First Amendment

The First Amendment is part of the Bill of Rights. The Bill of Rights is our rights as citizens living in the United States of America. In this paper I will look at three provisions to the First Amendment, highlighting one case for each provision. Included are one case to discuss freedom of speech, one case to discuss separation of church and state and one case to discuss freedom of association. 1.)Discuss at least one Supreme Court case of significance related to three of the provisions of the First Amendment. Case number 1: Cohen v. California, 403 U.S. 15 (1971), this was a United States Supreme Court case dealing with freedom of speech. The United States Supreme Court overturned a disturbing the peace conviction by a man who exited a courthouse wearing a jacket decorated with profanity. On April 26, 1968, Paul Robert Cohen was 19 at the time of his arrest outside a Los Angeles courthouse wearing a jacket decorated with profanity. His jacket had the words â€Å"[email  protected]%k the Draft.† Cohen was arrested for maliciously and willfully disturbing the peace or quiet by any person or a neighborhood. a.)Why did this case have to be heard and interpreted by the Supreme Court? Paul Robert Cohen was found guilty of disturbing the peace at a Los Angeles Courthouse. Cohen’s lawyers appealed and the conviction stood its ground in the California Court of Appeal. The California Supreme Court denied review, the United States Supreme Court granted to review and argue the case. The Court’s decision was in favor of Paul Robert Cohen by a vote of 5-4 and overturned the appellate court’s ruling. According to Justice John Marshall Harlan II â€Å"the state may not, consistently with the First and Fourteenth Amendments, make the simple public of this single four-letter expletive a criminal offense.† (Cohen v. California, docket #: 299, 1971). b.)How do the Supreme Court decisions in each case continue to affect the rights of American Citizens today? Cohen v. California is a landmark case because this case removes from our government the right to censor speech and determine what actions of speech are appropriate for a civil society (Balter-Reitz, 2003). This case affects all of us today because it prevents local and federal government determine what is appropriate or over the line when we are expressing ourselves. 2.)Discuss at least one Supreme Court case of significance related to three of the provisions of the First Amendment. Case number 2: McCollum v. Board of Education, 333 U.S. 203 (1948), this was a United States Supreme Court case dealing with separation of church and state. This case was argued at the United States Supreme Court to the power of a state to use tax money to support public schools to provide religious instruction. Vashti McCollum an atheist objected to the religious classes being provided by the Champaign public school district. McCollum argued that the school district violated the First Amendment, the principle of separation of church and state. a.)Why did this case have to be heard and interpreted by the Supreme Court? McCollum v. Board of Education, 333 U.S. 203 (1948) was first decided in the circuit court of Champaign County in favor of the school district. McCollum then appealed to the Illinois Supreme Court that held the lower court’s ruling. McCollum finally appealed to the United States Supreme Court that agreed to hear her case. The Courts decision was in favor or Vashti McCollum by a vote of 8-1ruling that the religious classes was unconstitutional. Justice Hugo Black stated that â€Å"To hold that a state cannot consistently with the First and Fourteenth Amendments utilize its public school system to aid any or all religious faiths or sects in the dissemination of their doctrines† (McCollum v. Board of Education, 333 U.S. 203, 1948). b.)How do the Supreme Court decisions in each case continue to affect the rights of American Citizens today? This was a landmark case because it separated church from state. This case also provided a level platform for those who are attending a public school. In the McCollum case her son was being singled and made fun of by other students because he did not attend the religious classes. This case was beneficial for all of us today to attend a public school government funded and not have to attend religious classes against our will. As a result of this case school officials in Champaign Ill, decided to release the students one hour earlier known as â€Å"release time† to attend religious classes without supervision from teachers or school officials (Time Magazine, 1948) 3.)Discuss at least one Supreme Court case of significance related to three of the provisions of the First Amendment. Case number 3: Boy Scouts of America et al. v. Dale, 530 U.S. 640 (2000), this was a United States Supreme Court case dealing with freedom of association. James Dale an assistant scoutmaster for the Boy Scouts of America was expelled from scouting after the Boy Scouts of America read an article at a local newspaper that Dale indicated and quoted that he was gay. a.)Why did this case have to be heard and interpreted by the Supreme Court? Boy Scouts of America et al. v. Dale, 530 U.S. 640 (2000), was first decided at a New Jersey Supreme Court which forced the Boy Scouts of America to readmit assistant Scoutmaster James Dale after learning that he is gay. The United States Supreme Court overturned the New Jersey Supreme Court decision and decided that forcing the Boy Scouts of America to readmit James Dale violated the rights of the Boy Scouts of America, specifically the freedom of association. The Freedom of Association allows a private organization to determine which person can be included into the organization (Boy Scouts of America et al. v. Dale, 530 U.S. 640, 2000.) b.)How do the Supreme Court decisions in each case continue to affect the rights of American Citizens today? Affects of the U.S. Supreme Court’s decision on the case of Boy Scouts of America et al. v. Dale, 530 U.S. 640, (2000) is difficult to measure. It only has been 10 years since the decision but today we are experiencing other cases similar to one above. Cases of the military’s â€Å"don’t ask don’t tell† policy has recently been on the news as well states allowing or opposing gay marriages. I predict that the above case will be serving as a foundation for future decisions regarding Americans rights to freedom of association especially if they are gay. 4.)Evaluate the rights and responsibilities that the constitution provides you as an American Citizen. In the examination of the cases above, the Constitution provides me an American Citizen a safety net to argue situations when I felt that my constitution is being violated. I can believe that I can appeal to a higher court and all the way to the United States Supreme Court to make a final decision. In conclusion, this was a great paper to write because as an American Citizen I have neglected to fully understand the right given to me as a citizen. This paper made me realize how much protection I have as a citizen. After examining the three United States Supreme Court cases I am glad that there is a higher court and whether the decision is pro or con, I can rest assure that a fair and just decision will be made. References http://www.firstamendmentcenter.org/faclibrary/case.aspx?case=Cohen_v_CA http://www.time.com/time/magazine/article/0,9171,804516,00.html caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=000&invol=99-699 caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=US&vol=333&invol=203

Classroom Observation Report

INTRODUCTION The school that we have chosen for our classroom observation is SMK Mutiara Rini which is situated at Jalan Persiaran Utama, Taman Mutiara Rini, Skudai Johor Bahru. This school consists of 2250 students from various level of proficiency. We have decided to observe Miss Niwashini Nambiar d/o Aravindan whom are one of our group mates for this classroom observation assignment. Miss Niwashini Nambiar has been teaching English language for both lower and upper secondary for three years. We observed the lower secondary group students whom are in form 2 UKM. There are 32 students in 2 UKM and their English language proficiency level is intermediate. TEACHING METHODOLOGY Before we went to observe Miss Niwashini, we already prepared an observation checklist to make sure that by the end of the observation, we will be able to discuss on the methodology used by the teacher during teaching and learning session. Throughout the lesson, we observed that the teacher minimized the use of mother tongue. She only used it when it was the last resort to make the students understand a particular term or word used during the lesson. The teaching techniques were organized for learners to learn communicative function. During the set induction for example, the teacher came out with something that triggered students' prior knowledge, thus we can see that the students were mostly eager to speak and participate in the conversation. This is parallel with the principle underpinning Communicative Language Teaching (CLT) where according to Brown (2001), CLT involves the use of language productively and receptively where the teacher facilitates and guides the learners to practice language skills in the classroom. For the activities chosen by the teacher during the lesson, we observed that it involved real life communication and also rich mix of classroom activities were implemented, where group work, pair work were all integrated during the lesson. For the group work activity, it allows the students to interact with one another, even some of them still communicate using their mother tongue but, we observed that some of them did tried to use English as much as they can. The lesson was not focused mainly on the form of language but its function as well, where the teacher tried to make the students able to use the target language using the activities done during the lesson. We found that the set induction as well as the activities conducted by the teacher bounded to what has been suggested by Larsen-Freeman (2000) that true communicative activities have three main features: information gap, choice and feedback, using authentic material in a small group activities. By taking the first activity conducted for example, where the students get into a group of five, it applied task-based learning which the students need to complete the task at the same time used the target language and the language acquisition will eventually happen. Another thing that we observed during the class lesson was that the teacher's goal of teaching was to develop students' communicative competence. The opportunities for the students to develop fluency and accuracy were provided by the teacher especially when the students were given a chance to present their work to the class and they got to receive feedback from peers as well as from the teacher. Parrish (2004) advocates that in CLT class, teacher's role is mainly as facilitator to guide the students in the interaction that takes place during teaching and learning session. This can be seen throughout the lesson, where Miss Niwashini did not dominated the lesson and the students' speaking time is maximized by being the main communicator in classroom. From what we have observed, we can conclude Miss Niwashini had integrated Communicative Language Teaching (CLT) in her teaching and learning session where she had emphasized on the communication in real-life situation to deliver the lesson. In this report, we also included her lesson plan for that particular lesson to give a clearer view on her teaching and learning session that day. As what is believed by Mustapha ; Yahaya (2013) that the successful implementation of CLT in English language teaching depends largely on the teacher's understanding. We can say that Miss Niwashini's lesson truly has almost all the beliefs under CLT which it was reflected through the way she conducted her lesson in the classroom. This can be seen from her methods and techniques applied during the lesson, the way she designed the activities for her students and the materials used for the activities. LESSON PLANCLASS TIME DURATION ATTENDANCE SUBJECT DAY DATE2UKM 2.20 pm- 3.20 pm 60 M32/32 ENGLISH THURSDAY 5/4/2018LESSON [LESSON 23] LANGUAGE AWARENESS NON-TEXTBOOK BASED LESSONMAIN SKILL(S) FOCUS SPEAKING , READING ; WRITINGTHEME PEOPLE AND CULTURE TOPIC LIVE WELL(HEBAT)LANGUAGE FOCUS Vocabulary related to the topic the health.CONTENT STANDARD Main Skill Writing 4.1Communicate intelligibly through print and digital media on familiar topics.Complementary Skill READING 3.1Understand a variety of texts by using a range of appropriate reading strategies to construct meaning.LEARNING STANDARD Main Skill Writing 4.1.5Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and pronounsComplementary Skill READING 3.1.1Use with some support familiar print and digital resources to check meaning.LEARNING OBJECTIVES By the end of the lesson, students should be able to :Create a balanced meal.Identify healthy and unhealthy foods in each of the food groups.SUCCESS CRITERIA At the end of the lesson, students will be able to :Create a balanced meal and explain about the meal with accurate pronunciation based on the given reading text.REFERENCES Access to bilingual dictionaries. CROSS CURRICULAR ELEMENT Technology EducationHOTS Analyzing and Applying MORAL VALUES GratitudeI-THINK Double Bubble Map PAK-21 Round table activity.ACTIVITIESPRE- LESSON LESSON DEVELOPMENT POST- LESSONGreet the students and introduce the topic â€Å"Balanced Meal† for the students.Teacher asks the students at random what do they really understand with the phrase â€Å"Balanced diet† Students will provide the examples of healthy and Unhealthy food. Students will get into group of 5.Students are assigned to create their own balanced meal.They should create a menu card based on the balanced meal that they are going to create. In groups, students are required to explain about the meal that they have created with accurate pronunciation.ASSESSMENT Worksheets REFLECTIONSCLASS : 2UKM 32/32 students able to answer random questions given by their respective teacher. The students able to provide a list of healthy and unhealthy food based on the alphabet shown by their teacher on the whiteboard. Apart from that, students able to identify and classify the healthy and unhealthy food shown by the teacher through random pictures. Students able to create a menu card based on the balanced meal for obesity patients via group work. Students able to present their work within the given time frame and only used English fully throughout the entire lesson.REFERENCESBrown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Ed.). New York: Longman.Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd Ed.).Oxford: Oxford University Press. Parrish, B. (2004). Teaching Adult ESL: A Practical Introduction. 3L Journal of Language Teaching 3(103-109). Oxford: Oxford University Press. Mustapha, S. T. ; Y ahaya, R. A. (2013).Communicative Language Teaching (CLT) in Malaysian Context: It's Implementation in Selected Community Colleges. Social and Behavioral Sciences 90(788-794). Malaysia: Universiti Teknologi MARA.

Contribute to Children and Young People’s Health and Safety Essay

Outline the health and safety policies and procedures of the work setting. Policies and procedures are in place to help protect children and adults within the setting. In the UK early year’s settings must comply with the statutory framework for the Early Years Foundation stage (EYFS). This covers all aspects of the welfare of children in early year’s settings. These include: Safeguarding – Having up to date policies which are available to parents and carers Suitable people – Making sure everyone is suitable to work with children (skills, training, knowledge and qualifications) Suitable premises and equipment – making sure there is indoor and outdoor space and all equipment is fit for purpose. Documentation – Maintaining records about the children, staff / provider, premises, risk assessments and OFSTED registration. Record of policies and procedures. Read more: Explain how health and safety is monitored and maintained essay Settings must also comply with legislations which set out the legal requirements which also help keep everyone in the setting safe in all different situations they may face. Here are some examples of the main legislations relevant to childcare settings: Health and Safety at Work Act 1974 Kitemarking CE product safety marking (product safety markings) Motor Vehicles (wearing of seatbelts)(Amendment ) Regulation 2006 COSHH Regulation 2002 (Labeling of hazardous substances) Reporting of injuries, Diseases and Dangerous Occurrence Regulations 1995 Childcare Act 2006 , Regulation of care (Scotland) and National Care Standards Smoking ban Food hygiene 2006 Manual Handling Operations Regulations 1992 Identify the lines of responsibility and reporting for health and safety in the work setting Within settings, designated people will be responsible for different areas. The ultimate responsibility lies with the manager. Other people within the setting will be in charge other things such as the day to day running , implementation of its policy and practices and specific areas or rooms. A poster showing staff names and their responsibilities will be displayed in the setting on. Everyone has a responsibility to promote safe working practices and maintain a healthy, safe and secure workplace. Policies and procedures along with regulations will ensure people within the setting do this. Within the setting staff will be aware of the person they should report any concerns they have to regarding any health and safety issues. Staff will record any significant information such as medication, incidents or accidents. 1.3 Explain what risk assessment is and how this is managed in the work setting A risk assessment identifies potential risks which could cause harm. Within a setting it would be impossible to prevent every single minor incident however care must be taken to ensure the children within a setting are protected. It is possible to prevent or control most risks. A risk assessment must be taken into consideration for each particular activity or situation and will look at the possible harm or hazard to people or an organization. Settings will implement risk assessments procedures as part of day to day routine. They must ensure proper checks are made. These include checking indoor and outdoor space, materials and equipment. Any trips or outings would also be assessed. They will take note of any hazards. Significant  hazards must be dealt with taking into consideration the number of people who could be involved. Risk assessments take into consideration things which may seem harmless or go unnoticed. Risk assessments look at all different areas of the setting from the equipment within the rooms to the security of the building. For some activities risk assessment may not be necessary each time as they carry low level risk which is unlikely to change however they would still be assessed on a regular basis, such as weekly. If a trip is made outside the setting this must be risk assessed in advance. Within the setting the manager and staff must know who is responsible for carrying out the risk assessments and who is responsible for different areas. They must also understand how the risks assessments will be displayed and how they will be implemented. Outcome 2 be able to recognise risk and hazards in the work setting and during off site visits 2.1. Explain why a safe but challenging environment is important for children and young people It is important for children and young people develop through exploring and trying new experiences. They learn their own limits and must be allowed to push their own level of skill. However they must be supported to ensure this is done in a safe positive environment. Children, unlike adults, have not yet developed the skills and judgment to always make the safe decisions. It is the staff’s responsibility to judge what is safe based on the child’s age and ability. For example a one year old child would not be safe to attempt going down a flight of stairs even though they may try to do so. There will always be a risk however at some point the child must be challenged and learn to walk down the stairs when it is appropriate to the child’s age and ability. If they are not challenged they will grow into an adult who lacked everyday skills and activities. 2.2. Identify the differences between risk and hazard A hazard is described as something which has potential to cause harm and a risk is the likely impact of the hazard associated with the activity. For example a bottle of Milton cleaner is kept in a cupboard within a room at nursery could be a risk; the hazard is that a child could take the cleaner and drink it, however the risk is unlikely to cause harm because the sink cupboard has child safety locks on them. The risk is controlled and a child would not be able to access the cupboard 2.3. Identify potential hazards to the health, safety and security of children or young people in the work setting Every activity and setting carries risk due to hazards. To ensure the children enjoy the full value of the setting or activity hazards and risks should be identified and reduced or eliminated if necessary. The health, security and security of the children or young people are dependent on the actions carried out to minimize the risk of the hazard within setting or off site. In many settings they will have a person who is appointed to deal with health and safety legislation and policies and procedures. Here is a table showing the different types of potential hazards and examples: Outcome 3 Know what to do in the event of a non medical incident or emergency 3.1. Identify non medical incidents and emergencies that may occur in the work setting There are lots of non-medical incidents and non medical emergencies that happen within the setting. Here are some examples: Fire Flood Missing person Unauthorised person in building Water / electric cut Power and heating failure Bomb threat Hazardous spillage Gas leak 3.2. Outline the actions to take in response to the following situations: (a) fires (b) Security incidents (c) emergency incidents Within settings they will have procedures in place to deal with emergency situations. Settings will have drills and practices and everyone will be aware of procedures to follow. Fires Close doors and windows and get the children out of the premises by nearest exit Get the registers / signing in sheets Do not leave children unattended Do not stop to put the fire out Call the fire brigade as soon as possible on 999 Give the operator your telephone number and ask for the fire service Clearly state there is a fire and give the address you are at. Ensure the operator repeats the address The manager will check the building to make sure everyone is out Check registers / signing in sheets to ensure everyone is accounted for Do not enter until it has been confirmed as safe. Security incidents Settings should never have an unknown or unauthorised person within the premises. Logs will be kept for signing in or out of the building and most settings will have secure entrance which requires a code or card to enter. If a person is seen in the building that is unknown they should be asked for identification. If they cannot provide this the manager should be informed. A member of staff should stay with the unauthorised person until the manager comes. Emergency incidents All staff will be aware of procedures for emergencies. Warning signals may need to be triggered immediately, before advising others of the incident. The manager or person in charge should be informed and local services (E.g. Police) contacted if necessary. If needed bring the first aid kit. Contact anyone who will need to be informed e.g. parents. During any emergency everyone should stay calm. Logs should be made of any emergency incidents. Outcome 4 Know what to do in the event of a child or young person becoming ill or injured 4.1 Identify the sign and symptoms which may indicate that a child or young person is injured or unwell SIGNS are changes which can be seen which may suggest illness and diseases†¨SYMPTOMS changes in the body such as feeling sick or having headache Children will normally let you know when they are unwell. They may behave differently or tell you their symptoms such as they feel sick or have pain. They may show obvious signs they are unwell such as vomiting, looking pale or having red cheeks Younger children and babies may not be able to tell you they are unwell. Common signs and symptoms of illness / injury are: †¢ Fever †¢ Loss of appetite †¢ Diarrhea †¢ Vomiting †¢ Constant crying / cries differently †¢ Floppiness / lack of energy †¢ Dry nappies †¢ Seizures. †¢ Breathing difficulties †¢ Cuts / bruises †¢ swelling †¢ Redness / blotchy areas †¢ Rash 4.2. Identify circumstances when children or young people may need urgent medical attention Urgent medical attention should be sought for the following: Difficulty breathing Asthma Attack when inhaler has not worked Floppy / unresponsive child Unconscious child Child is unable to swallow Lips or skin changed colour to grey blue or purple Fits Wounds that will not stop breathing Burns or scalds If after a head injury the child shows confusion / wobbling, headache, vomiting and sight problems Suspicion that a child has meningitis Severe pain Dehydration or lethargic Vomiting blood Frostbite signs Heat exhaustion Consuming poison Raised lumps accompanied by swelling of the mouth or noes Severe vomiting or diarrhea Very high temperature A deep cut which needs stiches or glue Severe bruising Animal bites which break the skin Bites or stings with swelling which make the child ill 4.3. Outline own role and responsibilities in the event of a child or young person requiring urgent medical attention As a member of staff who is training, my main responsibility is to inform a qualified member of staff who would know what to do in an emergency. I would ensure I assisted in any way such as calling for the emergency services or bringing the first aid kit. I would also help reassure any other children in the area. A qualified member of staff is able to confidently carry out any actions required and prevent the effects of the injury or illness becoming worse. If I was alone with a child and unable to get anyone I would stay calm and follow the actions below: Assess the situation – is it safe, who is involved and see what has happened Check the child is breathing – if not take action Ensure any other children in the area are ok Find out what is wrong – call ambulance if necessary Provide immediate first aid Notify parents / carers Talk to the child / children after the incident Outcome 5 Be able to follow the work setting procedures for reporting and recording accidents, incidents, emergencies and illnesses 5.1. Describe the reporting procedures for accidents, incidents, emergencies and illnesses All settings will have their own procedures for recording and reporting incidents, accidents, emergencies and illnesses. Accidents or illnesses If a child is seriously injured, the Health and Safety Executive must be informed. Ofsted define serious injuries as: †¢ Broken bones or a fracture †¢ Loss of consciousness †¢ Pain that is not relieved by simple pain killers †¢ Acute confused state †¢ Persistent, severe chest pain or breathing difficulties †¢ Amputation †¢ Dislocation of any major joint including the shoulder, hip, knee, elbow or spine †¢ Loss of sight (temporary or permanent) †¢ Chemical or hot metal burn to the eye or any penetrating injury to the eye †¢Injury resulting from an electric shock or electrical burn leading to unconsciousness, or requiring resuscitation; or requiring admittance to hospital for more than 24 hours †¢ Any other injury leading to hypothermia, heat induced illness or unconsciousness; or requiring resuscitation; or requiring admittance to hospital for more than 24 hours †¢ Unconsciousness caused by asphyxia or exposure to harmful substances or biological agent †¢ Medical treatment, or loss of consciousness arising from absorbtion of any substance by inhalation, ingestion or through the skin †¢ Medical treatment where there is a reason to believe that this resulted from exposure to a biological agent, or its toxins, or infected material Settings must tell Ofsted and child protection agencies about any serious accidents, injuries, illnesses or death of an adult or child on the premises. The EYFS states: Providers must notify Ofsted and Local Children’s Protection Agencies of any serious accident or injury to, or serious illness of, or the death of, any child whilst in their care, and act on any advice given. An early year’s provider, who, without any reasonable excuse, fails to comply with this requirement, commits an offence Reporting incidents Settings will keep a signed record of all incidents or accidents to the children. The manager will describe which incidents will be recorded. Settings should always include recording for bullying, fighting and any security incidents. The details should be clear and include as much information as possible. This should include details of people involved, people who witnessed it and details of what happened. Outcome 6 be able to follow infection control procedures 6.1. Outline procedures for infection control in own work setting Within the nursery setting we follow rules and advice aimed at preventing the spread of disease and infection. Hand washing and sanitizing is the most important procedure we follow. Both children and staff are encouraged to wash their hands often. Hands are always washed after using the toilet or changing a nappy, before handling or eating food, after messy play or playing outdoors. Soap dispensers, warm water and paper towels are available in all of the rooms. Soap dispensers are used rather than bars of soap as bars of soaps are likely to spread germs. Diagrams showing hand washing procedures are up next to the sink in the staff toilet. Hand sanitizing stations are on the walls at the entrance and in the rooms of the nursery. When changing nappies, staff wears disposable aprons and gloves. After the child has been changed the changing mat is disinfected and wiped down. Dirty nappies are placed in a nappy bag and into a nappy disposal bin which have clinical waste bags in. The bins are emptied at the end of every day and the bags are taken to a secure locked area outside building to await collection. The nursery follows strict rules for food hygiene. For younger children, bottles are sterilized and formula milk is made fresh for each feed. Any  leftover milk at the end of the feed is thrown away. The formula is made up with fresh boiled tap water and cooled in a jug of cold water. The children’s dinner is made on site by another area of the college. The food is transported in a sealed container and taken to the kitchen in the nursery. Whilst food is being served / eaten, staff wear disposable aprons and hair nets. After lunch has been served and eaten the tables are disinfected and the floors are swept and mopped. If anyone in the nursery has sickness or diarrhea, they are not allowed to return to the setting until they have been free from the symptoms for 48 hours. Parents/guardians are advised if there are known cases of infection for example foot and mouth. All the children have their own cups and dummies which are washed regularly to prevent any illness spreading. Th e nursery has cleaners who come in every evening and clean the whole nursery. During the day staff clean as they go and have cleaning Rota’s in place Toys and play areas are cleaned regularly. Spillage packs are also available for vomit / blood / urine etc. The nursery also has laundry facilities for things like blankets, face clothes and bedding. 6.2 Describe personal protective clothing that is used to prevent spread of infection Personal protective clothing includes disposable gloves, masks and single-use disposable plastic aprons. Personal protective clothing is used when coming into contact with body fluids. For example when changing a nappy, cleaning up vomit or dealing with blood. The protective clothing provides physical barriers that prevent potentially infectious materials coming the skin, mouth, nose, or eyes. This can prevent the spread of infection from person to person. Outcome 7 Know the work setting’s procedures for receiving, storing and administering medicines 7.1 Identify the procedures of the work setting governing the receipt, storage and administration of medicines Settings have clear guidelines for receiving, storing and administration of medicine. When receiving medication parents must give written permission and inform staff of any medicine already given to the child. The parents must also be informed of any medicine which has been administered. The settings will implement policies which include: †¢What medication they will administrate – E.g. only prescribed or needed on a regular basis †¢Procedures for who will administer medication – all staff or only the manager †¢Storage of medicine – safe, appropriate place out of reach of children †¢Recording administration of the medication – time needed, time given etc. †¢Training for staff (including specialist training for medical need) †¢Action to take if a child becomes ill or has a long standing condition 7. 2 Explain how the procedures of the work setting protect both children and young people and practitioners. Procedures within the work setting protect children, young people and practitioners. Procedures ensure everyone is aware of the process which must be followed for example how to correctly receive, store and administer medicine. Giving medicine must be given correctly because if it not it could result in taking too much medicine or something the child is allergic to. This could be harmful towards the child. Procedures make sure it is clear for everyone who needs to be aware of allergies and medications. Communication with parents to ensure dosage and times for medicines are known and documented. All staff must follow the strict policies to protect themselves against allegation or incorrectly administering. If procedures are not followed staff may face dismissal, especially if a child ends up very ill.

Richard Neustadt's Studies Presidental Power Essay

Richard Neustadt's Studies Presidental Power - Essay Example Neustadt starts his book with a sober appraisal of the American Presidency. He states that the American people tend to rate a President "from the moment he takes office . . . we are quite right to do so . . . his office has become the focal point of politics and policy in our political system" (Neustadt, p.1). He also argues that "we often make our judgments upon images of office that are far removed from the reality" (Neustadt, p.1). It is this discrepancy between image and reality which is one of the most important elements of Neustadt's book. Neustadt also argues that while it is perhaps natural to concentrate on the President as a single individual, a more accurate portrayal would consider the "presidency" as an institution that includes "two thousand men and women" (Neustadt, p.1). The overall argument that Neustadt makes is that Presidents who lead by persuasion rather than relying upon Constitutional power are more successful. While there are complex reasons for this, the over arching reason is that the President is innately weak under the US Constitution according to Neustadt. How can President Clinton be viewed through the prism of Neustadt's theory of the Presidency Bob Woodward's The Agenda: Inside the Clinton White House takes a very close and unsparing look at the first one hundred days of the Clinton presidency. While a convenient figure, the first 100 days also has historical importance because it was within the first 100 days that President Roosevelt introduced the major elements of the New Deal and swept into existence a whole range of government programmes. This achievement is perhaps an impossible target for any President, but it is the one that inevitably seems to be made. In The Agenda Woodward paints a portrait of a President who was essentially nave, but who nevertheless had good intentions. The idea that Clinton should use persuasion rather than constitutional powers to actualize his agenda is seen perhaps within the surprising fact that Clinton appears to have been greatly influenced by the Federal Reserve Chairman, Alan Greenspan. Although much older, a staunch conservative and possessed of a distinct lack of charisma (and thus the opposite of the new President), Greenspan and Clinton actually got on very well and the Fed Chairman soon persuaded the Democratic President of the need to take bold action in order to reduce the national deficit. It was the economic success that would ultimately be Clinton's most powerful achievement and one that was based upon constitutionally derived powers rather than charisma. Clinton had attempted to use charisma, persuasion and a Democratic Congress in order to push through a comprehensive healthcare plan that would have introduced universal coverage to American for the first time. Based upon a moral certainty that this was the only ethical course for America, Clinton ignored the practical problems of getting the legislation through Congress when very powerful interests (the healthcare industry) were laid out against it. The picture that Woodward paints is of a President who is often torn between what he wants to do ideologically and what he can do pragmatically. For example, the following occurred during one early Cabinet meeting. The Cabinet was discussing fiscal policy and the two sides of Clinton, the Liberal idealist and the Conservative

Cold War Essay Example | Topics and Well Written Essays - 1750 words

Cold War - Essay Example Allies disagreed on how the European map ought to be drawn. Western allies desired democratic governments. Independent governments would resolve their differences through international organizations.Defeat of Japan and Potsdam conferenceAfter the defeat of Germany, differences arise on the progress of Germany and the other countries in central and Eastern Europe. Truman announces of their atomic bomb to Stalin. A week after this conference USA bombs Hiroshima and Nagasaki which results in Japan’s unconditional surrender.Formation of eastern blockThe Soviets liberate central and EasternEurope territories from Nazi and make them among the eastern bloc. Stalin maintains control of the eastern bloc through force and secret Soviet police.Preparation of ‘new war’George F Kennan’s telegram from Moscow helped enforce US governments against the Soviets. This telegram became strategic base towards the Soviet Union during the cold war. Soviet respond to George telegra m with Novikov telegram. Soviet accuses the USA as monopoly capitalist and she was building up military capabilities. As the World War 2 came to end, mistrust and suspicion were rampant among states. The major cause of the cold war was dominance and spread of ideologies (communism and capitalism).The Soviet Union wished to spread communism ideology to the whole world. Americans also wanted to spread capitalism worldwide also.The atomic capability of America was a source of major suspicion and fear by the Soviets.

The Impacts Of Mobile Applications On The Hospitality Industry Essay

The Impacts Of Mobile Applications On The Hospitality Industry - Essay Example In other words, communication was made easier and repeated walks became a thing of the past. In a similar way, the receptionists had an easy time recording the number of guests going in and out of the respective premises (Engel, 2013). Mobile phones have as well improved communication efficiency. It is easier for a client to directly call the management to raise complaints and book appointments than with the old way of using letters (Engel, 2013). Also, almost all hospitality organizations have pages on social media and/ websites where potential clients can post comments and ask questions while sitting at their respective homes (Withiam, 2013). In the meantime, it is now possible, in many hospitality firms, to buy tickets online while sitting at home. Obviously, such clients are happy about how easy such and similar processes become and any hospitality organization that runs its operations using the manual ways of the past is considered as lagging behind times (Barnes, 2004; Hotel Ne ws Resource, 2013). Reducing operational costs Mobile technologies have gone an extra mile in reducing operational costs. Advertising costs, for instance, have been greatly cut short by the presence of social media. It is hard to find any meaningful hospitality organization without Facebook, Twitter and website to name a few (Hotel News Resource, 2013). Such social media platforms assist in reaching great numbers of potential clients from diverse background and or around the globe (Withiam, 2013). ... Mobile phones have as well improved communication efficiency. It is easier for a client to directly call the management to raise complaints and book appointments than with the old way of using letters (Engel, 2013). Also, almost all hospitality organizations have pages on social media and/ websites where potential clients can post comments and ask questions while sitting at their respective homes (Withiam, 2013). In the meantime, it is now possible, in many hospitality firms, to buy tickets online while sitting at home. Obviously, such clients are happy about how easy such and similar processes become and any hospitality organization that runs its operations using the manual ways of the past is considered as lagging behind times (Barnes, 2004; Hotel News Resource, 2013). Reducing operational costs Mobile technologies have gone an extra mile in reducing operational costs. Advertising costs, for instance, have been greatly cut short by the presence of social media. It is hard to find a ny meaningful hospitality organization without Facebook, Twitter and website to name a few (Hotel News Resource, 2013). Such social media platforms assist in reaching great numbers of potential clients from diverse background and or round the globe (Withiam, 2013). All the clients need is to know that there exists a company page or website from where he or she can learn more about the company, ask questions and post comments. All operations involving organizational performance analysis are made easy what with the use of social media commentaries, retweets and likes on Facebook (Engel, 2013). Travel costs are also greatly reduced. Aforementioned, rather than managers moving long distances just to inform other workers about

Comparison of thinprep needle rinse samples versus direct smear Essay

Comparison of thinprep needle rinse samples versus direct smear techniques for fine neddle aspiration biopsies of head and neck lesions - Essay Example As a result, the pathologists and clinicians are to depend on the conveniences of a particular method that is most pertinent to the circumstance. A series of researches was led on the comparative diagnostic accuracy of the two techniques of FNA and their popularity among the clinicians and the pathologists (Frost et al, 1998). An analysis of the studies that have been led on the evaluation and the development of the techniques of Fine Needle Aspiration show an encouraging support for the ThinPrep technique of Fine Needle Aspiration Biopsies and trace the significant attempts in avoiding the pitfalls in the technique. In general, researchers are of the opinion that the accuracy of FNA at any site in the head and neck depends on both the skill and knowledge of the sites of the individual who will perform the FNA biopsies. As Layfield (2007) says, ‘Studies have shown that FNA is most accurate when the individual interpreting the FNA is the same individual who obtained the aspirate material’ (p. 798). In order to evaluate the performance of the FNA at the sites in the head and neck studies have had to revolve around the following questions: As far as the procedure of biopsy involves the obtainment of tissue, cell, or other specimen for diagnostic purposes, Fine Needle Aspiration has always played a crucial role as an initial technique of collecting them from a number of sites of human body. Indeed FNA is applied at a number of sites within the head and neck. The pressing appeal of the technique lies in several factors such rapidity, inexpensiveness, high convenience, low morbidity and necessarily in a relatively high diagnostic accuracy (Lester 2007). The amenability that areas in the head and neck show to this technique is mainly due to its capability to overcome the structural obstructions and barriers of the sites such as

Global Leadership Essay Example | Topics and Well Written Essays - 2500 words

Global Leadership - Essay Example Brazil's culture must be properly understood. Non-verbal communication cues and the daily lives of Brazilians are important considerations when starting up a business in the country. Religious and educational issues are important to take into account. Before going to Brazil it is vital to learn about the social, political, economic, and cultural context in order to maximize returns. Going abroad is always a challenge. It is especially difficult if you have the goal of starting a business or bringing a business opportunity to a foreign country and you will be required to stay they for some time. The culture is different, the people expect different things, and you must deal with your own reservations and culture shock. Doing all of this in Brazil would be a challenging exercise. Brazil is not the most difficult country in the world, but it does pose a number of problems for an American seeking to open a logging subsidiary. In this course of this essay, some of Brazil's unique politica l, cultural, social, and economic factors will be explored. Brazil is a country on the move. Everyone agrees that one of the great accomplishments of globalization is the development a number of second tier, successful economies. These are often called BRIC countries—Brazil, Russia, India, and China—and Brazil is clearly a charter member. ... This is important to know if you intend to open a business in Brazil. For the purposes of this assignment, I am intending to open a logging business in Brazil. I will need to present a lot of information about the Brazilian economy and the logging industry in order to feel that my investment in Brazil will be profitable and sustainable. I will also need to know a lot about the people of Brazil and how to interact with them. Their culture and language is very different. It is vital to understand these differences if I hope to be successful. To begin with, Brazil is by far the largest country in South America, both in geographical size and in population. It is nearly half of all of South America, with very diverse physical characteristics, and a population of nearly 200 million (Page, 1995). It is a democracy, but it is a young democracy, with institutions that are still developing and are still slightly vulnerable. Recent elections have been fair and peaceful. The main language in Bra zil is Portuguese (not Spanish) and there are colonial ties to Portugal. The population is very diverse, with native people mixed with African people, mixed with European peoples. The main religion is Catholicism. The political system is similar to that in the United States. The President is elected and is head of government and head of state and appoints his cabinet. The current President is Dilma Rousseff, the first woman (Sanchez, 2010). She is a leftist, but she is also friendly to business. Her predecessor oversaw a great deal of economic growth in the new millennium while also adding more labour and environmental protections. Brazil is open for business and is happy to accept foreign investors. Legal system To begin with, the legal system in Brazil is based on civil

Class Research methods Essay Example | Topics and Well Written Essays - 1250 words

Class Research methods - Essay Example Bullying in early life is often the beginning of bullying in the future adult social life, and once it begins, the bully and victim, both are never the same. Bullying is a problem in our schools and hence in the society. Despite extensive research, no acceptable solution to the problem of bullying is not yet available. The consequences of bullying have been well documented in the research, and these findings suggest that bullying as an event has concrete psychosocial parameters. Therefore, intervention can be designed guided by these evidences to change this practice of bullying in schools from a social intervention strategy. Greif, Furlong, and Morrison (2003) define bullying as the systematic abuse of power. Greif and coworkers deals with the topic by operationally defining bullying, and according to them, there will always be power relationships in social groups, by virtue of strength or size or ability, force of personality, and/or by sheer numbers or recognised hierarchy (Greif, Furlong, and Morrison, 2003). Bullying is a psychosocial phenomenon in the sense that it has both psychological and social reasons and psychological and social impacts. Despite different intervention measures, still bullying in early life is prevalent which can be the starting points of future bullying in the society. Therefore, there remains scope for further studies in this area, and this can be the topic of this social research since knowledge about the factors may help the scientists to design interventions that may prevent this. Why it is worth Studying Qualitative researchers usually focus on an aspect of a topic that is poorly understood and about which little is known. The general topic area may be narrowed and clarified on the basis of self-reflection and discussion with colleagues, but researchers may proceed with a fairly broad research question that allows the focus to be sharpened and delineated more clearly once the study is underway (Kumar, 1999). Since the best way to prevent is to know why bullying occurs at the school level, this research may throw light into the different facets of this problem. In this regard, a theoretical framework of social change would best be adopted, since that would guide the intervention and would serve as a tool to evaluate the intervention. In this theoretical framework, there is an attempt to interpret the human behavior on the perspectives of social process and pragmatism. Thus all human behavior is actually an expression of interactions leading to a social process, and all of them have su bjective meanings. Bullying has subjective aspects of social life, both from the perspectives of the bully and the bullied, and they fail to respond to the objective macrostructural aspects of the social life. Drawing on this, it can be stated that social and psychosocial initiatives can bring about a change in the behavior of those who bully and change in psychological and social reactions in those who are bullied. Qualitative findings often are the basis for formulating hypotheses that are tested by quantitative researchers, and for developing measuring instruments for both research and clinical purposes. Qualitative findings can also provide a foundation for designing effective nursing interventions. Qualitative studies help to shape the researchers' perceptions of a

Exposure to Light at Night increases the risk of Breast Cancer Article

Exposure to Light at Night increases the risk of Breast Cancer - Article Example Female breast principally entails of lobules which are the milk-producing glands, the tiny ducts that transport milk to the nipple from the lobules, the fat tissues referred to as the tumor, the connecting tissues found around the lobules and ducts, lymphatic and blood vessels the other part of the killing phrase is cancer. Riley observes that cancer is a word given to a disease where abnormal cells split with no control and are capable of leaving tumor to attack other tissues (Riley 36). These cells can multiply through the body through blood and lymph systems. Breast cancer is a cruel tumor that originates from the cells of the breast. A cruel tumor is a collection of cancer cells with the intention growing into the immediate tissues stretch to far-away parts of the body. These occur nearly entirely in women, however, men may catch it, too. A study investigated whether exposure to light at night-time increases the threat of breast cancer, this is likely by suppressing the standard nocturnal creation of melatonin by the pineal gland and this in return, could boost the discharge of estrogens by the ovaries (Schernhammer 1563). Such disclosure is related to the rising risk of breast cancer among women. In simple terms, light exposure through the night suppresses melatonin creation. In a case-patients aged 20–74 years, were diagnosed in three years, particularly from November 1992 to March 1995. They were regularly matched depending on 5 year age group. A person was used to physically interview and gather details on sleep behaviors, bedroom lighting, and surroundings in a decade before diagnosis and lifetime profession history. Odds ratio and ninety-five percent self-assurance intervals were approximated by use of restrictive logistic falling off, with alterations for other possible hazard factors.  Ã‚  

Having global mindset and cultural awareness Assignment

Having global mindset and cultural awareness - Assignment Example This focus has helped me deliver brilliantly under pressures and do well in challenging environments like the international crowd that I presently work in. From after college to now, I have been able to understand the different expectations of people from different countries, cultures and backgrounds, who are residing in my native country and working alongside me (Hofstede, 2002, p.3). Understanding different cultures is not equivalent to having a global mindset since all my adjustments to these people and my endeavors to make them comfortable in my land involves me being comfortable already since I am in my birthplace. The time has come when I have to make a move to a new country because there are better career opportunities in there (Nisbett, 2004, p.19). The situation this time, and every time from now on is going to be strikingly different from studying and working in an international environment as the one I am in now with different people holding different notions about Eastern and Western working philosophies surrounding me. We all know that Asian, Russian and European countries have distinct cultures wherein the natives have separate protocols for greeting each other, showing respect and communicating special meaning sentences to each other and elders and youngsters. Also, there will be one or more cultural backgrounds to meet at the workplace and this will lead to me being faced by a multi-variate cultural workplace. Therefore, I am going to relate how developing a global mindset through each perspective is going to be important to me using a strategic approach and not a critical or negative approach (McSweeney, 2002, p.1). Whether in Bangkok, in Israel or in Czech Republic, a foreigner needs to understand, respect and to an extent adopt the different cultural practices in each place. Only then will he be able to interpret the communications happening at the

Instrument of oppression Essay Example for Free

Instrument of oppression Essay To what extent is any state an instrument of oppression. (50 marks) Anarchism holds the primary view that the state oppresses its citizens. They believe that we are all capable of living together peacefully in a society without authority. According to anarchists, the state is oppressive because humans are naturally free and equal but the state takes this away from them and therefore oppresses them. The belief is that true freedom can only be obtained with the abolishment of the state and the rejection of power. Furthermore, the fact that we did not consent to the state (we were simply born into it) then we have no political obligation to obey the laws and uphold their society. Two other main views that the state can be an instrument of oppression are held by Marxists and Liberalists. The Marxist view is that the superstructural features of the state (e.g. legal and political institutions, social consciousness, morality, religion etc.) only serve the interest of the dominant class and reinforce the oppressive power structures. Furthermore, Liberalism states that the role of the state should be limited to protecting the life, liberty and property of the individuals (Locke’s Law of Nature) and this can only be achieved when the state is a neutral umpire in affairs. If the state ever goes beyond this then its power becomes oppressive. The anarchists criticise the state by saying that it is, by its nature, authoritarian, it employs centralised power structures and claims a monopoly on legitimate violence (this means that if anyone else apart from the state were to use violence to, for example, protect themselves then this is classed as illegitimate and they can be punished for this). Anarchism outlines the following reasons as to why the state should be abolished and replaced by social organisations: the state is sovereign and claims complete authority to define the rights and obligations of the citizens, the state is compulsory and all citizens are forced to oblige and the state is a distinct body (which means that its roles and functions are separated from others) and those who make up the government tend to form a distinct class. This forms the most fundamental reason why the state should be abolished with is that the state violates and undermines liberty. One could argue that the state is useful because they provide protection from individuals against  others and co-ordinate productive work. Furthermore, Hobbes puts forward the view that because human nature is naturally egotistic, anarchy would give free reign to exploit each other and that without laws human society would descend into a war of all against all with everyone serving their own interests and not co-operating. However, anarchists argue that for both of these essential functions, we do not need the state. We need some form of collective body or bodies, but these need not claim sovereignty and need no more power than what is required for their specific function. They can be voluntary, with people allowed to join or leave as they choose. There need not be just one body providing these functions as these could be competition between associations and they could be run by everybody together. Overall, the anarchist view is not entirely convincing. They seem to have misunderst ood human nature and think too highly of how humans would behave and co-operate with a governing body to direct them. Marxism holds a similar view of the state as an instrument of oppression but proposes another way around this. It states that the state and its superstructural features only serve the interests of the dominant class and it reinforces oppressive power structures. They believe that liberal and conservative ideological justifications of the state only reflect the dominant class’s interests. Marxists believe that oppression stems from exploitation. They say that the state exploits its subjects in two main ways: it extracts profit from workers by paying them less wages than what their labour is worth and they alienate individuals from the means of production, products of their labour and any sense of community or private ownership. They believe that this stops genuine freedom and therefore the state becomes oppressive. Furthermore, the exercise of political power is against our natural rights. We all have natural right to freedom which the state removes. Nobody can justly subordinate to another’s authority without their consent and since we were either born into the state and therefore did not ask to be involved and do not have to obey the laws or because no state can obtain the consent of all the citizens then its use of power must therefore be illegitimate and oppressive. The solution proposed by Marxists is that of communism. Pure communism states that there will be no state, no money, no private property and no crime. They believe that humans are  malleable and can grow, develop and realise their potential through their relationships with each other. The view is that humans will live co-operatively in a society without the state. However, Marxism seems to have an idealistic view of human nature and misunderstands that people would not work together and live peacefully. Furthermore, history has shown us that communism simply doesn’t work as a leader will always be needed to start a revolution and from then on they will become the state which we would have consented to and therefore would not be oppressive. Overall, the Marxist view makes good points on how the state is oppressive but the alternative of communism would simply bring us around to a state that we have consented to through our support of the revolution and therefore this state would not be oppressive. Liberalism believes that the state should be limited to protecting the life, liberty and property of individuals (Locke’s Law of Nature). They propose that the state should become a neutral umpire which is only there to stop you causing harm to others. Anything beyond this and the state becomes oppressive. The state becomes oppressive when it legislates within the private sphere (e.g. when it becomes concerned with our moral improvement, when it adopts a paternalistic concern for the welfare of the citizens, when it over-regulates the economy or when it outlaws freely chosen economic transactions. They believe that the use of coercion by the state goes beyond what is needed to ensure good order as their laws are excessive and punitive. Furthermore, the way that the state intervenes in the private life of its citizens (by, for example, criminalising private affairs such as drug use) means that it does not act as a neutral umpire and is oppressive because it restricts the individuals freedom to do what they want with their private life. In conclusion, the state is naturally oppressive to the individual’s freedom and the fact that we haven’t consented to it yet still have to follow its laws further restricts this. However, the alternatives to the state would not work (as history has shown us with Marxism, for example). Furthermore, Hobbes seems to have an accurate view on human nature (that we are all self-interested) and therefore, regardless of whether the state is  oppressive, we need it to protect us from harming each other. In this sense, the state is not oppressive because it actually protects our life, liberty and property (even if we haven’t consented to it and do not want to live by its rules it is still there to help us).

The Issues Of Forest Fires Environmental Sciences Essay

The Issues Of Forest Fires Environmental Sciences Essay In the 21st century, influences of forest fires from demographic rapid changes, increase in human activities and unpredictable change in climate have become a crucial environmental problem in the ecosystems of the Southeast Asia region. It has unfavorably affected the natural environment and has put to risk the sustainable development as well as the management of resources (ADB, 2001). Indeed, haze pollution has been seriously affecting Indonesia and its neighboring countries due to the extensive burning of forests that arises in almost every year in Indonesia during the last 25 years. In 1997-1998, the global community raised its awareness on the critical conditions of constant haze and burning of forests. The occurrence of forest fires continued over long periods of time since the year 1998. The worst circumstances happened during 2001 and 2002 where the forest reserves and plantation areas of Riau province, West and Central Kalimantan and Sumatra burned. These corresponding areas were also affected by forest fires in 2003. The widespread forest fires happened in Sumatra and Kalimantan during March-July 2004 led to the increase of air pollution in Singapore, Malaysia, Brunei, and especially in Indonesia. To determine the extent of burning is by knowing the extent of deforestation in Indonesia given that it is greatly caused by fire and not the destruction through spraying of chemicals. Estimates on the loss of forests have been compiled since 1985 and is evident in the report of World Bank in 2001. According to the reports, beginning at 1985 to 1997, the range of forest cover has been reduced from 119 million hectares to approximately 100 million hectares. The forest fires happened in 1997 to 1998 desolated 1.7 million hectares in Sumatra, 6.5 million hectares in Kalimantan, 1.0 million hectares in Irian Jaya and 0.4 million hectares in Sulewesi, and brought about air pollution in Indonesia and its neighboring countries. From the given information on the annual loss of forests during 1985 to 1997, it is expected that the forest lands in Indonesia is now just over 90 million hectares from 1.7 million hectares. Causes of forest burning The sources of forest burning in Indonesia are divided into three groups: traditional cultivators, small scale investors, and large scale investors. The most long-lived source of forest burning is the subsistence and semi-subsistence traditional cultivators. Some of these are the inactive farmers who burn their small lands after harvest in order to kill the pests or weeds and also to refresh the soil to be used for planting. Others are known as the shifting cultivators who practice the common slash and burn methods to empty a small plot of the forest for crop cultivation. The second source of forest burning is the pioneer and migrant farmers. These farmers are given the authorization to acquire several hectares of forested land for them to clear by burning and of course to plant commercial tree crops. The third source of forest burning is the timber and palm oil plantation companies. Timber plantation companies first select trees of commercial value for cutting in an area and then the other remaining trees and bushes are burned in order to make way for the planting of trees that grow much faster and are used for commercial purposes. The oil plantation companies also apply the similar process of forest burning in order to create widespread palm oil plantations. The Indonesian government grants these companies of additional land concessions because these sectors such as logging and palm oil companies contribute significantly to the external trade of the Indonesian economy and thus provides a major source of foreign revenue. Apart from the three main sources of forest burning, there are other factors that contribute to the forest fires. These are political, economic, physiographic, sociocultural, and institutional factors as well. The most important of these are the policies and institutions. According to the Asian Development Bank (2001), lack of political will, inappropriate and poorly specified policies, weak legislation, ambiguous regulations, bureaucratic procedures, land-use conflicts, and inadequate resources for enforcement of laws and regulations were again and again crucial and crippling constraints. Harmful effects of forest burning It has indeed proved by the international environmental and health organizations that forest burning and air pollution have serious destructive consequences. The harmful effects are both seen in the areas of burning and in other areas and countries far from the fires (Jones, 2006). These impacts have several dimensions- economic, environmental, ecological, social, and others that may be onsite and offsite, direct or indirect (ADB, 2001). It is widely considered that the most serious effect of forest burning has been on public health, particularly as a result of people breathing in pollutants from burning of forests. Inhaling the smoke from the fires result in respiratory ailments such as upper respiratory tract infections, bronchial asthma and decrease in lung functioning. Also, it is evident that the smoke has serious effects on the skin and on the cardiovascular system. According to the estimations made by the Friends of the Earth in 1997, the haze has already claimed the lives of 19 people in Indonesia and over 40,000 people have been hospitalized. Up to 70 million people across the region are being affected, and health experts have warned that up to 20 % of all deaths in the region could be caused by the smog. Furthermore, press reports in June 2003 stated that thousands of people admitted to hospitals in Central and Kalimantan complained on breathing difficulties as well as eye irritation, while in 2004, health clinics and hospitals on the island of Sumatra mentioned that several patients seek for medications on respiratory problems. Forest fire impacts have also affected the social welfare through the displacement of communities, loss of income sources, and decreasing livelihood opportunities (ADB, 2001). Another serious effect of forest burning has been on climate, agriculture and bio-diversity. Further decrease in rainfall combining with effects of El Nino and decrease in sunlight that affected the photosynthesis of plants are due to the smoke brought about by forest burning. Besides this, forest burning has also led to soil erosion and flooding that ultimately reduced the productivity of agriculture. Furthermore, the Indonesian rain forests are home to a wide variety of plants and animals where in some of these are rare or endangered. According to the World Bank and Friends for the Earth, as a result of widespread forest burning, it has threatened the lives of numerous rare or endangered species. Forest fires also contribute to the global climate change and warming due to its greenhouse gas emissions in the atmosphere. These harmful effects, definitely, have detrimental economic and financial impacts on Indonesia and its neighboring countries. Evidently, the costs of these impacts include loss of forest timber, reduced agricultural production, losses resulting from soil erosion, medical expenses caused by ailments directly related to the haze, increased proneness to pests and diseases, need for new investments in forest rehabilitation and fire protection measures, costs arising from disruption to air travel and transport, and decreased revenue from tourism (ADB, 2001; Jones, 2006). It also had serious impacts on the means of livelihoods of indigenous people and it threatened the ability of the poor to improve their lives (ASEAN STRATEGY). According to the estimations made by the Asian Development Bank, the incident during the 1997-1998 alone cost the people and the Indonesian government around US$8.9 to US$9.7 billion. Linkage between climate change and social development Undoubtedly, the major impacts and threats of transboundary haze pollution that can contribute to climactic change are widespread. The most vulnerable to haze pollution (or climate change) are the poor because of the inability to adapt and recover to certain changes due to low income and limited access to basic services and needs. Also, the areas that they live in are highly exposed to natural hazards and are linked with their sources of income such as agriculture and forestry which are known to be climate-sensitive sectors. That is why it is necessary to come up with an immediate action. One solution is the need for adaptation where it is a process through which societies make themselves better able to cope with an uncertain future. It calls for taking the right measures to reduce the negative effects of transboundary haze pollution (or climate change) by making appropriate adjustments and changes. There are several options and opportunities to adapt such as technological options, b ehavior change at individual level and early warning systems for extreme events. As a result of the speed at which change is happening, it is important that the vulnerability of Indonesia and other neighboring countries to haze pollution (or climate change) is reduced and their capacity to adapt is increased and national adaptation plans are implemented. Although adaptation to haze pollution (or climate change) is essential and is considered as an urgent priority, the affected countries have limitations that make adaptation difficult. These limitations are human capacity and financial resources. The major barriers for adaptation are the lack of funding in various forms and difficulties in accessing the funds which are available. In order for these affected countries to understand the impacts and vulnerabilities of the issue, as well as facilitating better policy decisions and management, it is necessary for research and training to be included in adaptation. However, these affected countries still face difficulties in incorporating concerns regarding the haze pollution into national policies because of lack of resources and institutional capacities. Despite the difficulties, in order for effective adaptation measures to work, the stakeholders must consider integrating the issue of haze pollution in all levels of decision making espec ially in planning and budgeting. Objectives The purpose of this paper is to present a framework analysis in such a way that it will be applied to the social issue being discussed, specifically the transboundary pollution in Southeast Asia. The framework tool to be used will be based on the polycentric approach in order to enhance policy actions regarding the widespread haze pollution in Indonesia and other affected neighboring countries. Also, one of the objectives of this paper is to discuss the stakeholders using the stakeholder analysis wherein it will identify the people, groups, and institutions involved that will influence the issue positively or negatively. Throughout the paper, included in the objectives, still, is to come up with a conclusion based on the analysis and recognize the failures that the framework tool was not able to elucidate. Finally, it also aims to give recommendations for the improvement or success of the issue. Stakeholder Analysis Secondary Stakeholders Stakeholders Interest(s) in the issue Assessment of Impact Influence of the group Global Agencies -World Bank, IMF, UNDP, UNEP, WHO, WMO, UNICEF Adaptation measures on haze pollution Prevention of haze pollution across the globe High High Regional Organizations -ASEAN, APEC, ADB Prevention of haze pollution in Indonesia and affected countries particularly in Asia High High Concerned institutions -health care, environmental protection, schools, religious organizations, charitable institutions Prevention of haze pollution Low Medium Concerned nongovernmental institutions -emergency associations (e.g. Red Cross, Medicins sans Frontieres) -Development NGOs -Environmental NGOs Prevention of haze pollution Low Medium Primary Stakeholders Stakeholders Interest(s) in the issue Assessment of Impact Influence of the group Victim State governments -Singapore, Brunei, Malaysia Indonesia -relevant central government agencies (Health, Environment, Tourism) -local authorities (agencies representing small farmers) Increase in response capacity on haze pollution Prevention of widespread haze pollution Adaptation measures High High Victim Industries -tourism recreation -airlines -ancillary industries Prevention on widespread haze pollution Medium Low Low-income groups; farmers; minor forest users Increase in adaptive capacities High Medium Culprit state governments -Indonesia -central government agencies (agricultural, environment) -regional/provincial agencies -local authorities (agencies representing small farmers) Decrease in source of foreign revenue High High Culprit Industries -Forestry -Palm oil -ancillary (e.g. haulage) Decrease or loss in plantation business Medium Medium III. Analysis Framework of Analysis The framework to be used on the social issue of haze pollution in Indonesia is the polycentric approach. According to Ostrom (2010), polycentricity is a useful analytical approach for understanding and improving efforts to reduce the threat of climate change. Furthermore, polycentric implies the independence of many centers of decision making to each other. These centers of decision making take each other into account in competitive relationships, engage in all manners of contractual and cooperative projects or aid in to central mechanisms to resolve conflicts and various political jurisdictions and function in an organized manner to which consistency and predictable patterns of interacting behavior are involved. Rather than a monocentric unit, polycentric systems are characterized by multiple governing authorities at differing scales. Each unit within a polycentric system exercises considerable independence to make norms and rules within a specific domain (such as family, a firm, lo cal government, a network of local governments, a state or province, a region, a national government, or international regime)(Ostrom, 2010). Participants involved in this system have the advantage to use local knowledge and learning from other sectors who are engaged in trial and error process. Problems identified with non-contributors, local tyrants and inappropriate discrimination can be addressed and major investments made in new scientific information and innovations when larger units get involved. Polycentric systems are believed to have considerable advantages because of their mechanisms for mutual monitoring, learning and adaptation of better strategies. This system also enhances innovation, learning, adaptation, trustworthiness, levels of cooperation of participants, and the achievement of more effective, equitable, and sustainable outcomes at multiple scales, even though no institutional arrangement can totally eliminate opportunism with respect to the provision and production of collective goods (Ostrom, 2010). Through this framework tool, adaptation measures and prevention of haze pollution in Indonesia and its neighboring countries would be much easier to be implemented because of its ability to solve such problems in a collective manner that includes all its stakeholders rather than focusing only on one central stakeholder.

Conflict In The Workplace Nursing Essay

Conflict In The Workplace Nursing Essay The demand for full time nurses is continuing to boom in the global market. However, the unfortunate shortage of nurses in the global scenario is undeniable (Hunt, 2009). The rate at which nurses are graduating from universities today does not sufficiently quench the ever growing demand for nursing professionals. The issue of providing an active replacement for the nurses who have left their respective organization continues to be a source of main concern for health care institutions. The rising rates of seasoned nurses have resulted in replacing the more experienced and skilled professionals by infusing fresh graduates who lack the required skill and experience needed to effectively adapt to a clinical environment. This is coupled by the booming level of workload witnessed by these graduates who many are unable to cope with. Adding fuel to fire the initial work experience is discouraging for many graduates who hence are exhausted .This results in numerous fresh graduates completely burning out in just 18 months of their introduction to professional medical environment (World Health Organization, 2006). This exposure of the nursing graduates to the professional environment is not alienated from the concepts of socialization and professionalization. However the issues differ in this context on the pretext of the resulting personal, emotive and intellectual ride that he/she may have to witness due to role changes .These are aroused by the experiences and expectations associated with this change. Hence conflict in the workplace for new nursing graduates is the topic which will be dealt during the course of this essay. Transitions are described as a movement from one state to another. The initial 12 months of transition to a clinical environment leads to a number of conflicts. This initial experience of fresh graduates mostly is with relevance to the setting of that particular health organization. The performance of these graduates in these clinical settings is suggestive of how these institutions act as breeding grounds for these nurses by providing them with the needed educational preparation (Clark, 2009). Within this clinical setting new graduates are exposed to many formal protocols, norms, regulations, rules and expectations. In this environment of array and despair the support provided to theses nurses by the organizational inhabitants is also insufficient. The beginning year for these graduates is hence regarded by many as an obstacle year since it results to the arousal of many conflicts within the organizations. The pressure to abide by contemporary practiced is outlined by stringent ward routines which nurses may regard as ineffective but are even then forced to follow by senior nurses. Hence a resultant conflict with senior nurses may arise. Patients may too have expectations regarding how they want to be dealt with and hence taken care off. This leads to a significant in congruency in perceptions pertinent to patient-care issue and results in conflicts with patients their families and visitors (Joint Commission on Accredition of Healthcare Organizations, 2010). It also takes time and skill to attain respect and work as a team with fellow physicians. This may surface conflicts with physicians. These conflicts hamper patient care. Conflict with Senior Nurses A good senior nurse would be an individual who can efficiently run in a health institution and can organize communicate and understand the fresh nurse graduates who are relatively new and in experienced. If a senior nurse involves their subordinates in the decision making process, shows appreciation for hard work and responds by giving their juniors more power and responsibility, things may go well. However, a difficult relationship with a senior nurse is a common cause of an in favorable position adopted by senior nurses (Brown, 1992). There are hence in broad terms two main sources of conflict between the senior and fresh lotà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ when peoples perceptions, power or actions relating directly to the job are challenged; or when two people just dont fond of each other. The latter often called a personality clash is very common in health institutions. It can be arduous however to distinguish between the two sources of conflict (Clark, 2009). Hunt (2009) says that for many years the professional practices of nurses have been restricted by inflexible bureaucratic practices with solid structures and organizational designs. Today structures of many organizations continue to change and hence adopt a mode that is more flexible in its approach and less rigid. These structures are not only less bureaucratic but also increase a nurseà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s role in decision making process. However many organizations still continue following traditional and inflexible structures which leave little or no room for new graduate nurses to exercise their respective decision making abilities .This not only makes the new graduate less autonomous but also undermines their creative potential. They hence have to reach out to their senior nurses for most issues. This not only inhibits their learning potential but also leads to numerous conflicts regarding difference in perception regarding how an issues needs to addressed and hence sorted out. The senior nurses may enrich the fresh graduates or may diminish it. Many senior nurses may even be insecure about their positions and hence in order to protect their own position may look to misguide the new graduates. They may even constantly pester them and look to undermine their services and ideas. This may lead them to constantly ignite disagreements with fresh agreements and stem feelings of resentment. Bullying and an over aggressive attitude can make the situation potentially worse. Further fresh graduates may too in their attempt to improve their own position and prove themselves disrespect their seniors. Over confidence may make them undermine the authority of seniors by going about their own respective way of doing and running things. Neeraja (2003) further adds that fresh graduates may also be unaware of how to work as a team. This may lead to further enmity of senior nurses towards them. They do not realize that their seniors may be a source of learning for them if considered so. Conflict also may simply arouse due to the senior and junior just not liking each other. Such personal disliking can hence hinder performance and job and arouse major conflicts. Conflicts with Patients The work place setting of a health institution is never void of conflict. A patient interaction with a nurse is often not in the best of circumstances. It often happens when a patient is sick and hence emotionally distressed. In such a time a fresh graduate nurse may seem the easiest and the most convenient way to vent out (Andersen, Fagerhaug, Beltz, 2010). In addition a patient nurse interaction is never black and white. Each patient has their own behavior and distinct habits .It hence may be difficult for a fresh graduate to properly reach out the patient in this time of stress and ordeal which may bring out arguments and release of pent up stress. Care of a patient demands customer service. This can be made difficult by the lack of control and alternative options experienced by patients and their families. They may be customers but they are not so by their will or their own choice. Even the calmest people can become aggressive and angry in sickness and injury. This can trigger difficult emotions. Hence nurses are handling people with extremely tense emotion and anger (Andersen, Fagerhaug, Beltz, 2010). Since the nurses are fresh they may not be skilled enough to handle such difficult people. They themselves may not be emotionally strong enough to with stand the pressure. To make matters worse nurses often look to work with families and friends who are disturbed seeing their loved ones in trouble. They themselves may have questions along with the patient with which may need to be handled with proper tact. They also may require the nurse to provide them with reassurances. If not handled in a proper manner, the nurses may find t hemselves on the brink of a major conflict (World Health Organization, 2006). Collectively, the hospital workplace of the nurse is a breeding ground for intense emotion and distress. Patients and their families is each coping with ambiguity and the potential or real effects of life-altering medical conditions. They become frustrated. They are confused. They are upset. The fresh nurses may not have the tact to decide the way information is to be conveyed to the patient and their families. With a press of a button a nurse is available. They are hence assumed to be like robots and key to all their questions. They are seen as a source of comfort and information. If they fall short of this a patient may not care how new or in experienced the nurses are and hence they may be targeted. The possible conflict scenarios involving patients and/or their families are too numerous to imagine. And hence are to some extent unavoidable. Conflict between Physician and Nurse Reports of physician nurse conflict are widespread. Power imbalance between physician and nurse, differing goals of practicing medicine and gender conflict between physicians (mostly males) and nurse (mostly females) may stem conflicts between the two parties (Kathleen McGhee, 2008). Power imbalance between physician and nurse In most societies physicians are often associated with respect and an elevated financial standing. Medical schools are virtually one of the most difficult schools to get in to and their studies too are equally exhausting requiring the brightest minds. Nurses though are not looked down upon but are obviously not given the importance and standing given to that of a physician. They are relatively paid less too. Their authority and power is hence also typically lesser than that of a proper physician. Officially the physicians are not the bosses of nurses. However because of more expertise and knowledge physicians do wind up telling the nurses what to do and what not to do. Nurses are somewhat hence seen subservient to physicians (Coombs, 2004). New graduates may not adapt to this relationship equation and may consider it as an ego blow. The nurse may feel that she/he deserves more responsibility and credit than that is given to them and hence may make them frustrated and agitated towards the physician forcing them to react in a way that may not be accepted by the physician. This hence may fuel a conflict. Differing goals of practicing medicine One core difference between the responsibilities of the physician and nurse is that a physician focuses on diagnosing and treating the disease of a patient while a nurse is focused on taking care of the patient. This may be a source of conflict between the two parties. The nurse may work more towards taking care of the patient rather than working to diagnose the disease and treat it. Hence this may upset the physicians who may undermine the nurse further and regard him/her as an obstacle in their own practice (Kathleen McGhee, 2008). Gender Conflict Though today there are many male nurses. Yet the profession is still dominated by females. Physicians on the other hand are predominantly males. Hence the conflict may result due to the prevailing conflict of the two genders in the society. Theory hence suggests that the physician may look down upon nurses solely because in some societies women are not given the standing men are. Hence fresh graduates may feel less empowered which may force them to suppress their questions and ultimately perform poorly (Kathleen McGhee, 2008). Resolving conflict As seen above the conflicts in work place may hamper patient care. Hence it is paramount for us to find effective solutions to these conflicts. One common recommendation is to improve communication between newly graduated nurses and senior nurses. Same should also be applied for the interaction between physicians and nurses and also that of patient and nurses (Huston Marquis, 2008). Inefficient communication can produce unmet expectations and lead to pent up anger and misunderstandings. This can stain relationships. But while better communication would help, it solely cannot assist filling in the power gap between a new nurse and a senior one. Same is true between the equation shared by a physician and fresh nurse graduate. Hence elevation of the status of fresh nurse graduates may help stop the power struggles. Also this will force patients to not to take the nurses for granted and to treat them with respect and gratitude rather than punching bags. Optimal method of conflict resolution provides another important solution. This fosters collaboration, harmony and cooperation which may appease the tensions that a new nurse may face with the physicians and senior nurses (Ellis Hartley, 2003). 5 steps to ensure effective conflict resolution Open. The staff should ensure that the discussion has a fruitful function and a clear goal that is understood by everyone including nurses. Clarify. This fact finding step will help one indulge deeply in all the aspects of the issue. Develop. At this point it is discussed how to effectively resolve the conflict and inhibit it from reoccurring. Agree. This will enable everyone to agree on a particular action. Close. Outline the plan for resolving the conflict and see to it that everyone including the nurses are in agreement to it. However the physicians may not be keen to take part in this medium of resolution since they may be very happy with their own status. The question hence to be addressed is that how can freshly graduate nurses be given power when their seniors and physicians are not willing to relinquish it? The solution could perhaps lie in how the hospital head deals with these new nurses. He can act as a role model for others to follow and look up to. He should convey to all the disciplines and contributions that the nurses may make. They should also develop an organizational vision of how patients and staff members should interact with the new nurses. The vision should produce the equations expected to be shared by all with these parties with nurses. These should then be translated into a set of standards, norms and rules. Inappropriate behavior will not change unless it results in consequences for the perpetrator. Hence punishments should be outlined for those not abiding by with the rules (Coombs, 2004). The physician and nursing heads need the support of hospital management in this endeavor. Hence the management should be keen to take active part in the endeavor. It should however be understood that it should not solely be the staffà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s and patients responsibility to make required changes but also the responsibility of the fresh nurses. They should be more aware of their responsibilities and incorporate with in them more patience. Preferably orientations should be given to these nurses for a couple weeks to help them assimilate with the environment (Joint Commission on Accredition of Healthcare Organizations, 2010). Also they should be encouraged with the help of compensations and bonuses. They should be encouraged to asked questions and have diversity in their tasks to break their monotonous routine. Conclusion An important point to note is that conflict of any genre is not conducive for a work place setting. It affects ones performance by aggravating the mental and emotional state of the person at hand. A nurse has a very important role in a health institution. The nurse helps take care of the patient. A nurse who has just joined the hospital environment may not be that confident and hence may be more prone to pressure. This is likely to impact the optimal functioning of the team since the attention may be diverted from the most important matter at hand-customer care .Poor patient care and low quality health care may be a result of the conflicts. Hence without doubt the issue of the work place conflicts of the fresh nurses needs to be addressed by individual clinicians and the overall health care staff. Even though the administrators and managers may initially opt to avoid dealing with issue and try to sweep it under the rug, it is important for them to be cognizant of the sensitivity of the situation and hence take appropriate measures to suppress these conflicts by promoting a healthy organizational culture

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Attributes That Have Influenced Western Civilization There have been major influences from ancient civilizations that have helped the development of our Western Civilization today. Two major civilizations that have maybe contributed the most to our civilization are ancient Egypt and Mesopotamia. Some of their contributions to our world today include farming, sailing and navigation, and the use of their calendar. First, and possibly the most important attribute that have come from the ancient civilizations is the art of farming. The ancient Mesopotamians are credited with inventing farming. Farming is in our civilization today is crucial for the survival of all mankind. (Roberts, p.48-50) Due to overpopulation, and the increase of housing and development, there are no natural areas for people to gather, so farming is essential. Without the development of farming people of the United States and people of the world would be starving. Not only did the Mesopotamians develop farming, but they also were able to use engineering to help make farming work. For example, the Mesopotamians developed dikes and cisterns that they used for irrigation. Irrigation is still a significant part in farming today. (Roberts, p.48-50) Another attribute that has influenced the development of Western Civilizations, is that of sailing and navigation. (Roberts, p.65) The people of Egypt taught themselves and others that followed how to build boats and sail. The Egyptians also developed a system of na...

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Wars have been fought for many different reasons through the years, and that holds true for the American Civil War (1861-1865). In Michael Shaara’s Pulitzer Prize winning novel, The Killer Angels, the reasons for fighting the war are brought about through the officers and soldiers at a famous battle site of the Civil War, Gettysburg. Gettysburg was one of the most documented battles of the whole war. It took place over a span of three days and can be viewed as a turning point from Confederate prominence to Confederate demise. The Union and the Confederacy each had their own views as to why they were fighting the war. The propaganda pitch the Union gave was they were fighting to free the slaves. This was not true! It was said Southerners were fighting to preserve slavery. This is also a false statement. In fact, there were a substantial amount of generals in the Union army that owned slaves themselves. In addition the constitution protected slavery. If the true issue was to maintain slavery the South would not have seceded. There are many quotes from northern leaders that show clearly that the main purpose of the North was not the eradication of slavery, but subjugation of the southern people. Slavery was used to rally the northern population behind Abraham Lincoln’s war. It was an emotional issue, sure some Yankees joined and fought to â€Å"set men free†, but most were there to preserve the union. An interesting conflict of northern morals is discovered. The North is portrayed as wanting to set black men free, but they practiced economic slavery on the Southern states. The Civil Wa r was really more politically complex with regards to Abraham Lincoln and his Republican Party’s actions. The South fought this war as the Second American Revolution. The Northern states' politicians were aggressively attempting to implement a monarchial form of government, which was precisely what the early colonists had fought against in the American Revolution. The Northern states were taking advantage of their superior numbers in the federal government and were using their advantage to implement unfair tariffs against the South. Enormous amounts of money were taken from the South and funneled into the northern states. Most of the revenue taken from the Southern states was used to run government programs. This brought about the argument of â€Å"State’s Rights† and a weaker central gov... ...the reason why they fought. The citizen soldiers who fought for the Confederacy personified the best qualities of America. The preservation of liberty and freedom was the greatest motivating factor in the South’s decision to fight for independence. They resigned their bond to a government that they found increasingly abusing the constitution and the rights of the states for self-determination. The tenacity with which Confederate soldiers fought underscored their belief in the rights guaranteed by the constitution. These attributes are the underpinning of our democratic society and represent the foundation on which this nation was originally built. They did not seek to destroy the federal government, they chose to withdraw and form their own government that was to be truer to the original constitution. Basically Northerners fought to preserve the Union and Southerners fought for their rights as a separate nation. The Union was victorious in the American Civil War, but feelings of the Federal Government no t fulfilling its duties under the Constitution are still alive today. Wars will always be fought for different causes and that will always hold true with the wars of the future.