Privatisation in UK Essay Example | Topics and Well Written Essays - 1500 words

Privatisation in UK - Essay Example Privatisation in the UK has been part of a broader strategy to increase the role of markets in former state industries, to change the means of public control (by substituting arms-length regulation for more direct political control) and to modify incentives to economic efficiency. This process has taken more than fifteen years so far, and will take longer still to come to come to full fruition. The Government's approach to Company Law Reform has been dominated by a desire to please sections of the business lobby. This has undermined attempts to deliver corporate responsibility. In November 2005, Gordon Brown announced his intention to scrap the Operating and Financial Review (OFR), which would have obliged companies to report on their social and environmental performance. It is thus inevitable to take into consideration the underlying system of national (corporate) laws that regulates this field or that suffers from proper implementation, reform or application. The law is directly related to the performance of management in the process of directing and controlling the company as a means of maximizing the residuals and the value of the company for its shareholders, including all the interested parties under the stakeholder concept: workers; management; buyers; suppliers; creditors; local government; and so forth. The key to this obviously lies in the way the company is cond ucted, as well as the capacity of its managers to keep a continuity of success, regardless of the economic circumstances and the problems of the company itself. Stronger government oversight is necessary. Accounting reports have to give a clear picture on the company's operation as well as of its financial structure. Application of company law may give rise to conflicts of interest between a company and the government law. The Trade Justice Movement and the Corporate Responsibility (CORE) coalition are calling on the Government to ensure new laws, which apply to UK firms hold company directors to account for the impact of their activities on communities, workers and the environment in Britain and overseas. 'Disclosure', 'transparency' and 'shareholder value' make up the framework of shareholding governance nowadays and are amongst the most common words in company law while treating with privatisation symptoms and while seeking ways to combat its ills. These institutions look "ideally" towards improved corporate governance standards (which is selfish), in particular on facilitating developing markets to re-establish competition (again persona l gain), gain investors' confidence (for company profit) and promote national economical growth (where they seldom allow intervention, which poses the problem of applying proper company law). Trying to seek easier and cheaper alternatives to counter competition companies are going haywire with their social responsibility that seldom adhere to UK company law even if it exists or find ways to seek loopholes (since they remain unaccountable). Like companies, producing palm oil in the UK is actually obtaining by driving rapid rainforest destruction in South East Asia. Over 500 UK companies have been trading in palm oil, most for more than a decade now without any UK company law to curb them. Yet despite high profile public campaigns about its impacts, virtually none of these companies can prove

Corporate Socail Respinsibility of Merck Pharmeceuticals Research Paper

Corporate Socail Respinsibility of Merck Pharmeceuticals - Research Paper Example In a more modern and popular sense, CSR has become a public relations form as well as a marketing strategy that also pre-empts regulatory agencies (Mintzberg, 1983). However, there are many ways that firms or corporations apply CSR in their business system. One of the approaches is the community-based development where a firm establishes community presence and program in a fixed geographical area either in the area of their operation or outside of it. Some of the examples of community-based programs are efforts such as livelihood assistance for a supplier-manufacturing of clothes by a branded clothing, starting a literacy program through provision of books and learning aids, supervision, evaluation and recommendation for improvement in a certain school or area, waterways clean-up, and other efforts. A traditional approach has been philanthropy where corporations provide cash donations, products or tangible materials to a non-profit organization for its distribution to undeserved or d eserving beneficiaries such as Children International and like NGOs. Other forms of CSR are embedded on the supply-chain system such as adoption of the Fair Trade system that ensures animals are not harmed, workers are paid and benefited in a justified manner, packaging is ecological, employees are properly compensated, delivery, distribution and post-consumption processes took environmental protection measures throughout the lifetime of a single or collective products (International Business Leaders Forum and International Finance Corporation, 2007). B)  Ã‚  Merck Pharmaceutical’s CSR Program.     ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The kind of CSR the company is doing:   Merck claims to ensure that CSR is â€Å"an integral part of the way we do business†¦ to create shared value and to help solve the tough issues facing business and society today,† (Merck, 2008, p 3). Their CR principles center on conducting business with high ethical standards; engage in expans ion of access to quality care around globally; make positive and sustainable impact on the communities and societies they live and work in; and provide fair and just compensation to employees (Merck, 2008). This is reflected on their claimed CSR programs research on new medicines and vaccines needed, environmental footprint management, improved access to medicines and vaccines, ensure confidence in safety and quality, advocacy and outreach, and executing the basics which pertains to ethical business process standards (Merck, 2008). CSR has become a very complex process that is involved in various stages of the corporate system, so that a multinational corporation like Merck Pharmaceuticals may be involved in several CSR efforts at one time. The IBLF and IFC (2007) have defined various CSR efforts of which the following are addressed: protection and promotion of the rights of individuals as stakeholders of a company from employees, consumers, suppliers, distributors, to community mem bers. On this manner, Merck has adopted several more popular CSR patient assistance programs in the United States for patients who cannot afford medications (Merck, 2006). This program has started in the 1950s and is active today. There are several CSR programs undertaken by Merck but this paper will focus on seven programs in practice as noted to be more practical to the public: Act Program for Emend, Act Program for Zolinza, Merck

Evolution of the relationship between the EU and China Research Paper

Evolution of the relationship between the EU and China - Research Paper Example Sino-European relations, during the era of the Cold War, were generally derivative of the imperatives of the cold war as well as the broader associations with the superpowers. Because of the ideological and political constraints of this era, the development of commercial and economic relations took the precedence (UN 7). On April 3, 1978, a trade agreement was signed between China and the European Community (EC). This agreement was extended in 1985 to a wider Trade and Cooperation Agreement (TCA). China got the status of Most Favored Nation (MFN) from the EC and embraced Beijing in the GSP (Generalized System of Preferences) provisions from 1980 (Stepan & Ostermann 20). These European Union-China relations, in the past few years, have been growing gradually. Since 2004, the People’s Republic of China has become EU’s second largest trading partner, with the Chinese customs claiming that EU is the biggest trading partner of China. An annual summit between the EU and China’s state/government heads is held, since 1998, to discuss the bilateral and global issues. Moreover, since October 2003, China and EU have recognized each other as effective ‘strategic partners’. The idea that the relations between China and EU have acquired a fresh strategic significance and gained momentum remains fundamental to their strategic partnership (Pastor & Gosset 1). According to the European Union External Service Action, the two sides commenced their relationship in 1975 and the 1985’s Trade and Cooperation Agreement came into force to govern their relationship (Para 1). EU remains the largest trading partner of China, while Chin a is its leading supplier of imports and the second biggest 2-way trading partner (European Union External Service Action Para 2). Therefore, EU and China have had bilateral relationship since 1975. The purpose of this paper is to examine the evolution of the relations between them with the main objective being examining the development of their relationship since 1975 by looking at various aspects of their association. The two sides hold annual summits as well as frequent trade, economic, and political dialogues, including more that 50 sectoral agreements and dialogues, which range from industrial policy to environmental protection, culture or education. Human rights are regularly discussed as a part of the regular political dialogue and during specific dialogues on human rights, held twice a year since 1995. This paper will also clarify that EU and China are allies but not competitors. Events (Economic and Political) Dictating their Relationship and the Key EU Policies The relatio ns between China and the EU have faced some hardships since 2005 with some scholars expressing their deep

The China Decade Assignment Example | Topics and Well Written Essays - 750 words

The China Decade - Assignment Example What is more, the article also looks at the issue of state censorship which is very much in place in China, and the effects that this has on the government’s initiatives, especially in light of the large population that is online. As an example, the article pinpoints the blast as an illustration of an instance where the government tried to use censorship to hide free information flow. Nonetheless, the population is savvy enough and constantly finds ways of avoiding the censorship and getting online. The article follows a logical organization pattern, starting off with a foundation in the Tianjin explosion, before building on this and looking at the various economic factors that resulted from the explosion. From this point, the article continually develops on facts and issues one after the other, evaluating the economic implications of each factor that is analyzed. The author then looks at the importance of domestic consumption for the nation, and the reasons why the slightest shifts in national factors result in widespread discontent that ultimately affects the overall economy. This is particularly important since the nation is heavily reliant on exports as the main factor for economic growth. The author also alternates between highlighting positive points that give China an edge over other economies, and emphasizing those points that are limiting its economic growth. One is able to get a neutral position of the situation in China, and this gives a better perspective for gaining insight from the entire article.

Critically consider psychological explanations of love Essay Example for Free

Critically consider psychological explanations of love Essay There are three psychological theories of love, The Three Factor Theory of Romantic Love, Sternbergs Triangular Theory of Love and Romantic Love and Attachment. The three factor theory of romantic love suggested by Hatfield and Walster, recognises two types of love, passionate love and companionate love. Whilst passionate love can be seen as an intense physiological arousal which involves a longing for the other person, companionate love is more a feeling of affection towards those whom we feel deeply about. Hatfield and Walster propose a theory to explain passionate love based on three factors; physiological arousal, appropriate love object and cultural exposure. The authors see love as a label that is placed on someone that we are physiologically aroused by. Experiencing this arousal will cause a person to state it is because of love, since this is what our culture teaches us happens when we are in love. This theory receives support from research by Dutton and Aron. In this study, male participants were interviewed on a high or low suspension bridge, by an attractive female. The results supported the prediction that those males interviewed on a high bridge felt more sexual attraction to the woman, presumably because they experienced stronger physiological arousal. The males on the lower bridge felt less physical attraction, presumably because their physiological arousal was not as strong. It is possible that this theory could explain certain experiences such as love at first sight. However, since most people seem to fall in love gradually, this would suggest that for the majority of individuals, the label, love, comes first rather that the physiological arousal. The theory is also more applicable to western rather then eastern or collectivist cultures. Sternberg defines love as intimacy (sharing mutual understanding and emotional support), passion (involves physical attraction and sexual desire) and decision/commitment (involves the short-term decision that you love someone and a longer-term commitment to maintain that love). These three components of love can be combined in different ways to produce seven varieties of love; liking, infatuation, empty love, romantic love, compassionate love, fatuous love and consummate love. These seven types of love form a triangle. Consummate love being in the center as it is the strongest form of love since it involves all three components. Sternberg believes that people have two different types of triangle. The first is based on an individuals own theory of love and is formed in a cultural context from watching television, observing parents, reading books, including listening to fairy tales when young. The second triangle is based on the individuals current relationship. According to Sternberg when two triangles are similar, relationships tend to be more successful. The theory has practical applications it is possible to measure the components in the two parties and then analyse the differences in the types of love shown by each partner. It helps pinpoint areas where change and compromise may be necessary. However, the components are rather vague, especially commitment, and it is therefore difficult to judge the basis on which one person decides to love another. Hazan and Shaver proposed that romantic relationships are attachment relationships, and that individual differences in adult attachment style, mirror those found by psychologists who studied attachment styles such as Ainsworth. So rather than love being formed in a cultural context, Hazan and Shaver believe that love originates from a persons early relationship with a primary caregiver. This theory developed out of two earlier pieces of research by Ainsworth and Bowlby. Ainsworths strange situation and the observation that children have three different styles of attachment secure, insecure/anxious resistant and insecure/anxious avoidant. Bowlbys belief that the mothers behaviour towards the child creates an internal working model that leads the infant to expect the same in later relationships. According to Hazan and Shaver, later love relationships can be predicted from a childs attachment style. So therefore a secure child who had a positive image of a caring mother will have relationships in later life that are friendly, trusting and more enduring. A child classified as insecure/anxious resistant will have conflicting memories of the mother, both positive and rejecting, causing relationships in later life to consist of emotional highs and lows, with moments of jealousy and concerns whether their partners really love them. Insecure/anxious avoidant children will remember their mother as cold and rejecting and have relationships in later life where they fear being close to someone and believe love is not necessary for happiness nor is it long lasting. Hazan and Shavers research receives support from a number of studies in that there does seem to be a relationship between early attachment experiences and later attitudes and behaviour to love for example Feeny and Noller 1990. However the research has all been correlational in this area, so it cannot be claimed that early attachment causes later relationships behaviour. The relationship between the two could be caused by another factor. Kagon believes this other factor to be the temperament of the child. Infants are born with certain temperaments which determine the quality of their early relationships and these innate or genetic factors affect relationships throughout life. The three psychological theories of love provide partial explanations for this most intense of human emotion. Whilst Hatfield and Walster believe love to be a state of strong physiological arousal, Sternberg and Hazan and Shaver believe that love originates from a persons early relationships with a primary caregiver.

Photography is an art

Photography is an art Photography is an art that took many years and efforts of many individuals to perfect. Many different people in many different fields contributed to this light writing. Chemists, artists, inventors, and engineers all lending a crafting hand to the art. Photography can be defined as the art of producing images of objects on photosensitive surfaces. It is both an art and a science. As an art it expresses personal vision, and as a science it relies on technology. The word photography came from the Greek word phos, meaning light and graphos, meaning writing, which literally means light writing. Light writing is an emerging form of stop motion animation wherein still images, captured using the technique known as light painting or light drawing, are put in sequence thereby creating the optical illusion of movement for the viewer. In order to get started in creating light writing you will need a DSLR( Digital Single Lens Reflex ) camera, an ordinary DSC( Digital Still Camera ) will not do b ecause light writing requires a camera that can be placed in the B bulb shutter position, a remote shutter release and a tripod. All you need to get started is your camera and an understanding of how to control shutter speed. Light writing demands longer exposures of anywhere from several seconds to many minutes. Another technique is to use the multiple exposure features on a camera and shoot a series of 30 seconds to many minutes. A tripod will help you compose the shot and keep the camera still, and one or more lights will add to the fun. Light writing photography is a form of stop motion animation which requires the user to find a place, set the camera, and to take the picture. To create light writing, you or a friend will stand in front of the camera with a light in a dark room or place. The place should be dark otherwise the essence of light writing is useless. It is your choice on whether to bring a friend or not because the purpose on bringing a friend is to hold the camera for you, but if you have a tripod you can do it by yourself. In order to set the camera into its rightful position you need to find a place where in the camera will not move, the best places are on a still table, chair or anything that is stable, but to get the best results you need to place the camera on a tripod. After which you need to adjust the setting, the exposure should be around 10-30 seconds or longer depending on the design you want to portray. Set the camera to about ISO 100, and close your aperture as much as possible. This prevents over exposure. If there is still too much light, you might have to use a filter for better results. In order to take the picture you need to find a source of light. Finding a source of light is easy, just about any light will work, but the best tolls have tight focused light that lets you create precise patterns. LED flashlights are among the best for light writing, for they are compact, super bright and come in all sorts of fun colors. Glow sticks are also perfect for light writing images. Before moving and waving the light you need to count off to your partner so that he/she will click on the capture button in the exact time you wave your light, but if you are using a tripod you will need to count off by yourself according to how many seconds you placed on the timer. Once the capture button is clicked begin moving or waving the light to draw shapes and patterns in the air. If you move too quickly enough, the camera will not record a person, only the patterns of light you leave behind. The camera may also record the background if it is spotlighted by other light sources, such as t he moon or a streetlight. I challenge everyone who is interested in light writing photography to create masterpieces in light, to go beyond the expected to create more designs or ideas, to keep on practicing until the perfect design is reached, and to share their knowledge to the people around them to continue the art of light writing. Now, after reading my essay, would you too be interested in light writing photography, to share and to have fun with the picture you make with your friends and family? I recommend people who take photography or to those who are interested in art to take light writing photography to the next level, to improve their skills and share it to other people so that the next generation will already have an idea on how light writing works and to continue the art of light writing.

The Ebl Concept Essay Nursing Essay

The Ebl Concept Essay Nursing Essay The purpose of this essay is to elaborate on the Enquiry Based Learning presentation and discuss in depth the given concept. The concept given to my group is empathy to support this concept relevant literature will be used along with example experienced during my clinical placement. To maintain patients confidentiality pseudonym name will be used in the example. This is in line with the Nursing and Midwifery council code of conduct guideline (2010), which states that the people in our care have every right for their privacy and confidentiality. The EBL process will be reflected upon with supporting literatures and critically discussed using Gibbs (1988) model of reflection followed by a conclusion. Critical discussion Empathy is widely accepted as a basic component of all helpful relationships, including relationships in nursing practice (Williams Stickley, 2010). Walker Alligood (2001), criticised empathy in nursing as a concept borrowed from the Carl Rogers field of counselling psychology. Despite all these criticisms, it suggests that empathy will continue to be a fundamental concept in the nursing practice. According to Carl Rogers (1980) as cited by Vincent (2005), empathy can be describe as entering the private perceptual world of another person and becoming completely at home in it, being sensitive, moment by moment, to the changing felt meanings which flows in this other person, to the fear or whatever the person is experiencing. More specifically empathy forms part of the Carl Rogers core conditions along with genuiness and positive regard that are vital for the formation of relationships in counselling. According to Rogers (1980) as cited by Vincent (2005), being empathic is a complex, demanding and strong yet also a subtle and gentle- way of being. This is in contrast with the interpretation of empathy nursing literature. In nursing literature, empathy seems to be valued as a concept to be used alone rather than within a relationship that contains all the core conditions as used in counselling literature. In the nurse patient relationships, empathy is theorised as having therapeutic value and, as such, is promoted to nurses as being desirable ( McCabe, 2004). Empathy within the nursing relationship is defined as the ability to understand the patients situation, perspective and feelings, and to communicate that understanding to the patient (Coulehan et al. 2000 cited by Mercer and Reynolds, 2002). This definition emphasises that empathy is a way of perceiving, as well as a way of communicating. It has shifted the emphasis from a personality trait that individual possess to a form of interaction. This definition of empathy would also appear to be congruent with the cognitive and behavioural components of empathy alluded to by Morse et al. (1992). Following an extensive review of the literature, Morse et al. summarised the components of empathy under four key areas: moral, emotive, cognitive and behavioural. The moral element shows an internal altruistic force that motivates the practice of empathy, the emotive element shows the ability to subjectively experience and share in anothers psychological state, the cognitive element show the intellectual ability to identify and understand another persons feelings and perspective and the behavioural element shows the communicative response to convey understanding of anothers perspective. This shows that clinical empathy can be seen as a form of professional skills rather than personal characteristic (Mercer and Reynolds, 2002). Similarly, Rogers (1975) as cited by Vincent (2005) who tended to view empathy as an attitude highlighted the communicative part of the construct. This suggests that when attitudes and understanding are shown to the patient, empathy is skilled behaviour. Also Zoske et al. (1983) views empathy as an interpersonal skills, rather than being an instinctive quality possessed by individuals. In addition, Yu and Kirk (2008) also suggest that empathy can be taught as a skill and developed with practice and experience. In this context empathy is not only a way of being with another as stated by (Rogers, 1975) but it also communicates to the patients the professionals understanding of their world so that this perception can be validated by the patient. In effect, both are necessary and one without the other is rather hollow. Despite the differences between counselling and the nursing practice, what the empathy outcome research have shown is that even if nothing else happens with a patient, being exposed to an empathetic person who can accurately communicate that empathy can have a healing outcome on the patient health (Williams Stickley, 2010). Therefore, empathy can be a vital component of any nursing plan of care. For example, La Monica et al. (1987) explored the effect of nurses empathy on the anxiety, depression, hostility and satisfaction with care of clients with cancer. They found less anxiety, depression and hostility in clients being cared for by nurses exhibiting high empathy. Reynolds (2000), says to achieve above outcomes is dependent on the ability of the nurses to offer high levels of empathy to their patients. In addition Moore (2006) suggests that the connection between the patient and practitioner that facilitate a positive influence in treatment is empathy. According to Tschudin (1995), some people communicate their understanding of empathy through action, others might use words, and still others might use both to communicate empathy to the patient. For instance, a nurse can explain medical diagnosis and results to the patient in lay terms so that the patient can understand and feel in control of the situation. Researchers agreed on the positive role empathy plays in interpersonal relationships when providing health care. However, Hills Knowles (1983) reported that nurses do not show empathy by actually blocking clients expressions by changing the subject. It could be argued that nurses lack the skill to communicate empathy with their patient. Although, William (1992) said hospital systems seem conducive to flattening the humanity of its employees. Also Wong (2004), have questioned the importance of seeking to develop empathetic nurse patient relationship within busy acute healthcare settings. This suggests it might be difficult to develop an empathetic relationship in this setting. However, Yu and Kirk (2008) asserted that empathy can be taught as a skill and developed with practice and experience. Clinical placement example This example was when I had the opportunity to experience working as a student on a breast unit. The patient that are seen in this unit are those with breast cancer and those with family history of breast cancer. Joan came to the hospital for an appointment following her GP referral due to a painful lump on her breast. Joans both family have a history cancer, her mother died fourteen months before the day of her appointment and she lost her mothers younger sister 3 years ago to cancer also the fathers side have a history of bowel of cancer. I was chaperon the doctor whom Joan came to see and my mentor asked me to follow her up throughout her treatment. She has not seen the doctor before, but was so kind to her and understands how devastated Joan was. The doctor did physical examination on her breast and discovered the lump; he said it could be benign or cancerous. She realised that this was the same thing the doctor told her mother the first day she was diagnose. All the feelings of anxiety and distress came to her. The doctor requested her to for Scan and mammogram same day and come back to see him. Joan went to the nurse that book patients for investigations and the nurse quickly said sit down and continue looking at the computer screen. Joan sat in the chair facing the nurse, who still did not look up to see the anxiety on this patient. After sometime, she told Joan I will be with you in a minute; Joan sat still, waiting, but feeling apprehensive more and more. It became worse for the fact that she want to go for these investigations because she is having that gut feeling it could be cancer. I could see her anxiety levels rising and considering that she has history of panic attacks and depression. And hope she really she could hold it all together at that moment. The nurse been on her own and seems to have a lot of paper work to complete and feels that the paperwork got in the way of her relationship with patients at times. The nurse told Joan I need to ask some quick questions about her health and family history with a frown face. The nurse started with family history without still looking up to her patient and asked about her parents history. Joan said her father is alright and was silence when asked about her mother. The nurse looked up and was surprised to Joan crying and the anxiety on her face. Before the nurse realise what is happening Joan had run out from the room, saying she could not stay any longer. The nurse had no idea of what had just happened or why Joan was dismayed and felt that she must have done something to hurt her, but could not understand what she did to Joan. Discussion Judging from the above example, it is clear that the nurse was not able to form an empathetic relationship and unable to deliver empathetic care. Is not as if the nurse does not want to deliver an empathic care, but she was so preoccupied and focused on the paper work and also considering the fact she is the only one at that moment. The nurse did not communicate to the Joan as she should and did not even look up to see the anxiety on Joans face. According to La Monica et al. (1987) explored the effect of nurses empathy on the anxiety. They found out that patient exhibit less anxiety, depression being cared for by nurses exhibiting empathy. As stated by Moore (2000) cited by Chambers and Ryder (2006), if the clinician is in a bad mood, this may put the client in a bad mood as well; basically, it is like looking into a mirror. In Joans case, it was not the fact that the nurse was necessarily in a bad mood that was the issue. However, the nurse frowning during the short time they had together, which could have been seen as her being in awful mood. Joan so felt that she was not interested in her, and possibly that she was causing a problem by just being around. In addition, Reynolds (2000) raised a concern that low level of empathy in professional relationships can make the recipients of help may not perceive that their situation is understood. As nurses, we need to be aware that if seem unconcerned or stressed it will have a negative impact on the relationship with patients. Cowdell (2010) refers empathy as feeling into anothers world to comprehend that persons world experience. The nurse was not able to form a relationship with Joan, and was totally unable to sense her anxiety and distress. Furthermore, McCabe and Timmins (2006) say that if nurses fail to empathise with their patients then they cannot help them to understand effectively as individual with their illness. In other words, it was certainly the case in the lack of effective interaction between the nurse and Joan. In addition, Vincent (2005) says that nurses find it more difficult to sustain empathy if they are extremely tired or distracted. As already stated it could be because the nurse was the only one attending to the patients. This could hinder her ability to perceive and reason as well as to communicate understanding of Joans feelings. Reflection According to Johns (2005), reflection is a fusion of sensing, perceiving, intuiting and thinking related to a specific experience in order to develop insights into self and practice. Reflection promotes actions that transform individuals practice so they resolve contradictions, to build on their strengths. According to Sully and Dallas (2010), reflection also allows for the structured exploration of the knowledge, skills, attitudes and perceptions tacit and overt- that underpin professional practice. Gibbs (1988) reflective cycle will be used as indicated in my introduction. It was used because the reflective cycle encouraged me to think systematically about the phases of the EBL process. Description; my group subgroup was the video group and everyone was allocated a role play. My role was to act as the ward sister who showed no empathy to her junior staff who came to ask her for information regarding the patient she is looking after. Feeling; The EBL process gave me the opportunity to know what it feels like to be the nurse in charge were you have to use your management skills effectively. Also a nurse in charge not shown empathy could send wrong message to the junior staff. I think the whole process promotes my personal research skills and made me becomes more familiar with the various resources at my disposal, such as databases and e-journals. Evaluation; During the EBL process my sub-group were very supportive to each other, listen to other peoples opinion and communicated with other as professionals. As stated by Sully and Dallas (2010), that through effective communications, information sharing and partnership nurses can deliver excellent care. We were able to achieve our aim through effective communication between the team. The EBL experience becomes one of interchange where we shared our opinions, research and experience in order to achieve an end result. However, we faced some challenges with fixing the time and getting the right venues for the recording, sometimes we have to travel the main campus even when we do not have lectures over there. On the first day our equipment disappointed us, but we stayed positive and rearranged time. We had criticisms of ideas but we accepted it and created room for improvement. For example I did not support the video from YouTube by Hepburn and Astaire that was included in the presentation. Cottrell (2008) says that, if you disagree with another persons idea in a positive way and suggest ways forward for improvement rather than criticising. Analysis; the EBL process gave the group the opportunity to improve their wide range of skills: knowledge creation; presentation; creative skills; problem-solving skills and team-working. The EBL made us gain extra perspective and point of view about the given concept, which otherwise we might not have considered. It has been shown in Cottrell (2008), group working create the opportunity to tap into a wider pool of experience, background knowledge and styles of work. Conclusions; looking back at the EBL presentation, we should have explained the video we used. Also recognise that I need to develop the confidence to challenge ideas that I do not agree to, as well as how it could be improved. I could have used other strategies to get my point across to the group. Action plan; In future, I will aim to develop my assertive skills when working in a group, in order to ensure that we are awarded great marks. I will make this a goal for my learning, and work out strategies for how I can achieve this in future. As suggested by Sully and Dallas (2010) that using assertive skills is an essential component of working in a proficient manner. Conclusion In conclusion, empathy whether borrowed from the counselling literature or derived from nursing practice (Walker Alligood 2001), empathy is widely considered as a crucial component of multiple helping professions, including nursing practice. How empathy is portrayed in nursing literature seems different from its portrayal within counselling literature. The concept of empathy in nursing literature is separated from the core conditions of congruence and unconditional positive regards, so therefore it is presented as tool. As stated by Yu and Kirk (2008), empathy can be taught to healthcare professionals and also be taught how to improve their level of empathy through experience rather than formal instructions. Empathy is crucial to a non-defensive relationship and can facilitate satisfactory and productive outcomes for patients. Lack of empathy could mean that patient who needs to be understood, may not be understood, or feel understood. Lack of empathy in nursing could prolong healing process in a patient. In addition, the EBL process played an important role in promoting the group interaction, we shared opinions and experience. All this suggest that, empathy is a vital part of caring in nursing practice and especially critical to the provision of quality nursing care. Thus can be effectively taught to student and experienced nurses. REFERENCES Chambers, C. and Ryder, E. (2009) Compassion and caring in nursing Oxford: Radcliffe. Cottrell, S. (2008) The Study Skills Handbook. 3rd edn. Basingstoke: Palgrave MacMillan. Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Oxford polytechnic: Oxford. Hills, M., and Knowles, D. 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