Marketing, Advertising and Public Relations Practice Essay

Marketing, Advertising and Public Relations Practice - Essay Example However, Boyd and Fales (1983), defined reflective practice as being the general process of exploring and internally examining a particular issue of concern, this process is usually seen to be triggered by an experience that results in one seeking to attempt and clarify new meaning to self and thereafter changing their own conceptual perspective. Some of my Strength and Weaknesses that would Appeal / not Appeal to a Potential Employer Based on My work This Semester During my studies this semester, I had the pleasure of discovering and developing a set of new attributes that will prove to be of innumerable benefit to my work life and would be quite appealing to a potential employer. Some of these benefits include: My Innate Ability to work under intense pressure while requiring little to almost no Supervision During my studies this semester, I found that I was able to sufficiently work on my own self without having any supervision. This ability came to the fore when circumstances nece ssitated that I spend a considerable amount of time away from school. I was worried about some upcoming examinations and took it upon myself to ensure that I sufficiently studied and performed a number of various exercises that would help me to perform well in the examination. Upon returning to school, I was able to write my paper very well and post very good results. This ability could prove very useful to my employers as I would be able to effectively perform my work duties without requiring any supervision. My ability to keep a level head while facing intense work pressure would also be of benefit to any employer (Greene, 2012). My Leadership Skills Growing up in a midsized family with a number of siblings, I have always had ample opportunity to gradually develop my leadership skills. This skills have further been honed as a result of my engagement in a number of club activities where I have been elected to several leadership positions. I have also had the opportunity of being in volved in a number of academic group works that have required me to rally and encourage my team members towards striving to complete our assigns. I have always been able to effectively do this resulting in very good results. As such I feel that my leadership skills would prove to be an invaluable asset to any potential employer (2008). My Time Management Skills and Punctual Nature I have always been very punctual since my early childhood after I chanced to learn the values that are found to commonly be associated with punctuality the hard way. During my early childhood, I used to frequently exhibit signs of tardiness, this used to land me into a lot of trouble but despite my parents encouraging me to rectify this negative attribute before it got out of hand, I did not try to correct it. However, when I was nearly 10 years of age and schools were almost closing for the Christmas break, the accumulated number of days I had been late for school as a result of missing the bus caused me to receive poor comments from my teacher who attributed this aspect of my being to my low grades. On receiving my report card, my disappointed parents grounded me for the entire holiday and did not buy me the Christmas gift of a bicycle that I had for long been eying. Meanwhile my other siblings received

Employee Essay Example | Topics and Well Written Essays - 1000 words

Employee - Essay Example ons and excellent criminal and disciplinary records are likely to respect the policies of our company than those whose records are questionable (Rees and Smith 43). More often than not, these records symbolize a potential employee’s character and ability to meet workplace expectations. For the five employees, we will also look for evidence of leadership ability and good moral and religious background. For example, employees who have held leadership positions in their previous places of work are more likely to understand the demands of confidentiality and high-level professionalism than those who are yet to demonstrate leadership ability. Good moral and religious background is usually indicative of a person’s character and commitment. For example, individuals with a sound religious foundation are more likely to show loyalty and respect confidentiality. Another factor that we will consider when hiring the five employees is age. Experienced employees are more likely to understand and respect requirements for strategic and information confidentiality. Experience also symbolizes professional acuity and flexibility, since older employees have probably encountered similar expectations at their previous places of work (Perkins and Arvinen-Muondo 28). Apart from the curriculum vitae, which is a prerequisite in any recruitment process, we will also require the five job applicants to have social security cards, birth certificates, identification cards, work permit, and academic documentation to verify the information provided in the resume. These documents are mandatory, and all applicants must have them or present them during the interview process. For applicants who are not US citizens, they must present original passports and legible copies of the appropriate pages indicating current immigration status. Applicants who are selected will be required to review and sign the employment contract and terms of conditions before commencing their tenures. Since the five

Reflection on theory and knowledge in nursing

Reflection on theory and knowledge in nursing The aim of this report is look at a critical incident that occurred in practice and relates this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice; that is to say, what skills were and were not used at the time of the incident. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008).    There is a discussion appraising the concept of reflection both generally, and in my particular area of practice of urgent care. Reflection is part of reflective practice and is a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001).  This is supported by (Fleming, 2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2009). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice there are several models of reflection available. All can help to direct individual reflection. Some may be particularly useful for superficial problem solving, and other better when a deeper reflective process is required. Reflective models however are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Kolbs Learning Cycle (1984) is a cycle that reflects a process individuals, teams and organisations attend to; and understands their experiences and subsequently, modifies their behaviour. Schà ¶n (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance to future practice. Atkins and Murphys model of reflection (1994) take this idea one step further and suggest that for reflection to make a real difference to practice we follow this with a commitment to action as a result. Terry Bortons (1970) 3 stem questions:  What?,  So What?  and  Now What?  were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an  experiential learning cycle, and added trigger questions that can be used to complete the cycle. Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what you would do if the situation arose again. CHOSEN MODEL The reflective model that I have chosen to use is Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance ad I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Context of incident In the scenario the patients name will be given as Xst.   Ã‚  The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered.   I will finally reflect on what actions I will take in order to ensure my continued professional development and learning.    Description Miss Xst is 55 year old woman who has a 10 year old daughter.   She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care. Mental health Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008).   Ã‚   Miss Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Although her condition is acute, it is not extreme and the reason for this medication is to help Miss Xst to stabilise her thought so she is able to support herself in the community (Healey, 2006). Miss Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Miss Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I called a meeting of the multi-disciplinary team (MDT) who agreed that there would be a problem if the next injections were missed. The social worker who was part of the team said that she will arrange for a community support worker to help clean Miss Xsts flat on a weekly basis (Adams 2008). We waited for about an hour for Miss Xst to attend the clinic for her depot injection but she failed to attend. I then informed the Community Psychiatry Nurse (CPN) that Miss Xst had expressed negative feelings about her medication and thought she did not need them; she had claimed she was already feeling well and therefore wanted the medications to be discontinued.   At a subsequent meeting with the patient, she agreed a joint visit with the CPN and myself to re-assess her condition and consider if it was necessary to   Ã‚  refer her case to the consultant (Barker, 2003).   I was given the opportunity to carry out the initial assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well. The assessment tool I used was the Mental State Examination which helps determine the level of her insight into her illness and indeed I found out that she was in denial (Barker, 2004). I talked to Miss Xst about her non-concordance with her medication, but she persisted in saying she was well.   I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse.   We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient. The principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001).   All these transactions were recorded in Miss Xsts care plan file and in computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009).   The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnightly visits to the clinic. Her mental condition was improved, she was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Miss Xst or could cause her   readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members.   However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Miss Xst failure to comply with the treatment regime.   From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008).   The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt.   What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it.   I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine.   During the original MDT meeting, I felt that we did not provide enough time to freely interact with Miss Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources.      Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the student was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. I found it difficult to communicate with a patient because I did not understand her condition. It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. However, Bulman Schutz (2008) argue that this is failure to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Miss Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care.     Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems.   During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions.   The patient had no recollection of what she had said to me and since the incident she has made these comments to other staff, which has put me at ease and made me realise that I had done nothing wrong. My mentor explained that a patient with Parkinsons can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about Parkinsons and am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion   In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity.   Therefore, nurses must ensure they are effective communicators.   I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Miss Xst, I have realised that a good background information and feedback about mental health problems before providing care to a clients can assist in accurate diagnosis and progress monitoring.  Ã‚   A good relationship between client and staff nurse is therapeutic and help in building trust.   This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation.   From the experience, I feel the knowledge I have acquired will aid me in future while in practice should such situation arise again. ACTION PLAN FOR MY LEARNING NEEDS So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need Planned action to meet this learning need Target time to meet the learning need. To improve my knowledge about patients illnesses and the risks of relapse associated with not taking Medication. Read books about different illnesses and causes of relapse End of third year To identify and have good background information and feedback about patients mental health problems before providing care to them To read my patients notes. On- going To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. I will have regular meeting with my client On-going Effective communication with the patients and other members of the multidisciplinary team A locating time to talk to patients and their relatives participating in the ward round. On-going skills to develop throughout the training. Being prepared Talking with senior members of staff On-going CONCLUSION I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. According to Bulman Schutz (2008), nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what Schon (1987) refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. REFERENCES Adams, L. (2008). Mental Health Nurses can Play a Role in Physical Health. Mental Health Today. October 2008 pp27 Barker, P. (2004). Assessment in Psychiatric and Mental Health Nursing. Cheltenham, Nelson Thornes Barker, P.   Ed (2003). Psychiatric and mental health nursing: The craft of caring Arnold, London Beauchamp, T. and Childress, J. (2001) Principles of Biomedical Ethics, (5th   Edition): Oxford University   Press. Bolton, G. (2001) Reflective Practice. Writing and Professional Development. Paul Chapman Publishing Limited, London. Bulman, C. Schutz, S. (2008) An Introduction to Reflection. In: Bulman, C. Schutz, S. (ed.) Reflective Practice in Nursing, 4th edition. Oxford, Blackwell Publishing Ltd, pp 6 8 Burns, T. Sinfield, S. (2008a) How to organise yourself for independent study. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 64. Burns, T. Sinfield, S. (2008b) Going to University. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 16. Dougherty, L. and Lister, S. (2004) Royal Marsden of clinical nursing procedures. 6th edition. London: Blackwell publishers.   Gamble, C and Brennan, G (2005) Working with serious mental illness: a manual for clinical practice. Oxford: Bailliere Tindall. Kenworthy et al (2003) Marrelli, T. M (2004) The Nurse Managers Survival Guide: Practical Answer to Everyday Problems, United States of America : Elsevier Nursing and Midwifery Council (2004) Code of Professional Conduct NMC: London. Nursing and Midwifery Council (2008) The Code Standards of conduct, Performance and Ethics for Nurses and Midwives. London: Nursing and Midwifery Council. Nursing and Midwifery Council (2009) Record keeping: Guidance for nurses and midwives. London: Nursing and Midwifery Council.  Ã‚   Rolfe,   G., Freshwater, D. Jasper, M (2001) Critical Reflection for Nursing and the Helping professor; a Users Guide. Palgrave Macmillan, London. Roger, B. Ellis, Bob Gates, Neil Kenworthy. (2003) Interpersonal Communication in Nursing: Theory and Practice, 2nd edn. Churchill Livingstone, London, UK. Schon, D.A. (1983) The Reflective Practitioner. Basic books. Harper Collins, San Francisco Schon, D. (1987) Preparing Professionals for the Demands of Practice. Educating the Reflective Practitioner. San Francisco, Jossey Bass, pp3 21. Thomas, B. Hardy, S. and Cutting, P. (1997) Mental health Nursing: Principles and Practice London: Mosby Turley, J.P.( 2000) toward and integrated view of health informatics. Information Technology in Nursing 12 (13).

Mother-Daughter Communication in Amy Tans The Joy Luck Club Essay

Mother-Daughter Communication in Amy Tan's The Joy Luck Club      Ã‚  Ã‚   Of the many stories involving the many characters of "The Joy Luck Club", I believe the central theme connecting them all is the inability of the mothers and their daughters to communicate effectively.      The mothers all have stories of past struggles and hard times yet do not believe their daughters truly appreciate this fact.   The mothers of the story all want their daughters to never have to go through the struggles they themselves had to go through, yet they are disappointed when their daughters grow up and do not exhibit the respect or strength of their mothers.   This is the ironic paradox of the story.      The Chinese mothers came to the United States to escape the difficult life they led in China and to start fresh in the United States.   They did not want their children to grow up as they had.   The short story in the beginning of the book describes this feeling.   "Then the woman and the swan sailed across an ocean many thousands of li wide, stretching their necks toward America.   On her journey she cooed to the swan:   "In America I will have a daughter just like me.   But over there nobody will say her worth is measured by the loudness of her husband's belch.   Over there nobody will look down on her, because I will make her speak only perfect American English.   And over there she will always be too full to swallow any sorrow!   She will know my meaning, because I will give her this swan - a creature that became more than what was hoped for."   Even though this is just a short story before the long one begins and is not actually attributed to any specific cha racter in the story, I believe it accurately describes all the mothers' feelings a... ...tionships in Amy Tan's The Joy Luck Club and The Kitchen God's Wife." Women of Color: Mother Daughter Relationships in 20th Century Literature. Ed. Elizabeth Brown-Guillory. Austin: U of Texas P, 1996. 207-27. Ghymn, Ester Mikyung. Images of Asian American Women by Asian American Women Writers. Vol. 1. New York: Peter Lang, 1995. Heung, Marina. "Daughter-Text/Mother-Text: Matrilineage in Amy Tan's The Joy Luck Club." Feminist Studies (Fall 1993): 597-616. Huntley, E. D. Amy Tan: A Critical Companion. Westport: Greenwood P, 1998. Ling, Amy. Between Worlds: Women Writers of Chinese Ancestry. New York: Pergamon, 1990. Tan, Amy. The Joy Luck Club. Vintage Contemporaries. New York: A Division of Random House, Inc. 1993. Wong, Sau-ling Cynthia. Reading Asian American Literature: From Necessity to Extravagance. Princeton: Princeton UP, 1993

Students Be Allowed to Share Their Answers

In my first argument I will argue why think students should be allowed to share answers and homework. One of the big reasons why students should be allowed to share their answers and homework with other classmates Is to find out If and why their answer was wrong. Lets say a student named Sebastian does his homework. He studies, writes the test and gets the result. He will probably get something like 10/20 or 25/40 or whatever the results may be. The point is that Sebastian doesn't get enough feedback.Some teachers actually give good feedback to their students but its ere rare and most teachers these days leave it up to the students to find out the right answers after the test and so on. The result of this will be that most students don't look up the right answers, there for they will never know the right answers. If students had the option to share their answers with classmates they would know if and why they are right or wrong. If they don't compare answers and understand why one an swer Is right and one is wrong, they will never learn. Teachers in this generation seem to expel Cheating Is beneficial for studentsI am going to argue why I think cheating could be beneficial for students. I am going to focus on 2 topics. 1 . Why students should be allowed to share their answers and homework with shooter. 2. Why teachers shouldn't be allowed to accuse students of cheating based off of similar answers/thoughts. In my first argument I will argue why I think students should be allowed to share share their answers and homework with other classmates is to find out if and why studies, writes the test and gets the result. He will probably get something Like 10/20 or 25/40 or whatever the results may be.The point Is that Sebastian doesn't get enough feedback. Some teachers actually give good feedback to their students but Its very rare and most teachers these days leave It up to the students to find out the one answer is right and one is wrong, they will never learn. Teach ers in this generation seem to expect students to do all of their work independently. According to Inchoation. Org 75% – 98% of college students have cheated. Another reason why Cheating Is beneficial for students I am going to argue why I think cheating could be beneficial for students. I am going Cheating is beneficial for students

Global And China Ethylene Carbonate Industry

The report firstly introduced Ethylene Carbonate basic information included Ethylene Carbonate definition classification application industry chain structure industry overview; international market analysis, China domestic market analysis, Macroeconomic environment and economic situation analysis, Ethylene Carbonate industry policy and plan, Ethylene Carbonate product specification, manufacturing process, cost structure etc. Browse Complete report with TOC : http://www. qyresearchreports. com/report/global- and-china-ethylene-carbonate-industry 2013-market- research- report. htmThen statistics Global and China key manufacturers Ethylene Carbonate capacity production cost price profit production value gross margin etc information, and Global and China Ethylene Carbonate capacity production market share supply demand shortage import export consumption etc data statistics, and Ethylene Carbonate Industry 2009-2014 capacity production price cost profit production value gross margin etc i nformation. To Get Sample Copy of Report Visit @ http://www. qyresearchreports. com/sample/ Table of Contents Chapter One Ethylene Carbonate Industry Overview 1. 1 Ethylene Carbonate Definition 1.Ethylene Carbonate Classification and Application 1. 3 Ethylene Carbonate Industry Chain Structure 1. 4 Ethylene Carbonate Industry Overview Chapter Two Ethylene Carbonate International and China Market Analysis 2. 1 Ethylene Carbonate Industry International Market Analysis 2. 1. 1 Ethylene Carbonate International Market Development History 2. 1. 2 Ethylene Carbonate Product and Technology Developments 2. 1. 3 Ethylene Carbonate Competitive Landscape Analysis 2. 1. 4 Ethylene Carbonate International Key Countries Development Status 2. 1. 5 Ethylene Carbonate International Market Development Trend 2.Ethylene Carbonate Industry China Market Analysis 2. 2. 1 Ethylene Carbonate China Market Development History 2. 2. 2 Ethylene Carbonate Product and Technology Developments 2. 2. 3 Ethylene Carbo nate Competitive Landscape Analysis 2 2 4 Ethylene Carbonate China Key Regions Carbonate China Market Development Trend lopment S 5 Ethylene 2. 3 Ethylene Carbonate International and China Market Comparison Analysis Chapter Three Ethylene Carbonate Development Environmental Analysis 3. 1 China Macroeconomic Environment Analysis 3. 1. 1 China GDP Analysts 3. 1. 2 China CPI Analysts 3.