Explain new approaches in respect of how a firm could finance takeover Essay

Explain new approaches in respect of how a firm could finance takeover and acquisition. Identify issues with such approaches, f - Essay Example The strategy adopted by each group is prepared by the management accounting department through analyzing the market, shareholders and the regulatory framework within the industry. In some instances, it may be important to obtain synergies to help analyze the financial and accounting policies applied by each of the companies merging. Although the A&M started in 1980s, the international rate of industrial mergers and takeovers took place during the 1990s. However, the complexity and nature of international operations coupled with other complexities has sophisticated global takeovers and mergers. Mergers and acquisitions normally abbreviated as M&A refer to the corporate strategy aspect, management dealing and corporate finance that involve the selling and buying as well as combining and dividing of different companies aimed at assisting an enterprise grow in its location or sector or venture into a new location or field (Brealey and Myers, 2000, p 89). Such a growth is expected to be w ithout subsidiary, use of joint venture or child entity. Over the years, the distinction between acquisition and merger is  blurred with several aspects especially economic income. Shareholders lawsuits are common in the event that a firm opts to engage financially in an acquisition or takeover and is appreciated as being part of the current market now that they are meritless. Merger lawsuits frequency has increased in the recent years with their life cycle undergoing a complete change. These days, once a merger deal is closed, lawsuits are normally closed. However, some plaintiffs have come out strongly in mergers to refine the way they operate. They insist on keeping such litigation alive even after they have been closed. This is achieved through having extensive discovery more so against the acquirer executives in control of the purse strings. Why mergers and takeovers There are a number reasons cited by firms for mergers and takeovers. However, the most prevalent reasoning cit ed by majority of the firms participating in M&A is profitability and growth sourced from external means. The outsourced growth may be of great economic benefit to the acquirer through increase in the production capacity, product diversification, increased market share, and expansion of the product lines. Some firms cite quantifiable reasons such as tax advantage and increased economies of scale are the main reasons for the mergers. In laying the strategies for merger and takeovers, it is important for the participating firms to focus on their goals and strategies. The management accounting department of the merging firms observes the compatibility of the merging companies to determine the compatibility of the core values and beliefs of these corporations. While quantitative variable provide ideal aspects which makes takeovers and mergers very attractive, their applicability are limited as they fail to portray the clear picture of the scene. Qualitative factors of the merging corpor ations should also be deeply considered. In estimating the real value of each merging firm, intangible factors such as favorable location, the strength of management, and skilled labor force constitute the qualitative aspects of the takeover or merger. Whatever the goal or rationale of the merger, the failure or success of

Political Chaos and Stalemate in East Asia Essay

Political Chaos and Stalemate in East Asia - Essay Example On the other hand, it also may be rather interesting to analyze the views of the opposing side which claims that existence of the Asian values can hardly be held responsible for the success. For example, they argued that people in this part of the world willingly adopt the role of servants of authoritarian regimes. In addition to that, it is suggested that while the above mentioned values existed for a considerable amount of time, the rapid economic growth occurred exclusively in the previous century which challenges the direct connection between the two phenomena.After a detailed examination of the attitude towards the Asian values, it may be rather logical to turn to analysis of some of the states in the region. By far, the country that should be addressed in particular is Japan. Speaking of the future of this member of G7 one might point out and important aspect of its political life: for a considerable amount of time the latter has been dominated by representatives of Liberal Dem ocratic Party (Hrebenar 69). Indeed, the second half of the previous centuries featured only a hand full of Prime Ministers that belonged to a different party. All this provides a person with sufficient grounds suggesting that the future of this country will be closely connected to the activity of the party in question. The next important country of the region is Indonesia. It must be noted that the second half of the twentieth century is marked by the rule of Suharto (Anderson 21).

The introduction of clinical governance and high standards

The introduction of clinical governance and high standards The impetus to achieve high standards of care was endorsed by the introduction of clinical governance and according to Upton and Upton (2005) combines the paired concepts of clinical effectiveness and evidence-based practice. Clinical governance accentuates the importance of providing first class care to patients by appropriate professionals, in a secure environment and in accordance with the needs of individual patients, which is central to quality improvement (Palfrey et al, 2004). It is a framework designed to assist nurses, by means of accountability and responsibility, consider the quality of the care they give and encourages a proactive approach to improve through best practice (Tait, 2004). This has contributed to the increasing value assigned to reflective practice. Matthews (2004) defined reflection as a process that encourages experiential learning which enhances knowledge to inform and improve nursing practice. A nurse has a responsibility to engage in reflection which enc ourages critical thinking and problem solving to advance and support their clinical competence and continued professional development (Wilding, 2008). Schon (1987) identified two different types of reflection; reflection-in-action where the nurse reflects on the practice as it occurs; and reflection-on-action which occurs following the event and allows the nurse to explore and learn from practice. Reflection-on-action is frequently used as a foundation of formal assessment and transforms experience into knowledge (Jasper, 2006). According to Benner (1984) reflection is key to experiential learning leading to positive changes in practice and facilitates the progression from novice to expert. Nurses can utilise reflection as a means of continuous development and Gustafsson and Fagerberg (2004) suggests that there are many theoretical models available. Models of reflection including Gibbs (1988), Mezirow (1991) and Johns (2000) enable nurses to consider and reflect on their practice effectively and focus attention on relevant issues within their practice (Freshwater et al, 2008). There are benefits and limitations to each of these models according to Duffy (2007) and nurses can choose the one that is most appropriate for their needs. As Mezirow (1991) model lacks consideration of interpersonal aspects of learning and Gibbs (1988) models descriptive design and lack of focus on practice they will not be used for this assignment. This assignment will provide an in-depth analysis of an experience in practice using Johns model of structured reflection which has been adapted to suit the situation. Johns (2000) model for structured reflection primarily adopts a humanistic approach which focuses on emotions and feelings, where the nurse and patient are considered as equal partners during the encounter; The model offers a systematic structure of simple questions that encourages a consideration of patients individual needs and is appropriate when reflecting on the interpersonal relationship between the nurse and patient (Woods, 2003). Seminal work by Carper (1978) prov ides the foundation for Johns (2000) model and focuses on aesthetics, personal knowing, ethics, empirics and reflexivity which encourages the nurse to adopt reflection as a means to examine and improve their practice. This reflective assignment will be presented in the first person and describes an experience in practice of administering an intramuscular injection which relates to the module 9 outcome of drug administration. To maintain confidentiality as identified by Nursing and Midwifery Council (2008), the patient will be identified as Jane. Description of Event Jane was admitted to the ward as an emergency admission following an episode of severe abdominal pain. She was evidently in pain and was very distressed on admission. Following Janes thorough assessment and examination by the Senior House Officer a morphine based pain medication was prescribed, which was required to be administered via the intramuscular route. I introduced myself to Jane and proceeded to prepare the prescribed pain medication. I was given the opportunity to administer the injection by my placement mentor, as this was one of my competencies that I needed to achieve before the end of my placement. I was made aware that Jane was a nurse, and this forced me to express some concern to my mentor. I had previously had a negative experience in a previous placement whilst administering an intramuscular injection. This initiated a short discussion with my mentor and although she was able to empathise to some degree with my dilemma she encouraged me to proceed as I needed to co mbat my fear and also complete the competency in a positive and efficient manner. To allay my fears my mentor explained she would guide me and provide positive, constructive feedback following the event. I organised the equipment onto a trolley and the medication was prepared allowing consideration for Janes age, physical build and her pre-existing conditions. A full explanation of the procedure and outcomes was given to Jane at the bedside. Following this informed consent was obtained. Jane expressed her approval that I administered the injection as she appreciated the need for student nurses to learn through practice. Prior to the drug administration Janes name, address, date of birth, medication chart and any known allergies were checked. I commenced the injection and whilst administering I reassured Jane throughout to comfort and reduce any anxiety that might have consequentially increased her pain. Once the procedure was completed I disposed of the sharps safely and ensured that Jane was comfortable. During the private conversation with my mentor I was given positive feedback about my management and administration and then my mentor provided me with the opportunity to discuss my thoughts and feelings, and in particular, my initial reticence to give the injection. Aesthetics The definitive aim of performing the intervention was to achieve one of my competency outcomes for the management placement. Competence assessment according to Gustafsson and Fagerberg (2004) is characteristic of nurse training in the UK and accounts for 50% of the Fitness for Practice (National Assembly for Wales, 2002), allowing mentors to judge the students capabilities. It was important that I accomplished this learning outcome as in previous placements there had been limited opportunities to administer intramuscular injections. Whilst it is important to perform the intervention safely and competently Mantzoukas and Jasper (2004) believe that it is also essential that the invasive impact of such an activity on a patients anxiety and discomfort is recognised. Although the practice of giving intramuscular injections is routine for nurses, it is one of the few invasive practices which has the potential to inflict pain in an attempt to provide relief to patients (Wynaden et al, 2006) . In addition to achieving a competence outcome the administration of the injection would also relieve Jane from her pain and anxiety. Nurses have a considerable part to play in pain management and according to Duke (2006) effective communication between the patient and the nurse, together with successful utilisation of analgesia improves patient outcomes. Jane expressed verbally her distress and need for pain relief however I also identified non-verbal cues of facial grimacing and restlessness, which often reveals more about how a patient is feeling and what they are thinking (Kozier et al, 2008). This was reinforced in a study by Manias et al (2005) which revealed that an inadequate awareness of non-verbal communication resulted in poor pain management. Jane received an explanation of the procedure and had constant assurance and reassurance during the consultation in order to demonstrate learned communication skills, which helped to ensure the successful and professional nurse-patien t relationship. The reluctance to administer the intramuscular injection originated from a negative experience during the first year of training. I was asked to give an intramuscular injection to a patient prior to a surgical procedure. The nurse explained the procedure to me and asked the patient for their consent prior to the administration of the injection. The patient was quite emaciated and I believed that the green needle which was normally used for the procedure was too long. I expressed my concerns to the nurse but was told that it would be acceptable to proceed with the green needle. During the administration of the injection contact was made with the patients thigh bone. I rebounded with repulsion as I believed that I had harmed and hurt the patient. I was too naÃÆ'Â ¯ve to express my concerns to the nurse and on reflection following the incident I questioned my own competence and ability. This negative experience had a significant impact on my confidence and initiated feelings of fear, anger and insecurity. Nursing according to Higginson (2006) is a very complex career and the training presents unique situations that stimulate feelings of fear and anxieties. The negative experience, together with the fact that Jane was a nurse, made me question my capabilities as a nurse. Although Jane seemed unaware of my anxieties I assumed that she and my mentor would doubt my ability. The reluctance to perform the intervention made me feel incompetent and negligent of my duties however support and encouragement from my mentor helped to allay my fears. The Royal College of Nursing (2005) highlights the importance that students are adequately supported and given opportunities to learn during their practice placements. By encouraging me to administer the injection the mentor adopted an ethos of learning rather than teaching which promotes independence and active contribution to care (Ireland, 2008). Following the injection Jane expressed her gratitude at being relieved from her pain which increased my confidence and instilled a belief in my competence and abilities as a student nurse. Personal This situation generated many emotions within me of which frustration, fear, disappointment and then relief were the dominant feelings. When my mentor initiated that I was to give the injection my initial feeling was that of fear. Although I attempted to convince myself that I had the confidence to perform the task, the recollection of the previous negative experience emerged and caused increased anxiety. Moscaritolo (2009) believes that high levels of anxiety can affect students clinical performance. However guidance from a placement mentor can facilitate learning, empower students and ensures they are competent in safe and effective practice (Gopee, 2008). Although I was worried about appearing incompetent due to my lack of confidence, especially in front of Jane who was a nurse, my mentor encouraged and supported me throughout the experience. With this encouragement I believed I behaved professionally and competently, ensuring that Jane would be unaware of my anxieties. This incre ased my confidence in my clinical abilities and developed a trusting relationship with my mentor. Whilst the previous negative experience in practice established a fear within of administering intramuscular injections, the fact that Jane was a nurse also generated a preconception that she would review my practice and have an opinion on my abilities as a student nurse. However, on reflection Jane would have been more concerned and preoccupied with her pain and impending diagnosis rather than being focused on the fact that I was a student nurse. As Craven and Himle (2008) believes that appreciating and understanding that patients are individuals is a fundamental part of nursing practice I believed that Jane deserved compassion regardless of my own fears. Her pain and distress would have persisted if immediate treatment was not given therefore it was a moral and professional duty to provide the pain relief (Tan, 2009). I hoped that by giving Jane the medication safely and competently to relieve pain it would establish a trusting relationship between us, which according to Rushton et al (2007) is imperative. Displaying clinical competence ensures that patients are cared for and their needs identified (Iacono, 2007). Sellman (2006) maintains that trust is an essential component of nursing practice and highlights the fragility of it under conditions of immense vulnerability, such as chronic pain or acute illness. I was aware of Janes distress and wanted to provide care based on best evidence and in her best interests which is a prerequisite of good practice. It is crucial that nurses demonstrate clinical competence, display benevolent qualities towards the patient and appreciate the risk involved for the patient, as the equilibrium of power in the nurse-patient relationship is uneven which places the patient in a vulnerable position (Bell Duffy, 2009). Ethics My motivation to pursue a career in nursing was driven by the desire to care for patients whilst appreciating their needs, individuality and autonomous right to excellent care. In pain management, the duty to prevent or relieve suffering is fundamental and as advocates for patients, it is the nurses responsibility to address the current issues (Vaartio et al, 2008). Nurses are committed to the ethical principles of beneficence and nonmaleficence according to Tuckett (2004) and have the best interests of the patients at the centre of their practice which includes achieving optimal pain assessment and management. My action advocated the need for adequate pain relief, ensured that the administration of the injection was safe and I believe that Jane was cared for in a caring and empathetic manner which matched my beliefs of doing what is right and good in a clinical situation, which Carper (1978) described as ethical knowing. The importance of reflecting on previous negative experiences is highlighted by Bulman and Schutz (2004) who encourages nurses to explore their actions, identify problems and develop their future practice. My previous negative experience when administering an intramuscular injection was a traumatic experience however was a powerful catalyst for learning. In health care there is an accepted and elemental predilection for learning from failure which then is used to inform improved practice. The establishment of the National Patient Safety Agency (NPSA) in July 2001 in the UK aimed to improve the safety and quality of care through reporting, scrutinising and learning from adverse incidents in the NHS. I have learned from my negative experience and believe that this demonstrates an ethical consideration to a situation which improves the safety of my patients (Ghaye, 2005). Empirics Carper (1978) describes empirics as scientific knowledge that provides factual evidence that explains, informs and underpins nursing practice. Kozier et al (2008) believes that it is imperative that nurses understand the physiology of pain and have a duty to relieve their patients from this pain where possible. Jane was admitted to the ward for investigations and pain relief however when I observed that Jane was emaciated the feelings that I sensed with my previous experience came flooding back. The situation was a replica of the negative experience and the anxiety, fear and apprehension clouded my judgement. I perceived myself as too inexperienced to administer the injection. Hemsworth (2000) believes that limited opportunities for students to perform injections in practice are associated with restricted knowledge and skills. However this experience helped to inform my practice and provided me with the confidence to choose the needle and the site of administration appropriate for Ja ne. In addition to providing comfort and support through effective communication it was important that I also performed the procedure safely and competently. Student nurses should repeatedly utilise opportunities to participate in learning activities to progress and maintain clinical competence and practice (Wilding, 2008). Following my assessment of Jane I believed that the injection should be administered into the ventrogluteal site using the shorter blue needle. The fact that the ventrogluteal site is the safest and the least painful site for delivering injections and that a shorter needle is advisable for patients who are emaciated provided with me with the rationale for my decisions (Craven Himle, 2008). The administration of intramuscular injections according to Hunter (2008) requires the nurse to possess the knowledge and rationale of the guiding principles that underpin the clinical skill. Bandolier (2003) believes that educating student nurses on injection techniques can lead t o improved and safer practice as the National Patient Safety Agency (2007) states that poor practice can create adverse risks for patients and nurses. Reflexivity During the negative incident I had identified that the patient involved was emaciated and raised my concerns with the choice of needle with the nurse. However as a first year student I lacked confidence to assert my choice to refuse to perform the procedure. This experience damaged my confidence in my abilities and had a negative effect on my future involvement with intramuscular injections. Retrospectively I should have asserted myself further and examined both my actions and the nurses immediately following the incident to address the issues. Nurses according to Baxter and Rideout (2006) have a powerful influence in the development of the students perceptions of themselves and their abilities. I approached this recent experience with an open mind and minimal reference to my previous experience nevertheless my mentor should have been informed at the beginning of the placement of my apprehension of intramuscular injections. Allison-Jones and Hirt (2004) believe that a good communicative relationship between a mentor and a student is an important part of learning with the mentors expertise, competency, approach and communication skills playing a central role (Stuart, 2007). Accepting that every situation is different and adopting an approach of clarity and transparency would improve my outlook and confidence for future practice. Saveman et al (2005) maintains that a good interpersonal and communicative relationship, professional approach, and a caring manner are all essential to build a successful nurse-patient relationship. With the refusal to administer the injection the prospect of building a caring and trusting nurse-patient relationship with Jane would have been unattainable. I am disturbed and frustrated that a negative experience influenced my confidence and could have been avoided if it had been addressed at the time by means of reflection and clinical supervision. Reflection according to Ashby (2006) can encourage nurses examine their practice, increase their self-awareness and uncover implicit knowledge. I am pleased however that I was now able to adopt a spirited and willing approach to combat my fears and carried out the procedure in a considerate and professional manner. The administration of pain medication to Jane demonstrated effective pain and distress management which according to Hall-Lord and Larsson (2006) is central to the prerequisite of first class delivery of nursing car e. Conclusion Johns and Freshwater (2005) define reflection as a process that encourages nurses to examine their actions and learn from experience which enhances and informs their practice. Whether the reflection occurs prior, during or following clinical practice it is a process that nurses can apply to understand and appreciate positive or negative experiences (Schon, 1987). The use of Johns (2000) model supports the need for the student to work with the mentor and has enabled me to explore and make sense of this reflective experience. The model offered a systematic structure of simple questions that encouraged a consideration of Janes individual needs and was appropriate when reflecting on the interpersonal relationship between my mentor, myself, and Jane. It has allowed me to understand how the negative experience in the first year had an effect on my confidence when faced with a similar situation. As Jasper (2006) suggested it has helped explain and resolve my original feelings of incompetenc e and failure. By reflecting on my previous negative experience it proved a catalyst for learning and it informed my knowledge and rationale for deciding on the site of administration and needle size for this practice experience. This experience has highlighted the implications of not reflecting adequately and addressing any issues arising from a negative experience in practice. Stein-Parbury (2005) believes that clinical supervision is an ideal opportunity for nurses to share their knowledge and experiences, improving competence in a supportive environment. I believe that this experience has facilitated the appreciation of the significance of aesthetic, ethical, and personal ways of knowing and has developed empirical knowledge (Carper, 1978). Although I administered the injection competently the initial reservations that I had would not have existed if I had had more confidence in my own abilities and addressed past issues. My mentor empathised with my fear and lack of confidence but imparted her knowledge to guide and support me. Johns (1995) believes that the combination of diverse sources of knowledge and personal knowledge is needed to inform a clinical intervention. Following guidance from my mentor an d personal experience from clinical placements I am now more aware of the improvements that I need to make to become a competent student nurse.

Global Warming :: Greenhouse Effect Climate Change

Global Warming The earth’s climate is predicted to change because human activities are altering the chemical composition of the atmosphere through the build up of greenhouse gases – primarily carbon dioxide, methane, and nitrous oxide. Energy from the sun drives the earth’s weather and climate, and heats the earth’s surface. This causes the earth to radiate the energy back into space. Atmospheric greenhouse gases (water vapour, carbon dioxide, and other gases) trap some of the outgoing energy, retaining heat similar to the glass panels of a greenhouse. Without this natural â€Å"greenhouse effect,† temperatures would be much lower than they are now, and life as known today would not be possible. Instead, thanks to greenhouse gases, the earth’s average temperature is a more hospitable 24 C. However, problems may arise when the atmospheric concentration of greenhouse gases increases. Since the beginning of the industrial revolution, atmospheric concentrations of carbon dioxide have increased nearly 30%. Methane concentrations have more than doubled, and nitrous oxide concentrations have risen by about 15%. Due to the concentrations increasing the heat-trapping capability of the earth’s atmosphere is enhanced. Greenhouse gas concentrations are increasing. Scientists generally believe that the combustion of fossil fuels and other human activities are the primary reason for the increased concentration of carbon dioxide. Plant respiration and the decomposition of organic matter release more than 10 times the CO released by human activities; but these releases have always been in balance with the carbon dioxide absorbed by plant photosynthesis. What has changed in the last few hundred years is the additional release of carbon dioxide by human activities. Energy burned to run cars and trucks, heat homes and businesses are responsible for about 80% of society's carbon dioxide emissions and about 20% of global nitrous oxide emissions. Increased agriculture, deforestation, landfills, industrial production, and mining also contribute a significant share of emissions. Estimating future emissions is difficult, because it depends on economic, technological, and institutional developments. The Hole in the Ozone Layer Discovery of the hole in the ozone layer showed that human activity has a major impact on Earth. The destruction of ozone in the stratosphere high above the planet's surface has been brought about as the result of the widespread use of chemicals, which under normal conditions are chemically inert and harmless. Ozone occurs at all levels in the atmosphere, but most of it is found in the stratosphere, between about 15-50 kilometres above the Earth's surface.

Jane Dare Essay

The benefits using the abbreviations within a medical document is that Physicians spend a lot of their time with documentation. Abbreviations allow physicians to perform more work in less time. In other words, abbreviations will make your work flow a lot more efficient. However, the limitations out weigh the benefits. It can lead to confusion of what the writer is talking about or unsure of the abbreviation. The abbreviation could mean more than one thing and have to know what the abbreviation stands for. The medical abbreviation list constantly changes, so this adds to the poor communication in the medical field. Some of the abbreviations are permitted and some are not permitted, so you will need to know this information before using them. The abbreviations supports the diagnosis for Jane Dare’s encounter it is a very efficient way of maintaining a patient’s privacy. Everybody does not need to know a patient’s medical history or what is going on with a patient or resident and allows their privacy to be protected. Limitations of Medical Abbreviations. There are often more than one meaning for an abbreviation, which in turn can cause confusion if the person tending to the patient is unaware of their medical history. An example being the letters EP. This abbreviation could mean either a ectopic pregnancy or evoked potential. If the person reading the chart is not careful, a mistake could be made. If a doctor were to write and incorrect dosage, it could lead to several different complications or health problems, and even death. A person reading a dosage incorrectly may also have the same result. Abbreviations that support Jane Dare’s treatments and diagnosis would be dosages for her medications. Also, the HEENT for the head, eyes, ears, nose, and throats exam which showed the doctors difficulty in examining her. Knowing that Jane Dare had an EKG and a CBC prior to being released into a skilled nursing facility helps the staff learn about her past history. It appears she was having trouble with ADL’s, it helped the therapists by informing them of the things they need to help Jane Dare work on. Also, knowing that Jane Dare was still experiencing SOB, she could be an indication that she will need oxygen when she is ready to be released home.

Commercial Law Flow Charts and Notes Essay

You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour- Who, then, in law, is my neighbour? The answer seems to be – persons who are so closely and directly affected by my act that I ought reasonably to have them in contemplation as being so affected when I am directing my mind to the acts or omissions that are called in question Donoghue v Stevenson Neighbour Principle: You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour- Who, then, in law, is my neighbour? The answer seems to be – persons who are so closely and directly affected by my act that I ought reasonably to have them in contemplation as being so affected when I am directing my mind to the acts or omissions that are called in question Donoghue v Stevenson Reasonable Person Test – individual action or failure to act as a reasonably prudent person would under similar circumstances, resulting in harm to another Blyth v Birmingham Waterworks Co (1856) Papatonakis v Australian Telecommunications Commission (1985) That it is appropriate for the negligent person’s liability to extend to the harm so caused This was stated in Section 5D of the Civil Liability Act 2002 (NSW) and is consistent with the case of Adeels Palace Pty Ltd v Moubarak Other Tests: for a causal link to exist these elements must be satisfied: iii. Negligence was a necessary condition for the occurrence of the harm iv. That it is appropriate for the negligent person’s liability to extend to the harm so caused This was stated in Section 5D of the Civil Liability Act 2002 (NSW) and is consistent with the case of Adeels Palace.