Responsibilities and Relationships in Education and Training Essay Example for Free

Responsibilities and Relationships in Education and Training Essay The Teaching Role and Responsibilities In Education And Training The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role. Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning. Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such: Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility. Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times. References: Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Honey P., Mumford A. (1992) ‘The Manual of Learning Styles’ 3rd Ed. Maidenhead, Peter Honey. Summarise Key Aspects Of Legislation, Regulatory Requirements And Codes Of Practice Relating To Own Role And Responsibilities There are many aspects to consider when discussing the conduct of a teacher and the requirements therein. Some of these are legal frameworks, others are more informal but equally important in terms of setting out guidelines for good practice. All of these requirements, when adhered to, help to ensure that as teachers, we are providing a safe, secure and successful learning environment. As students, they provide reassurance that care will be taken to promote inclusivity, maintain trust and ensure wellbeing. Some Codes of Practice will be designed to suit individual environments and will vary accordingly. Therefore care should be taken to ensure we are familiar with the particular requirements of the company or institution in which we are operating. Other codes are overarching and apply in all circumstances. One of the more recent of these is the ‘Statutory Special Educational Needs and Disability System for Children And Young People’ (SEND) which came into force on 1 September 2014 and explains the duties of schools and colleges to provide adjustments and aids for disabled children and young people up to 25. Legal acts which are underpinned by law are further reaching but equally apply. These include things such as the long standing 1974 Health and Safety  and Work Act, which ensures the â€Å"health, safety and welfare of persons at work† as well as â€Å"protecting others against risks to health or safety in connection with the activities of persons at work†. However, in the constantly shifting legal landscape, we should be mindful of new legislation coming into force. Finally, there are, of course, directives issued by professional bodies such the Institute for Learning which has a Code of Professional Practice (2008) covering 7 key areas: Integrity Respect Care Practice Disclosure Responsibility References: Department for Education (2014). ‘SEND code of practice: 0 to 25 years’. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Accessed 29/11/2014 Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Explain Why It Is Important To Identify And Meet Individual Learner Needs As we have established previously, the first step in the (Gravells, 2010). Teaching and Learning Cycle is ‘Identifying need’. Without properly ascertaining this, the further steps in the cycle become more difficult to achieve and the chance for success is significantly diminished. Furthermore, informing learners of objectives creates a level of expectation for learning (Gagne, 1965). In order to avoid this outcome and the negative implications of failing to succeed, we must have a clear approach. Prior to the start of any learning activity, there will, by necessity be a  process which ostensibly is an administrative exercise. However, these interactions provide an excellent opportunity to engage with students in a way which could provide useful information. For example, noting that a student may have difficulty with grammar or spelling when completing a written questionnaire may indicate a greater need for support with literacy. Or, a student struggling to get to grips with viewing digital information such as a Powerpoint or PDF file could highlight a lack of I.T skill. It is important that we use all of these tools at our disposal, as acknowledging a perceived ‘flaw’ in ourselves is not always an easy thing to do. Students may be unwilling because of stigma or embarrassment or simply through an inability to recognize that a problem exists, which is an issue in roughly 30% of adults (Skills for Life Survey, 2011). However, individual needs may not be only be based on academic ability or skillset, there are a multitude of different needs which may exist and it is important to consider a holistic approach. Some students may have no difficulty with course content but may be distracted by other personal problems which affect their ability to learn. These could include financial difficulty, bereavement or an underlying health issue. Ultimately, the importance of identifying and meeting learners’ needs is about providing the best possibility for successful learning through providing support where it is most needed. References: Gagnà ©, R. M. (1965). ‘The conditions of learning and theory of instruction’ (1st ed.) Holt, Rinehart Winston: New York. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Skills for Life Survey (2011). Department for Business, Innovation Skills. Available at: https://www.gov.uk/government/publications/2011-skills-for-life-survey Accessed 1/12/14. Explain Ways To Maintain a Safe And Supportive Learning Environment As part of providing students with the best opportunity for success, it is crucial that the learning environment is both safe and supportive. These aspects are intertwined in that their aim is to create an environment where consideration for all matters other than the subject itself can be put aside to concentrate on learning. When operating in any environment, safety is the first issue. A risk assessment should be carried out prior to beginning any teaching session to establish whether hazards exist, and if so what extent they pose a risk (Trades Union Congress, 2008). These factors should also be assessed dynamically and any new or developing threat should be treated as a priority. When working in an environment such as a client office or business premises, safety considerations should include awareness of the existing plan of evacuation in case of fire. Any issues which are identified (such as blocked exits etc) should be bought up with the client in a professional manner. Support for learners may be provided in several ways. On a personal level, it is ensuring inclusivity for all students, treating each individual with respect and tolerance, as well as providing individually tailored help to match the needs identified in the first stage of the Teaching and Learning Cycle (Gravells, 2008). However, support is also provided through recognizing the need to give adequate breaks and availability of resources required to undertake the learning process properly. It is vital that consideration is given to these factors in the planning stage so that support may be implemented pro-actively rather than reactively. References: Trades Union Congress (2008) ‘Risk Assessment’. Precision Printing: London. Available online at: http://www.tuc.org.uk/sites/default/files/extras/riskassessment.pdf Accessed 1/12/14 Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Explain Why It Is Important To Promote Appropriate Behaviour and Respect For Others The importance of appropriate behavior is paramount as it will set the correct tone for a learning environment. Fundamentally, it is about the rights of learners to have access to, attend, and participate in their chosen learning experience regardless of their circumstances. (Equality Act, 2010) The best way to promote this is to set the example as the teacher (School of Educators, 2011). This can be achieved in a variety of ways. Ensuring that the planning of any session has been properly executed will help to demonstrate basic values such as organization, efficiency and punctuality and when delivering a session, using appropriate tone and language will exhibit the kinds of behaviour which we want to see reflected in students. It is also important that we are focused on the task at hand and are not distracted by outside influences. Something as simple as switching off a mobile phone could make all the difference. In that regard, requesting students to put their phones into ‘silent’ mode is something which could help to avoid them becoming distracted but also establishes a basic ground rule while not necessarily conveying the same message as ‘please all turn your phones off’. Where undesirable behaviour occurs, it is important to consider whether addressing it may in fact be more of a disruption than the behaviour itself, however, where it needs to be addressed, this should be done so quickly and professionally. However, it is important to note that students, like teachers should incorporate humour into learning. Using humour in the classroom shows that you are human and consequently encourages students to like and respect you. Being able to laugh at yourself when you make a mistake offers a good counterbalance to the moment when you must be strict and so helps lighten the classroom atmosphere (Cowley, 2007) Treating students as individuals but with equal respect will help to promote the same response from them. Therefore, care should be taken to listen to, appreciate and encourage individual contributions, this is especially true in the case of adult learners who bring their own experiences to the learning setting. References: Cowley, S. (2007) ‘Guerilla Guide to Teaching: The Definitive Resource for New Teachers’ (2nd Ed.) Continuum: London. Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 04/12/2014. School of Educators (2011). ‘The Characteristics of a Good Teacher’. Available online at: http://schoolofeducators.com/2011/05/the-characteristics-of-a-good-teacher/ Accessed 4/12/14. Explain How the Teaching Role Involves Working with Other Professionals As a teacher, there will always be a requirement to liaise and work with other professionals, and this is likely to occur in a number of ways. When employed in a teaching role, we act as a representative of the organization which employs us, and we have a responsibility to represent that organization in a professional manner. Equally, when dealing with internal colleagues, whether a manager or a colleague at the same level of seniority, we are dutybound to treat others with respect, politeness and courtesy. Values which all form part of the Institute for Learning ‘Code of Practice’ (2008). Remembering that we have a responsibility to act according to these guidelines can be especially important when faced with other professionals who may be challenging or difficult in their approach. For example, in a  client situation, a Manager who is under pressure is annoyed because some of his staff are being abstracted from their usual duties to undertake training. In this situation, it is feasible that a degree of hostility may be directed toward the trainer. In acknowledging the managers concerns and highlighting the benefit of the training both to the staff and the manager, we may be able to defuse the situation rather than escalate it. Of course, students themselves can be professionals and care must be taken to acknowledge the professional standing of adult learners so that we do not condescend or patronize. However, we also have a responsibility to care for our students and where it is highlighted that a student may have a need or issue which requires third party support, we may need to act as an advocate or intervene to flag potential issues. Legislation such as The Safeguarding Vulnerable Groups Act (2006) make it potentially necessary to liaise with other professional agencies and, depending on the nature of the matter, it may be appropriate to use care or discretion. In all cases, it is appropriate that we remain professional and impartial. References: Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Safeguarding Vulnerable Groups Act (2006). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2006/47/section/6 Accessed 4/12/14 Explain the Boundaries Between the Teaching Role and Other Professional Roles In dealing with other professional roles, there must come a point at which the boundaries of our own role are recognized to avoid us ‘overstepping the line’. This can apply on either a professional or personal level and works in two ways: our behaviour toward others and their behaviour towards us. The key basis upon which these boundaries must be drawn are ethics. Ethics can be described as ‘The codes of conduct or moral principles recognized in a particular profession, sphere of activity, relationship, or other context or aspect of human life’ (Oxford English Dictionary, 2014) In particular, the teaching profession is deeply implicated in ethical concerns and considerations. (Carr, D. 2000.) Therefore, it is an issue which should be constantly at the forefront of our thinking as teachers and an awareness of ethics helps to define the boundaries between us and other professional roles. Some boundaries are not so much an issue of ethics, however, but more of practicality and there must be limits placed on what we can reasonably be expected to achieve. This could, for example, include something such as a client wishing us to condense a lesson into a shorter time to reduce the impact on their business. Whilst the motivation for this may be understandable, it could also be perceived to undermine the value of the lesson itself, or at the very least will have an effect on the quality of the teaching. Recognising this kind of boundary enables us to ensure the integrity of our aims as teachers. Oxford English Dictionary (2014) Available online at: http://www.oed.com/ Accessed 4/12/14. Carr, D. (2000). ‘Professionalism and ethics in teaching’.London: Routledge Describe Points of Referral To Meet The Individual Needs Of Learners The teacher/student relationship is a unique one and often provides opportunities to unearth or identify needs which have previously been unnoticed. These needs may be specific to helping someone become a more effective learner, (such as possible dyslexia) or could be a wider issue in terms of being affecting the individual students’ life beyond the classroom. These wider-reaching needs could be in any area of a persons’ life and broadly speaking, fall into one of 5 categories as identified by Maslow (1943): Our role in providing support to help a student meet the identified need will depend on the particular need itself. For example, a student who is  apparently lacking in one of the ‘upper needs’ such as self-esteem may benefit from more support, praise and encouragement. Some needs, however, will require external or third party input and this is where we may seek to access a point of referral. It may become clear to us in the process of teaching that a student is suffering a crisis affecting their overall wellbeing: Domestic abuse, homelessness, drug or alcohol misuse etc. In this instance, we can play an important role in referring someone to a service or organization who can provide assistance. So as to be sure that we are not misguided, the student themselves should be engaged initially and when help is offered, it can be simply through providing information, or if consent is given, we may choose to act as an advocate. Maslow, A.H (1943). ‘A Theory of Human Motivation’. Psychological Review (50)p.370-396.

Sport Utility Vehicle and Mercedes Essay Example for Free

Sport Utility Vehicle and Mercedes Essay 1. What is the decision facing Mercedes? Mercedes must determine how to market the BlueHybrid and the so-called mild hybrid the ML450 to the United States market, while competing with Toyota and Honda. Mercedes also needs to be concerned with making sure that they keep their existing customers, while transitioning into the green marketplace. 2. What factors are most important in understanding this decision situation? Consumers are attracted to Mercedes-Benz for the vehicles’ luxury, design, safety, and powerful engines that have excellent handling and acceleration. The performance that Mercedes is known for must not be lost in a hybrid or of a mild hybrid. The marketers need to ensure that all the reasons that consumers are attracted to Mercedes stay the same and maybe even add a bit of â€Å"green† to it. However, customers are not going to want to pay $80,000 to $90,000 for a hybrid SUV that shutters when transitioning from gas to electric. 3. What are the alternatives? Mercedes must determine how it is going to represent its brand. Is it the well known for fast well built cars with little concern for family vehicles and gas mileage or will they blend the two and use their â€Å"brand† to bring new people and existing customers to a green vehicle with the newly developed lithium-ion battery? 4. What are the decisions you recommend? I think that the challenge of Mercedes is that they are so well know for crafting excellent vehicles that when considering branching out into new technology with a new market potential, with expansion of American facilities, there creeps in the decline of the brand. What if the hybrids and mild-hybrid fail? What will it do to the brand? I recommend that Mercedes enter into the SUV marketing with this hybrid technology on a low-scale, marketing to the environmentally green customer and see what the response is, as well as the performance of the vehicles. 5. What are some of the ways to implement your recommendations? Mercedes has to ensure that the market research shows the consumer desire to match in order to introduce a hybrid luxury SUV to the United States market. Marketers must target the most viable customer base that will be thought to purchase the luxury SUVs. Mercedes will need to use its branding in commercials, television shows and the standard billboards around town to get the vehicles into the public’s awareness. Bibliography Michael Levens (2012). Marketing: Defined, Explained, Applied, Second Edition (text and case book).

Heart transplant: An overview

Heart transplant: An overview Introduction Heart transplant is a transplant procedure surgery where the malfunctioning heart or end-stage heart-related disease are replaced by a function heart. Indeed, this is a very complicated, risky and time-consuming operation since it needs a function heart from the person who has just died and implant it into the patient. It is usually done in emergencies and to find a donor heart is difficult. Have you ever thought of how was the first heart transplant done? Who was actually the first person in the world that conducted this sound seemed â€Å"impossible† surgery? Who was the first courageous patient who willing to put his life in such a great risk? And have you ever wondered how exciting it would be to cause a breakthrough in medical world that could end up saving millions of lives from all over the world? This great success was from a heart surgeon, Dr. Christiaan (Neethling) Barnard from South Africa. He was the first person who carried out a human-to-human heart transplant on December 3, 1967 in Cape Town, South Africa. It was done at Groote Schuur Hospital in Cape Town on Louis Washkansky, a South African grocer who would most certainly die without the heart transplant. Meanwhile, the donor was from a young woman, Denise Darvell who was killed in an accident. The heart transplant surgery had surprised the whole world. Dr. Christiaan (Neethling) Barnard also became a well-known heart surgeon overnight. Besides heart transplant, he had other astonishing achievement in kidney transplant and gastrointestinal pathology. Dr. Barnard is also attributed in mounting a new design for artificial heart valves, doing heart transplanting on animals, and correcting the problem of the blood supply to the fetus during pregnancy. With the efforts of Dr. Barnard and his surgical team, the survival rates of 50% of the patients to at least 5 years of living after heart surgery. Background of Christiaan Barnard Christiaan Barnard was born in Beaufort West, Union of South Africa on 8 November 1922.[1] His father, Adam Barnard was a minister of the Dutch Reformed Church for the mixed race population of the town. When he was a child, he always pumped the bellows of the churchs primitive organ which his mother played during services. After a long time, he told a joke that the heart was not the first organ he had had to deal with in his life. One of his four brothers, Abrahim died at the age of five because of the heart problem. After that incident, Barnard determined to be a surgeon to help people who faced heart problem since he was young. Christiaan Barnard came from a very poor family and he studied at the local public school. He matriculated from the Beaufort West School in 1940. After that, Barnard got a place at the University of Cape Town Medical School. He obtained Bachelor of Medicine, Bachelor of Surgery in medicine at the University of Cape Town in 1946. He worked as a general practitioner in Ceres, South Africa when he was a resident doctor at the Groote Schuur Hospital in Cape Town. In 1951, he returned to Cape Town and worked as a Senior Resident Medical Officer at the City Hospital. Besides, he was also a registrar in the Department of Medicine at the Groote Schuur Hospital. Since Christiaan Barnard was interested in his research and gaining a new surgical skills and experiences, he furthered his postgraduate studies at the University of Cape Town and at the University of Minnesota. He acquired Master of Medicine in medicine for a dissertation entitled Meningitis† from the University of Cape Town in 1953[2] whereas he was awarded Doctor of Philosophy degree for his dissertation entitled The aetiology of congenital intestinal atresia at the University of Minnesota. [3]After that, he went back to South Africa to be a cardiothoracic heart surgeon. Before he left for America (1953-1955), Barnard had gained recognition for research in gastrointestinal pathology. He proved that the fatal birth defect known as congenital intestinal atresia (a gap in the small intestines) was due to the fetus receiving an inadequate supply of blood during pregnancy and that it could be remedied by a surgical procedure. [4] He was a specialist in cardiothoractic surgery and heart transplantation. His first successful open heart surgery program is at Groote Shuur Hospital. In 1967, he led a team to perform in the worlds first human-to-human heart transplant. Barnard was contributed the treatment of cardiac diseases, such as the Tetralogy of Fallot and Ebsteins anomaly. In 1972, he was promoted to be Professor of Surgical Science in the Department of Surgery at the University Of Cape Town. He got an appellation Professor Emeritus in 1984. Christiaan Barnards advances in heart surgery brought him honors from a host of foreign medical societies, governments, universities, and philanthropic (charitable) institutions. He had also been presented many honors, including the Dag Hammarskjold International Prize and Peace Prize, the Kennedy Foundation Award, and the Milan International Prize for Science. Since 1960, Christiaan Barnard had been bothered by rheumatoid arthritis (a severe swelling of the joints). This limited his surgical experimentation in later years. As a result, he turned to writing novels as well as books on health, medicine, and South Africa. At the same time, he also served as a scientific consultant. Christiaan Barnard died on September 2, 2001, when he was seventy-eight years old. Contributions of Christiaan Barnard in Science Doctor Barnard with some of his medical team 1. Proof Of The Fatal Birth Defect Christiaan Barnard showed that the fatal birth defect that was known as congenital intestinal atresia was a gap in the small intestines. The fetus did not receive sufficient blood during pregnancy cause the defect.[5] This research made him being recognised in gastrointestinal pathology which is about intestinal diseases. Besides, he also proved that surgical procedure could treat this condition. 2. Heart Transplantation Christiaan Barnard was a pioneering cardiac surgeon but his advances were based on work that came before him. The first use of hypothermia in 1952 and the introduction of a heart-lung machine in 1953 were crucial important for his advances. In 1960, these advances which combined with other techniques enabled him to undergo the first heart operation. Ø The First Heart Transplantation Preparation for the first heart transplant Upon he returned to South Africa, he introduced open-heart surgery and designed artificial valves for the human heart. During 1967, in the preparation for the first heart transplantation, he spent 3 months with the pioneer kidney transplant surgeon who was David Hume in Richmond, Virginia and another 2 weeks with Thomas Starzl in Denver, Colorado. He learnt the basics of immunosuppressive therapy in organ transplantation from these attachments. Furthermore, he got the chance to watch an orthotopic heart transplant on a dog which was performed by Richard Lower, head of cardiac surgery when he was at the Medical College of Virginia. Lower spent many years with Norman Shumway at Stanford University to develop, perfect the surgical technique and study other kinds of experimental heart transplantation. In addition, Christiaan Barnard underwent a single kidney transplant in Cape Town was to gain some experience about immunosuppressive therapy. The patient did exceptionally well. Therefore, Barnard claimed that he was the only kidney transplant surgeon in the world with a 100% 20-year patient and graft survival. The First Patient—Louis Washkansky Making history: The First Patient Louis Washkansky After a decade of heart surgery, Christiaan Barnard was ready to accept the challenge posed by the human heart transplantation. In 1967, he performed the first human-to-human orthotopic heart transplant in his patient, Louis Washkansky who was a fifty four years old patient, suffering from extensive coronary artery disease, peripheral vascular disease and also diabetic. He could either wait for death or risk transplant surgery with an 80% chance of surviving. He at last chose the surgery. As Barnard wrote, For a dying man it is not a difficult decision because he knows he is at the end. If a lion chases you to the bank of a river filled with crocodiles, you will leap into the water convinced you have a chance to swim to the other side. But you would never accept such odds if there were no lion. [6] On December 2, 1967, Washkanskys heart was replaced by the heart of a young woman killed in an accident. Barnards assistants immediately opened the chest, initiated pump-oxygenator support, cooled the heart to a low temperature, and excised it once medicolegal official announced that the young woman was dead. The heart was kept alive in a heart-lung machine that circulated Washkanskys blood before removing the patients diseased organ and replacing it with the healthy heart. All the procedures were run well and the heart functioned satisfactorily by using the technique which was developed in dogs by the Stanford group[7]. Washkanskys daily progress was followed intensely. In the beginning, he recovered very well. His peripheral edema was lost rapidly as his new heart functioned strongly. However, after 12 days, his condition started to deteriorate and his lungs were developed radiographic infiltrates. The surgical team was not sure if these were associated with cardiac failure from rejection or with infection. Mistakenly, they elected to treat for rejection and intensify the immunosuppressive therapy. They made a wrong decision because Washkansky had pneumonia. As a result, Louis Washkansky died on December 21, 1967. Ø The second patient—Philip Blaiberg Not daunted by the failure, within a year, Christiaan Barnard replaced the diseased heart of Philip Blaiberg who was a fifty eight years old retired dentist. On this occasion, Barnard slightly modified the surgical technique. The incision in the right atrium of the donor heart was extended from the inferior vena cava into the atrial appendage to avoid the area of the sinus node at the root of the superior vena cava.[8] This is the first time when antilymphocyte serum was used in the patient. After heart transplantation, Blaiberg recovered well and he was the first heart transplant patient who can leave hospital. Nevertheless, he died on the 19th month. His autopsy showed that he infected a severe and widespread coronary artery disease. The medical profession was shocked because he had not expected that atherosclerosis could develop such rapidly. This was the first example of graft atherosclerosis, otherwise known as chronic rejection that now dominates as the major cause of graft failure after the first post transplant year. Blaiberg wrote a short book about his experience which was Looking At My Heart[9] before he died. Ø Twin-Heart Operation Christiaan Barnard performed a twin-heart surgery in the year 1974, November 25 as the history of medical had been changed by him again. The only infected part of heart of Ivan Taylor (58 years old) was being removed and replaced with the heart of a child who was only 10 years old. The heart of the child was used to support the patients diseased organ. Although Barnard was confident in this new operation since this was less dangerous compared to the heart implantation, the patient passed away in four- month time. Double transplants was included in twin-heart operation by combining a well heart to the patients heart to produce a double pump, manipulating synthetic heart valves and making the lives of seriously ill people longer by using monkeys hearts. Ø Orthotopic heart transplantation Barnards medical team had only performed ten orthotopic heart transplants between the year 1967 and 1973.[10] The results were outstanding even though the medical standards last time were not as high as todays, as one considers the ancient nature of the immunosuppressive therapy accessible at the time which are mainly azathioprine, corticosteroids, and antilymphocyte serum, and the team was not expert enough in diagnosing and treating rejection episodes since they did not have many experiences in these aspects. Dirk Van Zyl who was the sixth patient was notable in orthotopic heart transplant. His ischemic heart disease was too bad that he had a cardiac arrest when he was anesthesia.[11] At the time of giving external cardiac massage, he was attached to the pump-oxygenator via cannulation of the femoral vessels. He made an ordinary healing from the heart transplant surgery. He did not receive any cyclosporine, only being maintained on azathioprine and prednisone. He died when he was 24 years old from a cerebrovascular accident. Ø Heterotopic heart transplantation Jaques Losman, a junior surgeon, was being set by Barnard on his team in order to develop a surgical technique of heterotopic heart transplantation. This is a kind of transplantation where the second heart is located in the chest and the two hearts have the chance to work in parallel. There are two techniques were successfully developed in the laboratory, in one of which the donor heart help the left ventricle only and another in which biventricular support was offered[12]. Only two left ventricular assist procedures were carried out in patients, the remaining processes were related to biventricular assist. Forty-nine following heterotopic heart transplants were done in Cape Town between 1974 and 1983 with rather excellent results for that period. 3 out of the first 5 of patients managed to live more than 10 years. Two 14-year-old boys, both of whom firstly received heterotopic transplants, went through second (orthotopic) heart transplants for joining atherosclerosis, and were thus the first patients in the world to have two donor hearts in their chest at the same time. The first of these two boys stays alive and healthy 20 years more. In the other, the second transplant also finally failed and he underwent a third graft, again in the orthotopic site, and therefore turned into one of the few humans to have had four hearts in his life-time. One of the advantages of heterotopic heart transplantation was that information on the retrenchment of both the recipient and donor left ventricles could be supplied by an outer pulse trace. The changes in the ratio of these two pulses as the donor pulse deteriorating in relation to the recipient pulse, recommended that rejection was happening.[13] Increase immunosuppressive therapy could then be controlled. If there were any doubts, an endomyocardial biopsy could be performed. The other hypothetical benefit is that, in patients with a severe myocarditis, the back-up that given by the transplant might allow the myocarditis to resolve and the patients own heart to recover. In fact, this had happened in one patient, making it feasible to remove the transplanted heart while it developed a fairly acute rejection episode. Ø Xenotransplantation The heterotopic heart is able to provide temporary circulatory support to a failing native heart, in the hope that the native heart would recover, was extended into the realm of xenotransplantation.[14] On two occasions in 1977, when a patients left ventricle failed acutely after routine open heart surgery and when no human donor organ was available, Barnard transplanted an animal heart heterotopically. On the first occasion, a baboon heart was transplanted, but this failed to support the circulation sufficiently, the patient dying some 6 hours after transplantation. In the second patient, a chimpanzee heart successfully maintained life until irreversible rejection occurred 4 days later, the recipients native heart having failed to recover during this period. Barnard abandoned further attempts at xenotransplantation since, in his own words, â€Å"I became too attached to the chimpanzees.†ÃƒËœ Hypothermic perfusion storage of the donor heart A young biochemist working in Barnards department, Winston Wicomb, a hypothermic perfusion system was developed for storing hearts ex vivo for up to 48 hours. It proved possible to remove a baboons heart, store it by hypothermic perfusion for 24 or 48 hours, and then replace it in the original baboon, the baboon having been maintained alive during this period by an orthotopic cardiac allograft. With the success of this storage system in the laboratory, Barnard encouraged his juniors to use it in the clinical transplant program. This phenomenon of delayed function, suggesting temporary depletion of myocardial energy stores, was believed to be related to the fact that, whereas in the baboon experiments the heart had been removed from a healthy anesthetized animal, in the clinical situation the heart had been excised from a brain-dead subject. 3. Books Barnard had been bothered by rheumatoid arthritis since he was young, and advancing stiffness in his hands forced his retirement from surgery in 1983. He took up writing, however, and wrote a cardiology text, a (sometimes sensational) autobiography, and several novels, including a thriller about organ transplants. Christiaan Barnard wrote two autobiographies. His first book, One Life, was published in 1969 and subsequently sold copies worldwide. Some of the proceeds were used to set up the Chris Barnard Fund for research into heart disease and heart transplants in Cape Town. His second autobiography, The Second Life, was published in 1993. Apart from his autobiographies, Dr Barnard also wrote several other books including The Donor, Your Healthy Heart, In The Night Season, The Best Medicine, Arthritis Handbook: How to Live With Arthritis, Good Life Good Death: A Doctors Case for Euthanasia and Suicide, South Africa: Sharp Dissection, 50 Ways to a Healthy Heart and Body Machine.[15] Christiaan Barnard had influenced much in the current scientific knowledge. His first heart transplant done in 1967 had contributed a lot in the knowledge of heart transplant. In December 1967, Dr. Barnard placed the heart of a 25-year-old woman who had died in an auto accident in the chest of Louis Washkansky, a 55-year-old man dying of heart damage. Barnard and his team of cardiac specialists gave the patient large doses of drugs in order to suppress the bodys defense mechanism that would normally reject a foreign organism. However, Washkanskys body was unable to defend itself against infection and only survived for 18 days.[16] However, Washkanskys brave election to be the first heart transplant recipient had proved the technique feasible. After Barnards successful operations, surgeons in Europe and the United States began performing heart transplants, improving upon the procedures first used in South Africa. Despite many failures worldwide in heart transplant, this relative success did much to generate guarded optimism that heart transplantation might eventually become a feasible therapeutic option. Barnard then developed the operation of heterotrophic heart transplantation which had some benefits in the pre-cyclosporine era when immunosuppressive therapy was very limited. In 1981, his group was the first in successfully transporting donor hearts using a hypothermic perfusion storage device. Several studies on the hemodynamic and metabolic sequelae of brain death were carried out in his Departments cardiovascular research laboratories at the University of Cape Town. The concept of hormonal replacement therapy in organ donors was also developed. In the Chris Barnard Division of Cardiothoracic Surgery at Groote Schuur Hospital and the University of Cape Town, an active heart transplant program still continues. The thrust of clinical activity within the Division and the research within its state-of-the-art cardiovascular research laboratories is now directed towards valvular and ischaemic heart which are common in the African population.[17] Dr. Barnard had learned much of his technique from studying with the Stanford group. This first clinical heart transplantation experience stimulated world-wide notoriety, and many surgeons quickly co-opted the procedure. However, because many patients were dying soon after, the number of heart transplants dropped from 100 in 1968, to just 18 in 1970. It was recognized that the major problem was the bodys natural tendency to reject the new tissues. Advances in tissue typing and immunosuppressant drugs Over the next 20 years, important advances in tissue typing and immunosuppressant drugs allowed more transplant operations to take place and increased patients survival rates. The most notable development in this area was the discovery of cyclosporine, an immunosuppressant drug derived from soil fungus, in the mid 1970s. It was the first immunosuppressive drug that allowed the selective immuneregulation of T cells without excessive toxicity. Todays surgical techniques and procedures are more sophisticated. Refinements in patient selection, newer immunosuppressants, better myocardial protection, and the use of right ventricular endomyocardial biopsy to identify rejection have resulted in better survival rates. After his breakthrough, he continued to work with a professional passion that excited the public and frightened his colleagues. He was the first to explore further cardiac techniques. These included double transplants which involved the of joining a healthy heart to the patients to create a double pump, designing artificial heart valves and using monkeys hearts to keep ill people alive. [18] Following the determination of Dr. Barnard, coronary assist devices and mechanical heartsare being developed to perform the functions of live tissues. Since the 1950s, artificial hearts have been under development. A booster pump was first implanted successfully as a temporary assist device in 1966. Barnard made medical history again when he performed a twin-heart operation in 1974, which is seven years after his first heart transplant. This time, he only removed the diseased part of the heart of a 58-year-old man and replaced it with the heart of a 10-year-old child. The donor heart acted as a booster and back-up for the patients disease-ravished organ.[19] However, the patient died within four months even though Barnard was optimistic about this new operation which he believed was less radical than a total implantation. Conclusion Barnard retired as Head of the Department of Cardiothoracic Surgery in Cape Town in 1983 after developing rheumatoid arthritis in his hands, which prevented him from operating. At the time of his retirement, Barnard investigated the controversial â€Å"rejuvenation† therapy offered by the Clinique La Prairie in Switzerland. In particular, he received considerable adverse publicity over his comments with regard to an anti-ageing skin cream, known as Glycel, which was intended to reduce wrinkling. Barnard was also invited to act as a consultant at Baptist Medical Center in Oklahoma City where a new heart transplant program was being planned. In later life spending much of his time at the Baptist Medical Centre in Oklahoma, where he tried to find a way of slowing the ageing process. It seemed he was searching for a miracle to match his first. Despite the problems and techniques faced, Barnard continued to further his knowledge and researches in heart transplant. This has become a n inspiration to the others in the aim to perform more successful heart transplant. The hard-work of Dr. Barnard and his team will be memorized by people forever. Reference 1. Barnard, Christiaan. (n.d.). Retrieved August 21, 2009, from http://www.encyclopedia.com/doc/1G2- 3437500078.html 2. Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://en.wikipedia.org/wiki/Christiaan_Barnard 3. Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 4. Christiaan N. Barnard. (n.d.). Retrieved August 21, 2009, from http://www.novelguide.com/a/discover/ewb_02/ewb_02_00449.html 5. Christiaan Barnard Biography. (n.d.). Retrieved August 24, 2009, from http://www.notablebiographies.com/Ba-Be/Barnard-Christiaan.html 6. Dr Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.dinweb.org/dinweb/DINMuseum/Dr%20Christiaan%20Barnard.asp Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 8. Heart Transplant, History of Heart Transplantation. (n.d.). Retrieved August 25, 2009, from http://www.cumc.columbia.edu/dept/cs/pat/hearttx/history.html 9. http://www.springerlink.com/content/q3266367g54588th/. Retrieved 24.8.2009. 10. BBC News | HEALTH | Christiaan Barnard: Single-minded surgeon. (2001). Retrieved August 25, 2009, from http://news.bbc.co.uk/2/hi/health/1470356.stm 11. Dr. Christiaan Barnard: Biography. (n.d.). Retrieved August 25, 2009, from http://www.answers.com/topic/dr-christiaan-barnard 12. Lower, R.R., Shumway, N.E. (1960). Studies on orthotopic homotransplantation of the canine heart. Surg Forum, 11, pp. 18-20. 13. Barnard, C.N. (1968). What we have learned about heart transplants. J Thorac Cardiovasc Surg, 56, pp. 457-468. 14. Blaiberg, P. (1969). Looking at my heart. London: Heinemann. 15. Cooper, D.K.C., Lanza, R.P. (1984). Heart transplantation at the University of Cape Town—an overview (appendix). In Cooper, D.K.C. Lanza, R.P. (Eds.), Heart transplantation (pp. 351-360). Lancaster: MTP Press. 16. Brink, J. (1996). Twenty-three year survival after orthotopic heart transplantation [letter]. J Heart Lung Transplant,15, pp. 430-431. 17. Barnard, C.N., Losman, J.G. (1975). Left ventricular bypass. S Afr Med J, 49, pp. 303-312. 18. Novitzky, D., Cooper, D.K.C., Rose, A.G., Barnard,C.N. (1984). The value of recipient heart assistance during severe acute rejection following heterotopic cardiac transplantation. J Cardiovasc Surg, 25, pp. 287-295. 19. Barnard, C.N., Wolpowitz, A., Losman, J.G. (1977). Heterotopic cardiac transplantation with a xenograft for assistance of the left heart in cardiogenic shock after cardiopulmonary bypass. S Afr Med J, 52, pp. 1035-1039. 20. Cooper, D.K.C. (2001). Christiaan Barnard and his contributions to heart transplantation. The Journal of Heart and Lung Transplantation, 20 (6), 599-610. 21. Brink, J. G., Cooper, D.K.C. (2005). Heart transplantation: The contributions of Christiaan Barnard and the University of Cape Town/Groote Schuur Hospital. World Journal of Surgery, 29 (8), 953-961. 22. (Heart Transplantation: The Contributions of Christiaan Barnard, 2005; Heart Transplantation: The Contributions of Christiaan Barnard, 2005) [1] Barnard, Christiaan. (n.d.). Retrieved August 21, 2009, from http://www.encyclopedia.com/doc/1G2- 3437500078.html [2] Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://en.wikipedia.org/wiki/Christiaan_Barnard [3] Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 [4] Christiaan N. Barnard. (n.d.). Retrieved August 21, 2009, from http://www.novelguide.com/a/discover/ewb_02/ewb_02_00449.html [5] Christiaan Barnard Biography. (n.d.). Retrieved August 24, 2009, from http://www.notablebiographies.com/Ba-Be/Barnard-Christiaan.html [6] Dr Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.dinweb.org/dinweb/DINMuseum/Dr%20Christiaan%20Barnard.asp [7] Lower, R.R., Shumway, N.E. (1960). Studies on orthotopic homotransplantation of the canine heart. Surg Forum, 11, pp. 18-20. [8] Barnard, C.N. (1968). What we have learned about heart transplants. J Thorac Cardiovasc Surg, 56, pp. 457-468. [9] Blaiberg, P. (1969). Looking at my heart. London: Heinemann. [10] Cooper, D.K.C., Lanza, R.P. (1984). Heart transplantation at the University of Cape Town—an overview (appendix). In Cooper, D.K.C. Lanza, R.P. (Eds.), Heart transplantation (pp. 351-360). Lancaster: MTP Press. [11]Brink, J. (1996). Twenty-three year survival after orthotopic heart transplantation [letter]. J Heart Lung Transplant,15, pp. 430-431. [12] Barnard, C.N., Losman, J.G. (1975). Left ventricular bypass. S Afr Med J, 49, pp. 303-312. [13] Novitzky, D., Cooper, D.K.C., Rose, A.G., Barnard,C.N. (1984). The value of recipient heart assistance during severe acute rejection following heterotopic cardiac transplantation. J Cardiovasc Surg, 25, pp. 287-295. [14] Barnard, C.N., Wolpowitz, A., Losman, J.G. (1977). Heterotopic cardiac transplantation with a xenograft for assistance of the left heart in cardiogenic shock after cardiopulmonary bypass. S Afr Med J, 52, pp. 1035-1039. [15] Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 [16] Heart Transplant, History of Heart Transplantation. (n.d.). Retrieved August 25, 2009, from http://www.cumc.columbia.edu/dept/cs/pat/hearttx/history.html [17] (Heart Transplantation: The Contributions of Christiaan Barnard, 2005; Heart Transplantation: The Contributions of Christiaan Barnard, 2005) [18] BBC News | HEALTH | Christiaan Barnard: Single-minded surgeon. (2001). Retrieved August 25, 2009, from http://news.bbc.co.uk/2/hi/health/1470356.stm [19] Dr. Christiaan Barnard: Biography. (n.d.). Retrieved August 25, 2009, from http://www.answers.com/topic/dr-christiaan-barnard

Critique of Weltys A Worn Path Essay -- Eudora Welty, Essays on A Wor

â€Å"A Worn Path† by Eudora Welty, is the tale of an elderly black woman who shows an enormous amount of determination when it comes to helping her unceasingly ill grandson. Phoenix Jackson is the main character in Welty’s â€Å"A Worn Path.† Throughout the story, Miss Phoenix Jackson travels the same path every day overcoming whatever obstacles she encounters as she strives along the path in the contribution of her grandson’s health, for he is whom Phoenix habitually travels this â€Å"worn path.† Furthermore, the story must be noted for its simplicity, and vast metaphoric symbolism. Welty uses the path and its obstacles as a form of inspirational aura, one could even say the path is a mirrored image of the difficulties one endures throughout life’s frightening journey. The obstacles are intended to portray the barriers, the risks, and the setbacks one may encounter from day to day life. Moving onward, one could easily compare â€Å"A Worn Path† to the life of the average person, and in-turn, the obstacles that individual must overcome in order to provide for his or her loved ones. For example, every individual follows the same routine daily in the conquest of life’s necessities and in the pursuit of happiness, just as Phoenix follows her ritual path day after day. Still, despite the prior verity that everyone travels down a habitual path nearly every day, this however, does not constitute the notion that the individual will encounter the exact same c ircumstances and obstacles daily. While some obstacles are there to stay, others may come and go allowing the individual to learn from his or her past experiences. What’s more is that one never knows what to expect from day to day life. Despite the element of surprise, on the other hand ... ...s, Phoenix isn’t a charity case at all, for she is far from this epitome. Phoenix accomplishes more in one day than most individuals could ever even dream of. â€Å"A Worn Path,† is an inspirational tale of the journey of an elderly woman who goes by the name of Phoenix Jackson. Miss Phoenix Jackson inspires all of us that we can endure and overcome life’s difficulties. In the story, Phoenix shows that with an immense amount of hope, sheer determination, and inexhaustible exertion, that anyone despite their physical and mental attributes can overcome and endure whatever obstacles are positioned in their way. Work Cited Welty, Eudora. â€Å"A Worn Path.† 1941. Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts, Ed. Henry E. Jacobs. New Jersey: Pearson Education Inc., 2006. 110-15.

Habermas on Virtue :: Ethics Morals Papers

Habermas on Virtue Although Habermas has never worked out a conception of virtue and indeed criticizes this notion whenever he uses it, his theory crucially depends on the virtuous attitude of participants in discourse — be it in the realm of democracy and law or that of morality. In this paper, in which I deal only with the ethical foundations of morality, I argue first that the norms of discourse which are gained from a presuppositional analysis of speech as such have to be complemented by the sensitive perception on the side of the recipients. Only when the claims are understood in their full significance for the speaker does the discourse live up to the ideal which is already anticipated in every speech act. This presuppositional analysis shows secondly that it is mainly the virtuous attitude that is morally relevant and not those capacities for acting morally that the agent already possesses. However, the virtuous attitude genuinely entails the obligation to strive to perfect all those capa cities that enable us to sensitively understand the other's claim. A discussion of the (discursive) capacities that have to be promoted leads to the singling out of sensitivity as contrasted to immediate empathy. It is the reflexive transcendence of the agent's evaluative patterns that allows this emotion to sit well with a post-conventional morality. Finally, I discuss a possible caveat of Wellmer and Habermas who might claim that the proposed conception of virtue would only be valid for participants in discourse, but not for agents acting in the life-world. However, because the discursive virtue is of wide latitude, it does not fall under this objection. The last several years have seen an impressive revival of interest in the concept of virtue. In contrast, the discourse ethics of JÃ ¼rgen Habermas seems to be especially inadequate to account for the ethical significance of virtue, because by emphasizing intersubjective procedures it plays down the importance of individual qualities. In fact, Habermas uses the term 'virtue' rarely, and where he does use it, he criticizes it harshly for presupposing a shared conception of the good life. (1) However, as I will argue in this paper, there is a conception of deontological virtue which is not only compatible, but indispensable for Habermas's theory. Thus, although he attempts to externalize virtue as much as possible into procedures, discourse ethics has to presuppose that the participants possess a genuinely virtuous attitude.

Humors Place in the 20th Century Novel Essay -- Literature Literary E

Humor's Place in the 20th Century Novel   Ã‚  Ã‚  Ã‚  Ã‚   In her essay, â€Å"The Beautiful and Sublime Revisited,† Iris Murdoch says: The modern novel, the serious novel, does tend toward either two extremes: either it is a tight metaphysical object, which wishes it were a poem, and which attempts to convey, often in mythical form, some central truth about the human condition or else it is a loose journalistic epic, documentary or possibly even didactic in inspiration, offering a commentary on current institutions or on some matter out of history (264). Murdoch’s words do hold some truth in them. Certainly, her words can be applied to many of the most well-known modern novels from James Joyce’s Ulysses to Aldous Huxley’s Brave New World. However, her descriptions can just as easily be applied to the post modern novel. Though seriousness has generally been associated with modern literature, it is an aspect of post modern literature, as well. However, unlike most works of modern literature, the post modern novel does not focus solely on this seriousness, or on passing along a message of some sort. Rather, it strikes a delicate balance between humor and seriousness; between laughter and conveying â€Å"some central truth about the human condition† or â€Å"offering a commentary on†¦some matter out of history.†   Ã‚  Ã‚  Ã‚  Ã‚  Before I elaborate further, perhaps it is necessary to make a distinction between the terms â€Å"modern† and â€Å"post modern† as they will be used in this study. In the most general sense of the word, â€Å"modern† refers to those writings published before and during World War II, while â€Å"post modern† refers to the works that came after this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Now that this distinction has been made, the issue of humor in modern and post modern l... ...h serious subjects, it also isn’t accurate to say that there is no humor in modern literature. Many modern novels have humor in them. Ulysses is a good example of such a modern novel. However, in general, humor seems to be more prevalent in post modern literature. Works Cited Bolger, Dermot. A Second Life. Penguin Books: London, 1994. Forster, E.M. A Passage to India. Harcourt: San Diego, 1924. Ishiguro, Kazuo. The Remains of the Day. Vintage International: New York, 1988. Joyce, James. Ulysses. Vintage International: New York, 1934. Lawrence, D.H. Women in Love. Penguin Books: London, 1920 Murdoch, Iris. "The Sublime and Beautiful Revisited." The Yale Review, pp.247-271. 1959. ---. Under the Net. Penguin Books: London, 1954. Rauk, John. "Societal Reception of Tolkien and Other Modern Writers." Michigan State U., East Lansing, MI. 28 Apr. 2004. Humor's Place in the 20th Century Novel Essay -- Literature Literary E Humor's Place in the 20th Century Novel   Ã‚  Ã‚  Ã‚  Ã‚   In her essay, â€Å"The Beautiful and Sublime Revisited,† Iris Murdoch says: The modern novel, the serious novel, does tend toward either two extremes: either it is a tight metaphysical object, which wishes it were a poem, and which attempts to convey, often in mythical form, some central truth about the human condition or else it is a loose journalistic epic, documentary or possibly even didactic in inspiration, offering a commentary on current institutions or on some matter out of history (264). Murdoch’s words do hold some truth in them. Certainly, her words can be applied to many of the most well-known modern novels from James Joyce’s Ulysses to Aldous Huxley’s Brave New World. However, her descriptions can just as easily be applied to the post modern novel. Though seriousness has generally been associated with modern literature, it is an aspect of post modern literature, as well. However, unlike most works of modern literature, the post modern novel does not focus solely on this seriousness, or on passing along a message of some sort. Rather, it strikes a delicate balance between humor and seriousness; between laughter and conveying â€Å"some central truth about the human condition† or â€Å"offering a commentary on†¦some matter out of history.†   Ã‚  Ã‚  Ã‚  Ã‚  Before I elaborate further, perhaps it is necessary to make a distinction between the terms â€Å"modern† and â€Å"post modern† as they will be used in this study. In the most general sense of the word, â€Å"modern† refers to those writings published before and during World War II, while â€Å"post modern† refers to the works that came after this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Now that this distinction has been made, the issue of humor in modern and post modern l... ...h serious subjects, it also isn’t accurate to say that there is no humor in modern literature. Many modern novels have humor in them. Ulysses is a good example of such a modern novel. However, in general, humor seems to be more prevalent in post modern literature. Works Cited Bolger, Dermot. A Second Life. Penguin Books: London, 1994. Forster, E.M. A Passage to India. Harcourt: San Diego, 1924. Ishiguro, Kazuo. The Remains of the Day. Vintage International: New York, 1988. Joyce, James. Ulysses. Vintage International: New York, 1934. Lawrence, D.H. Women in Love. Penguin Books: London, 1920 Murdoch, Iris. "The Sublime and Beautiful Revisited." The Yale Review, pp.247-271. 1959. ---. Under the Net. Penguin Books: London, 1954. Rauk, John. "Societal Reception of Tolkien and Other Modern Writers." Michigan State U., East Lansing, MI. 28 Apr. 2004.

Debt versus Equity Financing Paper Essay

In the accounting industry, financing remains an important concept, as many organizations are reliant on them for financial stability and longevity. Although there are a plethora of financing options and types to choose from, the focus of the work will revolve around debt and equity financing. These two commonly used forms of financing are important as they are both unique in how they are utilized. The author of this piece will address these two financing options while providing examples of each and addressing which capital structure is most advantageous. Debt Financing Debt financing is the process of borrowing money from a lender such as a bank. These financings option comes in the forms of loans both secure and unsecured. â€Å"Security involves a form of collateral as an assurance the loan will be repaid. If the debtor defaults on the loan, that collateral is  forfeited to satisfy payment of the debt† (Entrepreneur, 2014, p. 1). In most cases a lender will ask for some time of security on a loan and least often times will lend based on name recognition or status. One of the most common sources of debt financing is seen within startup businesses where debt financing is often provided by friends and family instead of commercial lending institutions. â€Å"When borrowing money from relatives or friends, have your attorney draw up legal papers dictating the terms of the loan, as formalized documentation† (Entrepreneur, 2014, p.1). Another form of debt financing that is most common occurs with credit cards through a credit line. Credit cards are used to provide a way to businesses to get several thousands of dollars quickly without going through the hassles of getting approved for a loan and filling out vast amount of paperwork (Entrepreneur, 2014). Though this method is very popular it is important to take note that the interest can collect if not monitored as this debt can add up quickly. Equity Financing Unlike debt financing, equity financing involves raising capital through selling shares within the business. â€Å"Equity financing essentially refers to the sales of an ownership interest to raise funds for business purposes† (Investopedia, 2013, p. 1). This form of financing does not just include selling common equity but it also consists of selling preferred stock, convertible preferred stock, and warrants. When a startup company gains success it will attain equity as it evolves. Since startups attract a vast amount of investors at different stages of the company’s evolution cycle, different forms of equity are used for the business’s financial needs. Convertible stock is comprised out as a loan, which the company is obligated to repay and if company meets the specified benchmark in terms of performance, the unpaid balance of that loan is then converted into an equity stake in the business (Merritt, 2013). Companies can also attain capital by selling shares to investors. â€Å"This allows a company to give up a piece of itself as a way to raise money to finance growth. Small, privately  held companies sell shares to private investors, who then hold equity within the company† (Merritt, 2013, p. 1). This is one of the quickest way for obtain capital to finance growth for a business, especially if it goes public. Conclusion Though both of these methods of financing are beneficial for a business to grow and obtain capital it is important to acknowledge which of these forms are most advantageous. In terms of raising mass amounts of money for growth and business operations, it would be most advantageous to utilize equity financing within the business as this provides are way for the business to attain large sums of money by selling shares. It is important to note that keeping account of the number shares is important as the business needs to ensure it maintains the majority of 51% of more to negate hostile takeover from competitors and other businesses. At times one financing on either forefront can seem to have more advantages then the next it is important the a business tries to utilize both in order to maintain balance and control of the business for optimal success. References Entrepreneur. (2014). Debt Financing. Retrieved from http://www.entrepreneur.com/encyclopedia/debt-financing Investopedia. (2013). Equity Financing. Retrieved from http://www.investopedia.com/terms/e/equityfinancing.asp Merritt, C. (2013). What Are Examples of Equity Financing? Retrieved from http://budgeting.thenest.com/examples-equity-financing-23831.html