Analysis of The Dead Trilogy directed by George Romero essays

Analysis of The Dead Trilogy directed by George Romero essays The trilogy begins with 'Night of The Living Dead', this was released in 1968. It had a very small budget ($114,000). The main character is black, which was a huge break-through in those days. All of the main characters are killed in this film, including the black man; he is killed at the very end by a redneck. In the end credits we see the black man lying on the floor, dead, with a meat hook over his head, this is highly symbolic. This shows how mise-en-scene aids directors to get their message across. The second part of the trilogy is 'Dawn of The Dead', this was released in 1978. This film takes place inside a shopping mall. This supposed to exemplify normality and the everyday boring life of an American shopper, in contrast to the hundreds of zombies. The final part of the trilogy is 'Day of The Dead' this was released in 1985. This takes place inside a military base, whilst zombies are running wild and free above ground. This shows humans slightly as caged animals, even though they have some zombies caged up whilst they do experiments on them. However its clear that the zombies are in charge. In all three films the humans are trapped inside somewhere for the duration of the film, be it a house, shopping mall or military base. This shows how powerful the zombies are in comparison to the humans, as the zombies are free to do as they will, whilst the humans are stuck in one place with lack of food, water, communication etc. All three films have hidden messages which comment on George Romero's view of the state of the world at the time. 'Night of The Living Dead' conveys how racism was quite a problem then. The techniques he uses to show this are; the ways other characters interacted with him, they didn't treat him with as much respect as the other white characters, and how he was killed at the end instead of being hailed as ...

Analysis of The Dead Trilogy directed by George Romero essays

Analysis of The Dead Trilogy directed by George Romero essays The trilogy begins with 'Night of The Living Dead', this was released in 1968. It had a very small budget ($114,000). The main character is black, which was a huge break-through in those days. All of the main characters are killed in this film, including the black man; he is killed at the very end by a redneck. In the end credits we see the black man lying on the floor, dead, with a meat hook over his head, this is highly symbolic. This shows how mise-en-scene aids directors to get their message across. The second part of the trilogy is 'Dawn of The Dead', this was released in 1978. This film takes place inside a shopping mall. This supposed to exemplify normality and the everyday boring life of an American shopper, in contrast to the hundreds of zombies. The final part of the trilogy is 'Day of The Dead' this was released in 1985. This takes place inside a military base, whilst zombies are running wild and free above ground. This shows humans slightly as caged animals, even though they have some zombies caged up whilst they do experiments on them. However its clear that the zombies are in charge. In all three films the humans are trapped inside somewhere for the duration of the film, be it a house, shopping mall or military base. This shows how powerful the zombies are in comparison to the humans, as the zombies are free to do as they will, whilst the humans are stuck in one place with lack of food, water, communication etc. All three films have hidden messages which comment on George Romero's view of the state of the world at the time. 'Night of The Living Dead' conveys how racism was quite a problem then. The techniques he uses to show this are; the ways other characters interacted with him, they didn't treat him with as much respect as the other white characters, and how he was killed at the end instead of being hailed as ...

Analysis of The Dead Trilogy directed by George Romero essays

Analysis of The Dead Trilogy directed by George Romero essays The trilogy begins with 'Night of The Living Dead', this was released in 1968. It had a very small budget ($114,000). The main character is black, which was a huge break-through in those days. All of the main characters are killed in this film, including the black man; he is killed at the very end by a redneck. In the end credits we see the black man lying on the floor, dead, with a meat hook over his head, this is highly symbolic. This shows how mise-en-scene aids directors to get their message across. The second part of the trilogy is 'Dawn of The Dead', this was released in 1978. This film takes place inside a shopping mall. This supposed to exemplify normality and the everyday boring life of an American shopper, in contrast to the hundreds of zombies. The final part of the trilogy is 'Day of The Dead' this was released in 1985. This takes place inside a military base, whilst zombies are running wild and free above ground. This shows humans slightly as caged animals, even though they have some zombies caged up whilst they do experiments on them. However its clear that the zombies are in charge. In all three films the humans are trapped inside somewhere for the duration of the film, be it a house, shopping mall or military base. This shows how powerful the zombies are in comparison to the humans, as the zombies are free to do as they will, whilst the humans are stuck in one place with lack of food, water, communication etc. All three films have hidden messages which comment on George Romero's view of the state of the world at the time. 'Night of The Living Dead' conveys how racism was quite a problem then. The techniques he uses to show this are; the ways other characters interacted with him, they didn't treat him with as much respect as the other white characters, and how he was killed at the end instead of being hailed as ...

Portable Art From Upper Paleolithic Period

Portable Art From Upper Paleolithic Period Portable art (known as mobiliary art or art mobilier in French) typically refers to objects carved during the European Upper Paleolithic period (40,000-20,000 years ago) that can be moved or carried as personal objects. The oldest example of portable art, however, is from Africa nearly 100,000 years older than anything in Europe. Further, ancient art is found around the globe far from Europe: the category has had to expand to serve the data that have been collected. Categories of Paleolithic Art Traditionally, Upper Paleolithic art is divided into two broad categoriesparietal (or cave) art, including the paintings at Lascaux, Chauvet, and Nawarla Gabarnmang; and mobiliary (or portable art), meaning art that can be carried, such as the famous Venus figurines. Portable art consists of objects carved from stone, bone, or antler, and they take a wide variety of forms. Small, three-dimensional sculpted objects such as the widely known Venus figurines, carved animal bone tools, and two-dimensional relief carvings or plaques are all forms of portable art. Figurative and Non-Figurative Two classes of portable art are recognized today: figurative and non-figurative. Figurative portable art includes three-dimensional animal and human sculptures, but also figures carved, engraved, or painted on stones, ivory, bones, reindeer antlers, and other media. Non-figurative art includes abstract drawings carved, incised, pecked or painted in patterns of grids, parallel lines, dots, zigzag lines, curves, and filigrees. Portable art objects are made by a wide variety of methods, including grooving, hammering, incising, pecking, scraping, polishing, painting, and staining. Evidence of these ancient art forms can be quite subtle, and one reason for the broadening of the category well beyond Europe is that with the advent of optical and scanning electron microscopy, many more examples of art have been discovered. Oldest Portable Art The oldest portable art discovered to date is from South Africa and made 134,000 years ago, consisting of a piece of scored ochre at Pinnacle Point Cave. Other pieces of ochre with engraved designs include one from Klasies River cave 1 at 100,000 years ago, and Blombos cave, where engraved designs on 17 pieces of ochre were retrieved, the oldest dated to 100,000-72,000 years ago. Ostrich eggshell was first known to have been used as a medium for engraved portable art in southern Africa at Diepkloof Rockshelter and Klipdrift Shelter in South Africa and Apollo 11 cave in Namibia between 85-52,000. The earliest figurative portable art in South Africa is from the Apollo 11 cave, where seven portable stone (schist) plaques were recovered, made approximately 30,000 years ago. These plaques include drawings of rhinoceros, zebras, and humans, and possibly human-animal beings (called therianthropes). These images are painted with brown, white, black and red pigments made of a wide variety of substances, including red ochre, carbon, white clay, black manganese, white ostrich eggshell, hematite, and gypsum. Oldest in Eurasia The oldest figurines in Eurasia are ivory figurines dated to the Aurignacian period between 35,000-30,000 years ago in the Lone and Ach valleys in Swabian alps. Excavations at the Vogelherd Cave recovered several small ivory figurines of several animals; Geissenklà ¶sterle cave contained more than 40 pieces of ivory. Ivory figurines are widespread in the Upper Paleolithic, extending well into central Eurasia and Siberia. The earliest portable art object recognized by archaeologists was the Neschers antler, a 12,500-year-old reindeer antler with a stylized partial figure of a horse carved in the surface in left profile. This object was found at Neschers, an open-air Magdalenian settlement in Auvergne region of France and recently discovered within the British Museum collections. It was likely part of the archaeological materials excavated from the site between 1830 and 1848. Why Portable Art? Why our ancient ancestors made portable art so very long ago is unknown and realistically unknowable. However, there are plenty of possibilities that are interesting to contemplate. During the mid-twentieth century, archaeologists and art historians explicitly connected portable art to shamanism. Scholars compared the use of portable art by modern and historical groups and recognized that portable art, specifically figural sculpture, was often related to folklore and religious practices. In ethnographic terms, portable art objects could be considered amulets or totems: for a while, even terms like rock art were dropped from the literature, because it was considered dismissive of the spiritual component that was attributed to the objects. In a fascinating set of studies beginning in the late 1990s, David Lewis-Williams made the explicit connection between ancient art and shamanism when he suggested that abstract elements on rock art are similar to those images seen by people in visions during altered states of consciousness. Other Interpretations A spiritual element may well have been involved with some portable art objects, but wider possibilities have since been put forward by archaeologists and art historians, such as portable art as personal ornamentation, toys for children, teaching tools, or objects expressing personal, ethnic, social, and cultural identity. For example, in an attempt to look for cultural patterns and regional similarities, Rivero and Sauvet looked at a large set of representations of horses on portable art made from bone, antler, and stone during the Magdalenian period in northern Spain and southern France. Their research revealed a handful of traits that seem to be particular to regional groups, including the use of double manes and prominent crests, traits that persist through time and space. Recent Studies Other recent studies include that of Danae Fiore, who studied the rate of decoration used on bone harpoon heads and other artifacts from Tierra del Fuego, during three periods dated between 6400-100 BP. She found that the decoration of harpoon heads increased when sea mammals (pinnipeds) were a key prey for the people; and decreased when there was an increase in consumption of other resources (fish, birds, guanacos). Harpoon design during this time was widely variable, which Fiore suggests were created through a free cultural context or fostered through a social requirement of individual expression. Lemke and colleagues reported more than 100 incised stones at the Clovis-Early Archaic layers of the Gault site in Texas, dated 13,000-9,000 cal BP. They are among the earliest art objects from a secure context in North America. The nonfigurative decorations include geometric parallel and perpendicular lines inscribed on limestone tablets, chert flakes, and cobbles. Sources Abadà ­a, Oscar Moro. Paleolithic Art: A Cultural History. Journal of Archaeological Research, Manuel R. Gonzlez Morales, Volume 21, Issue 3, SpringerLink, January 24, 2013. Bello SM, Delbarre G, Parfitt SA, Currant AP, Kruszynski R, and Stringer CB. Lost and found: the remarkable curatorial history of one of the earliest discoveries of Palaeolithic portable art. Antiquity 87(335):237-244. Farbstein R. The Significance of Social Gestures and Technologies of Embellishment in Paleolithic Portable Art. Journal of Archaeological Method and Theory 18(2):125-146. Fiore D. Art in time. Diachronic rates of change in the decoration of bone artifacts from the Beagle Channel region (Tierra del Fuego, Southern South America). Journal of Anthropological Archaeology 30(4):484-501. Lemke AK, Wernecke DC, and Collins MB. Early Art in North America: Clovis and Later Paleoindian Incised Artifacts from the Gault Site, Texas (41bl323). American Antiquity 80(1):113-133. Lewis-Williams JD. Agency, art, and altered consciousness: A motif in French (Quercy) Upper Paleolithic parietal art. Antiquity 71:810-830. Moro Abadà ­a O, and Gonzlez Morales MR. Towards a genealogy of the concept of paleolithic mobiliary art. Journal of Anthropological Research 60(3):321-339. Rifkin RF, Prinsloo LC, Dayet L, Haaland MM, Henshilwood CS, Diz EL, Moyo S, Vogelsang R, and Kambombo F. Characterising pigments on 30 000-year-old portable art from Apollo 11 Cave, Karas Region, southern Namibia. Journal of Archaeological Science: Reports 5:336-347. Rivero O, and Sauvet G. Defining Magdalenian cultural groups in Franco-Cantabria by the formal analysis of portable artworks. Antiquity 88(339):64-80. Roldn Garcà ­a C, Villaverde Bonilla V, Rà ³denas Marà ­n I, and Murcia Mascarà ³s S. A Unique Collection of Palaeolithic Painted Portable Art: Characterization of Red and Yellow Pigments from the Parpallà ³ Cave (Spain). PLOS ONE 11(10):e0163565. Volkova YS. Upper Paleolithic Portable Art in Light of Ethnographic Studies. Archaeology, Ethnology, and Anthropology of Eurasia 40(3):31-37.

Marketing Plan III Research Paper Example | Topics and Well Written Essays - 500 words

Marketing Plan III - Research Paper Example Though obesity is not a disease in itself but it causes heart issues and diabetes and this fact is very well known to the non-Hispanic higher age population (Overweight and Obesity 2012). Zero calorie beer has been developed for a distinct class of people who are health conscious and do not want to add unwanted calorie in their body. In this perspective, Anheuser-Busch wants to position and canvass the newly developed zero calorie beer among this class of people highlighting salient features and attributes of this product (Anheuser-busch, 2012). MillerCoors is the most formidable of the competitor in the market and Anheuser-Busch has taken extra care to differentiate this new product from any of the MillerCoors’ products so that it can be distinguished clearly by the discerning class of consumers (MillerCoors 2012). None of the MillerCoors’ product offers so low a calorie as offered by this zero calorie beer product of Anheuser-Busch. The most important aspect is that the alcohol % by volume is still above 4 percent (to be precise 4.2%) and enough to give not only a bang of beer but in look, color and froth too it resembles pure beer so that there is no resistance in accepting the product. Very low Carbohydrate and protein contents at 3g and 0.5g per 12 oz. respectively highlight how the company is careful in product development to meet ultimate needs of the health-conscious

E- Business report (2625words) and Analysis messages(500 words) Essay

E- Business report (2625words) and Analysis messages(500 words) - Essay Example An example of mobile marketing is safaricom which is a company based in Africa where goods and services can be purchased by customers using just a key in their mobile handsets. The focus in E-business is also laid on short messages services, but includes such methods like use of emails amongst other channels. Mobile marketing is an emerging issue in today’s developed and developing economies and as such should be properly addressed as it has a positive impact on e-marketing. Similar to mobile marketing, e-marketing greatly relies on the use of the internet to market and promote goods and services. E-business has made this process of e-marketing easier as it has allowed consumers to access internet activities through their handsets without having to use the traditional desktops and laptops commonly used in the past by individuals. Advancements in e-business have seen a change ‘towards the use and application of mobile phones among organizations and people who wishes to pa ss messages for various purposes and intended audiences. Today, many organizations are adopting me-marketing because they are seeing as an efficient way of marketing their products effectively than the earlier methods they used. However, in spite of e-business being an emerging issue in today’s businesses, using mobile channels is still a challenging issue to those who have not known the dos and don’ts of e-business. Laws and consumer behavior which were witnessed decades ago have drastically changed towards e-business. The mobile marketing forms currently being adopted are direct e-business, modern enabled marketing and traditional media marketing (Pasqua & Elkin, 2013). In e-business, the strongest potential towards service is always inclined towards the messages servicing whereby the voice services always become a commodity. Therefore, I consider e-business to be an effective marketing tool because it is

Reflecting On Prioritising Personal Development And Patient Care Nursing Essay

Reflecting On Prioritising Personal Development And Patient Care Nursing Essay For the purpose of this essay, I will use Gibbs (1988) Reflective Learning Cycle to reflect on an aspect of individual professional practice, which requires development in preparation for my role as a Registered Nurse. Gibbs (1988) Reflective Learning Cycle encourages a clear description of a situation, analysis of feelings, evaluation of the experience and analysis to make sense of the experience to examine what you would do if the situation arose again. To keep within the Nursing and Midwifery Council (NMC) Code of Professional Conduct guidelines (2008a) and to maintain confidentiality the use of names or places will not be used throughout this essay. Description Whilst on placement working on a general ward during my third year I was asked to research a drug I was unsure about by my mentor. On my way to research the drug I was approached by a health care assistant who asked me if I could assist her with a patient who was lying in a soiled bed. I chose to help the health care assistant as I thought this was priority as I could look up the drug at any point in the day as it was for my own learning and development and wasnt urgent. After I had helped the health care assistant, my mentor asked if I had researched the drug. I explained that I had gone to help the health care assistant and would now look up the drug, which I then did. My mentor then told me that I needed to improve on my time management, as I had not looked up the drug when she asked me to. She carried on explaining that when I become a Registered Nurse I would need to know drugs and what they are used for. This situation left me questioning which was the priority, the patients ne eds or my own professional learning and development. Feelings I automatically assisted the health care assistant in making the patient comfortable as I felt that this was the priority over researching the drug. I remember thinking that I could do this at home if the ward became busy. I felt annoyed with myself for not speaking up to my mentor about the issue as I had thought I had made the right decision to help the patient. I was concerned about the patients comfort and felt I could not justify leaving the patient lying in a soiled bed because I had to research a drug. Nurses need to be able to justify the decisions they make (NMC 2008a). After the incident, being told by my mentor that I needed to improve on my time management skills because I chose to assist the health care assistant confused me a little. This practice experience made me feel as though I needed to learn and develop more regarding my time management skills. I decided I would have to research into the meaning of time management as I thought that my time management skills were fine. I was always on time for my shift and I would make a list of the jobs I needed to do and prioritise them. This experience made me question how I was prioritising my workload at present. Evaluation I chose to assist the health care assistant in ensuring the patient was clean and comfortable and felt that this was the priority in this situation. As an accountable practitioner the NMC (2008a) states you must make the care of people your first concern, treating them as individuals and respecting their dignity which I did. I could understand what my mentor was explaining to me, that as a Registered Nurse I must be able to know what different drugs are and what they are used for. As an accountable practitioner, I must have the knowledge and skills for safe and effective practice when working without direct supervision, recognize, and work within the limits of my competence. I must also keep my knowledge and skills up to date throughout my working life and I must take part in appropriate learning and practice activities that maintain and develop my competence and performance (NMC 2008a). Post-registration education and practice (Prep) is a set of Nursing Midwifery Council standards and guidance, which is designed to help you provide a high standard of practice and care. Prep helps you to keep up to date with new developments in practice and encourages you to think and reflect for yourself. It also enables you to demonstrate to the people in your care, your colleagues and yourself that you are keeping up to date and developing your practice. Prep provides an excellent framework for your continuing professional development (CPD), which, although not a guarantee of competence, but is a key component of clinical governance (NMC 2008b). Following this experience my concern was which is the priority and which was not and that if I had have researched the drug I would have been leaving the patient in a soiled bed until I had done it. Analysis As Individuals, we do not invent the concept of time, but we learn about it, both as a concept and a social institution, from childhood onwards. In the Western world, time has been constructed around devices of measurement, such as clocks, calendars and schedules (Elias 1992). A study by Waterworth (1995) explored the value of nursing practice from the viewpoint of practitioners, she identified that time with patients is important, but raises the question of how nurses manage their time. The importance of time management will strike me at some point in my career as a Registered Nurse. I will be inundated with work and I will need to evaluate how to manage my time effectively. Time management is a dynamic process. It is constant actions and communications between you and your goals and dealing with changing situations (Brumm 2000). Time management tends to go hand in hand with good prioritisation skills, which mean managing your time, deciding upon priorities and planning accordingly, this can be one of the most difficult skills to acquire (Hole 2009). Managing time appropriately will reduce stress and increase productivity. There are three basic steps to time management. The first step requires time to be set aside for planning and establishing priorities. The second step requires completing the highest priority task whenever possible and finishing one task before you start another. In the final step the nurse must reprioritise what tasks will be accomplished based on new information received (Marquis and Huston 2009). We use planning in all aspects of our lives. In nursing, we often call it a care plan, and nurses use this process to guide their practice. The nursing process, or Assess, Plan, Implement and evaluate (APIE), can be used successfully as a time management tool. APIE is a systematic, rational method of planning and providing care but if you change, the meaning to read it is a systematic, rational method of planning and accomplishing a workable time management plan this can be a great tool for nurses to use to manage their time effectively (Brumm 2000). Assess/Analyze Collect and organise data and form a statement of actual or potential time management needs. Plan/Prioritize Formulate your plan. This involves devising goals and expected outcomes, setting priorities, and identifying interventions to help reach the goals. Implement/Intervene Put your plan into action. Evaluate Assess your outcomes and see how you measure up against your goals. There will be constant demands on my time and attention and it may be difficult to identify exactly what my priorities should be. In patient care, priorities can change rapidly and I will need to be able to constantly re-assess situations and respond appropriately. Priority setting is the process of establishing a preferential sequence for addressing nursing interventions. The nurse begins planning by deciding which intervention requires attention first, which second and so on. Instead of rank-ordering interventions, nurses can group them as having high, medium, and low priority. Life threatening problems such as loss of respiratory or cardiac function are designated as high priority. Health-threatening problems, such as acute illness and decreased coping ability, are assigned medium priority because they may result in delayed development or cause destructive physical or emotional changes. A low-priority problem is one that arises from normal developmental needs or that requires only minimal nursing support (Kozier et al 2008). The assumption is that priorities can be determined, and decisions made as to what is most important, and that this can be followed by appropriate nursing actions. To establish priorities is to question what will be the consequence if this is not done immediately. During this experience questioning what will be the consequence of not helping the health care assistant? The patient would have had to wait whilst I researched the drug and would have been left lying in urine and faeces. This could cause skin excoriation to the patient and they would have been left uncomfortable and undignified. I would not have been providing a high standard of practice and care as stated in the NMC (2008a) and I could be held accountable for this as a Registered Nurse. Urinary incontinence and faecal incontinence should be managed in a manner that is unobtrusive, reliable, and comfortable. The patient will need to be attended to quickly, in order to prevent skin damage, relieve discomfort and restore dignity. Nurses need to be aware of the potential skin problems that may result from incontinence (Baillie 2005). The presence of moisture from urine and sweat increases friction and shear, skin permeability and microbial load (Jeter and Lutz 1996). If a patient has been incontinent of urine and faeces, their interaction can result in the formation of ammonia, leading to a rise in pH and an increase in the activity of faecal enzymes that damage the skin (Baillie 2005). The importance of changing a soiled product promptly in cases of faecal incontinence to prevent skin excoriation has also been emphasised by Gibbons (1996). I must act at all times to identify and minimise risk to patients and clients (NMC 2008a). A research article and news story about student nurses and bedside care produced a phenomenal response on nursingtimes.net. The study authors Helen Allan and Pam Smith (2010) speak out  saying that given the current pressures, qualified nurses are unable to deliver bedside care. The perception is that technical care is valued over and above bedside care as a source of learning for students future roles, leaving them feeling unprepared to be registered nurses. Their research showed that students conceptualize nursing differently to qualified staff because of an intensified division of labour between registered and non-registered nursing staff. As students, we often observe health care assistants performing bedside care and registered nurses undertaking technical tasks. The absence of clear role models leads students to question bedside care as part of their learning and to put greater value on learning technical skills. In relation to my reflective experience my mentor suggested the technical task in researching the drug was the priority in relation to the bedside care of the patient therefore it is not surprising to find that student nurses are unclear as to what is a source of learning in preparation for our roles as Registered Nurses. Helping patients with personal hygiene is one of the most fundamental and crucial relationship-building skills available to nurses, regardless of their seniority and clinical experience, student nurses should embrace these opportunities while we do not have the other time pressures and we can then reflect on our experiences. These skills will prove invaluable in delivering, overseeing and evaluating meaningful, holistic care (Bowers 2009). Registered Nurses hold a position of responsibility and other people rely on them. They are professionally accountable to the Nursing and Midwifery Council (NMC), as well as having a contractual accountability to their employer and are accountable to the law for their actions. The NMC (2008a) code states that As a professional, you are personally accountable for actions and omissions in your practice and must always be able to justify your decisions. The NMC (2008a) code outlines the standards that I must work according to, what is expected of me as a registered professional by colleagues, employers, and members of the public. It also outlines what my professional responsibilities and accountabilities are. I may sometimes be faced with situations, which will require me to challenge, and question things that they are asking me to do if I feel that these things are unsafe or are not in the best interests of the patient or organisation. It is well recognised that it can be difficult to address these issues due to factors such as fear of the consequences, embarrassment, and lack of support like in my experience as mentioned above. Semple and Kenkre (2002) point out that the UKCC (2001) [now the NMC] reported the research of Moira Attree, which highlighted that fact that nurses are often reluctant to raise concerns about standards of care because they feared either inaction or retribution from employers. Nurses may also be inhibited b y fears of being ostracised by the team if deciding to speak out against poor practice. This is another aspect of my individual professional practice, which requires development, and I will try to question situations in the future if I feel they are not in the best interests of the patient. Being overwhelmed by work and time constraints will lead to increased errors, the omission of important tasks and general feelings of stress and ineffectiveness. Time management is a skill, which is learned and improves with practice (Marquis and Huston 2009). Literature on time management in nursing is mainly unreliable, providing a number of tips on how to manage time, along with descriptions of processes or strategies. The order for thinking about the process varies, ranging from setting objectives as the first step to working out how time is being used with the aid of time logs (Waterworth 2003). Determining the importance of tasks or priorities is part of the process, although the stage at which this should occur varies between authors. The main theme in literature is that nurses need to think about their own time management, with the main message being that individual nurses can manage their time. The reality of time management in nursing practice has been subject to experimental investigations, although studies on nurses work organization have found time management problematic, with nurses compensating for lack of time by developing strategies in an attempt to complete their work (Bowers et al. 2001). Conclusion Time management is a dynamic process and tends to go hand in hand with good prioritising skills. If you cannot prioritise you, will waste time and be inefficient. This can cause stress to yourself and your fellow team members, as well as causing potential harm to your patients. An efficient way to organising your time can be to use the nursing process as explained in the essay to Analyze, Prioritize, Intervene and evaluate. After my research into time management and prioritising, I believe that my mentor was wrong to question my time management skills. I had thought about which was the greater priority in this situation and I still believe that the patient was. The patient would have been at risk from skin excoriation and would have been left uncomfortable and undignified. As a Registered Nurse, I will be accountable for my actions and in the future, if the same situation arose again I feel that I would not do anything different other than to speak up and justify my decisions. I identified and minimised risk to that patient and as a Registered Nurse, I will hold a position of responsibility and other people will rely on me. Although saying this, my priorities as a Registered Nurse may be different to those as a student nurse and my continuing professional development will be extremely important. I must make the care of my patients my first concern at all times, treating them as individuals and respectin g their dignity (NMC 2008a). Action Plan With the increasing emphasis on efficiency and effectiveness in health care, how I manage my time will be an important consideration. Time management is recognized as an important component of work performance and nursing practice. As a newly qualified Registered Nurse, I will have to have excellent time management skills and be able to prioritise care appropriately. To achieve this I will: Break down my day to find out how long it takes me to do certain tasks. Using the nursing process as a tool, I will write a list in priority order and cross of tasks as they are completed and I will keep evaluating my list during the shift. I will delegate tasks to other members of the team where necessary. Through the reflection of this experience, I am now aware that I also need more development to challenge and question things that I feel are not in the best interests of the patients. To achieve this I will: I will speak up and justify my actions at all times. I will research more into assertiveness and confidence skills.