Strategic HR Practices in Emirates Airlines

Introduction Strategic human resource practices require a business firm to focus on creating value in their internal functions to increase their competitive edge in specific industries they operate in.Advertising We will write a custom report sample on Strategic HR Practices in Emirates Airlines specifically for you for only $16.05 $11/page Learn More This requires a firm to link its organisational culture with its operational structure and business objectives to attain positive outcomes (Boxall Purcell, 2008, p. 67). Emirates Airlines is one of the largest companies with operations in the United Arab Emirates and other parts of the world. The company’s vision focuses on sustaining strong leadership to enable it to formulate fresh ideas to keep it competitive in the industry. The company’s mission focuses on corporate responsibility by participating in different community programs that have tangible communal benefits in different parts of the world. The purpose of this report is to highlight different aspects of strategic human resource management in Emirates Airline and how they have enabled the company to attain positive results in its operations. This paper will discuss an overview of strategic human resource management practices in Emirates Airlines and provide an analysis on how they help it execute its objectives in the industry. Approach to Management Strategic HRM principles which focus on giving a firm organisational effectiveness to make it more competitive in the industry have been implemented by Emirates Airline.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The firm’s HR systems offer all employees positive working environments that allow them to utilise their talents to improve performance (Boxall Purcell, 2008, p. 71). The organizational culture is closely aligned with its mission where employees pa rticipate in making crucial decisions which are reviewed and implemented within a short time. The firm’s operational systems are flexible and this ensures that various crucial functions and duties are performed in different locations to save on costs and time. Since it is a transnational organization, the firm has a less complex organisational structure which allows all employees to interact freely. The company’s resourcing practices focus on developing its own talent pool and sourcing experienced employees through the internet, recruiting agencies and the media. Advertising of employment opportunities by the company is done through traditional media and recruitment agencies which the firm partners with. Employees are drawn from 160 different nationalities and they are given equal opportunities to build their skills and talents in the firm. Adverts target employees with different types of skills who are able to perform a wide range of functions in the firm. More import antly, the firm constantly looks at changing patterns in the industry that are likely to impact on its operations and updates its employment practices accordingly (Bamber, Gittell, Kochan Von Nordenflycht, 2013, p. 55).Advertising We will write a custom report sample on Strategic HR Practices in Emirates Airlines specifically for you for only $16.05 $11/page Learn More Some of the external pressures the firm has to consider when changing its HR policies include: legal environment, costs, technological changes, political factors and cultural factors that directly impact on its operations. The firm’s management team confers with employees before policy changes are implemented and this allows both parties to share ideas about benefits and risks that are likely to be experienced by the firm. Internal HR Management Performance management processes enable leaders in a firm to set goals to be achieved by all employees in their workstations to register quality outcomes. The airline encourages its employees to feel at ease whenever they are at work and this motivates them to focus more on the task at hand. Since the firm observes dynamic work practices, employees interact easily with managers to make them aware about different issues they are facing. The firm mainly relies on long cycle performance management systems which allow it to use personnel appraisal methods with different criteria to evaluate employees. Periodic reviews are undertaken and employees that attain positive results are awarded yearly bonuses, travel benefits and promotion opportunities (Bamber, Gittell, Kochan Von Nordenflycht, 2013, p.60). This approach allows managers to take note of different factors in the operating environment that affect overall organisational performance negatively.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The firm’s resource base is updated through both talent management and succession planning strategies. During training, employees are equipped with multiple skills to allow them to understand different duties they are expected to execute in the firm more effectively. This makes them suitable for different functions the firm specializes in to make them more competitive in their work responsibilities. More importantly, the firm has strong training procedures for new and old employees that increase their awareness about specific work responsibilities they are expected to execute (Exter, 2013, p. 87). Flexible induction policies reinforce a positive work life balance in the firm and as a result, they get inspired to attain positive results in their workstations. This approach encourages employees to take the initiative to improve their own performance in the firm. Communication, Employee Engagement and Organizational Culture The main language that all employees use for communicat ion is English. This allows people in the organization to interact with one another freely to form strong relationships that improve results. The inclusive diversity policies in the firm have increased the level of integration and cohesiveness thereby allowing all stakeholders to focus more on organisational objectives. The firm relies on both online and traditional communication platforms to engage with its employees in different locations (Nankervis, Compton, Baird Coffey, 2011, p. 67). Since workers perform their duties in a relaxed environment, the firm encourages them to increase their interest in other external activities that are beneficial to their development. This allows them to exploit their talents in a dynamic organizational environment because existing structures encourage mutual exchange and collaboration. The firm’s overall practices have elements of both clan and rational cultures. Clan culture is practised through employee collaborations to achieve customer service excellence in these functions; ticketing, onboard services, baggage handling, communications and customer care services. Therefore, information sharing and team work have made it possible for the firm to stay ahead of its competitors in the industry because of the additional value offered to customers. Rational culture is used by leaders in the firm to engage employees to improve the way internal systems are designed to improve overall performance. As a result, middle management teams guide workers on the importance of adhering to high operational standards to elicit positive reactions from customers (O’Connell Williams, 2011, p. 52). Therefore, managers are able to gather information to understand various issues that are likely to affect workers’ performance in the firm. Employees in the firm are encouraged to interact with their colleagues outside the workplace to make them appreciate their diverse cultural backgrounds. Employees are also encouraged to part icipate in various corporate responsibility activities and this has improved their perceptions towards the firm’s corporate values and ethical principles. Employees are encouraged to volunteer in corporate social responsibility events where they get to learn more about the importance of sustaining positive relationships with all stakeholders. Therefore, this has brought about a high performance culture in the firm which rewards and acknowledges people for their positive contributions to the firm (O’Connell Williams, 2011, p. 57). Leadership Style and Change Management Processes Leadership is a key function which every business organization must take seriously. The leadership style which is used by the airline is a combination of paternalistic and transformational leadership. The firm’s leadership has infused new ways of thinking into existing organizational practices which encourage employees to use critical thinking skills to perform their duties. Most of the senior executives in the firm have worked there for a long time and they are able to anticipate different challenges before they occur. In effect, they use knowledge-based theories to make proactive decisions which sustain the firm’s competitive advantage in the industry. Since the Dubai government is a strong stakeholder in the airline, some of its leaders confer with management to find out the impact of external policies on the firm’s operations (Wensveen, 2007, p. 98). The leadership model adopted by the firm focuses on both results and general behaviour to inspire employees so that they can become more diligent in their duties. The firm was forced to change its recruiting practices several years ago to cut down on operational costs. A majority of its employees come from low wage countries and this has allowed the firm to focus on other strategic functions to increase its competitive edge. Additionally, the implementation of an aggressive growth strategy has increas ed the number of global destinations it flies to (Hayton, Biron, Christiansen Kuvaas, 2012, p.70). More importantly, the firm was among the first airlines to place orders for the Airbus A380 as part of its fleet modernisation program to help it fly its passengers to long haul destinations. All these growth plans have necessitated a change in the HR strategy because the firm focuses on constant process improvements to sustain its brand value in the industry. Kotler Eight Step Process Step 1: The firm’s first CEO Maurice Flanagan instituted excellence policies in 1985 after being chosen by Dubai’s rulers to start a globally recognized airline. Step 2: Hiring procedures focusing on hiring expatriates from Western Europe and the U.S. Expatriates have served in senior executive positions for more than two decades and this has helped the firm to develop its internalisation strategy. Step 3: A change vision focusing on equipping employees with high quality customer service, communication skills was instituted by the airline to achieve its strategic objectives. Step 4: Employees were exposed to a new working culture which allowed them to understand the firm’s vision in the industry and how it was going to be achieved. Step 5: Adoption of learning centred approach to improve performance and to streamline various functions. Improvement in hiring practices to bring about cultural diversity at the workplace. Step 6: Performance management and reward systems for technical, customer service and other employees in the organisation to improve internal and external operations. Step 7: New expansion plans that enable the firm to use modern aircraft for long haul flights to increase connectivity and to provide high levels of comfort to customers. Step 8: The firm has instituted a corporate responsibility plan that encourages its employees to engage with external stakeholders to make them understand its long term vision. Change Implementation Processes and I nnovation in the Company The firm has focused on bringing transformational changes that are aligned to evolving overall brand strategies. As a result, employees’ perceptions towards change management processes are more positive because they know there are many opportunities they will gain in the future. Effective stakeholder management policies have been implemented to encourage all stakeholders to participate in organisational activities. This approach has allowed the firm to increase awareness about its short term and long term objectives in the industry (Hayton, Biron, Christiansen Kuvaas, 2012, p. 117). Managers inform employees about specific changes that are implemented in the firm and how they conform to its long term goals. As a result, this encourages employees to work harder to attain positive results in their duties. The company uses constant learning processes to make its internal as well as external practices more competitive. Since it has more than 62,000 emplo yees, it has diverse workplace strategies that make employees feel that they are appreciated. Therefore, all employees understand the role they play in the firm and this has stimulated positive thinking in different departments (Taneja, 2004, p. 112). The firm also relies on technology to boost various outcomes achieved by individual employees in their respective workstations. In addition, employees are allowed to propose new changes in their workstations to improve the quality of results obtained from different work processes. Work systems in the firm are designed to encourage flexibility and teamwork to allow employees to become more creative in their duties (Storey, 2007, p. 76). This approach encourages employees to propose new ideas which are forwarded to managers for review. As a result these innovative practices have helped the company to achieve a higher degree of service excellence out of its operations and this has strengthened the quality of its brand in the industry. Con clusion The firm has a less complex organisational structure that favours quick decision making. Additionally, it relies on technological solutions such as video conferencing to conduct meetings between its managers who work in different locations. Employees rely on mobile technological solutions to schedule flights in accordance with flight plans of different destinations to minimise delays. Moreover, the firm’s employees use enhanced technical support systems that rely on high quality mobile technologies to perform other important functions (Lock, Fattah Kirby, 2010, p. 10). It is also one of the first airlines that offered electronic booking, onboard multimedia entertainment and other value added services to its customers. More importantly, the firm has a full time research and development department that identifies specific areas of its operations which need to be improved to boost its performance in the industry. The airline’s recruitment and performance manageme nt processes are closely linked to its long term business objectives and they have increased its competitive edge in the industry. The airline’s brand has increased in value because it allows employees to use technological tools to make both internal and external work processes more efficient. In addition, the airline has a simple management structure that encourages employees to share information about various work processes easily. This has helped the firm to avoid duplicating employee responsibilities at the workplace and as a result, it has managed to reduce unnecessary costs. Lastly, work systems in the firm are innovative and they encourage employees to be more creative in their work duties so that they attain good results. References Bamber, G.J., Gittell, J.H., Kochan, T.A., Von Nordenflycht, A. (2013). Up in the air: How airlines can improve performance by engaging their employees. Ithaca, NY: Cornell University Press. Boxall, P., Purcell, J. (2008). Strategy and h uman resource management. Basingstoke, UK: Palgrave Macmillan. Exter, N. (2013).Employee engagement with sustainable business. New York, NY: Routledge. Hayton, J., Biron, M., Christiansen, L.C., Kuvaas, B. (2012). Global human resource management casebook. New York, NY: Routledge. Lock, H., Fattah, A., Kirby, S. (2010). Airline of the future: Smart mobility strategies that will transform the industry. San Jose, CA: Cisco Internet Business Solutions Group. Nankervis, A., Compton, R., Baird, M., Coffey, J. (2011). Human resource management: Strategy and practice. Mason, OH: Cengage Learning. O’Connell, J.F., Williams, G. (2011). Air transport in the 21st century: Key strategic developments. London, UK: Ashgate. Storey, J. (2007). Human resource management: A critical text. Mason, OH: Cengage Learning. Taneja, N.K. (2004). Simpli-flying: Optimizing the airline business model. London, UK: Ashgate. Wensveen, J. (2007). Air transportation: A management perspective. London, UK: Ashgate. This report on Strategic HR Practices in Emirates Airlines was written and submitted by user Aria Richardson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Critical Review of Soledad Brothers Essays - Feminist Theory

Critical Review of Soledad Brothers Essays - Feminist Theory Critical Review of Soledad Brothers The word woman' was mentioned by George Jackson over forty times within his letters from behind bars in Soledad Brothers . The author ' s attitude towards wome n must therefore must be analyzed as a prominent theme within the book , as it is one that is so thoroughly addressed from start to finish . Jackson's view of women, African American women specifically, is demonstrated in the letters he wrote to women he was close to as well as his father. While he acknowledges the strength of a woman, his condescending, patriarchal and borderline misogynistic view is present until the conclusion of the book, where it is amended slightly . Jackson's pejorative take on women's views and thoughts is repeated throughout the text. Readers are first made o f aware of it in his February 19 6 6 letter to his mother . In it h e describes her outlook on life as "bourgeois and feminine" and says that the real world requires a man's way of thinking, thus belittling her perspective and labelling it unsuitable. Instead he chooses the predatory' life view men hold as one which is conducive to living and superior to a woman's view. This shows how he holds a man's thinking and outlook in higher esteem than that of a woman. This vantage point is further illustrated in his May 21 and July 23, 1 967 letter s where he states explicitly states that women should never be allowed to express their opinions or attempt to think and any woman he was with must have their mind retrained by him . He clearly sees women as having sub- par compr ehensive capacities or thought processes and that men's ' perspective is preferred. This demonstrates his patriarchal view in the context of women's intellect. Women also appear w eak and dependent to Jackson. He describes their need to be dominated to " supplement their wea kness" on July 23, 1967 and needing an overseer . This is corroborated by his September 24, 1967 letter which equated children and women and said both needed a guiding hand. H is December 1966 letter is a real-life illustration of this principle; while showing concern for his sister Penny he says it torments women to know they're alone. His opinion is t hat women need some form of boss or superior to keep them happy. The "guiding hand" and " overseer" may be deduced to be male . These phrases show that Jackson view s men as authority figures upon whom women must lean on and seek to mak e up for all that they lack . Without these men, women are helpless and unhappy. His slight misogyny is made apparent when he describes women as only caring about "money honey". The March 2 1970 and May 21, 1967 letter s show t h at he sees women as leeches who only ca re a bout physical commodities such as clothes and money . Nonetheless , he willingly acknowledges positive qualities within women . His March 3 1996 letter speaks to the strength of Black women within the Black community. In his letter, he notes the ability of women to hold the Black community up as well as keep it together , even within the raciall y charged atmosphere that existed . The role of women in family as the matriarchal support figure is described in his 1970 letter to Angela Davis. He admits that women, mothers specifically, push and encourage males to do better instead of being stagnate. He also attributes their strong impetus to women, He also acknow ledges the beauty of Black women in his August 17,1968 as he chastises his mother for upholding the western beauty ideals which he considers absurd. The book comes full circle. "I understand exactly what the woman's role should be. The very same as the man's. Intellectually, there is very little difference between male and female. The differences we see in bourgeois society are all conditioned and artificial" This quote found in the May 28,1970 letter found towards the conclusion of the text shows that his views changed; he now sees women as equals in all capacities

SLP 4 OBT COMMUNICATION AND DECISION MAKING Essay

SLP 4 OBT COMMUNICATION AND DECISION MAKING - Essay Example Reactive stimulator practices the act of favouritism on the action-oriented style. The action in hand needs an immediate response so that a solution is immediately. They aim is at dealing with matters at that specific time. They never wait for the future or any other time. The target for the result is now. On the other hand, logical processor is logical, methodical and not easily distracted. The logical processor follows up details of the event that comes with logical arguments and outcomes. They are in a better manner, systematic manner and they are motivated depending on the reasoning of the information provided. The hypothetical analyser is like a problem solver. The hypothetical analyser is complex and at all times, it will consider all the available alternatives. The experience of solving difficult problems is their joy. Lastly, relational innovator is the idea generator. They are capable of relating divergent issues and integrate them into coherent theories and systems. My chosen styles that keep describing me are the reactive stimulator and the logical processor. This is because I am an action oriented. I always opt at making decisions on the incidences available. It helps a lot to make fast and vast decisions that help at work. Reactive stimulator enables me in making an immediate response to the situation at hand. Additionally, the logical processor enables in arranging ideas in a logical and methodical manner. Efficiency and quality of the decision made greatly improves (Fisher, 1980, 333). My top strategic processing styles give the chance of owning the performer as my strategic pattern. In the performer pattern, there is the existence of dualism in that dual styles of the action oriented RS and the process-oriented LP. The two strategic processing styles, the RS and LP, own the character of strong action orientation. The idea of RS and LP being action oriented brings out the difference

Six Faith Affirmations (Iman) and Importance of Shariah Essay

Six Faith Affirmations (Iman) and Importance of Shariah - Essay Example This paper is focused on interpretations of six faith affirmations and positions Shariah as a modern alternative for legal principles’ development. Six faith affirmations Iman has six basic pillars. In accordance with them every Muslim should believe in Allah, angels, revealed books, commissioned Missioners, resurrection and events of Qiyamah, predestination of all things in the world. It is possible to interpret these principles in the following way: belief in Allah should be considered as the first basic pillar of Iman. It is impossible to develop the Islamic personality avoiding this belief. Further on, it is evident that this principle is the basic need for every individual. God’s worshipping is possible only when this first belief is taken by Muslims for granted. Allah is the sole Creator and orders the actions of his creations only in the ways that may please him. God leads to paradise and people are guided only by the Creator. The Islamic personalities need Godâ €™s forgiveness. Belief in Allah should not be followed by Muslims only because it is a way to paradise. They can enter paradise only if they are allowed by God to enter there. The second pillar, belief in the Angels, can be explained as follows: angels exist among other creations of God. They are real beings and they were created from light. Qur’an describes angels: Jibreel is responsible for delivering revelation; Mika'il brings the rain, Israfil blows the horn on Qiyamah; Malik-ul-Maut takes away human souls after death. There are also the Noble Recorders responsible for recording of people's actions. The Protectors (Al-Mu'aqqibat) prevent people from death. Two angels, opposed to each other are Ridhwan and Malik. The former is responsible for Paradise and the latter for Hell. Munkar and Nakir are the questioners in the grave. There are also other angels, responsible for recording the future of fetus, those who entered the Haraam and some others. There are exact quotes in the divine books of Muslim that belief in the angels is one of the most important things for the Islamic personalities: â€Å"Belief in the angels is an integral part of Iman† (2/285 Al-Baqara), â€Å"Kufr with respect to the angels is Kufr† (4/136 An-Nisaa). Therefore, belief in the angels is the integrative part of belief in Allah. It is very important to believe in angels, because they are â€Å"spiritual mediators† of the words of Allah. It is possible to claim that every component of Iman is very important in the Islamic religion, but the role of angels as promoters of Allah intentions strengthens developments of Qur’an and the Sunnah. Belief in the Books of Allah is outlined in Qur’an, because they should be followed by truly devoted Muslims. These are: As-Suhuf of Ibrahim and Musa, Az-Zaboor given to Daud, At-Taurat revealed to Musa, Al-Injeel revealed to Isa, Al-Qur'an - the final revelation. Moreover, Qur’an has the following ch aracteristics: it is flawless (41/42 Fusilat); this book is the final authority (5/48 Al-Maidah), guidance and a mercy (10/37 Yunus). The importance and guidance of Qur’an is explained by the Prophet: â€Å"The Book of Allah; in it is news of those who came before you; news of what is to come after you; the ruling on that which is between you; it is the decisive criterion, and is not jest† (Six Affirmations of Iman). There are a lot of comparisons of this Holy Book and it is often mentioned that

Biology, How Body Shape Affects Heat Loss Essay Example for Free

Biology, How Body Shape Affects Heat Loss Essay Introduction Small organisms have a surface area that is large enough, compared with their volume. As a results they lose heat rapidly when the environmental temperature is lower than their body temperature. However when the animal gets bigger their volume increases at a larger rate than their surface area, so the surface to volume ratio decreases. Adaptations help organisms to survive in their habitats. Adaptations can be structural, behavioral and physiological. Cold resistant organisms evolved in various ways to cope with very low temperatures. Some animals hibernate, take shelter or migrate to warmer countries. Others, such as Antarctic seals have warm fur and a thick layer of fat for insulation. Antarctic seals are adapted to live in the sea and on the land. They’re big mammals which can survive in the cold and are adapted to not lose heat. For example in comparison to their bodies their heads are really small which decreases the heat loss. Also they have a large and thick layers of fats which insulated the animal on land and in water. Their fur is another characteristic that helps the seal to stay warm. The seal’s black skin reduces heat loss as it absorbs light from the sun and it does not reflect it. Another example of Antarctic animals is a penguin. They have a compact shape, low surface area to volume ratio to reduce heat loss. They also have very thick specialized feathers and a layer of fat which is used for insulation. An example of an animal which lives in hot environment is a desert tortoise. They can be active during the day or the mornings and evenings, it all depends on the temperature. They burrow under the sand to protect themselves from extreme hot temperatures. They can survive without water for nearly a year, they are able to obtain water from their diet as well. They can withdraw their head, legs, and tail into the shell providing themselves protection against other animals, mainly predators. Another example could be the fennec fox. They have large ears, which are 15cm long, those help the fox to lose heat on hot days in the desert. This fox is the only carnivore living in the Sahara desert, and they’re able to survive without free water. They kidneys are adapted to limit water loss. Their burrowing lifestyle helps t decrease the water loss. The thick fur helps insulate them from the cold deserts nights. They sandy fur helps to reflect the heat, and also provides excellent camouflage. The thick fur on the soles of their feet insulates against the hot sand of the desert. Hypothesis: As the surface area of the beakers will increase the time taken to lose the heat from 50 to 40 degrees will decrease. Method: Equipment required: 3 different size beakers like shown in Figure 1, thermometer, timer, ruler and measuring cylinder. 1. Pour 50ml of hot water in one of the beakers, it has to be above 50 degrees. 2. Place the thermometer into the beaker with the hot water in it. Check the temperature, if it’s above 50 degrees wait until it gets to 50. If it’s under 40, heat the water again. 3. As soon as the temperature it’s at 50 degrees, switch on the timer and wait until it gets to 40 degrees. Record the time. 4. Before pouring the water away measure the height of the to the point where the water reaches and the diameter, so the surface area can be calculated. 5. Repeat the entire experiment for each beaker.

Rites of passage of the spartan youth

Rites of passage of the spartan youth The aim of this paper is to investigate the role of rites of passage in the socialization of Spartan youth. Methodologically, our discussion will be based upon: a) ancient literary sources, in particular Plutarch, Xenophon and Pausanias, b) interdisciplinary approaches initiated by modern historians and sociologists, and c) archaeological evidence. Discussion will begin with an overview of the ancient Spartan educational system and, in particular, an assessment of the evidence for the participation of both boys and girls in festivals. It is concluded that the Spartans incorporated a system of rites of passage in their educational programme with the aim to achieving the greatest levels of socialization of their youth, both boys and girls, the main reason for which was the important role that kinetic activities played in the context of rites of passage. Key words: Rites of passage, Spartan socialization, Sparta youth. Introduction The fascinatingly complex Spartan tradition holds an important place in western political thought, while the influence exercised by the images and the fables of Sparta are still potent today. Amongst the numerous Spartan institutions admiration is caused by the eminent Spartan training [agogi], an education system which was under the guardianship and control of the State, which according to many historians lay behind Spartas success in becoming the most militarily successful Greek city-state (Kennell, 1995, Birgalias, 1999, Ducat, 2006, Koliopouos, 2004). Education was obligatory and uniform for all Spartans, a uniformity that enforced an important institutional restriction on the display of wealth, in contrast to other Greek city-states, in particular Athens. Uniformity in training and education was regulated in ancient Sparta through a system of Rites of Passage, this being defined as a ritual marking a transitional phase in a persons status in the context of social hierarchies, values and beliefs. Rites of passage are ceremonies surrounding events such landmark events as childbirth, coming of age, menstruation, marriage and death and are characterised by three phases: separation, liminality, and re-incorporation. Socialization is defined as the adoption of the behaviour patterns of any given culture, describing the process by which people are integrated and incorporated into society. The more effective socialization is, the greater the internalization of prevailing social norms and values. Social pressure and social coercion are not expressed via imitation but via the internalization of collective consciousness, spontaneously and at the same time via the obligation of the individual to accept the social norm (Durkheim, 2000, p. 17). The result of this public way of life was that each citizen of Sparta should accept the intense pressure of public opinion so that he could cope with the models of behaviour established by the Spartan society. Methodology The first category of sources upon we rely is historical evidence even though it contains plenty of voids caused by successive alterations throughout centuries. Subsequently, we will turn upon literary testimonies. At first we shall focus on historiography that provides an overall frame, in order to comprehend an era and secondly on texts of political theory and philosophy that offer direct testimonies regarding historical facts and thirdly on poetry and rhetorical speeches, (Alkman, Tyrtaios, Aristophanes, Isocrates) that light up Spartan society of the archaic and classical times. Of importance is the information from Herodotus and Thucydides, even though they present the Spartan structure of their times as very primitive. Lakedaemonion Politeia of Kritias presents the first idealized picture of Sparta, an idea that appears later in Xenophons Lakedaemonion Politeia. An analysis of Spartan society was also attempted by Plato (Politeia, Nomoi) and Aristotle (Politica). A common feature in both is a critical attitude towards the idealization of Sparta and towards the theory that presents the decline of the city as a result of contemporary political erosion. Additionally, Plutarchs work lays emphasis on the moral aspect of the education. The Lycurgus work constitutes the foundation stone of the key-elements of modern stereotypes. Since the 19th century and the birth of the science of history, through Mullers, Grottes, Foustels de Coulange projects, whose notions form a basis for the interpretation of social-politic character of Spartan society or through those of the 20th century (Nilssons, Jeanmaires and Finelys works), the issue acquired specific scientific and historical dimension. During the 20th century these approaches were enriched by the conclusions of comparative ethnology thus allocating the origin of different educational institutions and processes to a common Mediterranean past. A second instructive opinion shifts interest into the political, social and economic objectives of education, placing emphasis on its aristocratic character and on the spirit of contest, on the socialization of the young person and on the value system that youngsters inherit. (Birgalias, 1999, p. 387). Useful tools are the essays of comparative ethnology regarding age-related classes, testing and ceremonies, in order to reconcile literature with the archaeological evidence. Vidal Naque points out that literary, philosophical and historical texts, mythical narrations and social practices, on one hand, and the world of rituals related to political decisions , should be bridged. In his work, St. Hodkinson aims at presenting an overall picture of a complicated society, such as the Spartan, approaching it through diverse levels and different social groups. Modern scientific studies concerning Sparta attempt to comprehend its internal structures. (Powell 1988, 1989, Richer 1999, Cartledge and Spawforth 1989, Hodkinson and Powell 1999, Kennell 1995, Brigalias 1999, Ducat, 2006). Agogi and Spartan festivals Agogi: education of young persons, both girls and boys in Sparta which included, in addition to writing, reading and music, many kinetic activities such as games, gymnastics, sports, dancing, hunting and military exercises. These actions, apart from their incorporation into the daily educational program, were performed during public feasts and religious ceremonies where participation of youngsters constituted part of their agogi and also in the context of the rites of passages where kinetic activities held a leading role. In Sparta the body and the mind were exercised at the same time depending on the age of children. This parallel exercise dictated a concrete system of values. Agogi had clearly a social character and the function accomplished by it, was of great importance. As members of an organized society, i  ¶ndividuals are affected by the cultural level of the group, accept the educative effect of the whole and shape their personalities. The State is who determines the object ives and the means of each educational system. Spartan education aimed at infusing common harmony and at cultivating we at the expense of I. Agogi aimed, above all, at the homogeneity of the citizens.  ¶ Spartan festivals especially, Gymnopaidiai, Karneia and Yakintheia were the arena for competition between different age groups, and involved the participation of the entire body politic (Hodkinson, 2004, p. 298). Participation in religious and public events was compulsory for all youth and formed an official part of their training. Performance played an important role in these rituals and the kinetic-physical skills of young Spartans were assessed by the entire body politic (Athenaeus, 14, 630d-631b, Polignac, 2007, p. 70-71, Ducat, 2006, p. 263-265, Panagea, 2001, p. 68-71). Gymnopaidiai involved the participation of the entire body of citizens. As far as we know, each group participated with four dances: trichoria, a childrens choir, one of adolescents and another of adult males. Many scholars consider the contests of the Gymnopaidiai as tests of endurance for the children and an integral part of their education (Pettersson, 1992, p. 45-47). In the festival of the Gymnopaidiai we also identify elements of incorporation, such as dance or nudity, elements that played an important role in the integration of youth into the body politic. The game of sphere was another ritual that was assessed and characterised as a transition from adolescence to adulthood (Kennell, 1995, p. 60, Ducat, 2006, p. 270-274). At the Karneia, the role of youth was different from that in other festivals: firstly, the age of the participants was from twenty on, a rather marginal physical age for educational purposes; secondly, young Spartans didnt only participate in the events but were also responsible for organising them, which clearly indicates that they were indeed the future of the community. The participation of young Spartans in dance, contests and games constituted a great occasion of communication. Social bonds were thus strengthened and children spent more time outside, collectively and creatively. In this way young people developed better personal relationships, lived in harmony, rhythm, beauty and practically enjoyed a better quality of life. The celebration of the Yakintheia the other important religious festival of the Spartans provided a great opportunity for girls to show off their marriageable skills. In all three important religious festivals the young members of the community played a significant role, not at an individual level, as in the rites of passage, but, along with other participants of different ages, in the context of the body politic where they displayed the achievements of their training and were accordingly evaluated. The process of socialization was integrated with religious activity from an early age, confirming the socio-religious aspect towards which the educational system was directed. (Ducat, 2006, p. 276-277, Panagea, 2001, p. 68-71, Sigalos, 1959, p. 214-216, Baltrusch, 2004, p. 98). Exercising the body was the main aim of education. Young Spartans took part in many contests whose principal aim was to increase the feeling of competition amongst them. These contests mainly took place during cultural religious events, thus connecting the agogi, the education, with religious devotion. Besides the games, though, music and dance played fundamental role in such events. Dance and music had public and pedagogic function within Spartan society. All citizens participated collectively, as members of their own classes, undertaking roles hierarchically structured. Moreover, Spartan feasts were based on the unselfish attendance of citizens. Joint participation in dance under the guidance of the chorodidaskalos (dance instructor) constituted a major feature to the political and social life of Sparta. Distinction in these contests and in dances, success, and physical capacity along with morals were prominent elements of social classification. These factors had primary significa nce to the rank that someone would occupy in the social conscience. Public praise or reproach, success or rejection of a boy or a girl had decisive impact in their social recognition and status. Discussion Commenting on the fact that Sparta had been described as a democratic state, Aristotle (Pol. 1294 b 21-7) recognized that it featured certain democratic characteristics shared among the rich and the poor classes, such as uniformity in education, food provision and dress, sectors of everyday life in which the possession of wealth did not provide any advantage to its holder (Hodkinson, 2004, p. 300-326). Spartan children spent most of their childhood from around the age of seven up to the age of eighteen- training with other children, rather than living with their families. The effect of this companionship and co-existence on children was the constant experience of an intense pressure to conform to the social rules and the generally accepted models of behaviour. (Koliopoulos, 2004, p. 101). In history of education Sparta certainly possesses a concrete place. Most characteristic of all Spartan products is its constitutional system with which, for the first time, the city-state appears as the force practicing agogi, taking into account the total significance of this term. (Jaeger, 1968 p. 11). Spartan education was considered as a procedure where youngsters should participate in a common system and simultaneously a selected team should be distinguished. The principal objective was their suitable upbringing so that they could cope with their role as citizens soldiers (Legras 2005, p. 38). P. Cartledge (2004 p. 32) mentions that agogi was a system of education, training and socialization. It constituted an obligatory educational circle; a type of ordeal for young persons in order to reach the level of adults (Cartledge, 2004, p.129). Jeanmaire (1913) in his article on the Krypteia of Lacedaemonians and in his book of Couroi et Couretes (1939) interpreting the agogi refers to the survival of ancient initiative ceremonies influenced from comparative ethnology. He speaks of the rites of passage, the tests. Everybody, however, underlines the obligatory public character of the agogi and the fact that it was common to everyone. (Levy 2008, p. 76). Agogi lasted from the age of seven to the age of eighteen. Children spent most of their time living a communal life, especially after the age of twelve, and their education was basically divided into three circles based on the childs physical age, namely paides (children), meirakia (youngsters) and epheboi (adolescents). Each cycle included specific ordeals and a specific training program of intellectual and physical exercises. The Agogi constituted a range of initiative and educational cycle of age-related groups and processes. It was meticulously organized, comprehensive and competitive. Moreover, it accomplished a double function of socialization and education (Cartledge, 2004, p. 195). Exercising the body formed the nucleus of agogi. Young Spartans took part in many contests whose main aim was to increase the sense of competition amongst them. Activities of Spartan education were mainly concentrated on body training. During these festivals, fights and dances took place, where contestants demonstrated their bodily strength, the harmony of their body and their velocity in running. Distinction in these fights, success and physical ability constituted basic elements of social classification. Agogi made use of these contests, games, fights and dance in order for knowledge to be checked and the best one to be selected. The whole education was characterized by a spirit of rivalry in which awards of honors and rewards to the feat of competitions held a significant place, thus limiting discriminations based on origin and wealth. Competitions and processional demonstrations of rites of passage, that determined the physical ability of youngsters, passed also down to agogi. These events included public inspections of the skillfulness of young Spartans during festivals. The results of agogi were evaluated along with the kinetic and physical abilities of boys and girls (Kyle, 2007, p. 183, Kennell, 1995, p. 65-69). Participation in these rituals guaranteed a mutual recognition of social placement and confirmed the integration in the community, defining the first form of political identity. Writing and reading, music, poetry, dance, athletic contests, attendance at feasts, as well as participation in activities that to a modern way of thinking seem strange and bizarre, such as, pederasty and ordeals like theft and the Krypteia. All those constituted the diverse fields of expression, acquisition and application of the knowledge gained as well as the means employed for their socialisation. The testimonies we possess, stress the citys efforts to teach young children how to co-exist with children of the same age, older children and adults as part of a whole, as well as to initiate new members into its culture. (Sakellariou†¦.). The duty of the State and its educational program was to create the perfect citizen who demonstrated a deep sense of political, military and social duty, bore weapons for the defence and the glory of his city, governed its affairs, complied with its rules and maintained its values and traditions. Spartan education thus shaped the model of the citizen-soldier (Birgalias 1999, p. 388, Ducat 2006, p. 168). In addition, compliance to the accepted models of behaviour became subject to constant control, which comprises the totality of rewards and sanctions (praise and disapproval) with which society regulates individual behaviour. (Gizeli, 1993, p.119, Nova Kaltsouni, 1998, p. 80-84). The fact, after all, that education in Sparta was intensively collective contributed to the socialization of children and to the growth of their personality, thus leading to a smooth future incorporation into the society. During their education young Spartans were obliged to participate in the religious feasts of their city. The significance of such feasts, which were organized by the state, was crucial to their upbringing. In most of them, where the entire city was present, children of both sexes participated (Ducat, 2006, p. 251). Processions, masks, competitions and contests constituted part of Spartan festivals. Athletic events, dance and music the moral aim of which is always associated to the tendencies of constitution, all these are the basic elements of feasts. (Birgalias, 1999, p. 185-187). Most significant festivals were those of Karneia, Yakintheia and Gymnopaidia. Karneia is a rite of obvious importance for the community, Primitive rural ritual. (Brelich, 1969, p. 148). Î’asic education included primarily reading, writing, maths and musical acts (music, poetry, singing and dancing). Contests and different sports constituted major part of the agogi. According to Ducat (2006) three were the elements of Spartan education for young persons, the process of rites of passage and education organized by the state, the courses that like in other cities were provided by schoolteachers and the prolonged exposure to social institutions as long as children were in touch with choosing and voting for the best. Another characteristic feature of this era was the constant competition promoted among youngsters. (Ducat, 2006, p. 333-339). Thus, the attitude and behaviour of Spartan children was constantly supervised by the Paidonomos, the Ephors, the elderly and the women (Ducat, 2006, p.162). The historian Plutarch (Lycurgus 14.5-6) mentions that in certain religious ceremonies, which were particularly popular as spectacles and in which all citizens of all social ranks participated, including the Kings and the Senate, young girls composed songs which praised or mocked the deeds of the boys. Such songs that formed part of a game were in fact as effective as admonition by the adults. In this case, girls were being employed as an educational means for the amelioration of the boys. Girls learnt to become strict judges so that the young Spartan boys were obliged to make an effort to improve themselves and earn the public praise of the girls (Ducat, 2006, p. 162, Kargakos, 2006, p. 551). Pederasty was also incorporated into the military, ritualistic and educational system of Spartan agogi. The adult lover, the eispnilas, was responsible for the behaviour, the values, the performance and the character of his young beloved, the aitas. The relationship developed between a child and an adult male was in fact contributed to the childs gradual integration into adult society (Kennell, 1995, p.125-126, Kargakos, 2006, p.551). Emphasis was placed, therefore, on the process of socialization via the association of children with the older members of the community, during which attendance at political discussions played an important role (Birgalias, 1999). All decisions governing Spartan adolescence tended to stress the distinction between adolescents and younger children, as a way of integration into adult life. Educational practices and events during festivals, such as the games at Platanistas or the ritual stealing of cheese from the altar of Artemis Orthia, were performed at this age. According to Isocrates, successful stealing was publicly declared in order to attract the praise and respect of the others. Stealing and Krypteia constituted in a way a game of hide and seek, an exercise teaching children how to live and survive alone depending merely on the powers of nature and exclusively on their physical and mental strength (Xenophon, Lak. Pol. 2.9, Kennell, 1995, p. 122-123, Birgalias, 1999, Ducat, 2006, p. 202-203, Hodkinson, 2004, p. 205).   Reporting on the legislators orders in preparation of the new Spartan citizen for war, Plato (Law 1.633 b.) underlines the importance of communal meals, gymnastics, hunting and ordeals of endurance such as wrestling and the ritual whipping on the altar of Artemis Orthia. The game of sphere, the games at Platanistas, the ritual stealing of cheese from the sanctuary of Artemis Orthia and the ritual whipping that later developed into the contest of karteria (endurance), were competitive games. The city of Sparta organised such public spectacles during which children and young men demonstrated their virtues and courage, and were accordingly evaluated (Ailianus, Poik.Hist. 14.7, Kennell, 1995, p. 65-69, Kyle, 2007, p.183). Apart from fighting, dance also played an important role in the education of young Spartans. Dance and ritual were interwoven and inextricably linked to all important Spartan rites of passage, namely the passages to puberty, adulthood and marriage. Practice in dance and song constituted the fundamental means of education and the maintenance of social institutions. The circle dance formed an indirect way for the foundation of the relationship between the citizen and the city, forming, as it did, a microcosm of the community. The circle creates unity, unifying members of a group with common characteristics (Papadopoulou, 2004). The chorostasio, the area where groups sharing common characteristics (sex, age, order) and common aims (invocation of the divine, celebration) performed dancing rituals, allowed individuals to observe and be observed, choose and be chosen. Consequently, dance and music functioned as social forces, especially in the context of religious ritual, and conveyed mess ages of uniformity and unity during public events. (Naerebout, 2004). No doubt, music and dance contests held central place in the most important Spartan festivals, more specifically the Karneia, Yakintheia and the Gymnopaidiai. In the Gymnopaidies, the social/educational role of dance is reflected on the simultaneous participation of individuals of different ages: children, adults and the elderly, all sang the works of famous poets (Athenaeus, 15.678 b-c). In Gymnopaidies children had a prominent role as long as the feast mainly included dancing (orchisi) of naked youngsters, where participants, with rhythmical movements, represented scenes of fight and pangratium. They practiced different gymnastic exercises and moved rhythmically their legs as if they were in the palaistra. (Athenaeus, 15,.678 b-c). They displayed a competitive character (Xenophon Ellinika 6.4 16). It is in these feasts where we can locate evidence of primitive rites of passage. The song contests during the festival of the Yakintheia had the character of initiation and aimed at the integration of young people into the adult community. During the second day of the Yakintheia various spectacles took place. A lavish feast was held in which children wearing tunics played stringed instruments and chanting hymns to the god, groups of young people sang traditional songs and dancers performed to the accompaniment of the pipe and sung hymns (Athenaeus 4.139 d-t). Agogi incorporated many elements of such initiative rites of passage moving further on adaptations of crucial importance in order to be functional within the frames of a political society.  ¶It converted premature inaugural rituals into a governmental system (Ducat, 2006, p. 181-188, Levy, 2008, p. 147-161). In these festivals the entire society participated, and this was a fact that strengthened social bonds. Young persons demonstrated their bodily kinetic abilities and were judged by the political body. These religious feasts incorporate and bring people into the heart of society. During these contests adolescents were grouped according to ancestral races and groups and took part in the competitions (Kennell, 1995, p. 51-52). Song and dancing contests also took place during the third largest Spartan festival, the Karneia (Euripides, Alkeste, 445-451). Scenes from the ceremonial ritual are depicted on a red-figured crater from the Spartan colony at Tarentum in southern Italy; dancers, bearing baskets on their heads, perform the kalathiskos dance next to a column inscribed with the word Karneios (Papadopoulou, 2004). For young persons who participated in the feast of Yakintheia this was equivalent to the passage from adolescence to the status of adult warrior. Processions, dance and fights were some of the activities carried out by youngsters who were taking part. The myth of Hyacinth might have been related to rites of outbreak in Sparta as many elements of initiative customs exist and this was considered as a festival of resumption of the world (Richer, 2004, p. 77-84). It was a compound complex religious ceremony. Nilsson (1912, 1955) tracks down an invocation of spring within the cheerful moment of celebration Brelich (1969) says that the contrast between joy and sorrow is marking a passage to a new era. The objective of Yakintheia was, maybe, the secure integration of young persons in society. Special mention should be made to the education of Spartan girls. The establishment of rites and contests for socialisation and the passage to womanhood were immensely important for both them and the Spartan State. Girls education took place in public and was not restricted to the house, nor were they excluded from the life of men (Birgalias, 1999, p.256, Ducat, 2006, p. 232-237). Spending a large part of their life in public would have helped them to fulfil their public role as good and responsible wives. (Ducat, 2006, p. 245, Cartledge, 2004, p. 640-641). State ceremonies, such as religious processions, festivals and competitions, promoted the participation of girls in public life and their equality to men. The education and training of Spartan women gained them Pan-Hellenic fame. With systematic physical exercise girls were trained to be fit, suffer the pangs of childbirth and give birth to strong healthy Spartan warriors. Xenophon (Lakedaimonion Politeia, 1.3-5) and Plutarch (Lycurgus, 14) inform us that in certain rituals accompanied by dance and song, women participated naked displaying their fitness, the ideal promoted by Spartan education (Kokkorou-Alevra, 2002, p. 131-133). Although athletic contests, (e.g. fighting, for girls and women) are testified elsewhere in Greece, those in Sparta constituted not only as part of religious ceremonies (as in the other Greek city-states) but more importantly they were incorporated into the educational system, which included girls from all social ranks. Various testimonies survive to the fitness of Spartan women: Alcmans Parthenia (11.58-9, 11. 45-9) gives a vivid account of the athletic contests; a bronze figurine dated to c. 500 BC (now in the British Museum) which depicts a young Spartan athlete or dancer is indicative of the freedom and the robustness of the girl; Pausanias (3.13.7) also mentions female contests during a festival in honour of Dionysus Kolonatas; Hysichius reports that women competed in racing (Ducat, 2006, p. 231). Similar reports can be found in Theocrituss Helens Epithalamios (11, 22-5) in which young girls participated in racing contests that took place near the baths of the River Eurotas. Plutarch suggests that exercise was an antidote to lethargy and adolescents were prepared for harmonious marriages because of the successful co-existence of boys and girls in the playground, a common training that inspired the Edgar Degas in his Spartan Girls Challenging Boys (c. 1860-1862, London National Gallery). Such training aimed to create women with a strong sense of responsibility and conscience. In no other Greek city-state were women so actively involved in public affairs, nor was their attendance in public assemblies so decisive. Spartan women, even though they werent official members of governmental and institutional bodies, took part in important decision-making acts, being allowed freedom of speech and able therefore to influence decision making. It follows, then, that they were not considered inferior to men. If the rites of passage were significant for a boy in order to become the ideal citizen-soldier, for girls such rites were important in order to make them good mothers and capable supervisors of their households. Marriage was for the girl what war was for a boy; both situations mark the perfection of their nature and the means of entry into a situation in which each one participates in the life of the others. (Vermant, 2003, p. 40-41). The participation of children in festivals was obligatory in ancient Sparta. Such occasions, in which elements of ancient rites of passage can be discerned, enhanced communal cohesion (Kitto, 2002, p. 278-280) with the establishment of public ceremonies incorporating adolescents into adult society, organised by the community and common for all young participants (Ducat, 2006, p.182). If any young individual failed in the ordeals, he/she was considered incompetent to become a full member of the community. During the rites of passage the young person refrained from communal life and had to fight to survive in the wild, guided by certain rituals and teachings. By incorporating certain elements of these archaic rites of passage into communal life, Spartan education succeeded in forming them into a strong political system. The innovative contribution of this article is the way the subject is approached by examining physical and kinetic activities and the role played by these elements, in the socialization of a young person.  ¶Living in an era of globalization and individualism, in a world lacking of exercise and of wise management of free time and, above all, in a period deprived of social coherence, it is Spartan agogi that teaches us the value of exercise and physical activities, the culture of the body, the opposition to materialism, the value of tradition and public feasts and its effectiveness in socialization and social cohesion Conclusion What this paper has set out to establish is that rites of passage, interwoven with kinetic activities, were incorporated into the agogi; the educational system of Sparta that played a pivotal role in the socialisation of youth. Sparta was a Greek city-state unique in the interrelationship between its educational system and its political, social and economic life, a system which conveyed and propagated a complete system of values that fully expressed Spartan society: education obligatory and uniform for all; both boys and girls; by not promoting me against us, learnt to define themselves as part of the whole rather than at an individualistic level, a way of upbringing and teaching inspired obedience, bravery, discipline and professional military ability.

Lab Report Essay

As part of my module Nip1002 I was required to perform a set of observational skills which included; pulse, blood pressure, respirations, hand washing and urinalysis and then compare them to previous results. In this lab report I am going to discuss blood pressure in detail. Procedure * Explain the procedure to the patient and gain consent * Wash hands thoroughly following the hand wash technique to prevent the transfer of bacteria * Clean equipment e.g. blood pressure cuff and stethoscope using antibacterial wipes * Ensure the patient is comfortable and has been resting for 10 minutes * Remove tight clothing and support the arm at heart level, overestimation or underestimation can occur if it is not at the appropriate level * Ensure you have the correct cuff size for the patient or this could give an inaccurate reading * Locate the brachial artery and apply the cuff * Estimate the systolic pressure by using the radial pulse and inflate the cuff until the pulse cannot be felt. This is important to provide an estimation and avoids error in reading. * To take the patient’s blood pressure use a stethoscope and place on the brachial artery pulse and inflate 20-30 mmHg higher than the estimated systolic pulse * Immediately release the pressure using the thumb valve at approximately 2mmHg per second. If it is deflated too rapidly you may not hear the sounds accurately * The systolic pressure is the level when clear tapping sounds first appear and the diastolic pressure is the level when the sounds disappear * Record the measurements on an observation chart and compare the previous results as this will allow changes in the patient’s condition to be monitored appropriately (see appendix 3) * Remove the cuff and explain the reading to the patient * Clean all equipment and wash hands again to prevent cross infection (Glasper, Richardson; McEwing, 2009, p.168 & 169) Discussion The heart is located in the centre of the chest and is protected by the rib cage. The heart receives oxygenated blood from the lungs through the pulmonary veins. It then goes to the left atrium, to the left ventricle, to the ascending aorta and is pumped around the body. The superior and inferior vena cava delivers de-oxygenated blood to the right atrium from the body. (See appendix 1) It then goes to the right ventricle, pumps through to the pulmonary trunk to the right and left arteries and then to the lungs. (Tortora and Derrickson, 2011, Chapter20) Blood pressure is the force exerted by the blood on the walls of blood vessels and this should be at a certain level to ensure that the body is functioning correctly. Blood pressure varies from person to person but the normal reading for a healthy adult is around 120/80. (BPA 2008) The top number is called systolic blood pressure and is the highest pressure attained in arteries during systole. The bottom number is called diastolic blood pressure and is the lowest arterial pressure attained during diastole. (Tortora and Derrickson, 2011, p.814) The blood pressure reading that I got on my patient was 120/90 this was slightly higher from the previous readings which were 90/50 and 90/60. Although this reading is slightly high I would not consider it to be a case of hypertension. Hypertension is when your blood pressure readings consistently show readings of 140/90 mmHg. (NHS, 2010) A persons chances of having hypertension are raised due to a number of factors; age, weight, family history and diet. Hypertension creates a higher risk of heart attacks and strokes. ((Glasper, Richardson; McEwing, 2009, p.170) Reflection I am going to use Gibbs (Glasper; Richardson, 2011, p.xix) reflective cycle (see appendix 2) to analyse my reflection. I did a set of observations which included; pulse, respirations, blood pressure, hand washing and urinalysis. When I was doing the observations I was very nervous and I was aware that I was being evaluated which made me feel stressed. Overall I think I did well in the exam because I remembered all the steps and got it done in the time limit. I felt I could have done better if I wasn’t as nervous, as I feel this affected my skills technique. Looking back on the exam I think I was lacking in communication skills as I did not talk to the patient enough. In conclusion it is important that all vital signs are monitored as this can be one of the first indications that a patient is deteriorating. Blood pressure is one of the most important physiological measurements used to diagnose a patient’s condition. References BPA (2008) what is normal blood pressure? [online]. BPA. Available from: http://www.bloodpressureuk.org/BloodPressureandyou/Thebasics/Whatisnormal [Accessed 27th July 2012] Glasper, A. Mcewing, G. and Richardson, J., (2009). ‘Introduction’ in Glasper, A, Mcewing G, and Richardson., Foundation studies for caring. Palgrave McMillan, pxix Glasper, A. Mcewing, G. and Richardson, J., (2009). ‘skills for physiological assessment’ in Glasper, A, Mcewing G, and Richardson., Foundation skills for caring. Palgrave McMillan, p168 & p169 Glasper, A. Mcewing, G. and Richardson, J., (2009). ‘skills for physiological assessment’ in Glasper, A, Mcewing G, and Richardson., Foundation skills for caring. Palgrave McMillan, p170 NHS (2011) High blood pressure: hypertension. [online]. NHS. Available from: http://www.nhs.uk/conditions/Blood-pressure-(high)/Pages/Introduction.aspx [Accessed 5th of August 2012) Tortora, G, and Derrickson, B,. (2011). ‘The cardiov ascular system: Blood vessels and hemodynamics’. In Tortora, G and Derrickson, B., Principles of Anatomy and Physiology: Maintenance and continuity of the human body’ (13th edit) Wiley. p814. Tortora, G, and Derrickson, B,. (2011). ‘The cardiovascular system: The Heart’. In Tortora, G and Derrickson, B., Principles of Anatomy and Physiology: Maintenance and continuity of the human body’ (13th edit) Wiley. Chapter 20. Appendix 1