How to Become an Effective Hospice Nurse

How to Become an Effective Hospice Nurse Hospice nursing is an occupation that few people know about. Although the process of getting into this occupation is quite simple, there is a lot of work to be done in this growing field. Almost anyone can get a degree in nursing, but it takes a special kind of person to be a hospice nurse. This is because hospice nurses deal with the emotions the come with caring for terminally ill patients every day. How to Become an Effective Hospice Nurse Hospice nursing is an occupation that many people dont know about, although it deserves as much credit and awareness as any other nursing position. Many hospice nurses go to great lengths and make huge sacrifices in order to get this position, and the process to do so is very intricate and can be confusing. Nursing is a profession that takes a special kind of person, especially hospice nursing, because their job is to assist a patient and the patients family through a death. In todays healthcare situation, there is a rapidly increasing shortage of nurses. This is due to the fact that most registered nurses are retiring all at once, and there is no one there to fill their shoes. It is not uncommon to go to the doctors office and not give a second thought to the nurse seen before and after the doctor. This is part of what makes hospice nurses different. They form a close relationship with not only the patient, but the family as well. As with any medical profession, it can be difficult to understand how a person went about obtaining their career. There are many routes available, along with characteristics that make up a good hospice nurse. Essential Question How does a person become an effective hospice nurse? Supporting Questions What schooling is required, and what kind of classes should be taken? What kind of certification is needed, and how is it obtained? What is the job outlook, and why is it like this? How will having certain characteristics and specific skills benefit? What schooling is required, and what kind of classes should be taken? To be accepted into nursing school, a person has to have a high school diploma. Taking classes in math, biology, and chemistry while in high school help build a strong application, as well as being able to speak a foreign language. Someone looking into being a registered nurse can choose one of three options when it comes to finding a program. The first option is to get a four-year bachelors of science degree in nursing. This is offered by more than 700 colleges. The second option is to get either a two-year or a three-year associate degree in nursing, and this is possible at 850 community colleges. The final alternative would be to go through one of the 70 diploma programs available at some hospitals, which takes about three years (Education and Training, 2009, p.3). Regardless of which path is chosen, all nursing education will involve supervised clinical and classroom instruction. Anatomy, physiology, microbiology, chemistry, nutrition, psychology, and behavioral sciences are some of the classes that are commonly taken by nursing students (Paying Your Dues, 2010, p.1). It is important to take math, biology, and chemistry in high school because even if they cant be taken as college credit, they are still crucial preparatory classes. They will serve as the basic foundation for starting out in nursing education. Being able to speak a foreign language is helpful as well, because people from all backgrounds and cultures need medical help and deserve the right to speak in their own language. This is especially true in the hospice area of nursing because most patients are being taken care of in their own homes, and need the comfort of not having to be stressed about what languages their nurse can or cannot speak. One of a nurses main duties is to serve as a central communicator between the doctor and patient. The best option to choose when picking a nursing program is getting a four-year bachelors of science degree (BSN). It used to be that a nurse with an associate degree could get a job at almost any hospital. However, times are changing and it is now p referred that nurses have a four-year BSN. It is important for all of the programs to have experiences in clinics in all different settings because it provides students with a chance to learn about multiple areas of healthcare. For instance, a person could be planning to have a career in geriatrics, but after spending hours at a nursing home for a clinical, they might completely change their mind. What kind of certification is needed, and how is it obtained? In the United States, all hospice nurses must be registered nurses in addition to being certified by their states health department as a hospice worker. In order to become a registered nurse, a person must take and pass a national examination after graduating from a school of nursing (Education and Training, 2009, p.3). This examination is called the National Council Licensure Examination, or NCLEX-RN (Licensing and Certification, 2010, p.7). It is mandatory for all registered nurses to renew their license periodically, and some states require continuing education. This test is administered electronically, and is multiple-choice. Students usually begin studying for it in their final year of nursing school. Results are sent by mail and arrive five to eight weeks after the testing date. Being certified by the state health department as a hospice worker is important because it ensures that only nurses trained for this field will be entering palliative situations. If this requirement wasnt in place, any registered nurse could go into a home and perform hospice work. It is because of this rule that patients and families can feel confident that they will receive the best care. The National council Licensure Examination helps weed out the students who arent quite ready to start their career in nursing, and need a little more time to study. The students who dont pass can continue to study and try again the next time the test is administered. What is the job outlook, and why is it like this? Registered nurses have more than 2.5 million jobs in the United States. This is expected to hold through and only increase until at least the year 2016. The growth of healthcare in general and the needs of a quickly growing and aging population will raise the demand for registered nurses. The Bureau of Labor Statistics says that more new jobs are to be created for registered nurses than for any other occupation (Employment Outlook, 2010, p.4). The number of elderly is increasing rapidly, which creates many new jobs for hospice nurses. Another reason is because patients are becoming more and more okay with the idea of in-home care, and are actually starting to prefer it. Technology is supporting this by allowing nurses to deliver complex treatments away from hospitals. As interest in the field of hospice nursing grows, so do the opportunities. Right now there are two programs in the United States that provide masters degrees that focus on hospice care. One is at New York University, and the other is at Ursuline College, which is in Pepper Pike, Ohio. However, once this career takes off, there will hopefully be more masters degree programs available that specialize in hospice nursing. How will having certain characteristics and specific skills benefit? Hospice nursing includes 24-hour availability, pain management, and family support combined with compassionate listening and counseling skills (Hospice/palliative care nurses, p. 1) . According to Theresa Valiga: Nursing is a profession that challenges a person intellectually, physically, and emotionally. But it is also a profession that is incredibly rewarding. Nurses are with people during every major life event from birth to death. They have the privilege of being quite intimate with strangers. They are well-respected and they make a real difference in the lives of people and communities. Who could ask for more from a career? (p. 1) Like she said, a hospice nurse needs to not only be able to handle the physical stress of the everyday work, but also the emotional stress. One of the main goals of hospice nursing is to find out the patients last wishes and make sure they are carried through and communicated to the family (A. Fredericks, personal interview, December 9, 2010). On average, hospice patients die within a month of enrolling in a hospice program. Because of this fact, hospice nurses need to have skills to deal with spiritual and culturally sensitive patients. They also need to be able to lift patients or help them bath, sit up, get out of bed, or walk. Sometimes the patients are moody, confused, and uncooperative. Communication is a huge key in hospice nursing, because it is the nurses job to observe the patients condition and report it to the doctors, as well as the patients emotional needs and wishes to the family. How does a person become an effective hospice nurse? The first step to becoming an effective hospice nurse is getting a bachelors of science degree from a four-year nursing program. After that, the National Counsel Licensure Examination needs to be passed, as well as registering with a state health department as a hospice worker. A masters degree may be obtained specializing in palliative care. Amy Fredericks, a hospice worker encourages nursing students to continue on past their registered nursing licenses while they are free and not tied down by family and career (Personal interview, December 9, 2010). An effective hospice nurse can walk out the door at the end of the day and know they made a difference, whether it be through making someone smile or teaching a family member how to care for their loved one. As a hospice nurse, it is important to be caring, compassionate, and knowledgeable in order to provide the best care for the patient. Annotated Bibliography Hospice/palliative care nurses. (n.d.). Retrieved from http://www.nursesource.org/hospice.html. This source have me specific information about hospice nursing and more details on the day to day experiences. Hospice nurse. (2010, April 14). Retrieved from http://www.princetonreview.com/Careers.aspx?cid=177. This source was helpful because it talked about the educational steps needed in order to become a hospice nurse. Kathy, Initials. (2009, January 7). Home health nursing. Retrieved from ultimatenurse.com/171. This source provided me with information about how hospice nurses serve as the prime communicators between doctors and patients. Occupational outlook handbook. (2009, December 17). Retrieved from http://bls.gov.oco.ocos083.htm. This source helped me see the statistics from the Bureau of Labor and analyze the outlook for hospice nurses. Registered professional nurses. (2009, February). This source provided me with information about the working conditions of registered nurses as well as education and training and personal qualifications.

Communication Patterns of Men and Women :: essays research papers fc

â€Å"The whole goddamn business of what you’re calling intimacy bugs the hell out of me. I never know what you women mean when you talk about it. Karen complains that I don’t talk to her, but it’s not talk she wants, it’s some other damn thing, only I don’t know what the hell it is!† This quote from a man interviewed by Lillian Rubin is the perfect example of the differences in communication between men and women. These differences in communication methods of women and men are born of a complex interaction between society and the individual. Men seem to struggle with intimacy and emotional expression, while women rely on this type of communication causing much struggle between the sexes. Lillian Rubin suggests that intimacy, a form of communication between men and women, itself is an ambiguous or difficult term to define, but asserts that it does embody the idea of the ability to put away a public persona and be cared about or care for the â€Å"real person†. This alludes to a struggle between the human need for intimacy and that for independence suggested by other sociologists. In addition to this idea of intimacy, Rubin looks deeper into the human psyche and analyzes the different ways in which men and women communicate their emotions. Rubin explains that while women can easily explain what emotions they are feeling and what has caused these, men struggle to verbalize their feelings and this causes animosities between men and women. Women want men to communicate their emotions while men don’t understand why they should or how to go about doing this (Rubin, p. 384-386). Rubin’s explanation for the differences in communication is that it stems from societal pressures that encourage men to suppress their emotions, and act â€Å"rationally†. Men are socialized to believe that acting emotionally like women is not normal. She states that â€Å"this is the single most dispiriting dilemma between women and men.† Finally Rubin goes on to suggest that while men can act out anger and frustration inside the family, the expression of fear, dependency, or sadness would expose vulnerability, and is difficult for men to do (Rubin p. 383-388). Another Sociologist, Deborah Tannon, has done research in the differences between communication methods of women and men. She also suggests that conflicting ideas of intimacy and independence plays a critical role in the differing views of communication.

Wise Children Essay -- English Literature

Wise Children Essay Angela Carter uses a variety of methods and techniques to present events and characters in an interesting way in chapter 1. By using Dora’s voice she is able to express the character’s viewpoint and introduce the reader to the story at a pace and style that not only establishes other characters but from how language is used the reader can create a personality for Dora also. The novel starts with a question to slowly introduce the reader into the idea of the legitimacy and illegitimacy. ‘WHY is London like Budapest? A. Because it two cities divided by a river. Dora uses London to immediately explain how her and Dora live on the ‘bastard side of Old Father Thames’, not just literally but as illegitimate children it is a metaphor for their situation. Carter uses these parallels of the North and South divide to explain how Nora and Dora are from ‘the wrong side of the tracks.’ and can also help the reader to relate and empathise with Dora and Nora’s position. The novel does not follow a chronological timeline, but is a non-linear narrative jumping back and forth between what is happening on the twin’s 75th birthday and events that have taken place in the past. The first main event in the novel is the arrival of the invitation to Melchior Hazards birthday party, not only does it introduce some action, but also other characters into the play and allows Carter to tell the reader some information on Dora’s situation, that Melchior Hazard is her father and who ‘Wheelchair’ is. Carter uses plot very effectively in the first chapter; she offers part of the story and then holds back, when Tristram is showing the video recording, ‘Freeze –frame’. This allows Carter to explain the famil... ...llen’, Dora is mocking the demise of the Hazard family, the once great Shakespearian act reduced to a host on a tacky game show. Dora pours scorn on the idea that the Hazard family are the height of respectability and legitimacy: ‘Speaking of illegitimacy, there was more than a hint of romantic, nay, melodramatic illegitimacy in the Hazard family long before Nora and myself took our first bows’, she breaks down the social barriers between the two families, lowering them to her status by revealing that even families of good reputation hide dark secrets. By the end of chapter 1 different questions gave been raised for the reader that now need answering, these questions create tensions that encourage the reader to find out more. The plot development within the first chapter portray not only the events, but as they are seen through Dora shape her character.

Cache Positive Environment Essay

AC1.1: A description of what is meant by a positive environment In both a setting and home a positive learning environment is crucial for children. There are a number of things that contribute to a positive environment. A setting or class should be engaging and dynamic place for the children attending. Creating order and removing clutter helps children to feel there in orderliness in the environment in order from them to learn, having a disorganized environment can be a distraction. Children should be provided with a clean, safe, and organized setting. Stimulating posters, pictures along with work the children have made should be put up around the setting, not only can this be engaging for the children but shows the children’s work is valued. Poster and displays should be regularly changed and updated related to the theme or topic being taught as this gives variety. The settings lay out and arrangement contributes to having a positive environment and ensuring the setting is bright and well equipped regarding toys, furniture ect. Laying down the ground rules, making the children familiar with them and are aware of the consequences if they are not followed. Children need boundaries and need to have a clear understanding of what is expected of them. Post the ground rules in the setting and always lean towards positive, rather than negative, re-enforcement of them. Give out stickers and small prizes as rewards for achievement. Be generous with praise and use positive statements to reinforce positive behaviour. Practitioners should be welcoming, happy and friendly to both children and parents. AC1.2: An identification of regulatory requirements that underpin a positive environment for children and young people In September 2008 the Early Years Foundation Stage (EYFS) came into force placing, for the first time, a legal requirement on all early years’ providers to comply with the Government’s learning, development and welfare requirements for 0-5 year-olds. The over-arching aim of the EYFS is to help children achieve the ‘Every Child Matters’ outcomes. These aims, for children and young people aged 0-19, are to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. EYFS states that the environment plays a key role in supporting and extending children’s development and learning. It also says to observe the child finding out what they can do and their interests. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS also states that being outdoors has a positive impact on children’s sense of well-being and helps all aspects of children’s development. The Childcare Act 2006, Health & safety at work act 1974, Care Standards Act 2006 and Safeguarding of Vulnerable Adults (where applicable) all have a helping in the regulatory requirements that underpin a positive environment.

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Live, Laugh, Crush Infatuation can be defined as â€Å"puppy love† or â€Å"the temporary love of an adolescent† (Word Net). Therefore, this concludes that many adolescent relationships are short-lived. For instance, William Shakespeare’s Romeo and Juliet is frequently called a true love story, but really, the two protagonists, Romeo and Juliet are merely infatuated. First, in most relationships, true love takes time to develop, and Romeo and Juliet only know each other for a couple of days when they decide to marry. Furthermore, Romeo and Juliet constantly refer to each other’s looks, rather than to their true personality, which is a clear sign that they are simply infatuated. Finally, Romeo and Juliet are too young and naive for their bond to be true love. Indubitably, Romeo and Juliet’s relationship is not true love, but just infatuation. To commence, in most cases, true love takes time to fully develop. However, Romeo and Juliet only know each other for a couple of days when they decide to marry. â€Å"It is too rash, too unadvised, too sudden, too like the lightning,† (2. . 118-119) for their love to be true. Because Romeo and Juliet only know each other for a couple days, their relationship is not developed enough to call it true love. If Romeo and Juliet would slow down a bit and actually give some time for their bond to grow, it would give Romeo and Juliet a chance to get to know each other better, so their love would be genuine. Additionally, Romeo and Juliet’ s bond does not grow enough to call it true love because right after Romeo sleeps with Juliet, he completely disappears and brings their relationship to a halt. If Romeo was really in love with Juliet, he would â€Å"let [himself] be ta’en, let [himself] be put to death† instead of completely isolating her. Their relationship can not evolve into true love if Romeo and Juliet are separated for a long time, so therefore their â€Å"love† is only infatuation. Lastly, Romeo is just dumped by Rosaline the same day he meets Juliet. Since â€Å"Rosaline, that [Romeo] didst love so dear, [is] so soon forsaken† (2. 3. 66-67), it does not give Romeo enough time to fully recover from being hurt. Thus, there is not enough time for Romeo and Juliet to fully develop their relationship because he is still grieving over his loss of Rosaline. Clearly, Romeo and Juliet did not have enough time to expand their relationship, so for this reason, Romeo and Juliet are only infatuated. The second reason why Romeo and Juliet are purely infatuated is because they constantly refer to each other’s appearance, instead of their true personality. Initially, when Romeo first sees Juliet, he immediately starts rambling on about how he â€Å"ne’er saw true beauty till this night† (1. 5. 3) instead of talking to Juliet and learning about her personality. Romeo and Juliet are not really in love if they only talk about how beautiful the other person is. If they would actually take the time to learn new things about each other so they can develop their bond, their relationship would actually be true love. Moreover, Juliet is no different from Romeo since she also talks grandly of Romeo’s beauty. When Romeo kills Tybalt, Juliet calls him â€Å"[a] serpent heart, hid with a flowering face! † (3. 2. 73). Even though Romeo kills her own cousin, Juliet still refers to Romeo’s handsomeness, instead of grieving over Tybalt. This shows that Juliet also bases her bond a 3 with Romeo on his appearance, especially since in this case, Romeo just kills her cousin. Lastly, even when Juliet is laying in the tomb, apparently dead, Romeo still refers to Juliet’s beauty, asking her â€Å"why art [she] yet so fair? † (5. 3. 102). In Romeo’s last moments with Juliet, he is blinded by Juliet’s beauty, even though she is said to be dead. This clearly shows Romeo’s infatuation for Juliet since he wastes his last moments with Juliet to talk about her beauty. Evidently, since the couple bases their â€Å"love† on looks, their relationship is merely infatuation. The last reason why Romeo and Juliet are merely infatuated is because they are so young and naive. First, Juliet â€Å"is not [even] fourteen [yet]† (1. 3. 15), when she marries Romeo and fully devotes herself to him. Romeo and Juliet’s relationship can be called â€Å"puppy love† (WordNet Search 3. 0), since they are only adolescents. Also, Romeo and Juliet can not say that they are truly in love because they are very inexperienced when it comes to love. Secondly, Romeo is only a couple of years older than Juliet, so his affection for Juliet is just â€Å"the temporary love of an adolescent† (WordNet Search 3. ). He even admits to Friar Laurence when he is banished from Verona, that â€Å"wert [Friar Laurence] as young as [Romeo], [with] Juliet [as his] love†¦then mightst thou speak† (3. 3. 65-68) Romeo is a very young teenager and therefore, his relationship with Juliet is just infatuation. Thirdly, Romeo and Juliet are young and naive becaus e after they spend a night together and Romeo has to leave, they are confident that they will see each other again. Romeo â€Å"doubts it not† (3. 5. 52) and acts very naively since he knows he is banished, but he still thinks he will see Juliet again. Romeo and Juliet think they know all about love, but in truth, they do not, since they are simply teenagers. Romeo and Juliet’s naivety is a reason why they are simply infatuated because it shows how young and inexperienced they are. Seemingly, Romeo and Juliet are simply two young and naive adolescents that are only infatuated. It would seem that Romeo and Juliet should be called a love story since it is a play about two young lovers who â€Å"fall in love† at first sight. However, it is the complete opposite. Primarily, there is not enough time for Romeo and Juliet’s relationship to develop into true love, so therefore it is just infatuation. Furthermore, Romeo and Juliet constantly refer to each other’s appearances instead of their true personality, which is a clear sign that they are only infatuated. Finally, Romeo and Juliet are only naive adolescents who have not really experienced true love. Hence, their relationship is degraded to infatuation. In conclusion, it is very interesting why some readers call Romeo and Juliet a love story, since it really is not. If Shakespeare gave Romeo and Juliet more time to develop their relationship, maybe more readers would be convinced that Romeo and Juliet is a true love story.

Juvenile Gang

Apply the functionalist point of view to the phenomenon of female juvenile gangs in Hong Kong and evaluate its explanation. The recent female juvenile gang problem has sparked off public concerns in Hong Kong, because they are more rampant in the newly-developed towns such as Tseung Kwan O, Tin Shui Wai and Tai Po. Comparing with the figures of girls joining gangs by Dr. T. W. Lo in 2001 and by the Federation in 2005, the trend of girls’s participation in gangs is increasing. In the following, the phenomenon of female juvenile gangs in Hong Kong will be discussed in detail by the functionalist point of view.Then, the explanation will be evaluated. Before discussing the phenomenon of female juvenile gangs in Hong Kong by the functionalist point of view. Let start with the definition of structural functionalism and definition of female juvenile gangs. Society is a system with various social institutions performing important functions to the society and to individuals. The struct ural functionalism is based on the assumption that society is a stable, the function of each part of the community should be able to co-ordination to make a harmonious and efficient society.Female juvenile gangs is defined as girls who are below the age of 21 and have been members of gangs. Gangs consist of three features. First, gangs are stable groups with regular gatherings. Second, gangs involve deviant behavior such as fighting. Third, gangs affiliate with triad societies. By the functionalist point of view, the social structure and condition have a great effect on female juvenile gangs forming. Girls who were joined juvenile gangs are unable to play their role in different class of society because of social inequality, so they can not achieve the goal and they are tempted to have deviant behavior.At the family level, family put many pressure on the girls, they felt out of place with their family due to poor relationships with parents and bad growing experience. Under such circ umstances, they tend to escape from the real family and seek for other big family which can offer them emotional attachment. At their schools and working level, they can not get the sense of accomplishment in schools or from working. They are forced to attend classes or not satisfied in salary. At the peer level, due to the peer pressure and they meet friends with gang backgrounds, they have more chance to connect with gang members.At the personal level, girls start to demand for autonomy and to be independent form 2 is the most vulnerable period for girls. Due to the puberty, they are easier to have emotional problems. Comparing with the boys, girls want to get protection and free entertainment from gangs rather than showing off. Those factors show that girls who were joined gangs can not take their responsibility in different level of society. They joined gangs in order to find their role in the other family and recognition from other members.Besides, there are three type of femal e juvenile gangs, including autonomous group, satellite group and mixed group. Autonomous group is a all-female group. Members in this group are very independent and autonomous. They are not controlled by the male gangs. Also, these groups have the same features as male gangs in the way they behave and solve problems. Members in satellite group and mixed group are more likely to rely on the male members or gang, they can get more protection or other support such as financial support or provide free entertainment, most girls have the role being ‘wife’or‘little sister’of male members.Female members play an auxiliary role in gangs. They almost carry weapon for male members and provide sexual services to male members. The activities in gang of boy and girl are quite different. For instance, boy involves more in criminal and violent acts than girl. But drug offences are more common in girls as girls are easier to evade the inspection. Boys are less likely to hav e free entertainment and are less emotional and gossip than girls in gangs. Sometimes, female members are needed to help male members to beat the girls from the other gang.It is understandable that male members and female members have different function in gang In order to maintain the female juvenile gangs, there are female leader and fighting girls in gangs. It shows that female members are taking on more specific roles within the group. For female leader, she should have a wide network of contacts in order to get more protection and free entertainment. On the other hand, she should be able to fight to protect her followers and appear to be mature. For fighting girls, those girls are look like a boy and they like fighting.They will keep doing exercise in order to be stronger. It is a way to protect themselves and they can able to stay or exist in gangs. All the female members must know how to protect their reputation. Otherwise, the members of the gang will not respect them and th ey will be rejected or despised. In the female juvenile gangs, each member has their role in gang, such as leader need to be presentable and eloquent. In different role, they have different function and this is how they maintain the system of gang.By the functionalist point of view, the reason of formation of the female juvenile gangs can be explained. The female juvenile gangs also work as a society. Every member has her role and function, they contribute themselves in gang. Female members in autonomous group, satellite group and mixed group have different features and functions. On one hand, male members provide free entertainment and protection to female members. On the other hand, female members help male members to carry the drugs and weapon. There are mutual beneficial relationship between male and female members or gangs.However, structural functionalism can not explain how the girls join the gang as there are many other factors. In addition, it can not explain how are the fe male members formed their identities. By the structural functionalism, we can explain the function of the leader (Big sister) and fighting girls and the relationship between leader and her followers. But, we can not explain how they can be a leader or fighting girls, the process of being the female leader consist of many factors. Structural functionalism can not explain the phenomenon of female juvenile completely. References 1.Chu, Yiu Kong (2005) â€Å"An Analysis of Youth Gangs in Tin Shui Wai in Hong Kong† in Hong Kong Journal of Social Sciences No. 29 Spring/Summer 2005. 2. Clinard, Marshall B. (1995) â€Å"Robert Merton: Anomie and Social Structure† in Earl Eubington and Martin S. Weinberg ed. The Study of Social Problems – Seven Perspectives, London: Oxford University Press. 3. Haralambos, Michael and Holborn, Martin (2000) Sociology – Themes and Perspectives, London: Collins. 4. Mok, James and Chan Shui-ching (2008) A Study on Girls in Gangs, Hong Kong: Research Centre, Hong Kong Federation of Youth Group.

Geographical Relocation Essay Example | Topics and Well Written Essays - 2000 words - 1

Geographical Relocation - Essay Example MorÐ µovÐ µr, humÐ °n rÐ µsourcÐ µ mÐ °nÐ °gÐ µr should prÐ µpÐ °rÐ µ Ð ° cost Ð µffÐ µctivÐ µ plÐ °n to dÐ µcidÐ µ whÐ µthÐ µr thÐ µ rÐ µlocÐ °tion of Ð µmployÐ µÃ µ would bÐ µ Ð µffÐ µctivÐ µ in tÐ µrms of pÐ °rticulÐ °r cÐ °sÐ µ. ThÐ µ following pÐ °pÐ µr is Ð ° rÐ µport, which covÐ µrs thÐ µ issuÐ µs rÐ µlÐ °tÐ µd with thÐ µ Ð µxpÐ °triÐ °tion procÐ µss of thÐ µ workÐ µr from London, UK to MÐ °drid, SpÐ °in. HÐ µrÐ µin, I Ð °im to Ð °nÐ °lysÐ µ thÐ µ cÐ °sÐ µ of such Ð ° rÐ µlocÐ °tion, whÐ µn mÐ °king Ð °nÐ °lysis of thÐ µ country of rÐ µlocÐ °tion (thÐ µ Ð µconomy of SpÐ °in, tÐ °x Ð °nd hÐ µÃ °lthcÐ °rÐ µ systÐ µm, insurÐ °ncÐ µ Ð °nd politics), providing ovÐ µrviÐ µw of living Ð °nd working conditions Ð °nd invÐ µstigÐ °ting thÐ µ wÐ °ys thÐ °t mÐ °y fÐ °cilitÐ °tÐ µ thÐ µ rÐ µlocÐ °tion Ð °nd Ð °dÐ °ptÐ °tion procÐ µss of Ð ° workÐ µr who Ð µxpÐ °triÐ °tÐ µ from London to MÐ °drid. WhÐ µn providing thÐ µ rÐ µport I will mÐ °kÐ µ Ð °n Ð °ccÐ µnt on thÐ µ policy of our orgÐ °nizÐ °tion thÐ °t clÐ µÃ °rly idÐ µntifiÐ µs its goÐ °ls in Ð µÃ °ch stÐ °gÐ µ Ð °nd thus will rÐ µsult in bÐ µttÐ µr intÐ µrnÐ °tionÐ °l pÐ µrformÐ °ncÐ µ of Ð µxpÐ °triÐ °tÐ µs. TrÐ °ining should nÐ µvÐ µr focus primÐ °rily on bÐ µnÐ µfiting thÐ µ individuÐ °l Ð µxpÐ °triÐ °tÐ µ. RÐ °thÐ µr, it should cÐ µntÐ µr on mÐ µÃ µting thÐ µ orgÐ °nizÐ °tions goÐ °ls. It should try to mÐ °tch thÐ µ Ð µxpÐ °triÐ °tÐ µs knowlÐ µdgÐ µ, skills Ð °nd compÐ µtÐ µnciÐ µs with thosÐ µ rÐ µquirÐ µd for Ð µÃ °ch pÐ °rticulÐ °r Ð °ssignmÐ µnt. LikÐ µ most othÐ µr trÐ °ining, its succÐ µss should bÐ µ mÐ µÃ °surÐ µd by how much thÐ µ orgÐ °nizÐ °tion bÐ µnÐ µfits, not how much thÐ µ individuÐ °l might grow or lÐ µÃ °rn. ЕxpÐ °triÐ °tion, thÐ µ prÐ °cticÐ µ of sÐ µnding homÐ µ country mÐ °nÐ °gÐ µrs to othÐ µr country locÐ °tions, is Ð ° populÐ °r, Ð °lbÐ µit Ð µxpÐ µnsivÐ µ, prÐ °cticÐ µ Ð °mong intÐ µrnÐ °tionÐ °l corporÐ °tions (OBoylÐ µ, 1989). ЕxpÐ °triÐ °tÐ µs, fÐ °miliÐ °r with thÐ µ culturÐ µ, lÐ °nguÐ °gÐ µ, Ð °nd customs of hÐ µÃ °dquÐ °rtÐ µrs, cÐ °n fÐ °cilitÐ °tÐ µ thÐ µ trÐ °nsfÐ µr of corporÐ °tÐ µ culturÐ µ bÐ µtwÐ µÃ µn hÐ µÃ °dquÐ °rtÐ µrs Ð °nd thÐ µ subsidiÐ °ry, Ð µnhÐ °ncing communicÐ °tion Ð °nd