Study Guide for Maternity Nursing Free Essays

Study Guide for Exam 1 * What are the risk factors for uterine atony? Loss of uterine tone Overdistention of the uterus (multiple gestation, polyhydramnios, macrosomia, fibroid tumors, distention with clots), bladder distention, grand multiparity, uterine trauma (forceps vacuum, c-section, cervical biopsy), bottle feeding, length of labor (precipitous or prolonged), Hx of PPH, medications (anesthesia, recent tocolysis, magnesium sulfate, induction greater than 15 hours), abruptio placenta, placenta previa, infection, inversion of uterus, placenta accrete – increta – percreta * Upon palpation you find that your client’s uterus is above the umbilicus and displaced to the right, what is your nursing intervention? sk patient last time they voided. check for distention of the bladder (superpubic distention), encourage voiding. teaching patient to try and void q2h. We will write a custom essay sample on Study Guide for Maternity Nursing or any similar topic only for you Order Now Methods to promote urination: hand under warm water, squirt bottle, sitz bath, analgesic, warm shower. * How would you expect a pp client’s labs to change/ 1. WBC Increase 2. HH Decrease 3. Platelets Stay Same * Bright red bleeding of lochia rubra one week or more into the pp period would suggest what? Late postpartum hemorrhage What teaching do you give after administering a rubella vaccine? Patient should not get pregnant for one month following the vaccine * You assess a pp client 20 minutes after birth and discover that she has saturated her pad. Her fundus is slightly above the umbilicus but centered (not off to the side this time) and boggy. What will be your next action? Early postpartum hemorrhage. Massage uterus firmly and continuously until uterus becomes firm. Call for help (to notify physician). Position flat with feet elevated approximately 30 degrees. Vital signs, IO. Medicine to contract uterus may be needed, IV, O2 10L through mask, Cath, prep for DC, bimanual massage * How do you relief a Post C-section client of gas pains? What are gas pains post-surgical described as? Gas pains are described as pain in the stomach. stomach distended and hard. For tx promote ambulation for pain (medication will not effective) and offer warm beverages to promote peristalsis * Study the postpartum psychosocial phases. Page 424 of book * Review postpartum care of the Mexican-American woman. Page 410 of book. * What are the signs of a cervical/high vagina laceration? Fundus will remain firm, continuous spurting of bright red blood * Study risk for postpartum depression. Pg. 741 * Review signs and symptoms of PIH. * What treatments would be given for endometritis and what is the rationale? * Review care of the client with mastitis. * The math will include all of the same type problems as last exam including a GTPAL. G – number of times pregnant T – number of term births P – number of preterm births A – number of abortions (spontaneous and induced) L – number of living children * Know the 3 lochia types and time span for each. Rubra (red) days 1-4 Serosa (pink-brown) days 2-10 Alba (white) days 11+ †¦ 3-6 weeks postpartum * Review teaching for the mother concerning uterine involution/ recovery and self-care activities for a new vaginal delivered client. How to cite Study Guide for Maternity Nursing, Essay examples

My work experience Essay Example For Students

My work experience Essay Through looking at the choices for taking part in work experience, that was when I saw the future before my eyes, I have always wanted to be a fitness instructor, a physical education teacher o take up the career of being a coach. The choices list stated Football in the community, Glanford Park Scunthorpe the thought of being trained by professionals excited me; I knew this would be for me. I decided to write this down as my first choice of work placement. Week later the whole class was given placement details about their choice of work experience, at the top of the letter the sheet was given the title Recreational Training Assistant to me this sounded very professional. My working hours were to be 9:00am to 5:00pm. In the past I have already trained with the scheme and I found it very enjoyable and improved my football incredibly, a friend of mine, Paul, is part of the team, through contact with him I was confident that this experience would be to a certain extent successful. Paul informed me that the working hours may differ from what was stated on the letter I received, I was comfortable with that as I knew I would be making a difference within the community and I was happy to use my own time to participate in something I found interesting and enjoyable. I was informed that I had to contact Lee Turnbull four weeks prior to the placement commencing for an interview and a health and safety information review. I rang and spoke to Lee Turnbull, he said that an interview wouldnt be necessary as on the first day I would use the morning by getting to know staff, the environment, and the rules of safety within the workplace. Two weeks prior to the start of work experience all the students taking part were given a work experience diary and log book, this was to sign the work experience agreement and fill in personal details. Health and safety awareness had to be stated as well as placement details. Throughout the week we were asked to make a diary of each day. Monday morning I woke up at seven oclock, I prepared my clothes the previous evening, they were an adidas tracksuit and trainers, I got ready for the first day at work. I was aware of the physical participation within my work experience so I prepared bottles of water as the weather was hot. My parents drove me to Barton where I was to meet up with another employee and catch the bus to Scunthorpe Bus Station. The journey to Scunthorpe was an hour and a half, on the way I felt apprehensive but in a way excited. This next week was to be a whole new experience for me and I was looking forward to working with children within the community and helping them develop new sporting skills and to teach them how I feel comfortable. I arrived at Scunthorpe Bus Station with Paul where we was to meet Max, another employee for the football in the community staff, Max drove Paul and I to Glanford Park, this is where the office was, a kind of office where everybody would meet to find out the tasks for the day. Lee Turnbull was waiting in the office, he was the kind of person who spoke his thoughts he was self-assured, confident, sociable and fun person to be around. He made me feel very welcome, he introduced me to other staff such as grounds-men of the football stadium and the football teams mascots. I was given a ground tour and shown all fire exits and toilets. Lee asked me to read the rules and regulations within the work place and the health and safety laws. I was then tested of my knowledge and according to all the staff I Passed with flying colors. By the time I had read all the rules and health and safety l laws it was lunch time. I was given an hour for a lunch break, I walked over to Tesco with Paul were I had a pasta salad. Returning back to the working world I was told to collect football equipment from the store and put it in the truck, this is what the workers referred to as a people carrier. On the work day plan it was set to go to Winteringham Primary School to teach some basic skills and understanding of football and to finish off with a penalty shootout competition for the whole school. Jungle EssayThe activities scheduled for six oclock were cancelled because of bad weather. Thursday evening I took part in a fashion show held at school called Fashion Passion I was to be there for seven oclock and wouldnt be able to leave until eleven oclock. Friday Morning as anybody could imagine I was really tired, everybody at work asked me how it went and told me today I was in charge of the other two people who were o work experience and our jobs today were advertisement, I had to go around shops putting out information leaflets about football in the community and speaking to members of the public about the scheme. I must admit handing out leaflets wasnt as enjoyable as been out with the rest of the team having the hands on experience, but further still I coped with it and was another job well done. By the end of the week I felt very comfortable working with the football in the community staff and they made me feel very welcome, so much so that I was offered a part time summer job. I took up this opportunity and I am now looking forward to a career in sports and education. During my work experience week I learnt a number of things about coaching. The students were taught that football is a game that has offensive and defensive responsibilities. I showed this through demonstration instructions. Recall and demonstrate the essential elements of passing and receiving Demonstrate how to run offensive patterns Demonstrate defensive capabilities Understand and implicate the legalities of defensive play. I learnt that all sessions should be well prepared beforehand, and that all equipment is in place before the players arrive. Coaches should insist on good timekeeping from the players. There is nothing worse than everyone waiting for one latecomer. Whenever possible practice on good surfaces, whether it is grass, all weather or even hard core. Expect and demand the highest possible standards when the coaching sessions begin. To get this ensure that everyone involved has the right attitude towards the practice. Give good demonstrations, this will save a long preamble of words, remember the players learn much quicker through their visual sense. Practice is vital to success. Players need to prove they can re-produce technical skills, learned in practices, into match situations. Furthermore players need to accept that they need to work at their game if they hope to improve. Every session should have at least 15 minutes of technical practice. Young players need to work with the ball all the time, so that control of it becomes second nature. The more touches the better for the players to retain their interest Coaches should try and assess the players both in practice and in their teams; especially the young, who should all have a development programme. Parents can help by assisting the discipline, attendance and punctuality of their offspring. Group sizes are important for training exercises. Ideally it should be no more than 15 players per coach. All techniques should be worked on à ¢Ã¢â€š ¬Ã¢â‚¬Å" not only those with which players are comfortable. Coaches will appreciate that players of the same age group generally follow a pattern, and so particular weaknesses can be worked on within the squad. For example under 7s will have a tendency to chase around in a pack following the ball, and so teaching positional sense will be an item in itself with this young group. Finally remember nothing comes easy, success has to be worked for no matter how much natural talent is available. I would highly recommend this place of work for anybody who has a great interest in sports and physical education.

The Antiwar Movement Against Vietnam In The US From 1965-1971 Essays

The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation's history. The United States first became directly involved in Vietnam in 1950 when President Harry Truman started to underwrite the costs of France's war against the Viet Minh. Later, the presidencies of Dwight Eisenhower and John F. Kennedy increased the US's political, economic, and military commitments steadily throughout the fifties and early sixties in the Indochina region. Prominent senators had already begun criticizing American involvement in Vietnam during the summer of 1964, which led to the mass antiwar movement that was to appear in the summer of 1965. This antiwar movement had a great impact on policy and practically forced the US out of Vietnam. Starting with teach-ins during the spring of 1965, the massive antiwar efforts centered on the colleges, with the students playing leading roles. These teach-ins were mass public demonstrations, usually held in the spring and fall seasons. By 1968, protesters numbered almost seven million with more than half being white youths in the college. The teach-in movement was at first, a gentle approach to the antiwar activity. Although, it faded when the college students went home during the summer of 1965, other types of protest that grew through 1971 soon replaced it. All of these movements captured the attention of the White House, especially when 25,000 people marched on Washington Avenue. And at times these movements attracted the interest of all the big decision-makers and their advisors (Gettleman, 54). The teach-ins began at the University of Michigan on March 24, 1965, and spread to other campuses, including Wisconsin on April 1. These protests at some of America's finest universities captured public attention. The Demonstrations were one form of attempting to go beyond mere words and research and reason, and to put direct pressure on those who were conducting policy in apparent disdain for the will expressed by the voters (Spector, 30-31). Within the US government, some saw these teach-ins as an important development that might slow down on further escalation in Vietnam. Although several hundred colleges experienced teach-ins, most campuses were untouched by this circumstance. Nevertheless, the teach-ins did concern the administration and contributed to President Johnson's decision to present a major Vietnam address at Johns Hopkins University on April 7, 1965. The address tried to respond to the teach-ins campus protest activity. The Johns Hopkins speech was the first major example of the impact of antiwar. Johnson was trying to stabilize public opinion while the campuses were bothering the government. In 1965, the US started strategically bombing parts of Northern Vietnam, catalyzing the antiwar movement public opinion of what was going on in Indochina. These bombings spawned the antiwar movement and sustained it, especially as the North Vietnamese leader Ho Chi Minh refused to listen to American demands (VN History and Politics). The antiwar movement would have emerged alone by the bombings, and the growing cost of American lives coming home in body bags only intensified public opposition to the war (VN H. and P.). This movement against the Northern bombings, and domestic critics in general, played a role in the decision to announce a bombing pause from May 12 to the 17, of 1965. Antiwar activists carried on through the pause with their own programs, and the scattered teach-ins had become more of a problem for President Johnson when their organizers joined in an unofficial group, the Inter-University Committee for a Public Hearing on Vietnam. This new committee began planning a nationwide teach-in to be conducted on television and radio, of which would be a debate between protesters and administrators of the government. The antiwar movement, through the national teach-in, contributed to the resignations of many government officials, including the resignation of McGeorge Bundy in early 1966. This well-publicized debate made the antiwar effort more respectable. As supporters of the war found themselves more popular, they were driven increasingly to rely on equating their position with"support for our boys in Vietnam." (Brown, 34). The antiwar movement spread directly among the combat troops in Vietnam, who began to wear peace symbols and flash peace signs and movement salutes. Some units even organized their own demonstrations to link up with the movement at home (Schlight, 45). For example, to join the November 1969 antiwar Mobilization, a unit boycotted its Thanksgiving Day dinner (Schlight, 45). One problem of the antiwar movement was the difficulty of finding ways to move beyond protest and symbolic acts to deeds that would actually impede the war. Unlike college students and other civilians, the troops in Vietnam had no such problem. Individual acts of rebellion, raging from

Whaling In Us Compared To Japan Essays - Whaling, Whale, Gray Whale

Whaling In Us Compared To Japan Essays - Whaling, Whale, Gray Whale Whaling In Us Compared To Japan Did you know that in the last 50 years over two million whales have been killed? The United States views whaling very differently than Japan does. It is a complicated and controversial topic. Many people have opinions about whale hunting. However, everyone should know both sides of the whale hunting issues before they act on the issue. To start out I am going to tell you a little about whaling. The first whale hunters were in the prehistoric times. At first they would just kill and eat beached whales. That became such a habit that they started hunting them. Most whale hunters use harpoons, guns, lances, or bombs that blow up inside the whale. They use catcher boats, or kayaks. In 1925, whalers developed factory ships that could hold 12 catcher boats and a crew of about 400. These ships had radar under the boat that could detect where the whales were. These boats are what made it so easy to hunt whales. In 1931, the International Whaling Convention began. The major whaling countries formed the IWC to protect whales from being over hunted and to regulate the whaling industries. The main duty of the IWC is to keep under review and revise the measures laid down in the Schedule to Convention, which governs the conduct of whaling throughout the world. These measures provide for the protection of certain species; designate specified areas as whale sanctuaries; set limits on the numbers and size of whales which can be taken; have open and closed seasons and areas for whaling; and prohibit the capture of female whales accompanied by calves. The United States stopped whale hunting in 1940 because of the International Whaling Convention and also because Congress made an U.S. code on whale hunting. The United States never depended on whale meat like Japan. They mostly whale hunted for a hobby. The Congress feels that whales are a unique resource of great scientific interest to mankind and are a vital part of the marine ecosystem. Man has overexploited whales for many years, highly reducing species and endangering others. The United States has extended its responsibilities to protect all marine animals. They think that whales are a particular interest to citizens of the United States. Japan started whaling way back in the 2nd Century BC. They whale because they have whale meat as part of their diet. In 1946, whale meat was not considered special food anymore but was necessary to keep the Japanese healthy and alive because they depended on it for so long. People ate whale meat as a source of protein whether they liked it or not. In 1947, about 47% of the total animal protein was whale meat. Until the 1960's, whale meat continued to be their main source of protein. In 1962, the whaling industry recorded 226,000 tons of whale meat; this was the highest amount throughout the history of the Japanese whaling. The percentage of whale meat consumption compared to the total animal meat consumption was 23% in 1964. (whalenet 1) Whale meat was the only meat served in school lunches, which began in 1947 and continued until the mid-1950. After that, pork and chicken began to be served in school lunches and the amount of whale meat decreased. In the mid-1970's, whale meat was u sed more than any other meat and today it still is but has reduced highly since then. In the United States there is an Indian Tribe that is still whaling. This Tribe is called the Makah Indians. They are from the western state of Washington. They are allowed to hunt because the IWC believes that whaling has been in their tradition for so long that it is all right. Whaling has been a tradition of the Makah for more than 2000 years. They had to stop in the 1920s due to there not being many gray whales still alive. The gray whales abundance now makes it possible for them to hunt again. One Makah Indian says, I feel that our health problems result, in some degree, to the loss of our traditional diet of seafood and sea mammal meat. We would like to restore the meat of the

Biography of Paul Revere and His Midnight Ride

Biography of Paul Revere and His Midnight Ride Paul Revere (January 1, 1735–May 10, 1818) is perhaps best known for his famous midnight ride, but he was also one of Boston’s most ardent patriots. He organized an intelligence network called Sons of Liberty to help colonists fight against British troops. Fast Facts: Paul Revere Known for: Famous midnight ride alerting the people of Lexington and Concord of an impending British attack; one of the leaders of Sons of Liberty movementOccupation: Silversmith, artisan, and early industrialistBorn:  January 1, 1735 in Boston, MassachusettsDied:  May 10, 1818, Boston, MassachusettsParents’ Names: Apollos Rivoire and Deborah HitchbornSpouses Names: Sarah Orne (m. 1757-1773); Rachel Walker (m. 1773-1813)Children: 16, 11 of whom survived childhood Early Years Paul Revere was the third of twelve children born to Apollos Rivoire, a French Huguenot silversmith, and Deborah Hitchborn, the daughter of a Boston shipping family. Apollos, who emigrated from France as a teen, changed his name to the more English-sounding Revere at some point prior to Pauls birth- a common practice at the time. The young Revere left school in his early teens to become an apprentice in his fathers silversmithing business, which allowed him to interact with a wide variety of different people within Bostons society. When Revere was nineteen, his father died, but he was too young to take over the smithy, so he enlisted in the provincial army. The French and Indian War was ongoing, and Revere soon found himself commissioned to the rank of Second Lieutenant. After a year in the Army, Revere returned home to Boston, took over the family silver shop, and married his first wife, Sarah Orne. By the mid-1760s, the economy was sliding into a recession, and Reveres silver business was struggling. Like many craftsman of the era, Revere needed some supplemental income, so he took up the practice of dentistry. His skill in manufacturing false teeth from ivory was one that would serve him well later. The Brink of Revolution In the late 1760s, Revere formed a close friendship with Dr. Joseph Warren of Boston. The two men were members of the Masons, and they each had an interest in politics. Over the next few years, they became active participants in the Sons of Liberty movement, and Revere used his skill as an artist and craftsman to produce some of Americas earliest political propaganda. He illustrated carvings and engravings, many of which included images of events like the Boston Massacre of 1770, and a parade of British troops through the citys streets. As he became more prosperous, Revere and his family moved to a home in Bostons North End. However, in 1773, Sarah died, leaving Revere with eight children to raise; within a few months he married his second wife, Rachel, who was eleven years his junior. In November of that year, a ship called the Dartmouth docked in Boston Harbor, and history would soon be made. The Dartmouth arrived laden with tea shipped by the East India Company under the newly-passed Tea Act, which essentially was designed to force colonists to buy tea from East India, rather than purchasing smuggled tea at a lower cost. This was extremely unpopular with the people of Boston, so Revere and many of the men of the Sons of Liberty took turns guarding the ship, preventing it from being unloaded. On the night of December 16, Revere was one of the ringleaders when American patriots stormed the Dartmouth and two other East India ships, and dumped the tea into Boston Harbor. Over the next two years, Revere made regular rides as a courier, traveling from Boston to Philadelphia and New York City to carry information on behalf of the Committee of Public Safety. This was a grass-roots committee of patriots who did their best to make governing extremely difficult for British authorities. Around the same time, Revere and other members of the Sons of Liberty, and their associates, began a network of intelligence gathering in Boston. Meeting in a tavern called the Green Dragon, which Daniel Webster called the headquarters of the revolution, Revere and other men, known as Mechanics, disseminated information about the movement of British troops. The Midnight Ride In April 1775, Dr. Joseph Warren was alerted to possible British troop movements near Concord, Massachusetts. Concord was a small town not far from Boston, and was the site of a large cache of patriot military supplies. Warren sent Revere to warn the Massachusetts Provincial Congress so they could move the stores to a safer location. Interim Archives / Getty Images A few days later, British General Thomas Gage was ordered to move on Concord, disarm the patriots, and seize their cache of weapons and supplies. Although Gage was instructed by his superiors to arrest men like Samuel Adams and John Hancock for their roles as rebel leaders, he opted not to include that in his written instructions to his troops, because if word got out, there could be a violent uprising. Instead, Gage chose to focus his written orders on taking possession of the weapons he believed to be housed in Concord. Over the coming days, Revere instructed the sexton at the North Church to use a signal lantern in the steeple if he saw British soldiers approaching. Because the British could either take the road from Boston to Lexington or sail up the Charles River, the sexton was told to light a single lantern for land movement, and two if there was activity on the water. Thus, the phrase one if by land, two if by sea was born. On April 18, Warren told Revere that reports indicated that British troops were secretly moving towards Concord and the neighboring town of Lexington, ostensibly to capture Adams and Hancock. Although the weapons supply had been safely moved, Hancock and Adams were unaware of the impending danger. When the sexton at the North Church placed two lanterns in his steeple, Revere moved into action. He crossed the Charles River in a rowboat in the dead of night, careful to avoid the notice of the British warship HMS Somerset, and landed in Charlestown. From there, he borrowed a horse and rode to Lexington, sneaking past British patrols and alerting every home he passed along the way. Revere traveled through the night, visiting patriot strongholds like Somerville and Arlington, where additional riders picked up the message and traveled their own routes. By the end of the night, it is estimated that some forty riders had gone out to spread the word of the impending British attack. Revere arrived in Lexington around midnight, and warned Adams and Hancock, and then headed towards Concord. On his way, he was stopped by a British patrol and questioned; he told the soldiers that if they approached Lexington they would find themselves face to face with an angry and armed militia. At some point, once they neared Lexington with Revere in tow, the towns church bell began to ring; Revere told them it was a call to arms, and the soldiers left him in the woods to walk the rest of the way to town alone. Once he arrived, he met up with Hancock, and helped him gather up his family so they could escape safely as the battle on Lexington Green began. During the Revolutionary War, Revere was unable to return to Boston, but stayed in Watertown, where he continued his work as a courier for the provincial congress, and printed currency for payment of the local militias. Dr. Warren was killed at the Battle of Bunker Hill, and nine months after his death, Revere was able to identify his remains, exhumed from a mass grave, thanks to a false tooth he had mounted for his friend, making Paul Revere the first forensic dentist. There is no evidence that Revere actually shouted out The British are coming! during his famous ride. Later Years After the Revolution, Revere expanded his silversmithing business and opened an iron foundry in Boston. His business produced cast iron goods such as nails, weights, and tools. Because he was willing to invest money into expanding his foundry, and embraced new technological ideas in the field of metalworking, he became highly successful. Eventually, his foundry moved into iron and bronze casting, and he was able to mass produce church bells as America moved into a post-war religious revival. With two of his sons, Paul Jr. and Joseph Warren Revere, he founded Paul Revere and Sons, and gradually perfected the production of rolled copper. He remained politically active throughout his entire life, and died in 1818 at his home in Boston. Sources â€Å"Joseph Warren Dies a Martyr in the Battle of Bunker Hill.† New England Historical Society, 16 June 2018, www.newenglandhistoricalsociety.com/death-gen-joseph-warren/.Klein, Christopher. â€Å"The Real-Life Haunts of the Sons of Liberty.† History.com, AE Television Networks, www.history.com/news/the-real-life-haunts-of-the-sons-of-liberty.â€Å"Paul Revere - The Midnight Ride.† Paul Revere House, www.paulreverehouse.org/the-real-story/.Strangeremains. â€Å"Paul Revere: The First American Forensic Dentist.† Strange Remains, 11 Oct. 2017, strangeremains.com/2017/07/04/paul-revere-the-first-american-forensic-dentist/.

Financial Analysis for International Company Essay

Financial Analysis for International Company - Essay Example RECOMMENDATION FOR MANAGING FINANCIAL RISKS: 11 6.2. RECOMMENDATION FOR MANAGING OPERATIONAL RISKS 11 6.3. RECOMMENDATION FOR MANAGING MARKET PLACE RISKS 12 6.4. RECOMMENDATION FOR MANAGING MACRO-ECONOMIC RISKS 12 7. References 13 1. INTRODUCTION: Dixons Retail Plc is the largest electrical and computing retailer in Europe. The company offers wide range of products and services and it operates in 26 countries. The company sells the following products: Consumer electronics, Personal computers, Domestic appliances, Photographic equipment and Communication products. Principal products like Brown goods, white goods, computing products and mobile phones are sold by the company. The company is a multi-channel retailer that sells products over the internet, in stores and by phone and it also provides product support services to the customers. B2B sales and services are also carried out by the company. (Forbes.com LLC , 2011) 1.1ABOUT DIXONS RETAIL PLC: The company offers wide range of produ cts and services and it operates in 26 countries. In 13 countries, the company has approx. 1,200 stores. The company has over 38,000 employees and it holds number 1 position in the UK & Ireland, Greece, Nordics and the Czech Republic. (Dixons Retail Plc, 2011) The company operates four divisions which are as follows: 1. UK & Ireland 2. Nordics 3. Other International 4. E-commerce Important information related to these four divisions is given below in the table: (Dixons Retail Plc, 2011) UK & Ireland Nordics Other International E-commerce SALES ?3.8bn ?2.3bn ?1.2bn ?0.8bn EBIT ?71.3m ?105.6m (?21.6m) ?0.9m MARKET POSITION Number 1 Number 1 Number 1 in Greece, Number 2 in Italy and Czech Leading internet operator across Europe SHARE OF GROUP 47% 28% 15% 10% NO. OF EMPLOYEES 23,091 7,343 6,191 1,398 NO. OF STORES 642 285 308 - 1.2 TURNOVER: In 2006, Dixons Retail’s turnover was ?7,403,400,000 then in 2007 it was ?7,929,700,000 i.e. an increase of 7.108%. In 2008, the turnover wa s ?8,545,900,000 then in 2009 it was ?8,364,600,000 i.e., a decrease of 2.122%. In 2010, the company’s turnover was ?8,532,500,000 i.e. an increase of 2.007%. (WorkSMART, nd) 2. FINANCIAL POSITION: In 2007, Dixons Retail’s profit was ?114,100,000 then in 2008 it faced a loss of ?192,800,000. In 2009, the company again faced a loss of ?140,400,000 but then in 2010 Dixons Retail achieved a profit of ?112,700,000. In 2011, the company faces a loss of ?224,100,000. (WorkSMART, nd) In 2007, Dixons Retail’s revenue was ?7929.70m then in 2008 it was ?8488.00m i.e. an increase of 7.041%. In 2009, the revenue was ?8317.80m then in 2010 it was ?8532.50m i.e. an increase of 2.581%. In 2011, the company’s revenue is ?8341.80m i.e. a decrease of 2.235%. (London Stock Exchange PLC, 2011) Other important Dixons Retail’s financial indicators are given below in the table: DIXONS RETAIL FINANCIAL INDICATORS (Telegraph Media Group Limited, 2011) MAY 2011 MAY 2010 MAY 2009 MAY 2008 MAY 2007 P/E RATIO -2.18 17.42 -4.04 -4.81 89.45 ROCE -14.86 6.56 -14.74 2.4 OPERATING MARGIN -2.93 0.7 -2.67 -3.05 0.42 RETURN ON ASSETS -5.61 2.48 -4.96 -5.68 1.08 EV/BIT -4.17 9.09 -11.73 -7.70 19.43 GEARING RATIO 44.93 37.49 53.73 31.79 23.54 P/BV RATIO 0.8 1.41 1.31 1.48 2.31 P/CASHFLOW RATIO 2.89 14.16 -46.19 6.13 12.57 QUICK RATIO 0.34 0.34 0.32 0.38 0.5 TURNOVER PER SHARE 2.261 2.441 2.825 3.504 3.186 PEG (HISTORICAL GROWTH) 0.06 -0.46 0.12 0.73 -165.66 EPS GROWTH 7.00% 50.00% -90.00%

The Role NGOs Play in Poverty in Developing Countries Essay

The Role NGOs Play in Poverty in Developing Countries - Essay Example As the essay declares the presence of poverty adds to these factors and makes the economic scenario worse for the developing nations. Thus one of the essential reforms in the developing nations is reducing the level of poverty.From the paper it is clear that  strategies for poverty reduction in a country include the various macroeconomic policies and social programmes that help in reducing poverty and stimulating economic growth. The social and structural programmes for reducing poverty in developing countries are designed after analysing the multidimensional effects of poverty. The ultimate objective of these policies is raising the quality of life of the poor. Generally such policies are associated with a deep involvement of the civil society. The civil society’s participation in the policies promotes the national ownership of the poverty reduction strategies. Poverty is a deep-rooted problem for any nation. Hence the strategies taken for its eradication also involve a lon g time horizon. This is the reason for the long-term perspective of poverty reduction strategie.   Various strategies are followed for poverty eradication in developing nations. The most popular among them is Ownership strategy. One of the most significant factors that contribute to the problem of poverty is the unequal distribution of economic resources, since this unequal distribution denies the access of economic resources to the poor. The ownership strategy of poverty reduction aims at an appropriate distribution of economic resources in the developing countries.