The Case Study of John-Free-Samples for Students-Myassignmenthelp.com

Question: Discuss about the Case Study of John. Answer: Past Medical History John is 45-year-old man who is living with his family. John was referred to the Monash Medical centre with the history of headache and muscle pain in the legs that he was forced to leave his job as a carpenter. Upon diagnosis, it was found that John was going through anxiety and depression that have worsened in the past few months. Mental Status Examination General description John is an English Carpenter who is has come with the problem of major muscular pain and has problems in sitting and while walking. He is well oriented and well perfuse. There was no abnormality found while looking at him. Mood and Affect He does not have any extreme mood while talking to him. However, he remained disturbed due to his pain in the muscles. Speech John articulated himself very clearly. He answered all the questions very clearly but in a slower rate. He has soft spoken man and was having some breathing problems while talking for a very long time. Perceptual disturbances John exhibits a normal perception. The symptoms of illusions, delusions, hallucinations, misinterpretation and passively phenomenon were not seen elicited in John. Thought Processes The thought process of John has decreased. It has also decreased the rate of the speech in him. He did not exhibit any formal form of thought disorder. He did not use or created his own word to express his feelings. No negative thought disorder was seen in John. However, John is very much disturbed and anxious about his health and feels restless while thinking about his health. He is very much guilty that he is unable to care of himself and finance his own medication. Cognition John is alert and oriented in terms of time and place. He is able to answer all the questions asked about his past and is able to recall every single incident. Judgement and Insights treatment However, when John was questioned about his condition, he accepted that he is ill and he requires treatment Case formulation Summary of presenting problems 80% blood clot in his left leg Persistent and worsened headache over a last 4 weeks Experienced non-epileptic tremors Symptoms of anxiety and irritability Acute depression Insomnia History of melancholy Fear of brain tumor Financial crisis and stress Main concern Major depressive disorder and anxiety is the main concern of the client. Predisposing factors John has a strong family history, which predisposes him to develop a mood disorder. According to Levinson et al. (2014),a large sample of people diagnosed with non-anxious control and general anxiety disorder showed the family history of the psychological problems. As per the behavioral genetics research, metal disorders are highly attributed to genetic factors. In the govern case study, Johns parental cousin Bipolar Affective Disorder and maternal cousin has anxiety. His older brother, Jeffrey has also suffered from panic and depression with admission at the clinic previously. His youngest brother, James is currently suffering from severe sleep deprivation due to being the new father of twins. Johns father suffered from Post-Traumatic Stress Disorder. Thus, it is evident that these genetic factors have cumulative influence on Johns psychological condition. Precipitating factors The precipitating factor in case of John is the financial dependence. He is financially not stable to fund the whole process of medications. Due to lack of financial independence, John started to have symptoms of anxiety and irritability. Anxiety and acute depression added to insomnia. (Cruwys et al. 2014). The history of drug and alcohol also precipitated his current condition. In addition, John has also suffered a lot of physical injuries. He suffered a spider bite that developed into cellulitis requiring IV antibiotics. He ruptured his anterior cruciate ligament while on the trampoline and had to undergo surgery. After debilitating pain from osteitis pubis he also had to undergo psychiatric consolation. John also carries the feeling of guilt as he was not able to save his co-worker. He had short term relationships with his two women in the past, which may add to his guilt. Other precipitating factors are One of his sons has a developmental difficulty that has been categorized as a sensory processing disorder with attention deficit disorder. John was treated for a depressive illness that emerged after his sons developmental difficulties. Increasing alcohol consumption of Johns wife Marie is the other cause of anxiety in John (Catarino et al. 2014). The stress due to workplace bullying and fatal accident led to multiple inpatient admissions. Thus, he is currently in need of social support of community. The lack of rationalized thoughts, anger, guilt, lack of personal hygiene, and lack of financial stability are the precipitating factors of John. These factors are manifested as escalating panic attacks and phobic responses to the workplace, pervasively low mood and neuro-vegetative symptoms. John has the fear of brain tumor is further adding to anxiety and depression These psychosocial stressors are responsible for the Major depressive disorder and anxiety in the patient (Song and Lindquist 2015). Perpetuating factors The major perpetuating factor is the financial strain which is allowing Johns depression to continue. It is the ongoing problem along with the debilitating pain from osteitis pubis it is also adding to stress. His sons developmental disability. Fear of brain tumor and wife;s increasing alcohol consumption are the perpetuating factors. The use of the antidepressant and antipsychotic medication and treatment process in condition where he is having financial crisis is increasing his depressive state (Swank et al. 2014). Protective factors The protective factors in case of John are having ECT that improved is condition, adequate family support to cope with illness, ongoing medications to improve his physical health. His perceptions, insight and judgments are good. As John is cooperative, he is suppose to recover soon provided he adheres to medication and interventions (Cuijpers et al. 2014). Care plan- Nursing interventions Nursing Diagnosis Planning/Outcome Nursing Intervention Rationale Discharge Depression Short term goal: 1. Strict adherence to medication 2. Express feelings atleast once daily Long term goal: 1. Express feelings of emotional state 2. Able to gain work function and maintain and job 1.Establish a therapeutic relationship with John through patient cantered care. The nurses should always maintain the therapeutic distance with the patients and exhibit their proper postures (Hockenberry and Wilson 2014). 2.Allow John to express feelings, expectations, concerns and fears- Nurses must have some sense of empathy towards their patients (Lehne and Rosenthal 2014). Nurses should motivate them to do activities that will improve their personal health and should train them to start to take care of themselves, when needed (Song and Lindquist 2015). 1.Arrange of group sessions and therapy among people with similar problems (Young and Skorga 2013) 2.Refer client to occupational therapy Ongoing relationship builds trust and may facilitate coping (Hans and Hiller 2013) Use of empathetic communication skills and by demonstrating sensitivity to clients problem, it becomes easy for the client to interpret the circumstances in better way (Thompson and McCabe 2012). Communication and discussion of feelings and thoughts help voicing of actual threats and immediate intervention (Pennebaker 2012). Acknowledging and empathizing promotes a supportive environment that enhances coping. Interacting with people other than nurse allows patent to gain better insight (Hans and Hiller 2013). Occupational therapy will help client to gain independent functioning by learning new skills to cope with personal and professional activities in daily basis (Muskett 2014). On discharge John will have better physical health due to medications and decrease in depression. Patient is expected to accept circumstances. Reduced depressive state is expected by regaining work function, improved communication skills and emotional confidence. Anxiety Short term goal: Decrease disturbed thoughts Long term goal: Resolve the problem in correct way and enhance the Self promoting behaviour of client and self motivation activities The nurses should interact with the patient with a very low and soft tone, refuse negative thoughts (Temel, and Kutlu 2015). Engage client in reflective practice such as writing journals (Varcarolis 2016). Set non repetitive routine for the client where he will encounter low responsibility to high responsibility tasks to be accomplished on daily basis. This can be followed by increasing the self motivating ability of client (Song and Lindquist 2015). Maintaing journal help the client to keep track of thoughts and source of anxiety (Kircanski et al. 2012) Taking responsibility will decrease anxiety and panic as the patient will gain confidence by fulfilling responsibilities. It will eliminate the feeling of hopelessness and improve self motivation (Thompson et al. 2012). The patient should self-motivate himself or herself thinking that life is worth living for. They should indulge in various forms of activities that will motivate them to do the work that are related to the self-motivation. It will help them gain confidence and prevent them from any sort of suicidal works (Lehne and Rosenthal 2014). On discharge time, John will have high self-esteem and better problem solving skills. The client will report reduced anxiety. The client will less fears once he learn to self motivate himself. References Catarino, F., Gilbert, P., McEwan, K. and Baio, R., 2014. Compassion motivations: Distinguishing submissive compassion from genuine compassion and its association with shame, submissive behavior, depression, anxiety and stress.Journal of Social and Clinical Psychology,33(5), pp.399-412. Cruwys, T., Haslam, S.A., Dingle, G.A., Haslam, C. and Jetten, J., 2014. Depression and social identity: An integrative review.Personality and Social Psychology Review,18(3), pp.215-238. Cuijpers, P., Sijbrandij, M., Koole, S.L., Andersson, G., Beekman, A.T. and Reynolds, C.F., 2014. Adding psychotherapy to antidepressant medication in depression and anxiety disorders: a meta?analysis.World Psychiatry,13(1), pp.56-67. Hans, E. and Hiller, W., 2013. A meta-analysis of nonrandomized effectiveness studies on outpatient cognitive behavioral therapy for adult anxiety disorders.Clinical Psychology Review,33(8), pp.954-964. Hockenberry, M.J. and Wilson, D., 2014.Wong's Nursing Care of Infants and Children-E-Book. Elsevier Health Sciences. Kircanski, K., Lieberman, M.D. and Craske, M.G., 2012. Feelings into words: contributions of language to exposure therapy.Psychological science,23(10), pp.1086-1091. Lehne, R.A. and Rosenthal, L., 2014.Pharmacology for Nursing Care-E-Book. Elsevier Health Sciences. Levinson, D.F., Mostafavi, S., Milaneschi, Y., Rivera, M., Ripke, S., Wray, N.R. and Sullivan, P.F., 2014. Genetic studies of major depressive disorder: Why are there no GWAS findings, and what can we do about it?.Biological psychiatry,76(7), p.510. Muskett, C., 2014. Trauma?informed care in inpatient mental health settings: A review of the literature.International journal of mental health nursing,23(1), pp.51-59. Pennebaker, J.W., 2012.Opening up: The healing power of expressing emotions. Guilford Press. Song, Y. and Lindquist, R., 2015. Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students.Nurse Education Today,35(1), pp.86-90. Swank, S., Harden, R., Bakshi, R. and Maletta, E., 2014. (224) Pain predicts depression in for-profit nursing home residents.The Journal of Pain,15(4), p.S32. Temel, M. and Kutlu, F.Y., 2015. Gordon's model applied to nursing care of people with depression.International nursing review,62(4), pp.563-572. Thompson, L. and McCabe, R., 2012. The effect of clinician-patient alliance and communication on treatment adherence in mental health care: a systematic review.BMC psychiatry,12(1), p.87. Varcarolis, E.M., 2016.Essentials of Psychiatric Mental Health Nursing-E-Book: A Communication Approach to Evidence-Based Care. Elsevier Health Sciences. Young, C.F. and Skorga, P., 2013. Collaborative care for depression and anxiety problems: Summaries of Nursing Care?Related Systematic Reviews from the Cochrane Library.International journal of evidence-based healthcare,11(4), pp.341-343.

Parable Of The Cave And Road Not Taken Essays - Platonism

Parable Of The Cave And Road Not Taken Taking the High Road "The unexamined life is not worth living," In The Apology, Socrates relates that the most important goal in life is the improvement of the soul. We should search others, our environment, and ourselves so that we may come to a better understanding of the world. The Parable of the Cave tells of the journey that Socrates was trying to relate, in that each person is faced with different realities as we travel to try and reach "the intellectual world." This journey of enlightenment draws close parallels to another piece of literature by Robert Frost. In his poem "The Road Not Taken," he describes how he felt as he came upon the fork in the road and chose to take the road less traveled "and that has made all the difference." The use of life as a journey is nothing new to literature, but with Plato and Frost both show that this journey is not easy and there are many choices along the way that we must make that will determine the quality of the life we will lead. The main factor that drew me to the Parable of the Cave was the way it described our journey through life. It begins by telling us that the reality we initially see when we are chained down in the cave is nothing more than an illusion. This is true in my own life in that I was told by my parents what was right and what was wrong without questioning the reason behind it. They kept a chain of sorts around me so that I was not harmed by all of the realities of the world at once, but rather gradually introduced to them as I grew up. As we are released from bondage, our reality is immediately changed. When we first look toward the light we "will suffer sharp pains;" as we try to adjust to this new reality that is suddenly thrown upon us. The bondage that we experienced in the beginning is no longer there and the full weight of the world is pressed down on us without the help of others and now responsibility for our own actions becomes the controlling factor in our life. The light that first shocked us into reality now causes you to come to a crossroads in life. Looking directly at the light will cause some pain and suffering, but offers a "clearer vision" or "turn away and take refuge in the objects of vision which he can see" and return to the reality of which he was accustomed, but is only an illusion. Many people are scared to face reality and would rather turn back to the shelter that they are comfortable with. Independence and freedom are things these people could live without, so long as they had someone to lead them. Unfortunately, the majority of people fall into this category. They become sheep and require a shepherd to guide them through their lives. The others who can overcome the blinding light are able to ask of themselves what they are trying to accomplish in their lifetime. They may make mistakes along the way, but because they had the strength to try, are able to learn from those mistakes and become more intelligent as they age. Those that never leave the depths of the cave remain in an illusion. "Ignorance is bliss," and these people never want to have to struggle with their lives, but would rather remain without the responsibility the new knowledge would bring them if they were to walk towards the light. The light allows us to see things more clearly and this is the goal that we are trying to reach in our lifetime, but are almost assured of failing. Why then should you constantly fight toward this goal over adversity and hardship only to fail in the end? The journey is the most important part of the trip, not the destination. The things learned along the way will make your life more fulfilling and enjoyable. The Parable of the Cave shows how this journey can be related to our own lives and the struggles we face throughout our lifetime. The journey talked of in The Parable of the Cave has many parallels with the poem by Robert Frost entitled "The Road Not Taken." The last line of the poem reads, "I took the road not taken and that has made all the difference." The road usually taken is the easy

Honda The Dependability Car free essay sample

This paper examines the reasons why Honda has been a best-selling car in the U.S. on a constant basis. This paper presents a discussion about the reliability of Honda vehicles. The author argues that Honda is the most dependable car on the market, looking at how the car became a best-seller, consumer satisfaction, affordability, its proven track record, and low maintenance needs. There are many things that make the Honda vehicle the most dependable car on the road. When they first came on the market they were so popular there were waiting lists that could take months to get through and receive a vehicle. Almost three decades later the Honda has held its appeal. One of the reasons the Honda is so popular is the dependability that it offers.

Problems with an English-medium Education

Problems with an English-medium Education Free Online Research Papers To what extent is English-medium education the solution or the problem in settings where English is not the dominant language of the pupils’ homes or local communities? Unfortunately, this is not a question I am going to be able to give one clear, definitive answer to as I believe that English-medium education can be both a problem, and a solution in situations where English is not the dominant language. On the one hand we have cases such as the one that can be seen in the state of Karnataka in India, where English-medium education has been replaced by one of the local languages, Kannada, a sensible decision many would say, but not when you consider that most of the urban areas in the State are multilingual, with people whose mother-tongues are Kannada, Tamil, Marathi, Malayalam, Punjabi, Gujarati, Sindhi, Bengali, and many more (Resource and Reference Materials, p.81), so here, it could be argued, that one combining language, such as English, should be used that would be of benefit to all as a lingua franca. Then on the other hand you have Kathleen Heugh’s argument that without a full understanding of their mother-tongue children will strugg le to fully understand what they are being taught, and that English-medium education should not begin until the children have received at least 6-8 years of mother-tongue education to avoid any such problems of comprehension (Learning English, pp.181-88) In relation to Heugh’s argument I believe low levels of competence could exist where bilingual education is introduced too early, as children are often reluctant to question meanings of words for fear of revealing their ignorance in a subject, and in so doing facing ridicule from other students. Children can also struggle when having to concentrate on not only the message in say, a geography lesson, but also the medium when that lesson is taught in a second language such as English. Subjects such as geography, mathematics, and history should therefore logically be taught in the classes mother-tongue to allow the content to be more readily accessible, and to prevent the slowing down of the progress of the whole class, at least until the children are capable of comprehending the language they are being taught in. Heugh conducted a study of English and colonial language education in South Africa, a country that had adopted English through linguistic imperialism towards the end of the nineteenth century. Heugh found that up until 1975, African children had received eight years of mother-tongue education, followed by a switch in secondary school to joint Afrikaans and English-medium education. The school leaving pass rate had improved from 43.5 per cent in 1955 to 83.7 per cent in 1976, figures that justify my belief that a monolingual education system throughout the child’s formative years of schooling is the correct course to take; however, this was to change dramatically with the introduction of only four years of mother-tongue education after the student led rebellions in Soweto of 1976. Within a few years it had become noticeable that academic performances had dropped dramatically, and that teachers responsible for students in grades 5-8 were not sufficiently competent enough in Engl ish to deal with the switch. English-medium education was proving a problem here for both students and teachers alike with its earlier introduction into the curriculum. John Rogers, a senior lecturer at the English Language Institute in Victoria, New Zealand, backs up these findings in his article ‘The world for sick proper’ (1990), as he claims ‘.that if the aim really is access to educational opportunity, progress is more likely to be achieved by education in local languages. [and that] despite the enormous resources it diverts from other educational development possibilities, it actually achieves very little’ [Learning English, pp.212-13]. We only need look at another example of an early stage introduction of the English-medium in to the curriculum in Malawi to see its failings. Here, through lack of resources and funding, classes can often reach sizes of over a hundred children, and choral chanting then becomes the method of education where children will merely repeat en masse after their teacher, and, although giving students the ability to practice their pronunciation, it allows for no form of correction for the individuals whose errors will go undetected. The students in these situations are being positioned as passive recipients of the language and not given the chance to engage with each other, therefore severely limiting their ability to converse fluently through the medium of English. Again then, one must question how much of the message of the lesson they are taking in as they concentrate more on the medium of English than the actual subject matter. We do not have to look as far as India though to see where an English-medium only education system may soon be a major socio-political issue, and that is within the UK. Without considering the increasing linguistic diversity of the UK’s population, partly through immigration, we may soon find ourselves in a situation very similar to the one in South Africa, where many children are failing to grasp the basics due to a fundamental lack of understanding in the language they are being taught in. Figures show that some 10 per cent of school students have English as a second language, whilst the figures in London are even higher, standing at nearer 30 per cent (Monaghan, 2007, p176). So where, if anywhere, can an English-medium education system be of an advantage to students?.. Bangalore, capitol city of the State of Karnataka in India, as I’ve already mentioned in my opening statement, is a state divided by many languages, but with one common denominator amongst them all, English. Activists in Karnataka, throughout the late 1970’s and early 1980’s argued as to which should be the language of education and state, with the outcome being that it should be Kannada, a language spoken by around only a third of the State, but this unfortunately was not the wishes of many of the people, merely activists in positions of power. English has become an international language, a language of business and education, and the people of the regions appreciate that fact, realising for their children to have any chance of obtaining positions of power in business and industry they must be able to speak English. One such child, a young girl named Ranika, attends Bishop Cotton School, where from the age of 5 the medium throughout the school is English only, and it is her father who believes that â€Å"If you really want to become a world citizen. they have to learn the English language.. whether it’s in science, arts, or in business.† [An English Education, DVD2, 00:01:20]. Children in the state of Karnataka have learned to converse in several languages, and seem to have done so with relative ease as we see with the example of Thara, a young girl who attends Government Girls High School, who, by her own admission, can quite happily talk to neighbours and friends in Hindi, English, Guajarati or Tamil [An English Education, DVD2]. Thara sees it as a good thing to be able to speak to others through the medium of English when they are not able to understand her mother tongue of Kannada. Activists such as M. Chidananda Murthy argue however, that to learn through the medium of English would be to lose ones culture and heritage [ibid], but even here parents disagree strongly with this argument as it’s claimed that if they have their own influences on their children and the ways in which they are raised, then there should be no fear of westernisation, and that both the English language and their Indian heritage can coexist comfortably side by side. Again we only need to look within our own shores to see where this particular issue could be raised though, with many fearing a loss of local customs and heritage through the teaching of a standardised form of English which does not reflect local dialects and accents. Annamalai (1986) claimed that ‘ English helps maintain divisions and hierarchies within a country’ [Learning English, p.212], but if anything, within the UK I believe it has the opposite effect, breaking down the prejudices of economic backgr ounds, ethnicity, or nationality, as here we are all taught a standardised English, so can all converse without fear of a lack of understanding or ridicule, regardless of our place of birth or heritage. Britain has become a multi-cultural society, and for us to all co-exist comfortably together then the most obvious solution seems to be for us to all be able to converse fluently in the same language, and this is only possible if we are all taught through the medium of English. English-medium education can therefore not be seen with one blanket ideal, and every situation must be investigated and considered on its own merits before deciding whether the medium is indeed the solution or the problem for students whose dominant language is not English. Graddol argues that although the charge of cultural imperialism has still not gone away, English must be seen as a global language used for a range of purposes by non-English speaking countries (Graddol, 2006, p101), but at the same time we must not let it become an executioner bringing death to any languages it comes into contact with. This unfortunately, is why I have struggled to come to one conclusion as to whether English-medium education is the solution or the problem, as I can see the benefits of one all encompassing international language, but would hate to think that to have it would mean the death of so many colourful and interesting other languages, and the disadvantages that would come with not being a ble to speak it. Bibliography Mercer, N., Swann, J., Mayor, B. (eds) (2007), Learning English, Abingdon, Routledge The Open University (2009), Resource and Reference Materials U211(2007) DVD ROM 2, Exploring the English Language, OU, DVD00222 Research Papers on Problems with an English-medium EducationStandardized TestingComparison: Letter from Birmingham and CritoQuebec and CanadaInfluences of Socio-Economic Status of Married MalesHip-Hop is Art19 Century Society: A Deeply Divided EraBringing Democracy to AfricaPersonal Experience with Teen PregnancyPETSTEL analysis of IndiaResearch Process Part One

Fmcg Essay Example | Topics and Well Written Essays - 250 words

Fmcg - Essay Example Avon as a band in general has seen its brand value collapse as its market performance has tanked in recent years, leading to a corrosion in the overall prestige and desirability of the company and its products (Kowitt 2012). There are many things that contributed to the failure of the brand and many of its products, among them failure in strategy and in marketing, and in terms of being able to adopt and execute on a comprehensive social media strategy. As late as 2012 it did not have an effective strategy to leverage the strengths of social media platforms such as Facebook and Twitter, as well as other online media tools such as blogs. This is part of a bigger problem with regard to making the Avon brand relevant to consumers in general. This is true in the United Kingdom and in many other key markets in the West as well. With Avon’s product, the key sales channel had been direct sales, and in the age of the Internet and social media, the company has failed to make its direct selling model relevant. While there are no breakdowns of sales for the Goddess Eau de Parfum sales, it is clear that its many negative reviews puts it at the bottom in terms of sales performance for individual products (Glazer 2012; Carrillo 2014). Botanicals (2014). Natural Moisturizers: nourishing face moisturizer: rose and camella. Botanicals.co.uk. [online]. Available at: http://www.botanicals.co.uk/natural-moisturisers/ [accessed 10/12/2014]. Carrillo, S. (2014). 11 Best Avon Products- and the 4 Worst: No. 4: Avon Goddess Eau de Parfum Spray, $22.50. TotalBeauty.com [online]. Available at: http://www.totalbeauty.com/content/gallery/p-best-worst-avon/p33782/page2 [accessed 10/12/2014]. Glazer, E. (2012). Avon is Late to the Social Media’s Party. Wall Street Journal [online]. Available at: http://www.wsj.com/articles/SB10001424052702303978104577360182622655056 [accessed 10/12/2014]. Procter & Gamble (2014). BB & C Cream: Regenerist CC Cream Light. Olay.co.uk

Essay of leotard in spanish Example | Topics and Well Written Essays - 500 words

Of leotard in spanish - Essay Example conozca una persona ya que esta en una posicion de poder alla. Lyotard es una persona influencial en terminos de haber influido los filosofos que querian tratar de examinar sus teorias. El postmodernismo de Lyotard es un gran tema en la linea de filosofos que filosofizaban sobre el postmodernismo. Lyotard es conocido por su influencia en haber influido no solamente el discurso de la ciencia. Tambien es conocido por su conocimiento del postmodernismo en las otras materias de las matematicas y tambien en los artes liberales. Todas estas areas se han desarrollados por la manera de la influencia que tenia Jean Francois Lyotard. Su contribuido a estas tres areas se ha revolucionado la manera en que vemos la materia de la filosofia. Tambien vemos a la materia del postmodernismo diferentemente tambien. Sin embargo, el modo en que el se ha contribuido a la materia de la filosofia no tiene precio. Gracias a el, tenemos una definicion funcional del postmodernismo como relata a las disciplinas de la ciencia, las matematicas, y los artes liberales.

Retail Failure of Tesco Essay Example | Topics and Well Written Essays - 2500 words

Retail Failure of Tesco - Essay Example The present research has identified that the Tesco management employs the marketing concepts. Pricing is one marketing concept. Promotion is another viable concept. Product quality is a necessary product concept. The place is an important marketing concept. Further, Tesco management institutes the complicated management functions. Controlling is one of the functions. Organizing is another management function. Staffing is a third management function. Planning is the fourth management function. Directing is the last management function. Furthermore, the first United States branch was set up during 2007. The branches are strategically located in California. With the huge population in California, The United States Tesco branch investment was estimated at around  £250 million during the 2007 groundbreaking operations. The company is expected to fund additional  £250 million during the 2008 and future years. Additionally, the additional yearly investments are pegged to set up branches in other major cities in the United States. Tesco’ Chief Operating Officer Terry Leahy mentioned that â€Å"the investment in the Tesco United States is another leg in the Tesco United Kingdom’s expansion into internationally lucrative nations.† The Chief Operating Officer enthusiastically claims that the United States expansion is very bold and profitable venture. The officer is correct for the United States is one of the biggest economies in the world. With a nation of the huge number of prospective customers, the Tesco United States branch is expected to play a significant role in augmenting the revenues generated by the Tesco home office branches located in the United Kingdom. Additionally, the company planned to set up an estimated 1,000 Tesco United States branches starting in 2007, where the initial branch was established in California. During 2008, the company targeted the setting of an additional 200 Tesco United States branches during 2008 alone.