Risk Management College Essay Example | Topics and Well Written Essays - 1000 words

Risk Management College - Essay Example When the market goes up by 10%, stock B goes down by 3%. A combination of the two stocks will reduce total potential returns (since stock B is under-performing), but also reduce portfolio viability as compared to market changes. Whereas the two stocks are influenced by the market (which is the very definition of systematic risk), they change in opposite directions, which will reduce total portfolio risk. No, portfolio diversification to betas cannot entirely remove potential market risks. While unsystematic risks are eliminated in a larger portfolio, market risks still that affect most of the assets/stocks in a portfolio are not. Even entirely diversified portfolio stocks are vulnerable to market changes. Furthermore, beta coefficients are more reliable for short-term risk-assessment and can be misleading in the long-run. This is so, because beta coefficients mostly reflect past price movements, and are not reliable indicators for assets/stocks with no or recent price history (McClure, B., 2004) IPO, or the Initial Price Offering is the process of bringing private companies to the public market for the first time. The IPO represents a significant stage in the growth of a company, because it provides access to public capital markets and increases company credibility and exposure. Companies usually decide to go public because they need access to additional capital to implement long-term business strategies or use funds for acquisitions. Furthermore, this is capital that does not have to be repaid and does not involve interest payments. IPO also gives opportunities for new future stock offerings. Companies go public also to get media attention. Nowadays IPOs are used as marketing instruments to increase public awareness, and enhance brand name recognition. In other cases companies may go public to change management style and settle managerial problems using the challenging approach of capital restructuring. Task 4: What Steps Are Involved With Taking A Company Public When a company wants to offer their stock to the general public for the first time, the first step is the announcement of its intent (1), and then it usually asks an "underwriter"(2) - usually an investment banking company - to undertake this operation - in return for a fee. The underwriter agrees to pay the issuer a certain number of shares at a certain price, and then resell those shares to buyers. The underwriter and the issuer set a tentative date, and issue a preliminary prospectus (3) is with financial and business information about the issuer. The underwriter then gives presentations to people from the brokerage industry (4) to present good investment opportunities. The issuer then releases the stock to the underwriter (5), and the underwriter releases the stoc

Why do we love and cheat Research Paper Example | Topics and Well Written Essays - 1000 words

Why do we love and cheat - Research Paper Example Love has always been an inspiration for people around the worlds in all ages and civilizations. However, there had been always a dark side attached to the romantic stories of earlier times .This was that the lovers always get desperately obsesses with each other and mostly are ready to give up their life for this immeasurable emotional and physical attachment. According to (Obringer) â€Å"Love is a chemical state of mind , that's part of our genes and influenced by our upbringing. The scientists are discovering that the same chemical process that takes place with addiction takes place when we fall in love†. Love is a beautiful experience, but the other side of it is very dangerous and vicious and that is cheating stage. Cheating has always been a hidden part of love and many have been victimizes to this hazardous phenomena. However, with all this turmoil and fatal turns and twists, people still knowingly engage in love affairs. We never want to stop loving, after all the nega tive emotions we have been through, we still want to fall in love. This is where the scientist, anthropologist and psychologist get confused and they are definitely sure that love is not a chemical play but largely something beyond it. Helen Fischer here is talking about the mysterious topic of love and cheating and how all this works out in the brain of an individual. Helen is an anthropologist who researches on gender differences and human emotion and behaviors. She here explains that love is a concept which has mesmerized men and women at all times of history and the idea behind it is still unknown to human species. But loads of experiments and researches have been undertaken by Helen to understand the real reason behind why people fall for a particular person leaving the rest behind. She states that people are even ready to die for the person they loved which shows us the power of love and affection. From her speech we can make out that the real culprits behind love is the chemi cal rushing through our nervous system. The chemical dopamine has an upper hand in developing love and making the people involved in love addicted to a particular person. Dopamine is considered to be the pleasurable chemical which gives a felling of happiness and bliss to the people involved in romantic relationships. Helen states that, lovers she experimented had rush of chemicals in their brain and according to her love is a combination of lust, attachment and romantic feeling. However, it is not only human who have this chemical movement in brain but animal also do feel the same. As per (Ghosh) â€Å"In animals, scientists have observed that a chemical called oxytocin is involved in developing a bond between a mother and her young†. Apart form loving, people also do cheat and it is not always men who cheat but also women commit this sin. According to Helen, world can be a deadlier place, ff love never existed between people and this is an extremely worthy statement. Withou t love what would be the purpose of existence for human being. It could be utterly foolish to tell that eating, mating and defending is the sole purpose of life. A life without the feeling of love is bland, less purposeful and deadly. It would not be wrong to mention that no one would want to live this life without feeling love or giving love to someone. Helen here explains that women are more loving, undestanding and articulate and communicative than men. She explains that both of men and women brain work different and it is definitely an undeniable truth. â€Å"On average men; and women’s brains are not the same. Men’s and women’s were engineered , in part to handle quiet different tasks ,and that engineering is expressed in us

Benefits of Adult Foster Care (AFC)

Benefits of Adult Foster Care (AFC) Types of Community-Based Long Term Care Services Crystal Mullen What did you learn this week that you did not know before or that you found interesting? What outside resources did you use this week? Your submission should be 1 page APA formatted paper, not including your title page. Although I was blessed to grow up in a home with a mom who loved me and provided for all my needs, I knew not all children were as blessed. I remember watching television shows like â€Å"MacGyver† and talk shows like â€Å"Donahue† and â€Å"Oprah† that spoke about foster children who grew up in various homes until their 18th birthday. Then, almost without warning they are dropped out of the foster care system because they are now legally considered an â€Å"adult†. I always thought that once a person turns 18 there is basically no long term assistance for individuals who are unable to care for themselves and I always found that premise to be so cruel because there are adults who need to be cared for. Well, I’m happy to report that for those who need it the most, there is such a thing as Adult Foster Care (AFC). AFC offers physically or mentally impaired, frail senior citizens or simply ailing adults around the clock assistance that they may not receive from their own family members or caregivers. Often these caregivers are overwhelmed and find themselves unable to continue the necessary care for their loved one. In these cases the only alternative would be to admit them into the AFC system (Boehlke, 2013). Many times AFC homes are large homes that are set up to mimic a traditional, mainstream home that could teach these adults life-skills that will help them interact with society the best of their own ability (Boehlke, 2013). AFC is no substitute for a therapeutic residential facility where an adult would receive services like awake night or nursing care support (Fosterparenting.com, 2013). However, the home does provides 24 hour assistance for up to five adults for those who are simply unable to care for themselves. Adults receive their meals, are supported, supervised, and even receive as sistance with their personal care needs while obtaining necessary training in living skills. Licensed providers are paid by the state that has the home, usually on a monthly basis (Fosterparenting.com, 2013). Reviewing the facts with the various types of AFC homes as well as the duration of stay will help a family member or caregiver determine an informed alternative on where he or she can send their loved one to be cared for long term (Boehlke, 2013). If a person were to develop an AFC home, he or she would require vision, a competent staff, a budget, and the capability of meeting all applicable policies and procedures, regulations and laws. These items can be realized by taking the following steps: 1 A person who is interested in developing an AFC home should research the applicable state laws and regulations where the home is to be founded. States govern AFC through their Bureau of Children and Adult Licensing, Social Services Department, Department of Health, or the state’s Department of Human Services. This is because when an AFC home is being set up, the applicable state office that oversees AFC homes needs be identified. The rules and regulations for creating and establishing an AFC home in each state can be found through Internet research (Rappeport, 2013). 2 Interview people who already manage foster homes. AFC homes may be found through the state office that provides licenses for AFC homes. That are quite a few questions that may arise would be appropriate to discuss when planning to create an AFC. One question to consider would be what type of population does this particular home serve? For example, are they mostly developmentally challenged individuals, emotionally challenged individuals or a mixture of both? Another set of questions to consider would be what is the general age range this AFC home serves? If there is a diversity of ages in the home, how do individuals interact with each other despite the age differences? Finally though certainly not exhaustively I would consider asking the question what does the AFC home schedule look like. For example, does the schedule enable those who can to work outside the home? If so, how are residents able to obtain work (Rappeport, 2013)? Answers to questions like these and many others could prepare an individual for opening an AFC home. 3 Contact the state as well as federal government office that offers grants for the establishment of AFC homes. Periodically, the Department of Health and Human Services (HHS) provides grants and/or loans for the development of AFC homes. As soon as the home has been approved the appropriate government entities will then allocate the proper compensation that will be allocated toward the eligible AFC individuals to manage the home and care for their residents in a licensed AFC facility (Rappeport, 2013). 4 Licensed assistants and staff need to be recruited and implemented to help maintain the facility. What the home will need to run efficiently will be based on the needs of the residents they house. This includes the severity of their disabilities and the number of residents who live in the home. The state’s regulatory office that governs AFC homes will make available a list of the requirements that state holds for the staff in that home. Information for these requirements can be retrieved from the offices website. Generally, most states require that those desiring a job in a foster care home complete a basic course in AFC followed by continued education hours annually. A criminal background check may also be required (Rappeport, 2013). Conclusion I can now see how AFC can benefit more than the adults who live there. First of all, adults who are unable to take care of themselves have a place to go where they can both receive care while also be enabled to live as independently and autonomously as possible. Furthermore, family members and caregivers who become overwhelmed with the responsibility of caring for these adults have an option of ensuring care for their loved one while restoring a sense of normalcy within their own home. Finally, though not exhaustively, I can see how AFC can be a viable business option where licensed personnel can be compensated for caring for those who cannot care for themselves. I don’t know if they are adequately paid for their services, but I still see it as a selfless occupation. Therefore, AFCs give hope to adults to live a fulfilling life without being tossed out by the traditional system. They benefit adults, their families, and those who manage the AFC home. References Boehlke, J. (2013). What Is Adult Foster Care? Retrieved December 31, 2013, from eHow.com: http://www.ehow.com/print/about_4578950_what-adult-foster-care.html Fosterparenting.com. (2013). Adult Foster Care. Retrieved 31 December, 2013, from Fosterparenting.com: http://www.fosterparenting.com/foster-care/adult-foster-care.html Rappeport, L. (2013). How to Start an Adult Foster Care Home. Retrieved December 31, 2013, from eHow.com: http://www.ehow.com/print/how_5625539_start-adult-foster-care-home.html

How to use order of operations :: essays research papers

How to use order of operations. What does any kind of order have to do with math? It’s just left to right isn’t it? Wrong, the order of operations is a specific method to figuring out the correct answer to certain problems. For those of you who do not realize what I am yammering on about, this procedure piece is about the order of operations.   Ã‚  Ã‚  Ã‚  Ã‚  The order of operations is a method used to ensure that a group of people gets the correct answer without dispute, the order of operations is extremely useful. Without knowing the order of operations tell me, does this problem look sensible? 67-9(6-1)+48/ ((9x (5+2)-7’ Didn’t think so. The order of operations works like this: First anything in the parentheses, then we do the exponents/roots, then any multiplication and division- which is done in that order, then we do Addition and Subtraction- in that order as well. To explain this, we will solve the problem above: Step 1. The first thing you do in the order of operations is to do anything listed in parentheses, but you must also keep in mind everything else. So the first set we do is (5+2), even though it is the last set, addition comes first on the order of operation list. So, (5+2)= 7 right? Right, keep that in mind. Now we do the first set of parentheses, which is (6-1) which is 5. So replace both of those sets with (5) and (7) in that order. Step 2. The next step is to get rid of those nasty square roots and exponents. So, first we do the square root of 9, which is 3. Then we perform the sacred exponent figuring. So 7 squared (7’) is 49. So by now the expression should look like this: 67-9 (5) +48/ 3x (7)-49. Step 3. Now we multiply and divide all the stuff together so first we do 48/3, which is 16. Then we multiply what is needed, in this case it is 3x7, which is 21. Are you following me so far? Excellent if not then read it over.

Brief description of the context and of the decision which has to be made Essay

An internal analysis (Strengths & Weaknesses of Illy & Espressamente) †¢An external analysis (Opportunities & Threats from the Global Coffee Market). †¢A strategic SWOT analysis, crossing internal & external analyses, in order to determine strategic directions for the internationalization of Espressamente. 3. Analysis of each of the 7 foreign markets considered for expansion: †¢Cultural distance with Italy †¢Market attractiveness (based on most important variables) 4. Analysis of Illy’s competitive strength on each of the 7 foreign markets 5. Recommendation as to the market(s) to prioritize 6. Recommendation of market-entry strategy(ies) for the selected markets. Questions 1. Brief description of the context and of the decision which has to be made. 2. SWOT analysis, including: †¢An internal analysis (Strengths & Weaknesses of Illy & Espressamente) †¢An external analysis (Opportunities & Threats from the Global Coffee Market). †¢A strategic SWOT analysis, crossing internal & external analyses, in order to determine strategic directions for the internationalization of Espressamente. 3. Analysis of each of the 7 foreign markets considered for expansion: †¢Cultural distance with Italy            

Market Entry Strategies

Introduction Market entry strategies refer to modes of accessing a share of clients en masse in a new environment. This paper will give an overview of different market entry options available and their extent of applicability in the Abu Dhabi National Hotels Company’s effort to enter the US market. It will also evaluate Abu Dhabi National Hotels Company by considering indirect market entry options in entering the US market. Market entry strategies Market entry strategies can be divided into two broad categories: indirect and direct market.In choosing either of these, one should have analyzed the company in context using various analytical tools. The analysis should focus on the companies’ strengths, weaknesses, opportunities available and threats that the company might be experiencing. It also involves accessing balancing of costs, control and risks. A company should be determined to operate internationally before choosing a market entry strategy. It should also be conv inced also understand that she is about to undertake a long term inflexible commitment whose withdraw would be costly.The results that these will deliver will determine, in the case of Abu Dhabi National Hotels Company, the best entry strategy (Jalan, 2004:234). Direct entry strategy. Exporting There are various modes of direct market entry. In the case, of Abu Dhabi Company exporting is not an option since it is a service delivery company. Besides, this strategy would result in reduced control and higher risks in investment. In addition, Abu Dhabi National has a higher asset base, therefore, can engage in a promising investment strategy (Jalan, 2004:234).Licensing and Franchising Licensing and franchising can be a viable alternative if the Company wishes to have minimal financial and control commitments. In licensing, Abu Dhabi National Hotels will purchase trading rights from a potential partner in the US. This means it may not retain its current trademarks and other intellectual property- it will outsource from the licenser. Licensing is whereby a local company grants a foreign company the right to use its intellectual property.In licensing, the Abu Dhabi Company will incur costs of purchase of third party rights of which it will operate under. Franchising is whereby; the Franchiser (parent company) grants a foreign company (franchisee) the right to do business in a prescribed way. In cases where a country restricts importation, licensing would be viable means of penetrating such a market for foreign investors (Jalan, 2004:235,236). Contract Manufacturing In search for a means to foreign markets, contract manufacturing may also be an alternative.In this strategy, a company operating multinational business will contract foreign companies to produce such goods while it retains the duty of marketing them. This would be unlikely option for Abu Dhabi National Hotels since it is a service based company (Jalan, 2004:235).. Management Contracting In Management cont racting, the international firm supplies management knowledge for another in the foreign country. The technical advisory firm may not be stakeholder of the said company. Its role is to manage without the risk of loss and benefit ownership.This would be beneficial entry tool for the Abu Dhabi because the local knowledge adaptable to the new environment there can be outsources locally (Jalan, 2004:235). Indirect market entry strategy Indirect Exporting In indirect market entry, indirect exporting is one of the alternatives. In this method, a company manufactures its goods and allows other companies to export these goods to foreign countries. The main concern here is since expertise is necessary in penetrating the new market a hired firm will do it in precision to promote its client.The firms sought after in this strategy are those with longtime the experience. This method also involves the lowest risk factor for companies with no foreign experience like in this case of Abu Dhabi Natio nal Hotels (Giligan1986:101, Zisa, 2008:12). Direct Exporting This mode of accessing the foreign market involves high costs in transporting and marketing. The firm here manufactures goods in one country and then incurs the cost of marketing them abroad. This may take place through sales by foreign distributors, sales agents, overseas sales subsidiaries (Chee and Harris 1998:294).Strategic Alliance Another alternative would turn out to be strategic alliance. In this strategy, the company would form an alliance with its potential competitors in the working environment. Conclusion The US is one of the world’s economic towers. Abu Dhabi National Hotel Company rationale can be justified by the fact that there is a potential market in America. The state also enjoys stable politics although currently there are uncertainties linked to the politics of this world military superpower.That is why franchising or licensing would be a likely method for the Abu Dhabi Hotel Company. Besides, strategic alliance and creation of mergers would cushion the Hotel Company from uncertainties in the foreign market. By fact, market entry strategies have a profound effect on how a firm may access a given market in the globe. They also influence the profits made and the risks that may turn out to threats in the future. Making such a concrete decision requires evaluation of the company’s current strengths, asset base, bargaining power and foreign business policies.With these at hand, a firm can make such a longtime commitment in the foreign market once the marketer has arrived at an appropriate entry strategy. (Gillespie et al, 2011:247,248) References Andexer Thomas (2008) Analysis and Evaluation of Market Entry Modes Into the Asia-Pacific Region. Norderstedt, GRIN Verlag Chee Harold, Harris Rod (1998), Global Marketing Strategy. London. Pitman Publishers Gillespie Kate, Jeannet Jean-Pierre, Hennessey H. David (2011) Global Marketing. Mason OH. Cengage Learning.Gilligan Coli n, Martin Hird, (1986) International Marketing: Strategy and Management Kent-Great Britain Mackays of Chatham Ltd. Jalan P. K. (2004) Industrial Sector Reforms In Globalization Era. New Delhi, Prabhat Kumar Sarma Tielmann Viktor (2010) Market Entry Strategies: International Marketing Management Norderstedt, GRIN Verlag Yoshino Michael Y. and Rangan Srinivasa U. (1995). Strategic Alliances: An Entrepreneurial Approach to Globalization Harvard, Harvard University Press Zisa Letizia (2010) Positioning and Opportunity Assessment Report with Main Focus on Germany, China USA, New Zealand. Norderstedt, GRIN Verlag. Market Entry Strategies Companies have a wide range of possibilities for market entry strategies; however, they need to choose the right one for each market, bearing in mind the particular circumstances (Johnston 1998:101). When making marketing decisions, the service exporter should keep in mind some universal characteristics of services that set them apart from goods: intangibility, degree of inseparability, human intensiveness, propriety knowledge, perishability, and heterogeneity (Reif 1997:19). Depending on the service, one particular quality may be more applicable than the others. The combination of services’ intangible characteristics, along with other qualities, expand both the possibilities and obstacles for international market entry strategies of service providers, and any market entry strategy must be accompanied by a clear understanding of what delineates the difference between a service and a goods export (Reif 1997:20). There are several proven market entry methods and channels that a service exporter can utilize without the resource commitment necessary for foreign direct investment. Every service provider must decide which method of market entry will provide the greatest chance of market penetration. According to Reif, a service firm’s success will depend on four factors such as alliances with local companies, the ability to protect intellectual property, advertising, and marketing strategies and access to financial resources. Also, what marketing venue the firm decides to take will ultimately depend upon its internal capacity and creativity drive, and tenacity of its overseas partners. Market entry methods consist of all the possible alternatives to developing a business presence in a foreign market. Three major market entry strategies available for the service provider are exporting, contractual agreements and foreign direct investment (Reif 1997:21). A business deciding to offer its product outside its domestic home market has various entry strategy options such as: exporting the product already produced for the home market; licensing the product idea or production supplies to a third party who operates across national boundaries or in overseas markets; franchising arrangements – such as McDonald’s outlets in many countries; joint venture between a domestic company and a foreign company or government, or strategic alliance to form partnerships across national boundaries; the use of trading companies, that provide links between buyers and sellers in different countries; or foreign direct investment – possibly including the acquisition of an established business – which is long term commitment to a non-domestic market and is resource-demanding (Dibbs 2004:220). The degree of commitment begins, as it were, with direct selling overseas (exporting), and ends with a complex business investment in foreign markets such as a production facility or international joint venture (Copper 1998: 322). According to Copper, firms will engage heavily in international business operations tend not to make distinction between home and overseas business, just like for example, Zeneca, the major UK pharmaceuticals producer, which makes this a plank of its mission statement. Regardless of a firm’s market entry decision, the particular strategy that drives a services firm must correspond with the legal framework for business that exist in a targeted country, and the requirements concerning the scope of practice and legal structure of business should be carefully examined (Reif 1997:21). Choice of market entry depends greatly on variable factors such as current regulatory policy and the extent of domestic competition. Relationships are going to become increasingly international with inter-firm cooperation spanning a multiplicity of cultures, languages, and outlooks, thus, the international marketing in the future will almost need more competencies in communication and relationship management than even in the immediate past. List of References Cooper, C. L., & Argyris, C.   (1998). The Concise Blackwell Encyclopedia of Management. New York: Blackwell Publishing. Dibb, S., & Simkin, L. (2004). Marketing Briefs: A Revision and Study Guide. New York: Butterworth-Heinemann. Johnston, S., & Beaton, H.   (1998). Foundations of International Marketing. London: Thomson Learning EMEA. Reif, J., Ditterich, K. M., Larsen, M. G., & Ostrea, R. A.   (1997). Services–the Export of the 21st Century: A Guidebook for US Service Exporters. New York: World Trade Press. Stone, M. A., McCall, J. B.   (2004). International Strategic Marketing: A European Perspective. New York: Routledge.         

Native Women essays

Native Women essays a). It would be difficult for a French Catholic historian who was a devout Catholic to write a book about Kateri Tegawitha that would show respect for her people, and be critical of those who have written about her before because it was normally unusual for a native to embrace Christianity so wholeheartedly. In the 17th century, the Mohawk and French were deadly enemies in constant struggle with each other. Many of the French were anti-Iroquois (including Mohawk), Xavier Garneau being the most influential of them all. He despised them, calling them des loups alteres du sang, translated means blood thirsty wolves. (Steckley 1999:60; Smith 1974:28) The Mohawk considered a barbaric and degraded race were ferocious and wild, as the animals that roamed the land with them. Many writers look at strength and courage, as well as her intent. b). The portrayal of Chipewyan and Dene women are so negative and misleading because these women seen as submissive workers dominated by their husbands and fathers. They had no respect, considered lowly by their men. One in particular, Matonabbee, a Chipewyan trader; according to traditional Chipewyan culture included polygamy, with a man having two or three wives. Mantonabbee treated his wives as the economic assets; he acquired through trade but also through murder, theft and threat, an exceptionally large amount of pelts and European trade goods. Marriage was a way of hiring workers. (Steckley 89) It is their determination that drives them. In the case of Thanadelthur, here is a woman who gave her all in order to accomplish her task. She pushed herself to the limits when trying to reach another tribe to establish trade relations. However, she only did this to secure a better future for her people. c). The Mikmaq Mercenary Myth is popular among historians and other writers because of their connection to the French. It might answer the question o ...

NYSE essays

NYSE essays The NYSE was first housed at a rented room at 40 Wall Street in 1817. A 5-story building at 10 Broad Street opened in 1865.It was enlarged and remodeled during the 1870s and 1880s, then was demolished in 1901 to make way for the current building.The new Exchange building at 18 Broad Street opened in 1903.Styled in the classical-revival manner popular at the time, it was designed by George B. Post, a well-known architect and engineer.The sculptor John Quincy Adams Ward designed the pediment.The eleven figures in the pediment are emblems of American commerce and industry.The central figure symbolizes integrity, bordered by figures representing sources of wealth. Other figures personify agriculture, mining, science, industry and invention.The view of lower Manhattan from the NYSE building includes the intersection of Nassau, Broad and Wall Streets and looks directly on Federal Hall, the historic site of George Washington's inauguration in 1789.It also includes Trinity Church at the end of Wall Street.The Main Floor occupies 36,000 square feet with a ceiling of 86 feet, including the Garage, Blue Room and Expanded Blue Room.It consists of 17 trading posts, 340 trading positions and 3,000 people who work on the trading floor.Trowbridge ...

What Is the SSAT Expert Guide to the 3 Levels

What Is the SSAT Expert Guide to the 3 Levels SAT / ACT Prep Online Guides and Tips Are you interested in going to private school? If so, you might need to take the SSAT to get in. But what is the SSAT? It'san admissions test that independent schools throughout the U.S. and the world use to assesstheir prospective students. The testis available in three levels, so students in elementary, middle, and high school can take it. This comprehensive guide will go over each level of the SSAT so you can learn all about its purpose, structure, and questions. You’ll also find six usefultips for test prep. To start, let’s go over the purpose of the test. What Is the SSAT and Who Takes It? The SSAT is designed for students in grades 3 through 11 who are seeking admission to private schools. It’s available in three levels: elementary for students in grades 3 and 4, middle for students in grades 5 through 7, and upper for students in grades 8 through 11. Students take the test according to their current grade, not the one to which they’ll be applying. If you’re in 7th grade, for instance, you'd take the middle level test, not the upper level one. Similarly, 4th graders applying to 5th grade would take the elementary level, not the middle level. Since you’ll have to wait several weeks for your score report, you should take the test well ahead of any school application deadlines. Students can take the test more than once on variousSaturdays throughout the school year. If you need to arrange a different testing date, then you can set up a â€Å"Flex Test.† Unlike the regularly scheduled SSAT tests, you can only take one Flex Test per year. For most students, the most convenienttesting center will bea nearby private school. There are independent schools that administer the SSAT in countries all over the world. You can find the full list of private elementary, middle, and high schools that give the teston its official website. The SSAT, like the SAT for colleges, is just one piece of a student’s private school application. Along with strong grades and extracurriculars, the student should aim to present competitive test scores. With this in mind, let’s take a closer look at what the SSAT tests at all three levels. The SSAT offers three delicious levels for elementary, middle, and high school students. What Does the SSAT Test? Questions and Skills Despite their differences, all levels of the SSAT share the same goal, to measure your verbal, quantitative, and reading comprehension skills. The verbal sections of the testask about vocabulary, verbal reasoning, and relationships between ideas. The quantitative sections will ask you to solve problems with mathematical concepts. Finally, the reading sections present passages and ask questions about their content. All three levels of the SSAT also have a writing section. This section is unscored, but your written response will be sent to score recipients. This means that admissions officers might read your response and use it as a sample of your writing skills. Younger students answer a creative writing prompt, while older students have a choice between writing a story or a more traditional essay. Now that you have a general answer to the question of what the SSAT is, let’s take a closer look at each level, starting with elementary. All of the sample questions are borrowed from the official website. SSAT: Elementary Level The elementary level is geared toward students in grades 3 and 4. The test at this level is unique since it’s further divided into sublevels, one that’s slightly easier for third graders and one that’s a bit more advanced for fourth graders. Both tests, though, share the same format and structure. The elementary level SSAT lastsone hour and 50 minutes and has a math, verbal, reading, and writing section. You can see the complete structure in the chart below. Section Number of Questions Time Math 30 30 Verbal 30 20 Break - 15 Reading 28 30 Writing 1 prompt 15 Total: 89 110 minutes (1 hour, 50 minutes) With this overall structure in mind, let’s take a closer look at each individual section, starting with Math. Elementary Level Math Section The Math section features all multiple choice questions that ask about a variety of concepts. They might involve addition, subtraction, multiplication, and division. You couldbe asked to put numbers in order from least to greatest, or vice versa. You’ll also encounter some basic geometry, measurement, and graphs. The fourth-grade version of the test may also have a question or two about angles. Below are a couple of sample questions fromthe math section of the elementary level test. The first is a word problem testing comprehension and multiplication while the second is straightforward subtraction. 1. The Smith family drove 300 miles every day for 4 days. How far did they drive on their trip? 75 miles 304 miles 600 miles 1200 miles 1500 miles 2. 922 − 157 = 753 765 776 835 1079 After the 30-minute math section, students will start on a20-minute verbal section. Elementary Level Verbal Section The verbal section asks two main types of questions: vocabulary questions and analogy questions. It tests vocabulary by presenting a word and asking you to choose its synonym from five options. The questions feature words from various subjects, including science, technology, and social studies. Here’s an example of a typical vocabulary question that asks you to choose the presented word’s synonym. COOPERATE: join help delay finish support Analogy questions ask test-takers to make comparisons between two words or phrases. The relationship might be that of synonyms, antonyms, homonyms, or part to whole, to give just a few examples. The words may also fall into similar categories or share certain characteristics. Here’s an example of a typical analogy question. Minute is to hour as men is to our week is to day cow is to milk month is to year man is to woman The third and fourth grade tests share the same kind of questions, but, just as in the math section, the fourth grade test may be slightly more advanced. Simply put, the fourth grade test may feature more advanced vocabulary. Moving onto the third section, read on to see how the elementary SSAT tests reading comprehension. Elementary Level Reading Section On the Reading section, you’ll get seven short passages of poetry, prose, fiction, or nonfiction. After each passage, you’ll answer four multiple choice questions about what the passage’s mean. The questions might ask you to summarize the main idea, to locate specific information, or to define words in context. The slightly more advanced fourth grade test may additionally feature questions that ask about theme. Below is an example of a typical nonfiction passage, followed by a question about the main idea and a word in context. A hiker’s foot dangling from a boat sets the crocodile in motion. When saltwater crocodiles sense food, it can start a "feeding frenzy." Crocs race in from all directions. They go wild, attacking all within reach, including humans. They have been known to jump out of the water and attack humans or dogs on land. Crocodiles are highly territorial, especially females with babies. It is not wise to approach baby croquettes. They may look cute and harmless, but they are not. Smaller freshwater crocodiles might attack if bothered. A camper poked what he thought was a sleeping crocodile with a stick. Suddenly the crocturned and bit off his leg. 1. This passage is primarily about hiking safety rules the dangers of fishing why crocodiles attack dangers of baby crocodiles different kinds of crocodiles 2. In line two, "frenzy" most closely means race time calm furor mental illness After Reading, students will move onto the last section, Writing. Elementary Level Writing Section This final section asks students to write a story based on a picture. The prompt reminds students to make sure their story includes a beginning, middle, and end. Remember that this writing sample isn’t scored, but schools will receive a copy of it. Below is an example of a Writing prompt on the elementary level test. Look at the picture and tell a story about what happened. Make sure your story includes a beginning, a middle, and an end. Once students finish the Writing section, they’ll be all done with the test! Cheer up, melancholy knight. The SSAT also has a test for the middle ages. SSAT: Middle Level If you’re in grade 5, 6, or 7 applying for grades 6, 7, or 8, then you’ll take the middle level SSAT. The middle level test is much longer than the elementary level at three hours and five minutes. Its Writing section, while still unscored, comes at the beginning of the test. It also features an unscored experimental section with 16 multiple choice questions. The chart below shows the full structure of the middle level test. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes Likethe Writing section, the experimental section is unscored. It will ask six verbal, five reading, and five math questions to test out material for future tests. Now that you have a sense of the test’s overall structure, let’s examine each individual section in more detail, just as we did with the elementary level above. First up is Writing. Middle Level Writing Students taking the middle level SSAT will choose from one of two creative prompts. Based on one of two â€Å"story starters,† they’ll write a story in 25 minutes. Below are typical instructions for the Writing section, followed by two story starters. Directions: Schools would like to get to know you better through a story you tell using one of the ideas below. Please choose the idea you find most interesting and write a story using the idea as your first sentence. Sample Topics: The classroom was empty. I looked into its eyes and suddenly... Again, the story is unscored, but score recipients will get a copy of the response. The next section, however, is definitely scored. After a five-minute break, students will continue on to the Math section. Middle Level Math The Math section asks you to solve problems that fall into four main conceptual categories: number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra includes algebraic word problems, line equations, patterns, absolute value, and exponents. Geometry/measurement asks about area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Finally, data analysis/probability involves interpreting tables and graphs, trends, inferences, and probability. Below are a couple sample problems from the math section of the middle level test. Both fall into the number concepts and operations skill area. 1. In a class of 25 students, 8 received a grade A on a math quiz. What percent of the students did not receive an A? 8% 25% 32% 68% 78% 2. An elevator is on the first floor. It goes up 8 floors, then down 5 floors, and then up 4 floors. What is the final position in terms of the first floor? 3rd floor 4th floor 5th floor 7th floor 8th floor Since students in grades 5 through 7 take the middle level test, some may find this section easier than others. Younger students might need to learn new concepts before taking the SSAT, while older students likely have had more more experience with the tested concepts in school. After Math, you’ll move immediately onto Reading. Middle Level Reading The 40-minute Reading section contains passages of 250 to 350 words taken from literary fiction, humanities, science, and social studies. These passages might be narrative or argument-based. The multiple choice questions ask about main idea, details, words and phrases in context, along with the author’s purpose, attitude, and tone. They might also ask you to make inferences, evaluate arguments, or make predictions. The following is a sample passage taken from literary fiction. The first question is detail-oriented, while the second asks you to make an inference. Little Jim was, for the time, Engine Number 36 and he was making the run between Syracuse and Rochester. He was fourteen minutes behind time, and the throttle was wide open. As a result, when he swung around the curve at the flower bed, a wheel of his cart destroyed a tulip. Number 36 slowed down at once and looked guiltily at his father, who was mowing the lawn. The doctor had his back to the accident, and he continued to pace slowly to and fro, pushing the mower. Jim dropped the handle of the cart. He looked at his father and at the broken flower. Finally, he went to the tulip and tried to stand it up, but it would only hang limply from his hand. Jim could not repair it. He looked again toward his father. 1. According to the passage, Jim's father was a (A) farmer(B) doctor(C) gardener(D) train engineer(E) business executive 2. Jim apparently thought that when his father saw the broken flower his reaction would be one of (A) fear(B) anger(C) curiosity(D) amusement(E) indifference As you can see, a strong grasp of vocabulary is important for doing well on the Reading section. Vocabulary comes directly into play in the next section, the 60-minute verbal. Middle Level Verbal The verbal section tests your understanding of vocabulary and of the relationships between words and ideas with synonym and analogy questions, just like the verbal section in the elementary level. Synonym questions simply present you with a word and ask you to choose its closest synonym, as in the following example. EGREGIOUS: (A) trivial(B) hidden(C) flagrant(D) fragrant(E) contagious Analogy questions ask you to recognize the relationship between two words or phrases, like synonym, antonym, cause/effect, and part/whole. The following, for instance, shows two antonyms. Translucent is to opaque as light is to (A) sun(B) dull(C) lamp(D) candle(E) darkness As you can tell, the elementary level and middle level SSAT are very similar in terms of skills tested and question types. The similarities continue into the upper level test, which simply incorporates more advanced material for older students. Read on for its full structure, along with a breakdown of each individual section. Are you hoping to attend a private high school? If so, you'll be taking the upper level SSAT. SSAT: Upper Level The upper level testis geared toward students in grade 8 to 11 who are applying to private high schools. It has the same structure as the middle level test, but again, it features more advanced material. This chart shows the test’s format as a whole. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes The experimental section asks six verbal, five reading, and five math questions. These questions are unscored and are just given to test out material for future tests. As with the other levels, your response in the writing section is unscored but will be sent to your score recipients. Read on to see what kind of prompts you’ll get in the Writing section. Upper Level Writing Students get two prompts in the writing section and choose just one to answer. One prompt is creative while the other is a more traditional essay question that asks for your personal opinion. Below are the typical directions for the writing response, followed by two sample topics. Remember, you only have to answer one! Directions: Schools would like to get to know you better through an essay or story using one of the two topics below. Please select the topic you find most interesting and fill in the circle next to the topic you choose. Sample Topics: 1. If you could do something over again, what would it be and why? 2. He couldn't believe they wanted his help. Even though this section’s unscored, you’ll want to make sure your response is clear, organized, and features strong grammar and syntax. Admissions officers will likely use it to evaluate your writing. After writing your story or essay, you’ll move on to the Math section. Upper Level Math The concepts that the upper level math section tests match those on the middle level. The questions will just be more complex and advanced. To review, the skill areas are number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations questions involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra might involve algebraic word problems, line equations, patterns, absolute value, or exponents. Geometry/measurement asks about the area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Data analysis/probabilityquestions ask you to interpret tables and graphs, find trends, make inferences, and calculate probability. The following are two official â€Å"number concepts and operations† questions. 1. Which number represents one thousand four hundred and thirteen thousandths? 1,400.13 1,400.013 1,400.0013 10,400.13 100,400.13 2. Find the missing number in the sequence: ___, 29, 35, 41, 47 22 23 24 25 26 After the math section, you’ll move onto Reading. Upper Level Reading The Reading section features narrative or argument-based passages of 250 to 350 words each. They’re taken from literary fiction, humanities, science, and social studies. The subsequent multiple choice questions might ask you to recognize the passage’s main idea, locate details, make inferences, derive the meaning of words or phrases, determine the author’s purpose or tone, evaluate opinions, or make predictions. The following sample question features a passage taken from literary fiction. The questions ask you to interpret a detail and describe the passage as a whole. We had a consuming desire to see a pony rider, but somehow or other all that passed us streaked by in the night, and so we heard only a whiz and a hail, and the swift phantom was gone. But now the driver exclaims: "Here he comes!" Every neck is stretched and every eye strained. Away across the endless dead level of the prairie a black speck appears. Soon it becomes a horse and rider, rising and falling, sweeping nearer and nearer, and the flutter of hoofs comes faintly to the ear. Another instant a whoop and hurrah from our upper deck, a wave of the rider's hand, but no reply, and man and horse burst past our excited faces and go winging away like a belated fragment of a storm! 1. At the driver's call, the people became more eager puzzled hysterical frightened disappointed 2. This passage can best be described as an account of an event a news article a research study an epic poem an advertisement While the reading section tests your vocabulary with words in context questions, the verbal section tests your vocabulary with synonym and analogy questions. Upper Level Verbal If you’ve read about the elementary and middle level verbal sections, then you should be familiar with its question types. The upper level verbal section is no exception and similarly features synonym and analogy questions. The following, for example, is a synonym question; it wants you to choose the answer that most closely matches the presented word in meaning. INCOGNITO: lost replaced concealed uncovered distinguished This next analogy sample question wants you to recognize the relationship between the presented words and then find that same relationship between words in the answer choices. In this case, an epidemic occurs when a disease becomes widespread. Similarly, a famine occurs when hunger becomes widespread. The relationship between the words in answer choice A matches the relationship between epidemic and disease. Epidemic is to disease as famine is to hunger creative is to creation persuasion is to composition mountainous is to climb ache is to gluttony So there you have it, the structure of each level of the SSAT and a breakdown of each section, writing, math, reading, and verbal, with official sample questions. Before considering how you can prep for this important test, let’s go over what you need to know about how the testis scored. Aim for a high percentile to stay ahead ofthe bell curve! How Is the SSAT Scored? Your SSAT score report will tell you how you did on each scored section - verbal, math, and reading - as well as your total score, or the sum of your section scores. You’ll also get percentiles that show how your performance compares to that of other test-takers. Each level is scored on a different scale.Section scores for the elementary level range from 300 to 600. For the middle level, sectionscores range from 440 to 710. Finally, scores for each section range from 500 to 800 for the upper level. Level Minimum Score by Section Maximum Score by Section Elementary 300 600 Middle 440 710 Upper 500 800 As there are three sections per test, verbal, math, and reading, your total scores representyour three section scores added together. Level Total Minimum Score Total Maximum Score Elementary 900 1800 Middle 1320 2130 Upper 1500 2400 At all levels, you’ll get one point for every correct answer, zero for skipped answer, and a deduction of  ¼ point for wrong answers. While you may have personal goals for your SSAT scores, you can also set target scores based on what you need for admission to your private school of choice. Many private schools release data on the average SSAT scores of accepted students. You can research this information and set your target scores above the average. Once you have your goal in mind, you’ll need to prep to achieve those scores. As with the SAT and ACT for college, studying and taking practice tests are important for doing well on the SSAT. Read on for a few tips for preparing effectively for the test. Preparing for the SSAT: 6 Tips Even though the SSAT is a skill-based, rather than content-based test, it still calls for a good deal of studying. Prepping with high-quality materials is a key part of achieving your target scores and getting into your private school of choice. Below are six tips to guide your studying. First, you should consider how much you need to study and when you plan to take the test. 1. Design a Study Schedule and Test-Taking Timeline How much do you need to study? How much time do you have? When do you plan to take the test? All of these are questions you should ask yourself as you start to plan your SSAT prep. The SSAT is offered on eight Saturdays from September to June, and you can take it as many times as you want. If none of the offered test dates work for you, then you might be able to arrange a Flex Test. Remember that you can only take one Flex Test per year. You might take the testfor the first time months ahead of your private school application deadlines so you have the opportunity to take it again if you want higher scores. If your application deadlines are in the winter, for example, you could take your first SSAT in the spring. That way, you have a second opportunity to test the following fall. Once you set your first test date, consider how long you have to study. Ideally, you have at least three to four months to prepare. The best way to meet your studying goals is to build prep into your routine by setting aside specific time each day or week. By designing a study plan and test-taking schedule several months before your first deadline, you can ensure that you have plenty of time to prepareso you can achieve your target scores. Time yourself when you take practice tests so you can get used to the rhythmof the SSAT. 2. Take Lots of Practice Tests and Reflect on your Results The SSAT is a unique test; chances are, you’re not accustomed to answering dozens of synonym and analogy questions anywhere else(to give one example). As a unique test, it’s critical for you to get familiar with its structure, format, and question types. Reading through this guide’s a great first step. Then you should set aside time to take practice tests, especially under simulated testing conditions - time yourself, find a quiet environment, etc. Make sure your materials are high-quality and specific to the level that you’ll be taking. After you take timed practice tests, score your tests and carefully go over your results. Figure out why you got a question wrong. Were you fuzzy on a specific concept? Did you make a careless error? Did you run out of time? By rooting out the reason behind your mistake, you can figure out what to do about it. You may need to review concepts in geometry or try time management strategies for skimming the passages. By pinpointing and addressing your errors, you can fill in any gaps and see improvement the next time. You might begin with a diagnostic practice test to gauge your starting point. Then you could stagger practice tests throughout your prep to measure your progress and readjust your study plan if need be. 3. Study Vocabulary and Word Relationships As you noticed above, all three levels test your verbal skills in the same way, with questions about synonyms and analogies. Studying level-specific vocabulary is an important part of your SSAT prep. Rather than just focusing on the traditional vocab term + definition list, you should look at groups of words with similar meanings. Your prep materials should have vocabulary lists for your level of the test. You can also find vocab lists on the website Quizlet, or even upload your own for review with interactive games. To master analogy questions, make sure your prep materials break down the different relationships that can appear. Some of these might be synonym, antonym, part to whole, or cause/effect. By studying these relationships and pairing them with practice questions, you should be able to recognize the relationship when you answer analogy questions on the test. For the verbal section of the SSAT, don't just study the meanings of words, but also their relationships with each other. 4. Review Tested Math Concepts The math section of the SSAT can be challenging, especially for younger students who haven’t studied as advanced concepts as their older counterparts who are taking the same test. You should make sure your study materials explain all the concepts you’ll need to know. Algebra on the upper level test, for instance, can be broken down into lots of subtopics, includingword problems, line equations, and exponents. If there are concepts that you’ve never encountered, then you may study them from books or find a tutor who can teach them to you. As a younger student, you shouldn’t have to score in as high a percentile as an older student. Still, though, you don’t want to be taking the test and come across problems that look totally unfamiliar. As you review each concept, pair it with lots of related practice questions. While it’s useful to review each rule individually, remember that some questions may require you to combine concepts in order to solve them. The math section may be closely aligned with what you’re doing in math class. The problems are probably more typical to your homework and class tests than the questions in the verbal section, for instance. Still, though, make sure to study with realistic SSAT practice questions so you can get used to their wording and format. 5. Read Widely and Often How can you study for the reading section? To some extent, all of the reading you’ve done over your lifetime will help you on this section. While you’ve developed your reading comprehension skills over the long-term, you can still take a specific approach to this section. First, keep in mind that the reading section tests you on works from various genres, including literary fiction, nonfiction, and argument-based writing. Reading fiction will help, but you should also practice reading articles from areas like science and social studies. As you read, take notes on essential elements like main point, keydetails, and tone. Beyond taking the time to really engage with and analyze a work, you should hone your ability to read quickly and with purpose. Practice your ability to skim a work for its main point and important details. The test is timed, so you need to be able to gather important points under time limits. The more you practice time management strategies with practice SSAT reading sections, the more efficient you’ll become. While math, reading, and verbal skills will get you far, you also want to have some tried-and-true test-taking strategies up your sleeve. 6. Be Strategic with Your Time and Guessing Finally, you should go beyond studying math concepts and vocabulary to develop test-taking and time management strategies. You’ll only get about a minute or less to read, consider, and answer each multiple choice question. The more you practice and try different tactics - like skimming passages or process of elimination - the more efficient you’ll become. Taking timed practice tests will also help you get accustomed to each section’s time limits and how to allocate your time well. As mentioned above, scorers take  ¼ point off for every wrong answer. If a question totally stumps you, then you might consider skipping it. If you can confidently eliminate at least one answer choice as wrong, though, then you might benefit from guessing. The best way to do well on the SSAT is to develop solid quantitative, verbal reasoning, and reading comprehension skills. Since it’s a timed standardized test, though, practicing various test-taking and time management strategies is a useful approach too. In closing, let’s review the key points to remember about this private school admissions test. To Sum Up†¦ If you’ve made it this far in the guide, then you should have a good sense of the structure and skills tested across all three levels of the SSAT. Students in grades 3 through 11 can take the elementary, middle, or upper level of the testto apply to independent schools. The SSATis skills-based and seeks to measure your verbal, math, and reading skills. Each level also includes a writing section, which is unscored but will be available to admissions officers that you indicate as score recipients. The SSAT features similar question types at all three levels, with the upper levels incorporating more advanced concepts and vocabulary. The scoring systems are different, though, so you’ll need to familiarize yourself with the scale, as well as your prospective schools’ expectations, to set your target scores. Once you have a goal in mind, you should set aside time for several months to prepare. The earlier you start, the more time you’ll have to get ready. Plus, you might benefit from retaking the test once or twice to improve your scores. By planning early and studying with high-quality SSAT materials, you’ll see improvement and make progresstoward your target scores. While the SSAT is just one piece of your private school application, it can go a long way toward making you a strong candidate for your school of choice! What's Next? Want more help with SSAT prep? Check out our SSAT study tips and complete collection of SSAT practice tests. One of the best ways to improve your test scores is to analyze your mistakes. This guide explains how to reviewyour errors on practice tests so you can make big improvements for next time. Are you a younger student considering taking the SAT? Before you decide, check out these guides on whether or not you should take the SAT as a 7th grader, 8th grader, or 9th grader. Did you know that test scores are just one piece of your private school applications? You should also show admissions officers who you are and what you're interested in through your extracurricular activities. Check out this comprehensive list to explore hundreds of extracurricular activities! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

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Topic CRITICAL REFLECTION AND DECISIONMAKING REPORT RELATED TO THE UTILISATION OF EVIDENCE - Essay Example Therefore, it is a necessity on the part of the nurse to review appropriate research in the area to check if her approach to that particular clinical problem is appropriate, effective, and ethical. In this assignment, I will present my critical thinking and reflective practice on the issue of use of restraint on patients, which I encountered in my practice based on analysis of evidence as indicated in literature and as summarised in Joanna Briggs Evidence Based Practice Information Sheet for Health Professionals Part I for use in acute and residential care facilities in the following format. The Part II of the document could not be retrieved due to copyright issues (Joanna Briggs Institute for Evidence Based Nursing and Midwifery, 2002). This document has been created from the systemic reviews of evidences reflected in literature. There is a guide for level of evidences so the reader can evaluate the effectiveness, meaningfulness, and appropriateness of the evidence. The authors succinctly present the overall objectives of the guidelines in relation to use of restraints in acute and residential care settings. ... Therefore this document presented the findings from a systemic review on this topic as the best evidence-based guideline that can be used in practice. This design is appropriate to the objectives since this can lead to more vigorous evidence than personal opinion, and the evidence can be tailored to the specific focus of the review. This objective identifies an area of practice where practice needs summarised evidence through systemic reviews of international research. This puts an emphasis on rational action through a structured appraisal of empirical evidence, where unquestionably effective healthcare may be delivered (Evans D, et al. 2002). Aspect ii The clinical question(s) covered by the guideline is (are) specifically described. This document elicits the clinical questions, and the guidelines clearly address these problems. The first part of this document talks about the use and impact of restraints and the possible adverse effects from their use. Although the second part is not available here, the need to minimise restraints has been projected, which links to the guidelines. The guidelines have been derived from the recommendations in the literature which can be examined based on level of evidence. Thus this document both generates evidence and synthesise them so they can be utilised. The problem essentially is routine use of physical restraints and bed side rails in acute and long-term care facilities in an attempt to reduce liability and fall events that these patients are prone to suffer, even to the extent of 25 to 85% and in many cases unnecessary. Restraints themselves may be associated with many complications. As a result, these should be used minimally and

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Compare and Contrast diary of Mary Berg and Adam Czerniakow - Research Paper Example The Holocaust was a horrific episode of catastrophes that orchestrated the deaths of millions of people. One of the prevalently targeted groups during the Holocaust was the Jews. The unfortunate turn of events started in1933 amid the rise of the Adolf Hitler and the Nazi party. The strategy for the systematic extermination of European Jewry was implemented and almost effectively carried out through strategies such as Ghettoization. Ghettos were highly dense quarters characterized by poor living conditions as exemplified by overcrowding, hunger and deplorable sanitation. Most of the areas designated as ghettos were rundown neighborhoods. The rationale of the ghetto was to gather the Jews and isolate them. The invading Germany wanted to manage the cornered Jewish population by compelling them to live in segregated parts of towns or cities, otherwise referred to as Ghettos. During their occupation of Eastern Europe, Germans created at least 1,000 ghettos within the occupied territories. The Ghettos were characterized by disease, starvation, and death. The largest of the ghettos was Warsaw, where close to half a million Jews lived.

Use Of Benford's Law In Fraud Investigation Essay

Use Of Benford's Law In Fraud Investigation - Essay Example it is surmised that when used appropriately and prudently, Benford’s Law presents itself as useful tool in investigating fraud, particularly in relation to accounting and auditing situations. The mathematical validation of the law and the technological advances in the recent past, which facilitate faster and easier programs for digital analysis, have enhanced the usefulness of the law in detecting fraud, as the law is increasing used by forensic accountants and auditors. The cases discussed in the course of the paper demonstrate the usefulness of the law in detecting fraud in real life situations. However, it is important to note that the detection and establishment of fraud in the legal sense of the term calls for further analysis and Benford’s law is only a facilitator in detecting fraud, albeit an effective facilitator. Given the caution in SAS No. 99 that traditional statistical methods only provide broad indications of fraud, and the increasing incidences of white-collar crimes, the usefulness and applicability of Benford’s law in fraud investigation assumes greater significance. Benford’s law, is particularly useful as it conducts â€Å"digit by digit† analysis and helps in identifying the fraud exactly, despite the huge scale and size of data.

Compare and Contrast diary of Mary Berg and Adam Czerniakow Research Paper

Compare and Contrast diary of Mary Berg and Adam Czerniakow - Research Paper Example The Holocaust was a horrific episode of catastrophes that orchestrated the deaths of millions of people. One of the prevalently targeted groups during the Holocaust was the Jews. The unfortunate turn of events started in1933 amid the rise of the Adolf Hitler and the Nazi party. The strategy for the systematic extermination of European Jewry was implemented and almost effectively carried out through strategies such as Ghettoization. Ghettos were highly dense quarters characterized by poor living conditions as exemplified by overcrowding, hunger and deplorable sanitation. Most of the areas designated as ghettos were rundown neighborhoods. The rationale of the ghetto was to gather the Jews and isolate them. The invading Germany wanted to manage the cornered Jewish population by compelling them to live in segregated parts of towns or cities, otherwise referred to as Ghettos. During their occupation of Eastern Europe, Germans created at least 1,000 ghettos within the occupied territories. The Ghettos were characterized by disease, starvation, and death. The largest of the ghettos was Warsaw, where close to half a million Jews lived.

Ap Nsl Essay Example for Free

Ap Nsl Essay What are the difficulties in using the â€Å"wall of separation† principle? 5. List and explain the circumstances when the Supreme Court has ruled that freedom of speech may be limited. 6. Define the â€Å"clear-and-present-danger test,† libel, preferred position, prior restraint, imminent danger, and symbolic speech. You may just want to put these straight onto your flashcards 7. Summarize the Supreme Court’s changing interpretations of how to protect both the due process rights of accused criminals and to preserve the safety of the community. Define the exclusionary rule and the â€Å"good faith exception. †. Chapter 19 Reading Outline 1. What does the book say is the pertinent question regarding civil rights? 2. What were the strategies that black leaders followed in order to obtain civil rights? Once basic rights such as voting and integration had been obtained, what issues did civil rights leaders focus on? 3. Briefly outline the steps in the NAACP’s strategy in the fight against segregated schools and indicate the success they had in the courts and in implementing desegregation. . What was the issue concerning desegregation vs. integration? How has this issue been resolved? 5. What were the four developments that made it possible to pass civil rights bills? 6. What accounts for the change in attitude in Congress towards civil rights issues from the 1960s to the present?   How has the Supreme Court changed in its attitudes towards equal rights for women from the early 20th century to today? 8. What are the two standards the Court uses today to in considering sex discrimination cases? What is the debate between those who support â€Å"equality of result† and those who support â€Å"equality of opportunity†? 9. What are the criteria that the Supreme Court has adapted in defining strict scrutiny of any law involving racial preferences? 10. Briefly summarize the highlights of the government’s response to abortion. How did activists for the disabled manage to get The Americans with Disabilities Act passed? 12. Briefly summarize what is included in the law and the objections that some have had to the law.

Projet de thèse professionnelle

Projet de thà ¨se professionnelle Projet de thà ¨se professionnelle  «Faut-il rà ©glementer et contrà ´ler davantage les entreprises qui communiquent sur leurs engagements responsables, afin de pouvoir dà ©celer celles qui pratiquent le Greenwashing ? » Il existe trois catà ©gories de communication: Les deux premià ¨res font parties de la communication externe cest-à  -dire celle qui sadresse à   lenvironnement de lentreprise. la communication dite institutionnelle: Elle met en avant les engagements et les valeurs de lentreprise. Elle permet de sensibiliser le public à   des enjeux de socià ©tà © importants, et parfois mà ªme au soutien de grandes causes. La plupart du temps, les agences qui rà ©alisent ces campagnes publicitaires le font à   titre gracieux: on parle de campagne  «pro bono » (bà ©nà ©vole). la communication dite  «produit/service »: Issue de la stratà ©gie marketing, elle vise à   promouvoir un produit ou un service, soit directement auprà ¨s des consommateurs, soit indirectement auprà ¨s des prescripteurs tels que les journalistes. Ces deux types de communication font parties de la communication publicitaire. Ces communications sont destinà ©es à   porter à   la connaissance dun public lexistence dun produit, dun service (communication  «produit/service) ou dune action (communication institutionnelle). Elles visent à   susciter ou à   accroà ®tre le dà ©sir dacquà ©rir ce produit, dutiliser ce service ou de modifier un comportement. La dernià ¨re catà ©gorie de communication se diffà ©rencie des autres. Elle na pas les mà ªmes cibles. la communication dite interne: Dirigà ©e vers les salarià ©s de lentreprise. Ce type de communication consiste à   informer et expliquer de manià ¨re optimum lenvironnement qui entoure les salarià ©s, les guider autant que possible, et crà ©er un climat de confiance et dappartenance à   lentreprise afin de maximiser les performances de lorganisation. Le secteur emploie aujourdhui prà ¨s de 70 000 personnes en France; les entreprises lont bien compris, la communication reprà ©sente un facteur de croissance à ©conomique. Dans le cadre de cette thà ¨se, nous allons nous concentrer davantage sur la communication qui nous intà ©resse, celle dite institutionnelle. On constate que le secteur de la communication a du retard face à   sa responsabilità © environnementale, contrairement aux autres secteurs, mais il est en train de rattraper son retard, comme nous pourront le voir par la suite. II/ Justification de la problà ©matique Intà ©ressà ©e depuis mon plus jeune à ¢ge par là ©cologie puis plus rà ©cemment par le dà ©veloppement durable, il à ©tait à ©vident pour moi que ma thà ¨se professionnelle porte sur ce sujet. Étant en majeure Marketing et Communication, jai choisi en tant que sujet large la communication des entreprises sur le dà ©veloppement durable. Communiquer sur une dà ©marche de dà ©veloppement durable permet aujourdhui aux entreprises damà ©liorer (ou de maintenir) leur image. En effet, de nos jours, les entreprises sont trà ¨s soucieuses de limage quelles reflà ¨tent dans lesprit des consommateurs. Cette image est omniprà ©sente en communication dentreprise (interne et externe). Elle permet de và ©hiculer rapidement et efficacement un message synthà ©tique et constitue une rà ©elle valeur ajoutà ©e dans la communication. Depuis quelques annà ©es, avec la mà ©diatisation des dà ©sastres environnementaux (tels que la dà ©forestation ou le rà ©chauffement climatique) et les rà ©sultats dà ©tudes scientifiques alarmants sur là ©puisement de nos ressources naturelles , nous assistons à   une prise de conscience de la part des pouvoirs publics, de certaines entreprises mais aussi des citoyens. Ces derniers deviennent de plus en plus soucieux du sort de notre planà ¨te, mais aussi plus critiques face à   notre mode de vie, notre manià ¨re de produire et de consommer. Les mentalità ©s changent, et les achats responsables se multiplient. De plus en plus de personnes se disent prà ªtes à   payer plus cher un produit issu du commerce à ©quitable, ou du moins en accord avec la nature et l‘à ©thique. Ces personnes sont à   lorigine dune nouvelle faà §on de penser et dacheter: on les appelle les  «consomacteurs ». Les entreprises lont compris, actuellement, pour garder leur image ou lamà ©liorer, il faut quelles soient respectueuses de lenvironnement et soucieuses de son avenir. Beaucoup dentre elles ont donc adoptà © une stratà ©gie de communication verte revendiquant ainsi leurs engagements pour le respect de lenvironnement et pour une socià ©tà © durable. Nà ©anmoins, se forment deux catà ©gories dentreprises qui communiquent: celles qui ont rà ©ellement pris conscience de lurgence de cet engagement et qui ont concrà ¨tement modifià © leur manià ¨re de produire et de consommer. Le meilleur exemple que jai trouvà © pour illustrer cette catà ©gorie est celui de lentreprise industrielle Lafargue, qui, depuis 30 ans poursuit une politique environnementale ambitieuse en intà ©grant lenvironnement au coeur de la stratà ©gie du groupe comme un facteur de compà ©titività ©. celles qui profitent de leffet de mode du dà ©veloppement durable, pour en faire leur publicità ©, sans pour autant prendre dengagements rà ©els dans cedomaine. Elles pratiquent ce que lon appelle le greenwashing (à ©coblanchiment en Franà §ais). Cette dernià ¨re catà ©gorie dentreprises dà ©crà ©dibilise totalement le concept du dà ©veloppement durable ainsi que ses enjeux urgents. Les consommateurs ne savent plus qui ment et qui dit la và ©rità ©. Certains pensent mà ªme que le concept de dà ©veloppement durable est purement commerciale (un peu comme Halloween en France). Face à   ce phà ©nomà ¨ne, on peut alors se demander: Faudrait-il rà ©glementer et contrà ´ler davantage les entreprises qui communiquent sur leurs engagements dans le dà ©veloppement durable, afin de pouvoir dà ©celer celles qui pratiquent le greenwashing? III/ Concepts, mots-clà ©s Plusieurs mots clà ©s nà ©cessitent des dà ©finitions et explications: Communication: La communication (externe) dà ©signe lensemble des moyens mis en oeuvre pour diffuser des informations sur un produit dans une optique de vente. Malgrà © là ©volution des termes ( «rà ©clame » dans les annà ©es 1930,  «publicità ©Ã‚ » dans les annà ©es 1970 et  «communication » aujourdhui), le but de la communication a toujours à ©tà © de faire vendre des produits, des services, pour le compte dannonceurs et toujours afin de gà ©nà ©rer un retour sur investissement. Elle sert à ©galement à   augmenter la notorià ©tà © de produits, dorganisations, dentreprises et à   promouvoir leurs images. Son rà ´le est ,par consà ©quent, avant tout à ©conomique. Elle permet ainsi aux entreprises de crà ©er de la richesse et des emplois en dà ©veloppant leur notorià ©tà © et leurs dà ©bouchà ©s commerciaux sur des marchà ©s de plus en plus vaste et concurrentiels. Dà ©veloppement durable: Terme issu de lexpression anglophone  «sustainable development ». Selon la Commission Mondiale sur lEnvironnement et le Dà ©veloppement, le dà ©veloppement durable peut se dà ©finir de manià ¨re consensuelle comme  «la capacità © des gà ©nà ©rations prà ©sentes à   satisfaire leurs besoins sans compromettre laptitude des gà ©nà ©rations futures à   couvrir leurs propres besoins. » Cette dà ©finition donnà ©e en 1987 manque de prà ©cision. Le dà ©veloppement durable est une alternative au modà ¨le de dà ©veloppement actuel (excà ¨s, gà ¢chis, surexploitation, surconsommation). Face à   lurgence de la crise à ©cologique et de là ©puisement des ressources, seule lidà ©e dune croissance à ©conomique en accord avec les principes environnementaux permettra à   lhomme de survivre durablement dans des conditions favorables. Ci-dessous le schà ©ma rà ©capitulatif du dà ©veloppement durable autour de ses trois piliers: le Social, lÉconomique et lÉcologique. Le dà ©veloppement durable repose sur un certain nombre de principes: La prà ©caution, la prà ©vention et lanticipation (mà ªme en labsence de certitude scientifique) La solidarità © (sociale, gà ©ographique et gà ©nà ©rationnelle) Le dialogue ( avec lensemble des  «parties prenantes ») Là ©thique et la bonne gouvernance ( transparence de lentreprise, interne et externe) La responsabilità © (par exemple le concept du pollueur/ payeur) Greenwashing: Terme anglophone pouvant à ªtre traduit par  «verdissement dimage », mais il est à ©galement appelà ©  «Ãƒ ©co-blanchiment » ou  «maquillage vert ». Le Greenwashing consiste à   mettre en avant les efforts dune entreprise en termes de dà ©veloppement durable et de protection de lenvironnement, alors mà ªme que ces efforts ne sont pas rà ©els. Ce terme trouve son origine dans la contraction des mots  «green » (vert) et  «brainwashing » (lavage de cerveau). Il a à ©tà © employà © pour la premià ¨re fois dans le titre dun article de la revue  «Mother Jones » au dà ©but des annà ©es 1990. Le terme est aussi utilisà © pour dà ©signer le rapprochement dune entreprise avec lONU dans le cadre du Global Compact. Publicità © mensongà ¨re: Selon le Code du Droit des Affaires,  «la publicità © mensongà ¨re est une dà ©formation de la publicità © commerciale qui prà ©sente le produit ou le bien à   vendre, prestation de services à   accomplir, sous un jour trompeur et inexact en vue dattirer ladhà ©sion de la clientà ¨le. » Il faut distinguer la publicità © mensongà ¨re de la publicità © trompeuse. Une publicità © est mensongà ¨re lorsquelle contient une information fausse, alors quune publicità © de nature à   induire en erreur (interaction ou omission de certains à ©là ©ments dans le message)est trompeuse pour le consommateur (mà ªme si elle ne comporte pas de fausses informations). La publicità © mensongà ¨re ou trompeuse constitut un dà ©lit depuis la loi du 2 Juillet 1963. Cette loi a par la suite à ©tà © remplacà ©e par larticle 44 de la Loi Royer du 27 Dà ©cembre 1973, afin dà ©tendre le champ dapplication du texte. Dà ¨s que la publicità © mensongà ¨re ou trompeuse est communiquà ©e au public, il y a dà ©lit (il est instantanà ©e). Nà ©anmoins, pour quil y ait infraction ,il faut dabord une và ©ritable publicità ©, cest-à  -dire des actes destinà ©s à   attirer lattention du public, soit par voie à ©crite, soit par voie orale ou visuelle. Publicità ©: Forme de communication cherchant à   attirer lattention dun public prà ©alablement ciblà © (consommateur, usager, utilisateur, ), dans le but de linciter à   adopter un comportement souhaità © (acte dachat, à ©lection dune personnalità © politique incitation à   là ©conomie dà ©nergie, ) Selon le Code du Droit des Affaires, tout moyen dinformation du public portant sur la composition dun produit constitue une publicità © dà ¨s lors quil accompagne lobjet proposà © et que le consommateur est conduit à   en prendre connaissance pour guider son choix. IV/ Synthà ¨se provisoire de littà ©rature Problà ©matique: Faudrait-il contrà ´ler et rà ©glementer davantage les entreprises qui communiquent sur leurs engagements dans le dà ©veloppement durable, afin de pouvoir dà ©celer celles qui pratiquent le Greenwashing? Face à   cette problà ©matique, plusieurs hypothà ¨ses sont à   poser. Tout dabord, une premià ¨re notion doit à ªtre và ©rifià ©e. Le dà ©veloppement durable est-il un concept acquis par la socià ©tà ©? Les Franà §ais savent-ils le dà ©finir? Ont-ils pris conscience des enjeux quil relà ¨ve? Ho: La notion de dà ©veloppement durable est acquise en France. En 1999, 12 ans aprà ¨s la naissance de ce concept, seuls 9% des Franà §ais donnaient un contenu à   cette notion. Deux ans plus tard, Monoprix et EDF lanà §aient leurs campagnes sur le dà ©veloppement durable. La premià ¨re campagne de sensibilisation  « le dà ©veloppement daccord mais seulement sil est durable » a accà ©là ©rà © le mouvement, 20 % des Franà §ais comprenaient alors ce concept. En 2007, seulement 65% des Franà §ais interrogà ©s à ©taient capables den parler Aujourdhui, en 2010,  «le dà ©veloppement durable » est une expression qui fait partie du langage courant. Selon une enquà ªte rà ©alisà ©e par le Ministà ¨re de lÉcologie, de lÉnergie, du Dà ©veloppement durable et de la Mer, 97% des Franà §ais dà ©clarent avoir dà ©jà   entendu parler de lexpression. Ce fort pourcentage est en partie due à   toute la communication à   ce sujet (campagnes de sensibilisation, crà ©ation dun ministà ¨re dà ©dià © à   lenvironnement, publicità © verte en pleine expansion, ). Pas plus tard quaujourdhui, jai pu constater lampleur que ce concept prend petit à   petit dans la socià ©tà ©. En effet, des dizaines de panneaux publicitaires annoncent la semaine consacrà ©e du 1er au 7 avril, consacrà ©e au dà ©veloppement durable . Voici quelques exemples parmi tant dautres de publicità © que lon peut voir actuellement dans les rues de Paris. Notre premià ¨re hypothà ¨se est và ©rifià ©e. Effectivement, et heureusement, en 2010, la grande majorità © des Franà §ais se prà ©occupent, plus ou moins, de lavenir de notre planà ¨te. Tout le monde sait par exemple que les piles ne se jettent pas à   la poubelle, quon ne laisse pas leau couler quand on se brosse les dents, que la douche vaut mieux quun bain, ou encore quil faut faire une croix sur les fraises en Dà ©cembre. Ces petits gestes du quotidien, les Franà §ais sont de plus en plus nombreux à   les faire. Ils changent leurs comportements et leurs habitudes. Ce changement de mentalità ©, les entreprises lont bien remarquà © et analysà ©. Nous verrons par la suite comment elles sy sont adaptà ©es, alors que la tendance du  «moins consommer, consommer mieux » sinstalle progressivement dans le pays. Maintenant que notre premià ¨re hypothà ¨se est và ©rifià ©e, nous devons chercher à   savoir: existe-t-il dà ©jà   une rà ©glementation et un contrà ´le effectuà © sur la communication publicitaire faà ®tes par les entreprises? Si oui, alors quelle autorità © est compà ©tente? H1: La communication publicitaire des entreprises est rà ©glementà ©e et contrà ´là ©e. Des autorità ©s sont chargà ©es de la bonne application des rà ¨gles. Le secteur de la communication dispose dun encadrement rà ©glementaire. Il existe en France deux grands principes de cet encadrement: la rà ©gulation et lautorà ©gulation. Le premier principe, la rà ©gulation, est dictà © par le cadre là ©gislatif et juridique franà §ais, via les lois. Il doit à ©galement à ªtre conforme à   des lois au niveau europà ©en, appelà ©es directives. On peut par exemple citer la 2006/114/CE qui dà ©finit comme trompeuse  «toute publicità © qui, dune manià ¨re quelconque, y compris sa prà ©sentation, induit en erreur ou est susceptible dinduire en erreur les personnes auxquelles elle sadresse ou quelle touche et qui, en raison de son caractà ¨re trompeur, est susceptible daffecter leur comportement à ©conomique ou qui, pour ces raisons, porte prà ©judice ou est susceptible de porter prà ©judice à   un concurrent ». Le deuxià ¨me principe, lautorà ©gulation, est reprà ©sentà © par le Code de lICC (Chambre Internationale du Commerce). Il sagit des limites qui encadrent la publicità ©, au-delà   des obligations là ©gales, visant à   ce que le consommateur ne soit pas trompà ©, choquà ©, induit en erreur, ou incità © à   reproduire des comportements nocifs, dangereux. Il existe des instances qui ont pour rà ´le dappliquer ces principes et de sassurer de leur bonne exà ©cution. Plusieurs autorità ©s sont compà ©tentes pour rà ©guler la publicità © franà §aise. La premià ¨re et sà »rement la plus importante sappelle lARPP (Autorità © de Rà ©gulation Professionnelle de la Publicità ©). Elle a pour mission de mener une action en faveur dune publicità © loyale, và ©ridique et saine, dans lintà ©rà ªt des consommateurs, du public et des professionnels de la publicità ©. Les contrà ´les de lARPP se font autant avant la diffusion de la publicità © quaprà ¨s. En France, les professionnels savent quil y a des rà ¨gles à   respecter quant à   la manià ¨re de faire une publicità ©. Ces rà ¨gles obà ©issent à   une triple logique danticipation, de concertation et de responsabilisation. Nà ©anmoins, ces rà ¨gles portent uniquement sur le contenu de la publicità ©, et en aucun cas sur les questions relatives à   la promotion du produit ou service. Ce nest pas le cas de toutes les autorità ©s. En effet, le Conseil Paritaire de la Publicità © (CPP), le Conseil de lÉthique Publicitaire (CEP) et le Comità © de rà ©daction sont des instances associà ©s à   lARPP qui gà ¨re toutes rà ©glementations en amont (cest-à  -dire avant la diffusion au public de la publicità ©) Le CEP agit principalement sur les problà ¨mes dordre à ©thique que contiendraient une publicità ©. Le CPP, lui , sert dintermà ©diaire entre l‘ARPP et les associations (qui ont des attentes face au contenu des publicità ©s). Enfin, le Jury de Dà ©ontologie Publicitaire (JPD) contrà ´le les publicità ©s en aval, donc aprà ¨s leur diffusion. Il a pour mission de communiquer les plaintes faà ®tes à   lencontre de publicità ©s et de campagnes dà ©rogeant aux rà ¨gles à ©tablies. Pour finir, lARPP ne reà §oit aucune subvention de la part de lÉtat: elle est complà ¨tement indà ©pendante. La deuxià ¨me instance compà ©tente en matià ¨re de contrà ´le publicitaire est connue: il sagit du Conseil Supà ©rieur de lAudiovisuel (CSA)C‘est un peu la police de la publicità © (et plus gà ©nà ©ralement de l‘audiovisuel). Il sassure du respect par tous les opà ©rateurs des lois et de la rà ©glementation de la communication audiovisuelle en vigueur. Il est en droit de sanctionner ceux qui sont en infraction contrairement à   l‘ARPP qui n‘a qu‘un rà ´le de contrà ´le. Le CSA est une autorità © administrative à ©galement indà ©pendante des pouvoirs publics. Dautres instances secondaires ou indirectes peuvent à ©galement intervenir de temps à   autre face aux entreprises qui ne respecteraient pas les rà ©glementations là ©gales obligatoires dans leurs publicità ©s. (par exemple la direction gà ©nà ©rale de la concurrence, de la consommation et de la rà ©pression des fraudes ou encore des associations chargà ©es de la protection des consommateurs). De nombreuses recommandations ont à ©tà © crà ©Ãƒ ©s concernant le domaine du dà ©veloppement durable. La dernià ¨re a à ©tà © validà ©e le 18 juin 2009 par le Conseil dAdministration de lARPP: il sagit des nouvelles rà ¨gles de dà ©ontologie publicitaire, qui ont à ©tà © rà ©Ãƒ ©crites conformà ©ment à   lengagement pris dans la Charte pour une publicità © à ©co-responsable signà ©e en avril 2008 avec les pouvoirs publics. Ces rà ¨gles se rà ©sument en deux axes: quand il y a une promesse relative au dà ©veloppement durable: ne pas induire le consommateur en erreur. dans tous les cas, ne pas reprà ©senter de comportements contraires aux principes communà ©ment admis du dà ©veloppement durable. La premià ¨re hypothà ¨se est và ©rifià ©e, comme on la vu ci-dessus, le secteur de la publicità © est bel et bien rà ©glementer. Pourtant, le Greenwashing est un phà ©nomà ¨ne bien prà ©sent. On a à ©galement constater que ces instances sont toutes indà ©pendantes. On peut alors se demander si ces juridictions sont assez compà ©tentes? Doivent-elles à ªtre renforcà ©es par une intervention des pouvoirs publics afin de mieux surveiller les entreprises, et de stopper toute action de Greenwashing ? Doit-on crà ©er une instance spà ©cifique au dà ©veloppement durable, pour gà ©rer ce phà ©nomà ¨ne? H2: Une intervention des pouvoirs publics est nà ©cessaire pour garantir le respect des rà ¨gles de la communication publicitaire. Dix ans aprà ¨s la signature du protocole de Kyoto en 1997 sest crà ©Ãƒ © un grand ministà ¨re de lÉcologie, de lÉnergie, du Dà ©veloppement durable et de lAmà ©nagement du Territoire. Cette mà ªme annà ©e se dà ©roula le Grenelle de lEnvironnement (octobre 2007). Ces deux actions tà ©moignent de la volontà © des pouvoirs publics de faire de lenvironnement une priorità © nationale. Lors dinterrogatoires, les Franà §ais sont nombreux à   penser que ce nest ni aux citoyens, ni aux entreprises dagir et de prendre des mesures environnementales mais bel et bien aux pouvoirs publics de rà ©glementer et dexercer un contrà ´le sur leurs propres rà ©glementations. LÉtat franà §ais a mis en place des actions de sensibilisation au dà ©veloppement durable, et exige des rà ¨gles dà ©ontologiques à   ce sujet. Il se dit prà ªt à   renforcer les contraintes et les obligations envers les entreprises, sans à ©pargner le secteur de la communication. Le parlement europà ©en est intervenu rà ©cemment sur la question de limpact du marketing et de la publicità © (avec par exemple le lien entre la maigreur des mannequins et les comportements alimentaires des adolescentes). Cette thà ©matique pourrait aboutir à   davantage de rà ©glementations, comme par exemple, un encadrement plus strict de lespace publicitaire (type affichage) ou encore laccà ¨s à   limage limità © pour des produits polluants. LÉtat doit donc rà ©glementer davantage le secteur de la publicità © tant au niveau national quau niveau europà ©en. Nà ©anmoins, il na pas pour rà ´le de contrà ´ler ce domaine car des autorità ©s telles que lARPP ou le CSA sont compà ©tentes pour cette mission. De plus, louverture de lARPP aux associations devrait se traduire par une sensibilità © accrue sur les questions environnementales et des pratiques mieux pensà ©es en amont. Si cela nà ©tait pas le cas, une intervention rà ©glementaire serait alors possible. Lhypothà ¨se H1 nest pas và ©rifià ©e. Effectivement, lÉtat a pour rà ´le dencadrer et de rà ©glementer le secteur de la communication publicitaire mais cela doit se faire sans intervention de sa part car des instances sont là   pour se charger de la bonne application de ces rà ¨gles. Nà ©anmoins, il serait judicieux pour ces instances de crà ©er un service spà ©cifique, uniquement rà ©servà © aux publicità ©s vertes, aux problà ¨mes de Greenwashing et plus largement au dà ©veloppement durable. Nous avons vu que le secteur de la communication publicitaire à ©tait rà ©glementà © et contrà ´là © par des autorità ©s compà ©tentes et que les rà ¨gles à   lencontre de toute publicità ©  «verte » mensongà ¨re sà ©taient multiplià ©es depuis ces dernià ¨res annà ©es afin de mieux surveiller toute enfreinte. On peut alors se demander quelles sont les consà ©quences à   la non obà ©issance de ces rà ¨gles pour les entreprises? Que risquent-elles? H3 : Les entreprises qui pratiquent le Greenwashing sexposent à   de lourdes sanctions. Pour và ©rifier cette hypothà ¨se, il faut dabord se demander si le Greenwashing peut-à ªtre qualifià © de  «publicità © mensongà ¨re ». Selon la dà ©finition de la publicità © mensongà ¨re, qui consiste à   cacher un à ©là ©ment du produit ou du service afin dattirer ladhà ©sion de la clientà ¨le, le Greenwashing reprà ©sente bel et bien une sorte de publicità © mensongà ¨re (ou publicità © trompeuse), car les entreprises font croire aux consommateurs potentiels ce quils ont envi dentendre. Le dà ©lit de publicità © mensongà ¨re est instantanà ©e (le caractà ¨re trompeur sapprà ©cie dà ¨s le moment oà ¹ la publicità © est communiquà ©e au public). Selon le dictionnaire permanent du Droit des Affaires,  «mà ªme sil se manifeste lors de chaque communication au public, le dà ©lit de publicità © mensongà ¨re constitue une infraction unique qui ne peut à ªtre poursuivie et sanctionnà ©e quune seule fois. » Selon les articles L. 121-6 et L. 213-1, les infractions à   la rà ©glementation sur la publicità © mensongà ¨re sont passibles des sanctions suivantes: amende pouvant aller jusquà   37 500 euros. emprisonnement dune durà ©e maximum de deux ans. Les peines annoncà ©es peuvent à ªtre cumulables ou non (selon la gravità © du mensonge ou de la tromperie) De plus le maximum de lamende prà ©vue ci-dessus peut-à ªtre portà © à   50% des dà ©penses de la publicità © constituant le dà ©lit. En cas de rà ©cidive, les plafonds des amendes diffà ¨rent. (selon la clà ©mence des magistrats). Le tribunal peut exiger de la part des parties ou de lannonceur la communication de documents utiles ou de justificatifs . En cas de refus, il est en droit de saisir ces documents, et peut prononcer des pà ©nalità ©s de retard allant jusquà   4 500 euros par jour à   compter de la date de demande des documents. En tout à ©tat de cause, la sanction de la publicità © mensongà ¨re ne peut pas à ªtre assortie de linterdiction des droits civiques. Nà ©anmoins, le ministà ¨re public, le juge dinstruction ou le tribunal saisi des poursuites peuvent tous les trois ordonner la cessation de la publicità ©: cette mesure est exà ©cutoire nonobstant toutes voies de recours. Notre hypothà ¨se est và ©rifià ©e; des sanctions importantes sont appliquà ©es si les entreprises pratiquent de la publicità © mensongà ¨re ou trompeuse. Pourtant, pour de puissantes entreprises, les montants des amendes ne reprà ©sentent que trà ¨s peu, en tout cas pas assez pour les dissuader denfreindre la rà ©glementation. On sait maintenant que les entreprises pratiquant le Greenwashing prennent des risques et sexposent à   des sanctions importantes. On peut alors se demander quels sont les risques du Greenwashing, pour les entreprises qui prennent de rà ©els engagements environnementaux? H4 : Le Greenwashing dà ©crà ©dibilise le concept du dà ©veloppement durable ainsi que les entreprises qui sengagent dans de rà ©elles dà ©marches environnementales. La tentation de pratiquer le Greenwashing est grande pour les entreprises: elles rà ©pondent aux attentes des consommateurs en communiquant sur ce quils veulent entendre: qualità © du produit, à ©thique de lentreprise qui se dit irrà ©prochable du point de vue social et environnemental. Comme on la vu ci-dessus, ces pratiques qualifià ©es de  «verdissement frauduleux » sont dangereuses pour les entreprises malhonnà ªtes. Mais le danger le plus inquià ©tant se trouve au niveau du concept en lui-mà ªme. En effet, en le manipulant, les entreprises frauduleuses le vident de sa substance, renforà §ant ainsi la mà ©fiance, voire la dà ©fiance, des publics face à   linstitution. Certains consommateurs voient dà ©jà   à   travers le concept du dà ©veloppement durable une pure manipulation des entreprises pour se dà ©culpabiliser et se blanchir tout en assurant leurs ventes. Cette manià ¨re de penser est trà ¨s inquià ©tante quand on sait que certaines entreprises sont exemplaires dans leur politique environnementale, et que leur dà ©marche est plus que rà ©elle. Pour ces entreprises modà ¨les, le Greenwashing est dà ©sastreux en terme dimage. Beaucoup de ces entreprises trouvent dangereux de vouloir communiquer à   tout prix sur leurs engagements pris en faveur du dà ©veloppement durable. Cest pourquoi peu dentre elles communiquent à   ce sujet. Cest le cas des hypermarchà ©s  «Cora », engagà ©s depuis le dà ©but des annà ©es 90 dans une và ©ritable politique en faveur du dà ©veloppement durable. Lentreprise na jamais voulu communiquer à   ce sujet. Ces entreprises comme  «Cora «Ã‚ », pensent que la confiance est perdue dà ¨s quil y a exagà ©ration ou arrogance: elles limitent volontairement leur communication mà ªme si pour beaucoup dentre elles, le dà ©veloppement durable reprà ©sente un acte fort de management. Pour certains annonceurs,  «parler denvironnement ne peut que faire du bien à   lenvironnement ». Dans un sens, ils ont raison car grà ¢ce à   cette mà ©diatisation, la plupart des Franà §ais connaissent à   prà ©sent le dà ©veloppement durable et savent mà ªme le dà ©finir correctement. Pourtant, si des entreprises communiquent sur leurs engagements de dà ©veloppement durable, sans quaucune mesure ne soit prises en parallà ¨le, elles parlent bel et bien de respect de lenvironnement , tout en continuant à   le polluer autant quavant. De plus ce trop-plein dinformation prà ©sente à ©galement un cà ´tà © pervers. Gà ©nà ©ralement, ces informations sont donnà ©es sans explication, sans mode demploi, hors contexte, de manià ¨re incomplà ¨te voire mà ªme contradictoire. Cette vague dinformations à   outrance est contre- productive, et peut mà ªme conduire à   un  «ras-le-bol » gà ©nà ©ral des discours à ©cologiques. Face aux entreprises, qui, comme on la vu, ne communiquent que peu, il y a des entreprises, qui elles, au contraire, vont se venter de leurs produits respectueux, de leurs soucis environnementaux. En rà ©sumà ©, certaine communiquent à   outrance sur leurs faux engagements, tandis que dautres , honnà ªtes et engagà ©s, se tairont. Alors, qui ment? Qui dit la và ©rità ©? Qui se prà ©occupe vraiment de la planà ¨te? Qui se donne une image de bon samaritain alors quil ne lest pas? Le Greenwashing sà ¨me le dà ©sordre et le doute dans la tà ªte des consommateurs. On peut alors se demander quelles sont les consà ©quences du Greenwashing pour les consommateurs? Ont-ils conscience de ce phà ©nomà ¨ne vert frauduleux? H5 : Le Greenwashing renforce la mà ©fiance des consommateurs vis à   vis de lhonnà ªtetà © des entreprises. Certaines publicità ©s vont à   lencontre du concept de dà ©veloppement durable. Le phà ©nomà ¨ne de Greenwashing est loin dà ªtre marginal. 64% des grandes entreprises dà ©clarent mettre en avant  «souvent » ou  «de temps en temps » des arguments sociaux et environnementaux dans leurs communications. Certaines entreprises se disent » vertes » alors que la nature mà ªme de leur produit est en contradiction totale avec le respect de lenvironnement (exemple des entreprises automobiles, des laboratoires de produits chimiques ou encore des socià ©tà ©s pà ©trolià ¨res). Ces pratiques ont des impacts certains, comme linstauration du doute et de la confusion sur ce qui est vraiment à ©cologique et ce qui ne lest pas. Ces impacts, non nà ©gligeables, vont à   lencontre du concept de dà ©veloppement durable. On peut en rà ©pertorier trois principaux: lincitation à   lutilisation excessive de ressources et/ou dà ©nergie. Les publicità ©s nous encouragent au gà ¢chis. Par exemple, plusieurs marques de lessive encouragent les enfants à   se salir comme bon leur semblent, en insistant sur la facilità © à   faire disparaà ®tre les tà ¢ches. En tenant ce discours, ces publicità ©s encouragent les personnes à   multiplier les cycles de lavage en machine et ne tiennent pas compte des impacts que cela peut avoir sur lenvironnement. le fait de dà ©laisser un produit au profit dun autre, à   plus fort impact nà ©gatif sur la nature. Lexemple qui illustre le mieux cet impact est celui de la publicità © de Cristalline en fà ©vrier 2007, qui tenait le discours suivant:  « Qui prà ©tend que leau du robinet a toujours bon goà »t, ne doit pas en boire souvent! » La marque nous incite à   consommer de leau en bouteille, alors que leau du robinet est dune grande qualità ©, des plus contrà ´là ©es et offre une meilleure à ©quation environnementale que leau en bouteille. La ville de Paris et la socià ©tà © de gestion des eaux parisiennes ont portà © plainte contre la marque. la banalisation ou le dà ©ni denjeux environnementaux. Ainsi, la marque Diesel sortit en 2007 une publicità © montrant une gamme de và ªtements spà ©cialement adapter au rà ©chauffement du climat, et reprà ©sentant cette adaptation , face au climat , joyeuse et facile. Le constat est alarmant; en France, selon une à ©tude effectuà ©e par lARPP et lADEME, sur les 17 129 visuels publicitaires analysà ©s dans le cadre de là ©tude, 508 messages ont un lien avec lenvironnement. Sur ces 508 messages publicitaires, 62 ont fait dà ©bat et 30 ont posà ©s problà ¨mes. Lutilisation du thà ¨me environnemental dans la publicità © a à ©tà © multiplià © par 3 en un an. V/ Plan provisoire Introduction: Rappel sur lurgence de lapplication du concept de dà ©veloppement durable à   tous les niveaux et dans tous les domaines. I/ Le concept de dà ©veloppement durable: une obligation pour chacun A/ Au niveau des citoyens (par exemple le tri sà ©lectif) B/ Au niveau des pouvoirs publics et des États ( engagements à   respecter tels que le protocole de Kyoto) C/ Au niveau des entreprises ( la RSE, la loi NRE) II/ Les dà ©rives du concept: Surmà ©diatisation, phà ©nomà ¨ne de Greenwashing A/ Les causes de ces dà ©rives. B/ Les consà ©quences du verdissement dimage. III/ Le contrà ´le des dà ©rives A/ Les rà ¨glementations obligatoires en terme de communication publicitaire. B/ Les autorità ©s en charge du contrà ´le de la publicità ©. C/ Les sanctions du non respect du dispositif rà ©glementaire. Conclusion: Que faut-il mettre en p