare that he mastered any subject to which he turned his attention. . . . He might have been a scientist if he had not been so versatile.

Leonardos scientific and technical observations are found in his handwritten manuscripts, of which over 4000 pages survive, including the one pictured on the right, showing some rock formations. It seems that Leonardo planned to publish them as a great encyclopedia of knowledge, but like many of his projects, this one was never finished. The manuscripts are difficult to read not only did Leonardo write in mirror-image script from right to left, but he used peculiar spellings and abbreviations, and his notes are not arranged in any logical order. After his death his notes were scattered to libraries and collections all over Europe. While portions of Leonardos technical treatises on painting were published as early as 1651, the scope and caliber of much of his scientific work remained unknown until the 1th century. Yet his geological and paleontological observations and theories foreshadow many later breakthroughs.

Leonardo knew well the rocks and fossils (mostly Cenozoic mollusks) found in his native north Italy. No doubt he had ample opportunity to observe them during his service as an engineer and artist at the court of Lodovico Sforza, Duke of Milan, from 148 to 14 Vasari wrote that Leonardo was frequently occupied in the preparation of plans to remove mountains or to pierce them with tunnels from plain to plain. He made many observations on mountains and rivers, and he grasped the principle that rocks can be formed by deposition of sediments by water, while at the same time the rivers erode rocks and carry their sediments to the sea, in a continuous grand cycle. He wrote The stratified stones of the mountains are all layers of clay, deposited one above the other by the various floods of the rivers. . . In every concavity at the summit of the mountains we shall always find the divisions of strata in the rocks. Leonardo appear to have grasped the law of superposition, which would later be articulated fully by the Danish scientist Nicolaus Steno in 166 in any sequence of sedimentary rocks, the oldest rocks are those at the base. He also appears to have noticed that distinct layers of rocks and fossils could be traced over long distances, and that these layers were formed at different times . . . the shells in Lombardy are at four levels, and thus it is everywhere, having been made at various times. Nearly three hundred years later, the rediscovery and elaboration of these principles would make possible modern stratigraphy and geological mapping.

In Leonardos day there were several hypotheses of how it was that shells and other living creatures were found in rocks on the tops of mountans. Some believed the shells to have been carried there by the Biblical Flood; others thought that these shells had grown in the rocks. Leonardo had no patience with either hypothesis, and refuted both using his careful observations. Concerning the second hypothesis, he wrote that such an opinion cannot exist in a brain of much reason; because here are the years of their growth, numbered on their shells, and there are large and small ones to be seen which could not have grown without food, and could not have fed without motion -- and here they could not move. There was every sign that these shells had once been living organisms. What about the Great Flood mentioned in the Bible? Leonardo doubted the existence of a single worldwide flood, noting that there would have been no place for the water to go when it receded. He also noted that if the shells had been carried by the muddy deluge they would have been mixed up, and separated from each other amidst the mud, and not in regular steps and layers -- as we see them now in our time. He noted that rain falling on mountains rushed downhill, not uphill, and suggested that any Great Flood would have carried fossils away from the land, not towards it. He described sessile fossils such as oysters and corals, and considered it impossible that one flood could have carried them 00 miles inland, or that they could have crawled 00 miles in the forty days and nights of the Biblical flood.

How did those shells come to lie at the tops of mountains? Leonardos answer was remarkably close to the modern one fossils were once-living organisms that had been buried at a time before the mountains were raised it must be presumed that in those places there were sea coasts, where all the shells were thrown up, broken, and divided. . . Where there is now land, there was once ocean. It was possible, Leonardo thought, that some fossils were buried by floods -- this idea probably came from his observations of the floods of the Arno River and other rivers of north Italy -- but these floods had been repeated, local catastrophes, not a single Great Flood. To Leonardo da Vinci, as to modern paleontologists, fossils indicated the history of the Earth, which extends far beyond human records. As Leonardo himself wrote

Since things are much more ancient than letters, it is no marvel if, in our day, no records exist of these seas having covered so many countries. . . But sufficient for us is the testimony of things created in the salt waters, and found again in high mountains far from the seas.

Please note that this sample paper on Leonardo da Vinci is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Leonardo da Vinci, we are here to assist you. Your persuasive essay on Leonardo da Vinci will be written from scratch, so you do not have to worry about its originality.

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The Confirm Project: A Failed Strategic Alliance.

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'The CONFIRM Project A Failed Strategic Alliance'

In 188, a conglomerate of Hilton Hotels Corporation, Marriott Corporation and Budget Rent-A-Car Corporation subcontracted a large scale project to AMR Information Systems Inc, an auxiliary of American Airlines Corporation. The consultant firm was to develop a new information system called CONFIRM. CONFIRM was intended to be a leading edge travel reservation program, combining airline, rental car and hotel reservation. 'Intrico', a new organisation, was established to exclusively run the system. When the developed system was tested major problems arose. Due to malfunctions the project was consequently delayed by 18 months. After three years and $15 million of investor funds the problems in the project were found to be unsolvable and therefore the project was canned.

Max Hopper, American Airlines Information Services chief believed CONFIRM management did not express the true status of the project in a timely manner. Investors were misled into investing into a project riddled with faults and problems.Custom Essays on The Confirm Project: A Failed Strategic Alliance.

Background

In 187, a potential market attracted AMR's (the patent of American Airlines) attention 'Centralised hotel reservations'. At the time only 0% of hotel reservations were being made through a centralised service so the company decided to take advantage of this situation by developing a new comprehensive system.

The new groundbreaking system was named 'CONFIRM' and combined the reservation of travel, lodging and car rental. The clients relied on the professionals who developed the successful airline system 'SABRE'.

Over the past 16 years the major hotel companies such as Hilton, and Sheraton, have developed computer based reservation systems which provide information to travel agencies around the world.

Like the major hotel companies, Airlines have also adopted reservation systems. The most notable of these are 'APOLLO' and 'SABRE'. Sabre was developed by AMR and has been acclaimed as the best reservation system in the world. In 186 Max Hopper was employed to head AMRIS - American Airlines' Information systems. He was instructed to exploit SABRES success by expanding it into other businesses.

CONFIRM chronicles

In 187, AMRIS rep's made their sales pitch to Marriott executives concerning CONFIRM, claiming the system would be superior to any existing reservation system and would meet the combined business needs of hotel and car rental partners. AMRIS would be in charge of design and development of the system and the hotels would pay for their effort and provide any necessary data.

AMRIS executives stated that the system would not be expensive to run and would be completed in time to outpace competition in the hotel and car rental industries.

The first three partners in join the venture were Marriott, Hilton and Budget Rent-ACar. These companies formed a consortium and called it Intrico.

In September of 188 Marriott, Hilton and Budget signed a contract with AMRIS. The objectives according to the agreement were

• To design, develop, operate, and maintain a new innovative reservation system to be marketed worldwide.

• To design and develop 'interfaces' with airline computer reservation systems so consumers could make multiple reservations through a single computerised system.

• To market the system and other communication services to customers for a profit.

• To convert each of the partners' reservation systems to the new system.

AMRIS was made 'Managing Partner of Development' for CONFIRM and took on the responsibility for all aspects of the design and development of the system. The partners invested $55 million in to the project and were asked to appoint a team of professionals at AMRIS headquarters to provide input into what functions were needed for each company and also to test the system as it was developed.

The deadline for the project was June 1. The contract stated that the project should not exceed $55.7 million and that the operational costs would be limited to $1.05 per reservation.

In March 18, AMRIS declared that the functional and technical specifications were complete. A preliminary development plan produced that month was rejected by partners. AMRIS executives reassured the partners that the system would not be delayed.

The design phase was completed in September of 18 and a development plan was circulated for partner's review. At this time AMRIS increased the price of the system to $7.6 million and the price of each reservation to $1.0 in the first year which would decrease to $0.7 and $0.40 in the fourth and fifth years.

According to partnership contract the partners could withdraw from the merger when the development plan was presented. On August 8 and 15 of 18, AMRIS reps met with Intrico partners to review AMRIS pro forma financial statements. Two years later it was discovered that the statements were false. AMRIS had understated the costs of personnel and operations. The cost per reservation was also understated; the actual cost was estimated at $.00. Based on the bogus information the partners decided not to withdraw. All of the partners accepted the development plan in September 18 and the deadline was delayed from June ' to July '.

In January 10 AMRIS failed to meet the deadline for completing the terminal screen design. In February of that year they failed to complete the BAA phase. In the same month the company admitted to being 1 weeks behind schedule but claimed it could catch up this lag.

In the summer of 10 both Budget and Marriott expressed their concerns with the project being behind schedule and with the management being ineffective. Employees at the project office estimated that the project would not be ready in time but were instructed by management to change their revised dates to align with the original calendar. In August AMRIS declared the 1st phase to be complete and began the nd phase. When deliverables were requested by Marriott AMRIS refused to produce any. AMRIS then announced that they were in fact one year behind schedule.

In February 11 a Re-Plan was created to replace the original. According to this new plan only Hilton would have use of the system by the original deadline, Marriott would not receive all features it was promised before March '. Marriott later claimed that AMRIS executives knew they could reach the new due dates and that they had forced employees to change their timetable to reflect the new schedule.

The Re-plan came with a new $ million price tag.

The AMRIS president resigned in October ' and 0 employees soon followed.

AMRIS employees were unhappy with management. They believed that the managers set unrealistic dates and lied about the projects status.

An evaluation by Marriott found that the system could not be completed. However they gave AMRIS one more chance. The response was that the project was on target and would be fully functional.

Again in April ' AMRIS admitted it was behind schedule, by two to six months. That month Hilton tried the system as CONFIRM's first beta-test user and found several major problems. The AMRIS chairperson then wrote to the three partners stating that the system was actually two years behind schedule due to poor management, and technical and performance problems. The company promised to reimburse the partners if they chose to withdraw from the joint venture.

In July 1, Intrico disbanded. Technically, the developers main problem was to join CONFIRM's transaction processing facility based reservation system with its decision support system. Later it was found that if the database were to crash information would be irrecoverable.

Some of the failure of the system was passed on to the management partners of Intrico. Rep's from Intrico met only once a month. Had they met more frequently the project would have 'apparently' succeeded.

In May ', AMR filed a countersuit against Intrico claiming that they changed the plan. By January '4 an out of court settlement was reached. Some sources say AMR agreed to pay $160 million of the requested $500 million.

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Art of communication

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We are persuaded many times throughout the day. As you read the morning paper a particular advertisement describes a product you have long wanted, and which you can acquire art tremendous savings. You are then motivated to buy. As we analyze figures, listen to justifications of new proposals, and review past records we make future decisions based on our beliefs.

Effective persuasion requires a healthy mixture of motivations and belief. Before we take action especially action that involves risk, large sums of money, or personal commitment, we must have a motivating desire. But even if the desire is presented we will avoid the action if we do not truly believe in what others are asking us to do.

As persuasive communicator our job is to help our listeners reach a point of belief in what we are saying, and then to act in a particular way what is right, acceptable , an advantageous to them. Action is not always required. . You may desire to present information that could stand as a policy, where belief in and acceptance of your topic are the end results you are seeking. In order to achieve our goal here, we need the five following steps.

i) AwarenessOrder Custom Essay on Art of communication

On of the most critical purposes of an introduction is to get the attention of the audience. This is especially true in persuasive communication. You build your credibility as the communicator in the introduction, and you start to make a direct appeal. As a part of that process it is important that you start building awareness about your topic. This can be done with stories and illustrations.

ii) Problem

Not all communications are about problems that need solutions. Many are concerned with human needs, specific situations or experiences. Most of these topics can be addressed from a problem solution framework for easy understanding.

In the main point of the communication the needs must be presented. This must be done in such a clear and descriptive way that the listeners will develop personal feelings and concern about the situation.

iii) Solution

At this point in the communication the solution should be presented in such a way that the audience feels it is sound and sensible. Briefly state the belief or action you propose. Then explain the action clearly, by logically showing how it satisfies the problem. Examples from other situations can be cited to show the soundness of the solution.

iv) Visualization

In this stage you must intensify the desire to solve the problem by projecting the people to whom you would like to communicate into the future and helping them visualize the possible results of adopting the solution. Vivid word pictures help people to understand what the positive conditions will be like in the future if your solution is used, and the negative conditions if it is not used.

The Results of the Change

A. Picture yourself in a beautiful surrounding in Mexico studying Spanish.

B. By being totally immersed into the culture you will learn the language in one-third the time with better than 80 percent comprehension.

C. You will apply your new language in every aspect of your day while in Mexico.

v) Action

At this stage you must obtain approval by specifically for people's response. Techniques for bringing it about include a brief an compelling challenge or appeal for specific action, a convincing testimonial, by a recognized authority, that supports your solution, an empathic illustrations about an incident that would have been different if the solution had been enacted, or an invitation to join with you and take action.

A. Join now and be a part of this new venture.

B. Enjoy today, speak fluent Spanish Tomorrow.

Putting the stages Together

Each of the five steps for accomplishing the good communication is important. The following grid show how the steps are combined, where each goes within the communication, the purpose of each step, and how people will respond.

If you can manage to do and perform every steps accordingly then you are a good and effective communicator.

Stage Place Purpose Peoples response

1, Awareness Beginning Obtain attention of people I want to hear that

Create a general awareness of the problem Im interested

Develop your credibility This person knows

. Problem First main point Detailed development of the problem, I understand

situation need,

Logical support I understand

Emotional concern I feel….

. Solution Second main point Detailed description possible solutions Of all the possibilities

Narrowed to the best solution. this is the best.

I believe

4. Visualization Third main point By enacting the solution the problem I see how the problem

will be resolved. can be resolved.

5.Action Last point To draw attention/belief

To spell out steps for taking actions How can I participate

Please note that this sample paper on Art of communication is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Art of communication, we are here to assist you. Your persuasive essay on Art of communication will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!