Green Supply Chain Management. 2250 words Essay

Green Supply Chain Management. 2250 words - Essay Example Baojuan also called the same as Environmentally Conscious Supply Chain Management which meant the use of new means to biologically design â€Å"raw materials purchasing, manufacture organizing, distributing and supplying, consuming, and recycling† (2009:122). Green supply chain is a growing trend among companies worldwide as part of their customer responsibility effort to weave environmentally sound practice into their business operations (Barnett 2011). There are several issues that the green supply chain aims to deal with. The most obvious issue is environmental concern where companies are reducing their carbon footprint to the effect of mitigating pollution with the ultimate objective of keeping carbon emission within the regenerative capacity of ecosphere. This is aligned in the consideration of the growing number of customers who are now conscious of the environmental practice of business enterprise coupled with the benefit that effective green supply chain management can in fact increase operational efficiency and reduce operational cost that made green supply chain a business imperative (Zhu 2012). 2. Compare the differences between the traditional supply chain and the green supply chain. ... It could also add value in the process by creating the competitive infrastructure such as monitoring supply chain activities with the aim of creating net value for the company. This would also include leveraging the worldwide logistics, matching anticipated demand with supply monitoring the same. It is also in the supply chain that involves specific functions in an organization such as customer support and after sales services. The traditional supply chain falls into two categories which are internal supply chain and external supply chain. The internal chain involves activities within the organization which includes the production and distribution process involved in the purchasing department, production department, warehousing, sales network composed of supply and demand. The external supply chain on the other hand relates to activities without the organization that includes procurement of raw materials from the suppliers â€Å"manufacturers, storage, transportation, retailers and, ultimately, the network of supply and demand of consumers. It consists of two streams: upstream and downstream† (Lai et al 2012:113). These activities can be summed up in the figure below. Figure 1. Traditional Supply Chain (Google.com) Green supply chain The green supply chain is the integration of a company’s effort to make its traditional supply chain â€Å"green† or environmentally friendly including all the processes in the company. These activities would include the previously mentioned â€Å"product design, purchases, product design, purchasing, manufacturing processes and the delivery of ?nal product to end customers (Lai et al 2012:113). The biggest difference in green supply chain from the traditional supply chain would be the inclusion of

Youth Empowerment And Promoting Peace

Youth Empowerment And Promoting Peace Peace is not just absence of war but also a state of mind, individual or collective a social cultural, political and economic harmony. Peace is also a way of being and a way of living. Hence to build a true culture of peace, we need to develop justice and respect of human rights to fight against poverty. We need to favour intercultural dialogue which should be among civilizations and to empower youths. As youths it is our governments concerning at dialogue to build a culture of peace. Therefore, we must support the following concrete proposals to support youth against oppression and we have to recognize the number of existing obstacles for the realization of a true culture of peace. Now the time has come to activate the youth of the world to get the best from the atom by using it properly and bringing peace in the world. The youths of new millennium must work hard for linking and networking research with the international peace movement. To promote inter nation discussion of youths common problems we must approach UN and its related agencies on the topics of human rights and rights of the children. Let the youths make special request for providing advice, help with setting up courses and conferences on the world peace to assist in workshops on peace education for the youth. Youth must be encouraged to appeal to the world leader to create peaceful and sustainable world. Every youth has different knowledge and capabilities. International peace and security can not be achieved without the promotion of mutual understanding, cooperation and goodwill among the youth of the world. The world community must give a new dimension to task of education, producing a new kind of spirit of harmony and understanding in the art of living in the world community. UN must empower every youth with the education and resources to sustainable livelihood and provide social security and solution building concerning peace. However the United Nations has seeds of hope and peace. We should remember that in comparison to the United Nations the world is very old and it is not easy to change the world. Youth can be said to be the most innovative and uncompromising part of society. UN was setup from the ashes of the Second World War and the declaration of human rights was one of the first things that it produced. We should understand that whole universe is created for peace not for destruction. People should therefore live together in peace and do whatever they can for the wellbeing of the suffering ones. However, we have not been successful in stopping the arm race among the great power yet. The exercise of human rights and freedom is an essential element of peace. Peace is an essential requirement for the satisfaction of human basic needs such as food, shelter, health, education, labour and environment. The young general assembly is uniting young people from all over the world in responsible action to initiate practical activities through promoting youth empowerment in decision making and solution building. The children of the world are calling for a better future. They have the chance to develop their potential. They need a peaceful world. Childrens rights are being violated every day and yet the offenders continued to say Children are the future. To educate and enlighten the youths about social services and also promote community organizing as a tool to reconnect people to each other with a common goal of building supportive and good community. To create spaces for the youths of the world including people who are young of color, queer, poor and or have disabilities to invest in the power of collective action. The world community is highly concerned about the continued deterioration of the status of world wide youths who face growing levels of unemployment, poverty, epidemic diseases, functional illiteracy and other social and economic challenges. Youths continue to face serious health issues, in particular the HIV/AIDS which is the biggest challenge facing our generation. The world community is highly concerned about the prevalence of human rights violation with regard to young people such as child labour, trafficking and living in countries under occupation. We recognize that there are too many young people lacking the necessary education and training for good productive jobs, too few jobs and too many unproductive jobs with poor remuneration and security. The world community must increase an investment in relevant skills training, emphasizing training appropriate to the job market. Growing awareness of the interdependence of the world and of global problems is concern to all people of the world. The purpose of youth network is to increase the youths respect for human beings, love for humanity and develop a peace loving mind all of which should be the foundation for international understanding. Therefore moral education is very closely related to international understanding. Special activities play an important role because they help the youths develop international understanding through actual experiences. We must empower all the youths of the world and encourage them to pay need to the followings: Interests in the world surrounding and in human cultures. Understanding of world and cultures. Transformation of consciousness to include the world and other cultures. Formation of an attitude of international harmony and cooperation. Often teaching for international understanding is based on a description and analysis of different international social systems. The aim is to develop a critical idea in young people who should be able to discern the political and economical structure, which are the causes of conflict, violence and war. This is right but not enough. The young people will be encouraged to take part in activities of understanding other people and to discover the cultures of other races such as Japanese, the Africans and the Arabs. They may learn in other lands such as the famine crises, earthquake crisis in Pakistan and may decide to sponsor a child in Africa in order to help pay for his education. The venture may be successful in bringing the awareness amongst the young people about the value of understanding and peace and benefits, peaceful cooperation amongst the different people of the world. The people of the world should take keen interest in identifying and advocating for initiatives that empower young people to have greater control over their individual and collective destinies and their ability to contribute effectively to the advancement of the global community and achieve peace and international understanding. To form a youth network which could mechanism to ensure the participation of young representatives reconciliations process, negotiations and peace building. Lets develop and support the education of culture of peace in programmes of schools in all levels. It is crucial to break stereotypes in education by raising awareness the role and contribution of girls and young women in society. The United Nations system should encourage, promote and find ways to recognize the participation, facilities and technical assistance for their work. Education, training and capacity building of youth are of paramount importance to encourage youths to contribute their time and energy in the field of international understanding and peace. Especially the young people of the developing countries are facing lots of problems for example, lack of opportunities for education and training, unemployment, drug abuse, poor health facilities and services etc. the young people constitute the major human resource for development. They are in many sectors, the key agents for social change and technological innovations. Young people are frequently the last to benefit directly from general progress, living without basic resources curtails the participation of youths in the lives of their communities and nations. It also has an adverse impact on the access to education and skill development. Poverty undermines the aspiration of millions of young people globally, manifesting itself in illness, illiteracy, drug abuse, trafficking and crime. Faced with too many demands, too few resources, the needs of youth go unanswered to the long term detriment of development. It is evident from the foregoing facts and figures that youth need support if they are to play a central role in society. The international communities also have objectives, to promote youth activities as an integral part of social and economic development; to enhance the active participation of youth in society and to promote among young people, the ideals of peace and international understanding.

Medieval Weapons Essay -- European History

Medieval Weapons Medieval society, in spite of its stereotypes, was not inherently more violent than modern society. â€Å"Although there was no state in the modern sense, and therefore no set of laws that inherently took away the power of the average man or woman to exercise violence, the violence of the day was considered differently, and with out the inherent sense of criminality that accompanies it today. Our understanding of the weapons of the medieval world is skewed by the vast disarming of the â€Å"the civilian† that is taken for granted today, yet is a vastly different situation compared to what existed in many parts of â€Å"the West† as little as seven years ago. Medieval weapons and armor are, for better or for worse, generally considered in light of the knight and the nobility. The nobility, fighting as heavy cavalry, had exerted a tremendous influence on the battlefield. In spite of the pressures brought to bear on the knight by the increased use of the longbow, crossbow, handgun, and pike, heavy cavalry continued to play an absolutely essential role on the battlefield. The 14th-16th century saw great chanteys in weapons and armor, not because they â€Å"evolved† per se, but because they changed to maintain their effectiveness under deferent conditions, as John Clements puts in his book Medieval Swordsmanship â€Å"after all, swards did not get sharper, stronger, or especially more effective after the middle Ages. They did not evolve as guns did to become more accurate, of l...

Human Nature and War Essay

The twenty first century is known to have begun just the same way that the previous century ended-within a perpetual war set- the actual words of Pinker, Hobbes and Wilson appear to hit true indeed. Therefore, the Homo Sapiens’ nature, irrespective of the perspectives of idealists like Dennis Kucinich and John Lennon, is such that the Iraq, Palestine and other few forsaken lands may not attest to the peace failure, but stands for the unavoidability of human violence. With the primarily general acceptance, in case sometimes believed reluctantly, of every individual with regard to the truth, the left antiwar has dwindled into political ambition and prowess, while Islamic, Christian together with secular Dominionists amongst individuals rush along the perspectives of the â€Å"eventual days†. However, do all these actions and perceptions perfectly describe the truth that surrounds the human condition? Could it be possible that humans are trapped, genetically and or otherwise, by the circumstances within this downward spiral into oblivion? Could individuals like Wilson, Pinker, Lorenz, Ghiglieri and Stoessinger have picked a wrong perception of humanity? It might be prudent to note that humanism is often related to the fact that individual human beings ought to understand that habits are often picked, hence they are cognitive. Just like children’s brains have been said to develop with regard to the environment within which they are raised, so is the issue regarding human violence. Every individual possesses unique capabilities, whether acquired, developed or inborn, but issues regarding wars and violence are extremely cognitive and these capabilities within individuals only perform the role of catalyzing the war-like acts. The mainstream to the international relations’ contemporary discipline still depends on key principles that were first enunciated by the Second World War era’s scholars. The comprehensive arguments of the classical realists has attained a few defining concepts within the IR and still effectively shape the general scholarly study’s orientation within the field. Wilson effectively alleged that he saw a failure in idealism to take to consideration the entire underlying natural laws, which made mankind to tend towards aggression and violence. The issue regarding human aggression and violence has been a hotly debated issue amongst international relations theorists who have been known to concentrate on the analysis based on individual levels. The human nature theorists have been said to keenly focus on how individual attributes and characteristics might interact with the distinct social environment into producing particular violent situations e. g.wars. However, besides focusing on the physical, external environment, the cognitive theorists have been forefront in providing an explanation regarding the fact that the war-like situations or individual propensities to violence are often tied to their mental processes. These cognitive theorists are often convinced that personality, intelligence, as well as learning are often the key relations to aggressive behavior. Although there might never exist scholarly agreements that pin down the key motivator to war, there certainly is one factor that might seem too weighty with regard to the same. On the other hand, motivations might present themselves within different perspectives for the individuals initiating violence than for the individuals undertaking the violence acts. For instance, within the 3rd Punic War, the leaders of Rome might have wished to create war using Carthage in order to attain an effective means of eliminating an extremely resurgent rival, although the individual soldiers might have received the motivation from a desire to obtain money. Since several individuals are involved, violence activities might acquire a life of their own, from distinct motivations’ confluence. Within the text, Why Nations Go to War, written by Stoessinger John G. , this author effectively points out the fact that every side often claims that their fight is often justified by morality. He also argues that any rationale for starting a war often relies upon the overly optimistic outcome assessment of hostilities (costs and causalities), as well as the foe’s intentions’ misperceptions. Most cognitive theorists believe in the fact that previous war environments often lead individuals into planning, as well as assessing various other ways of executing activities that result to war. Since the tactical and strategic warfare aspects are dynamic, doctrines and theories associated with warfare are always created after, during or even before each major war. Grossman, another cognitive theorist claimed that each age had its own war type, its own limiting factors, as well as its own peculiar or unique preconceptions. However, the constant factor is the employment of an extremely organized level of violence by the war activities together with the life and property destructions, which necessarily follow. This depicts the fact that these activities are often linked to a sequence of activities that might have happened previously; thus adopted. The society, therefore, adopts previous aggressiveness and creates more activities that are geared towards war. With regard to aggression, most human nature theorists, including Lorenz have a belief that the attribute is often involuntary and often originates from within. However, although Fry agrees with the fact that aggression might have been a part of the nature of human beings, perhaps even neurologically or genetically, but the way in which aggression is often played out bases itself on culture rather than just nature. Nomadic hunters and gatherers (currently or in the past), are considered egalitarian societies that are not entirely absent of all limited violence or aggression, but all its members might not practice extreme or wide scale violence within warfare. Instead, they possess several methods of managing conflicts and reconciliation techniques that minimize aggression or violence. Therefore, in this case, it should be prudent to note that there might be several examples within human nature of cooperation and peace within the human history’s bulk than of war and violence. On the contrary, social democrats together with socialists happen to maintain the Marxist ideology that every human being is infinitely good and malleable, although this notion might not effectively work either. With regard to human behavior, it is obvious that nature takes up a considerable role regulating it. Pinker might be extremely right when he argues that individuals never get into this world in the form of ‘bank slates’. Moreover, the words ‘bad’ or ‘good are so superficial and vague that they cannot do individuals any real service. On the other hand, Left-Libertarians, anarchists together with other progressives joined hands with cognitive theorists in effectively agreeing that human beings are neither bad nor good, and that they are a combination of nurture and nature, and that under particular conditions, certain human adaptations (or traits) might effectively emerge penultimate. This, therefore, signifies the fact that every violence related activity is often fueled by both the nature of human beings together with the environmental influences that surround him (Alcock, 2001). Yet the classical realist conception’s legacy of an extreme aggressive and egoistic humanity may still be reflected within the several distinct ways within contemporary international relations. An individualistic and competitive view regarding human nature still appears to underlie a variety of arguments regarding international politics, informing the ultimate, key security dilemma concept. Because humans are often viewed as lustful towards power, as well as individual desires and gains, no group or individual may be secure from others’ threat. These others might be distinct, foreign, and alien and could thus be considered as opposed. Within the state system and the contemporary international politics, business as usual depends on the difference demonization and the expulsion and rejection of the other so as to reify borders and foster national identity. Although several human nature theorists strive to bring their ideology to table regarding the inner being that exhibits activities that relate to violence, none of them compares to Pinker, a master phrase-turner, as well as a handy individual with regard to concepts (Dawkins, 1981). He makes use of the gear concept to explain the fact that a gene, which disrupts a mental capability does not need to be defective; in a similar way, genes can effectively impact on the number of complex traits within humans. He, therefore, concludes that genes have the ability to result to a variety of social disruptions. According to him, these genes might be hereditary or acquired through transfusions (1981). Pinker effectively concentrates on three distinct ideological myths or dogma, which inform all academic theories regarding the human nature. First the notion of the blank slate that addresses the fact that the environment is the key impact to human nature (e. g. violence activities); often, lip service is accorded to innate structure, although after that, anything could be extremely possible to the unlimited ability of human brain to learn as long as the right environment is accorded. Second is the ghost within the machine that explains that the mind, soul and psyche are distinct from brain, body and matter (Dawkins, 1981). Often, this always attains a reference of dualism; it effectively sets up an extreme distinction between psychology-neurology, mind-brain, man-animal etc. This could be said to be among the considerable disasters of the western thought, and often gets into the way of human happiness. The third notion addresses the idea of romantics or savage, which claims that natural things are often good and unblemished as long as they are not tainted by the society. With this regard, Pinker explains that every individual human is responsible for his activities without any particular influence from the environment (Carl, 1991). It could then be argued after reading Fry’s piece that there could be extremely something distinct within nomadic hunters and gatherers than within states or chiefdoms that might lead individuals to ever increasing warfare and violence. Cognitive theories maintain that all human attributes and behavior including violent attributes are often learned via interaction with the entire social environment. The theorists assert that individuals are never born with any violent dispositions. Rather, they often acquire information and learn to act and think violently from their daily experiences. Proponents to the behaviorist tradition insist that these experiences might incorporate the observations made to friends and families being rewarded for their absolute violent tendencies, or even making observations regarding the media glorification of violence. For instance studies about family life exhibit the fact that aggressive children always reflect the behaviors or attributes of their parents. Several studies have also revealed that individuals who live within violent prone communities often learn to reflect the aggressive nature of their neighbors. Cognitive theorists have effectively argued that the following factors aid in yielding violent behaviors and wars: 1. A stressful stimulus or event- like a challenge, assault or threat. 2. Aggressive techniques or skills acquired through continuously observing others’ behavioral tendencies. 3. The belief that violence or aggression may be socially rewarded (for example by earning other individuals’ praise, providing material goods, enhancing self esteem or reducing frustration). 4. An extreme value system, which condones violent and aggressive acts in particular social contexts. Earlier, empirical tests to these four principles were perceived as promising (Bartol, 2002). Due to this, behavioral theory contributed directly to the effective development and integration of social learning, deviance theories, among the most influential and significant of all known criminological theories may be subject to detailed discussions within the report titled: Social Learning and Violence. Although social Darwinism might have declined within popular favor as a result of the World Wars’ experience, the 20th century might not have seen the eventual attempts to elaborate human behavior with regard to evolved genetic predispositions. The sociobiology founder, Edward Wilson, defined this as a systematic biological basis’ study of every social behavior. This evolutionary theory branch inspired a variety of scholars of the IR to revisit arguments that are classical and realists with regard to human nature, despite Waltz’s individual concerns together with investigating their confidence within evolutionary science. These scholars have been seeking to combine the rational choice theory’s elements with revolutionary arguments in a bid to provide proof of the claims that might have been previously considered insignificant and unknowable. This entire sentiment is effectively addressed within perhaps the boldest way by Thayer Bradley in an article International Security published in 2000.

Disruptive Behaviors

Research/Literature Review Disruptive and Violent Behaviors in the Classroom: Where do we begin to solve the problem? According to Random House Dictionary (1992), discipline is defined as â€Å"behavior in accord with rules of conduct. † It is an essential part of classroom management. Discipline in the classroom enables a teacher to focus on the task at hand, which is education our children. It also keeps a classroom or school in order and created a safer environment in which to learn. Disruptive behaviors in the classroom affect not only the student involved but also the teacher and other students. For example, if a student exhibits disruptive behavior as a means of gaining attention by throwing paper or talking during class, he or she takes the teacher off task to address his or her behavior. This also causes the other students to become off task. The disruptive student becomes satisfied because the attention rewards his/her negative behavior. These kinds of minor incidents, if rewarded, could lead to other forms of disruptions, which, if not controlled, could become aggressive and or violent situations. Take for instance the six-year old boy who shot and killed another six-year old classmate after a playground dispute in Mount Morris Township, MI on February 9, 2000 (Bonilla, 2000). If elementary school educators think the problem of crime, violence and aggression in youth will not affect them, then they must reconsider. This example has proven that the perpetrator is likely to be of any age, even as young as six-years old. As a teacher, one of my concerns is classroom management. In particular, I want to be well informed on the disruptive behavior of children, recognizing its causes and implementing a form of discipline that will not only stop the disruption and keep the students on task but also prevent it from occurring regularly. I believe being knowledgeable of the causes will enable us as educators to develop strategies to control and prevent these behaviors from occurring in the future, thus, keeping our students on task, as well as, making our schools a safer place to learn. This paper is organized in a three-fold manner, including research on the following focus areas: (1) overview of aggressive and disruptive behaviors and violence in schools; (2) possible causes and consequences for aggressive and disruptive behaviors; (3) strategies for assessment, intervention and prevention. Definitions/Overview of Concepts How do we begin to derive a solution to the problem of violence in our schools? It only seems appropriate to first define aggression and violence. Jan Jewett (1992), the author of Aggression and Cooperation: Helping Young Children Develop Constructive Strategies, defines aggression as â€Å"any intentional behavior that results in physical or mental injury to any person or animal, or in damage to or destruction of property. According to researcher Lorraine Wallach (1996), violence and aggression are often confused and are used interchangeably to mean the same thing. In fact, she states that aggression is inborn while violence is learned. Aggression provides the force that can cause violent behavior to erupt if it is not handled properly. Wallach’s definition of violence is very similar to Jewett’s definition of aggression. Wallach (1996) states, â€Å"violence means using force to hurt, violate or abuse persons or destroy property. † In their study, Kamps, Kravits, Stolze and Swaggart (1999) define aggression as, â€Å"purposeful physical contact intended to harm a peer or that could be harmful with force†¦Ã¢â‚¬  Basically this definition is synonymous with that of Jewett and Wallach. For the purpose of this paper, aggression is defined by using a variation of the above mentioned definitions as the force that causes disruptive and sometimes violent behaviors to flare. Violent behaviors are defined as intentional behaviors meant to hurt, violate or cause damage to any person or property as a result of aggression. Violence in Schools Rossman and Morley (1996) found that violence and crime in schools have been around for decades but the nature of the behaviors has changed. They found that forty years ago teachers were reporting the most common classroom problems to be tardiness, talkative students and gum chewing. The present-day grievances have changed dramatically. They include the presence of drugs, gangs, weapons, as well as concerns about verbal assaults, bullying, physical attack, robbery and rape (Rossman & Morley, 1996). In their synthesis of research, Rossman & Morley (1996) presented a 1993 Nationwide school-based survey by the Centers for Disease Control which reported the following results: 1. 4. 4% of 9th &12th graders missed at least one day of school because they felt unsafe on school grounds 2. 11. 8% reported carrying a weapon to school 3. 7. 3% of these students reported having been threatened or injured with a weapon on school property 4. 6. 2% reported having been involved in at least one physical fight at school 5. 32. 7% reported having property deliberately damaged or stolen while at school Much of the research presented in Rossman & Morley’s article was conducted on adolescents and teenagers. Elementary educators should be aware of this research because they encounter these children before they become â€Å"problem children†. Elementary teachers have a great impact on the behavior of their students, especially as they become adolescents. For this reason, it is important for teachers to monitor the current research in order to prevent possible violent outbreaks among these children. A survey on the opinions of teachers, reported by the National Center for Education Statistics, revealed that teacher’s opinions on the safety of public schools are not good. This survey, conducted from 1987-88 to 1993-94, noted that elementary school teachers are reporting â€Å"physical conflicts as a moderate to serious problems† (Rossi & Daugherty, 1996). Possible Causes and Consequences of Disruptive/Aggressive Behaviors According to child and adolescent psychiatrist Dr. Baer Max Ackerman (1998), there is no single pre-determining factor that causes aggressive behavior in children. Nature and Nurture interact to make up a child’s personality. This section of this paper will focus on both, internal and external factors that may cause aggressive and violent behaviors in children. Internal Factors Rossman and Morley (1996) give several internal and external causes for crime and violence in children. The biological factors or stressors include fetal alcohol syndrome, or crack babies. The factors impair the individuals’ abilities to exercise cognitive controls or engage in stable social relationships. This idea is also supported by Lorraine Wallach (1996), she states, â€Å"†¦brain research links early deprivation and abuse with physiological changes†¦which can be neurological or chemical may make the afflicted individuals susceptible to violent and addictive behavior†. Other research (Massey, 1998) indicates the consequences of violence in the early years include shaken baby syndrome which can cause, â€Å"†¦brain damage, blindness, cerebral palsy, hearing loss, spinal cord injury, seizures, learning disabilities and even death† (Massey, 1998). External Factors A study conducted by Stormshak and Bierman (2000) was designed to determine whether five distinct parenting practices could be related to various profiles of disruptive behavior problems in their children. The study included 631 kindergartners and their parents; they were from four areas of the United States, Durham, NC; Nashville, TN; Seattle, WA; and Central PA. The researchers (Stormshak and Bierman, 2000) collected their data through parenting interviews on reports of child behavior problems. A factor analysis was then conducted. The results of this study indicated that there is an association between parental physical aggression and aggressive child behavior. This finding suggests that spanking, physical aggression and violent forms of parenting are related to â€Å"active, aggressive, externalizing behaviors† (Stormshak & Bierman, 2000). A limitation in research, according to the researchers, was their reliance solely on parent reports for the child’s behavior problems, as well as of parenting practices. The responses of the parents may have reflected what they believed to be acceptable parenting styles. Other researchers Nelson, Martella & Galand, (1998) have found that parents that are unskilled in their use of punishment for their children’s disruptive behavior, and this only make things worse. Research (Aidman, 2000) done over the past forty years concludes that violence on television programs has negative effects on young viewers. Children learn to use the aggressive behavior they witness to benefit themselves. The learning of aggressive behavior has been forecasted to increase when the violence witnessed is justified, graphic, extensive or realistic, when the perpetrator is attractive, conventional weapons are present and when the violence is rewarded or presented in a humorous fashion. Aidman (2000) also suggests in her article that when children are repeatedly exposed to aggressive acts and violence, they become desensitized to its harmful and realistic consequences. The long-term effects of desensitization of violence have been of special concern for parents and educators of young children. Consequences of violence on children who witness violence include low self-esteem, withdrawal, nightmares, self-blame and aggression/violence towards peers and family members (Massey, 1998). Bullock, Fitzsimons, and Gable (1996) note, Factors that contribute to an increased likelihood of aggressive behavior include not only the child’s temperament and parent’s child-rearing and discipline practices, but also exposure to medial and real life violence- such as, spousal abuse/victimization, severe parental depression, chronic economic hardship, unemployment and family criminality. The external factors associated with crime and violence in children offered by Rossman and Morley (1996) are as follow: 1. Unsatisfactory family environment/relationships: poor parenting skills and child rearing conditions, insufficient nurturing and pro-social bonding, lack of parental supervision, ineffective or harsh discipline or repeated abuse 2. Limited opportunity routes attributed to social inequalities: these minimize youths’ exposure to pro-social role models and diminish youths’ ability to envision productive, secure futures 3. School factors that are conducive to disorder, crime and violence: –Overcrowding -High student/teacher ratio –Insufficient curricular/course relevance –Low student academic achievement and apathy Another study suggest the aggression in children emerges from being rejected by peers (Mounts, 1997). It is important for young children to have good peer relationships. Friendships and good peer relationships provide the following, according to Dr. Mounts: (1) companionship and support in stressful times such as divorce; (2) a source of fun and recreational activities; (3) loyal allies during tough interactions; (4) confidants and holders of secrets. This may allow a child to release tension and aggressive energy by talking to someone his or her own age. Peer relationships provide critical opportunities and outlets for children to learn to manage conflicts in their lives. According to research by Dr. Mounts (1997), children of single-parent homes, or homes where both parents work spend greater amounts of time in the company of peers. The following characteristics of peer-rejected children were cited in her research: (1) display high levels of verbally and physically aggressive behavior towards peers; (2) are disruptive; (3) frequently are off task in the classroom. These characteristics represent children who cause disruption and are a source of discipline problems in the classroom. Dr. Mounts (1997) found that 1/3 of all peer-rejected children were seen as highly aggressive. Forty-eight percent of rejected 6th graders were interested in receiving help in improving their peer relationships. Other research presented by Kamps, Kravits, Stolze and Swaggart (1999) supports this relationship; they report that early trends of antisocial behavior are later predicted to result in aggressive behavior. A study by Edmondson and Bullock (1998) was conducted using the method of focus group. It involved five elementary-school-aged boys, 3 Hispanic, 1 Asian American and 1 African-American students from grades 4 and 5 of an inner-city elementary alternative center. The study focus was on determining these students’ thoughts, feelings and perceptions on the topic of aggression and violence in schools. The researchers believed that students from this kind of setting could, â€Å"†¦provide educators with valuable information regarding youth who display aggressive and violent behavior† (p. 35). Results of this study (Edmondson & Bullock, 1998) suggest that the behavior and thought patterns of young people are affected by their social skills. These subjects appeared hopeful about resolving aggressive and violent behaviors in schools (Edmondson and Bullock, 1998). This article identifies possible causes of aggression in youth to be linked to societal influences. Violence and aggression can also have adverse effects on learning, according to Massey (1998). She states, â€Å"academic achievement enhances the development of positive self-esteem and self-efficacy†¦which are necessary for children to experience emotional well-being and to achieve success† (p. 3). Strategies for Assessment, Intervention & Prevention There is a wealth of information regarding intervention and prevention of aggression and violence in students. While conducting the research for this topic, I came across several articles and studies. Unfortunately, only a fraction of what is available to educators, parents and the interested public will be presented in this paper. Assessment Strategies Three elementary-aged boys in regular education classrooms, identified with extremely disruptive in-school behavior were included in a study by Ellis and Magee (1999) to assess activities of the Behavioral Assessment and Technology Support Systems (BATSS). The BATSS conducts functional analysis of very disruptive behavior in children labeled severely emotionally and behaviorally disordered. The subjects included a 10 year-old with ADHD, another 10 year-old with Pervasive Developmental Disorder and a 6 year-old with mild autism from two suburban school districts. The researchers (Ellis and Magee, 1999) gathered data from observation conducted by the observation team for 10 days during regular classrooms, special area classes, recess and lunch. According to Ellis and Magee (1999), †¦The goal of functional analysis is not to find the one true approach but to find the most appropriate strategy that will provide the most information and that will ultimately result in an effective intervention that can be implemented by the relevant personnel in a particular setting. (p. 6). Functional analysis assessment was used in the beginning on maladaptive behaviors, such as STB (self-injurious behavior), occurring with persons living in housing for those with developmental disabilities (Ellis and Magee, 1999). When this method of assessment was moved into natural settings, research was primarily conducted on persons with mental retardation. Functional analysis were rarely conducted in school settings. â€Å"Replicating the functional analysis in regular education class after analyzing the behavior†¦helps explain how the circumstances of a classroom routines modulate the effects of a procedure†¦Ã¢â‚¬  (p. 93). In this replication of a BATSS study, †¦results suggest that validating each functional analysis outcome in the student’s classroom, with the teacher conducting the analysis, provides direct opportunity for the classroom teacher to observe the effects of directly applied behavioral contingencies on the students targeted behavior. (p. 1 8) This study provides evidence that when the results of a functional analysis produces changes in disruptive or inappropriate behavior, functional analysis can become institutionalized (Ellis and Magee, 1999). Another study by Scott, DeSimone, Fowler and Webb (2000) consisted of three male elementary-aged students whose behavior interfered with the quantity and quality of their classroom instruction. The researchers evaluated functional behavior assessment to develop interventions for disruptive behaviors. They state that in the past, teachers relied upon disapproval, punishment and exclusion as a means of eliminating disruptive classroom behavior. According to research (Scott et al. , 2000), these types of interventions are ineffective. Functional behavior assessment can be applied as a validated procedure for intervention with disruptive students. This involves â€Å"†¦identifying the purpose or function of student behavior followed by teaching and reinforcing more desirable replacement behaviors that are selected to serve the same function for the student. † Information obtained from the assessment can be used to define appropriate replacement behaviors, as well as, develop intervention strategies. Findings from this study show the importance of having a pre-planned intervention (Scott et al. , 2000). Prevention/Intervention Strategies Kamps, Kravits, Stolze and Swaggart (1999) cited several studies in which the researchers found that without intervention, antisocial behaviors beginning at an early age are predicted to develop into learning difficulties. Kamps et al. (1999) conducted a study on a total of 52 (28-target group and 24-control group) elementary and middle school students at risk for EBD (emotional and behavioral disorders) from urban schools. The researchers’ goal in this study was to investigate a â€Å"universal intervention† prevention program. The intervention consisted of behavioral management programs, social skills instruction and peer tutoring in reading. The researchers (Kamps et al. , 1999) found that student performance across several key behaviors in the target group improved the prevention program. This group also showed a decrease in aggression. They state, â€Å"†¦early interventions, such as programs for elementary-age students, may prevent further deterioration of behaviors and stop a negative trajectory toward academic and social failure. Overall, this study contributed to support the use of preventative programs for at-risk students and students with EBD in elementary schools (Kamp et al. , 1999). The results from this study may be applied to all students. Lorraine Wallach (1996) offers alternative suggestions to preventing aggression and violence among children. Her ideas are formed around the schools and centers that educate and care for young children. These include: 1. Schools should provide teache rs who exhibit warmth and kindness and are willing to make an investment in the children they educate 2. Teachers must show respect to children and their efforts to be independent 3. Schools should provide for young children an environment that is easily managed and orderly 4. Programs that are interesting, challenging and fun should be provided by the schools; these types of programs â€Å"provide an outlet for the aggressive energy†¦Ã¢â‚¬  as well as build self-confidence and self-esteem 5. Schools should offer many opportunities for self-expression; this gives children a chance to reveal their feelings,

Womens Rights and the Nineteenth Amendment

Womens Rights and the Nineteenth Amendment Free Online Research Papers I believe one of the greatest historical events in American history was the passage of the Nineteenth Amendment to the United States Constitution. This â€Å"woman question† spurred a wide-ranging debate about the social role of women that grew out of several major developments that occurred in America. Americans had been unwilling to acknowledge the importance of a woman’s role in society until 1920. Women’s lives were undergoing rapid change due to technological change, industrialization, the expansion of education and the movement of people into the cities. In referring this subject to Prentice Hall’s history textbook, America, Pathways to the Present, that was printed in 1999, I found a surprising little reference to the groundwork that the Women’s Suffrage Movement had made for many years prior to ratification of the amendment. I would like to write this paper on the vast history of the movement that is not presented in the textbook. Many significant events in the women’s movement occurred that led the way to a woman’s right to vote. The text does not mention that in 1869 the National Woman Suffrage Association was formed. The object of this organization was to secure an amendment to the Constitution in favor of women’s suffrage. Another organization, the American Woman Suffrage Association was also formed at this time by those who believed that suffrage should be brought about by constitutional amendments within the various States. In 1890, these two bodies united into one national organization, the National American Woman Suffrage Association. Several women had spoken about suffrage since 1826, but not until this large organization was formed, was a concerted effort made to bring about change. A headquarters was established in New York City. This move made the organization a legitimate body. Three western states, Wyoming, Colorado and Utah adopted state constitutions recognizing voting rights to women. Under the leadership of Grace Wilbur Trout in 1912, the organization began to build a strong lobbying network. She organized a dedicated group of lobbyists who kept the pressure on state representatives, Congressmen and governors. This culminated in Illinois voting passing a bill allowing women the right to vote for President, but not for any other office. This single victory made a great effect on the nation. When the first Illinois election took place in April, 1914, the newspaper headlines noted that over 250,000 women had voted in Chicago alone! This proved to politicians that women represented a huge power in politics. This is not found in the text. One would think that this momentum would alone bring about change, but it took other significant events to gain the country’s attention. These events are also not noted in the textbook. The first is the Woman Suffrage Parade of 1913. This well organized demonstration was held in Washington D.C. Nine bands, mounted entries, more than twenty floats and over 5,000 marchers paraded down Pennsylvania Avenue. The participants were carefully selected to represent women and the many areas in daily life that women effect. Nurses in uniform, women farmers, homemakers, women doctors and pharmacists, actresses, librarians and teachers marched with pride. These women came from around the country to march in protest against the political organization of society, from which women were excluded. Of course, all of this was planned for the day before President Woodrow Wilson’s inauguration. Thousands of visitors, mostly men, in town to celebrate President Wilson’s victory watched the women parade. Suddenly, many in the onlookers pushed forward and began to physically jostle the marching women. Verbal insults were hurled. The unruly men nearly stopped the parade but the women pushed through almost in a single file to the concluding spot, the Treasury Building. All of this was done while police officials looked on and, in some cases, joined in on the verbal assault. Many of the women were hospitalized. The crowd at the parade was so large that when president-elect Woodrow Wilson arrived at the train station a few blocks away, very few people were there to greet him. The women who were able to complete the march listened to speakers reiterate the movement’s main points. Thousands of women from around the country came to march in a spirit of protest against the present political organization of society, from which women were excluded. Of course all of this created a great deal of publicity for the movement. Just as we have found in the American civil rights movement, these acts of violence against a non violent protest create publicity and a renewed vigor in the movement. In this case, women had been struggling for the right to vote for more than 60 years. Even though some progress had been made on the state level, it took this non violent march and the attack on the marchers for the national press to take notice. The mistreatment of the marchers by the crowd and the police indifference roused great indignation by the public and led to congressional hearings. These hearings included more than 150 witnesses who made their own statements. One of the outcomes of these hearings was the firing of the superintendent of police of the District of Columbia. The newspaper and magazine headlines were filed with outrage at the men’s behavior. Less than two weeks following President Wilson’s inauguration, a delegation of the movement’s leaders met with the President in regards to their issues. He could see the political benefits by at least recognizing their protests. The wheels of change were beginning to turn which would truly be recognized seven years later. The text book does not mention this important milestone in 1913. There is a time line showing events following the ratification in 1920. It shows Labor Secretary Frances Perkins becoming the first woman to hold a cabinet post under President Franklin Roosevelt’s leadership. It shows how women, in 1942, filled the nation’s factories, making planes, tanks and other goods during World War II. In 1963, Feminist Betty Friedan’s book, The Feminine Mystique, helped inspire a new generation of women’s rights activists. In 1992, Carol Mosely Braun became the first African American woman elected to the United States Senate. Five women were elected to the Senate that year. None of the events on this time line would have taken place without the events leading up to the ratification of the Nineteenth Amendment. I would like to take a little time to write about the social changes that were taking place in America during that time. Despite the economic and political inequality that women faced, new jobs, new educational opportunities and new roles in the home existed. All of this created the â€Å"woman question† that I mentioned earlier. The question came down to whether women should be able to vote? Should they be paid the same as men for doing the same work? Should they be able to control their own property and income? Should they have equal access to higher education and professional jobs? Could a woman control her own social patterns such as appearance, marriage and even birth control? I have already written a great deal about the voting issue. This issue drew huge numbers of women to campaign and support the suffrage movement. Women from various walks of life could agree on this issue and ultimately bring about success. The other questions were more of a personal matter for women. Each woman had a different set of circumstances in her life which dictated her opinions of the issues. American’s lifestyles were becoming easier in some ways and more difficult in others. New technology was making home life easier. As simple as a thing as running water in the home, freed up some additional time in the typical woman’s day. Gradually, the introduction of electricity in the home continued this trend. Electrical devices such as washing machines, quickened a homemaker’s chores and decreased the time spent doing housework. Women did not have to bake or butcher in order to prepare meals. Technology prepared food and clothing, previously a role for the homemaker. Even taking care of the ill, nursing, became a profession and hospitals expanded. This increase in time allowed women to earn advanced degrees and enter professions. As there roles in the job force increased, should they receive the same pay as their male counterparts? In some cases, that debate still exists; however, American women were receiving a paycheck and dealing with sums of money previously out of their control. Dependence of a woman on a man for her financial security became less of an issue. With this came her freedom to make social choices about family, travel, leisure and birth control. Without a woman’s right to vote, all of these issues would have no being, for Congress could have legislated away, or at least controlled, women’s issues. If women could vote for politicians who would address their issues in Congress or even City Hall, they could really control their own destiny. None of this is mentioned in textbooks! Unfortunately, textbooks are becoming picture books. Text writers are lowering their sights for general education. Too many students either cannot or do not want read. Perhaps the visual learning center, the television, is responsible. Bright pictures in textbooks are replacing the written word. If you are not able to produce a photo or creative picture about a subject, the subject is lost and not written about. I believe this has happened in several areas of American history, but especially women’s rights. Like the processed food we buy in the supermarket, we spend very little time thinking about how the resulting product that we are enjoying, made its way into our life. We just want the results and do not appropriately appreciate the effort it took for us to enjoy it. Mr. Loewen questions educational publishers’ motives when they produce textbooks that seem to lose real historical value and turn into photo albums. These publishers are charged with the public’s trust, especially children and young adult’s education. Perhaps less glossy and therefore less expensive books are the answer. These books could be text filled, simpler in design and more honest in their content. Something needs to be done to better educate Americans on America. I chose this subject because I believe that recognizing the rights of women is a major factor in American society. The long struggle was started by a few and has grown throughout the years. History textbooks should really spend more time telling about the early issues and circumstances that brought the issues to the forefront of American social, political and historical attention. I have spent a great deal of time describing the 1913 march in Washington D.C. that I believe was a pivotal point in the movement. History textbooks like to point out significant events that shaped an era or segment of time in American history. This march and the controversy that surrounded it was not mentioned in the text. One would think that it had all the factors that would make it interesting for students to read. It involved two competing foes, at least Americans with totally diverse points of view on the subject. There was action and violence. And then there was an outcome that revolutionized the way America treated half of its population. The results of this parade have shaped American social culture for the last 100 years. The struggle still continues in many areas of American life. Something this momentous should be included in America’s history textbooks. Research Papers on Women’s Rights and the Nineteenth Amendment19 Century Society: A Deeply Divided EraThe Fifth HorsemanAssess the importance of Nationalism 1815-1850 EuropeInfluences of Socio-Economic Status of Married MalesAnalysis Of A Cosmetics AdvertisementHip-Hop is ArtCanaanite Influence on the Early Israelite ReligionMind TravelQuebec and CanadaResearch Process Part One

In Hesters Shoes The Scarlet Letter Essays

In Hesters Shoes The Scarlet Letter Essays In Hesters Shoes The Scarlet Letter Essay In Hesters Shoes The Scarlet Letter Essay Essay Topic: The Scarlet Letter It was my first day wearing the letter; I was prepared for the questions that would be thrown at me and the strange and judgmental looks Id encounter once I stepped outside. I wasn’t self-centered to wear it out because I was afraid of what will people say about my well-drawn letter on my chest. As I arrived to school, I wasn’t clearly showing my letter as I was supposed to. Later in the morning, I fully showed my letter for strangers to see and question it. I said to myself â€Å"How am I going to explain to people about my letter without sounding stupid?† By the fact, the questions startled me and made me feel unstable. I was ready for judgments to hit me hard, but basically, those judgements were regular concerns of what was the concept of the spotted letter. Questions, which were expected to be asked, were repeated multiple times by friends and teachers that day. As those questions kept going, I became more confident of answering and less embarrassed of weari ng the letter. This experience made me proud and happy because of the majority of people asking me affected me to express my letter and flaws to them. After school, I went to an Asian market to buy some specific items. I was just being a normal customer, who was especially wearing a letter on their chest, minding my own business. All of sudden, people from the store started to look at me strangely, making me feeling departed from everyone else than at school. At that point, I notice two middle age Asian women were talking about me. How I knew was I heard â€Å"dib dib†, meaning chest. I felt bothered and uncomfortable, so I walked away from them to stop feeling disturbed.At the register, I saw the two women again having the same discussion about me in a pejorative way. What I did next was unthinkable and unprepared for. Like an honorable student that I’m usually not sometimes, turned around to face them, smiled, and said â€Å"Hello. I notice you two were looking at me str

Heres why youre never too old for a career change

Heres why youre never too old for a career change It’s always scary to change jobs. But it can seem downright terrifying if you have given years (or decades!) to traveling one career path and want to make a complete switch. Don’t let fear hold you back- sometimes, circumstances call for bold strokes. Whether you have a goal your current position won’t allow you to reach, a list of regrets, or simply are bored and want to make a change, you can do it. Here are a few reasons why it’s never too late for you to get the job (and the career) you’ve always wanted. Making a change might involve hard work and risk, but if you focus and really want it, change is attainable at any age.Your skills can transfer.You’ve already spent time in the working world, which means you’ve acquired two sets of skills: general soft skills that apply to any job  (think time management, communication, office etiquette) and skills specific to your chosen industry. The former will serve you well no matter where y ou land.What you don’t know, you can learn with time and hard work. And what you do know can easily be transferred into another field, position, industry, or path. Your job-specific skills might even bring a fresh element to your new career that would make you an attractive candidate.You’ve earned enough to float.At this point in your career, you’re probably comfortable enough to have provided yourself a nice cushion for taking a pay cut to do what you love. That doesn’t mean you should go into debt or work for less than you are worth- just consider it not the end of the world to make less for a little while. Weigh your happiness against the salary loss and see what comes out on top.You will NOT seem flaky.Just because you picked a field in your early twenties doesn’t mean you’re stuck with it for good. Wanting a change, even a major one, doesn’t make you fickle or indecisive. It just means you’ve grown up and identified your p references. Good news! You’re supposed to grow! Ignore people who say you don’t know what you want to do with your life. The opposite is true: you  do know, and you’re actively pursuing it.Your passion will be infectious.Wouldn’t you rather be bright, shiny, and positive about something again? If you’re waking up every morning dreading your work day, it might be time for you to consider a change. Life’s too short and you’re running out of time! Make the changes you need to live the life you want. Your drive and excitement will bleed into everything you do inside and outside of work.It’s never too late to start something new, so don’t hold yourself back because you think it’s inappropriate. Keep in mind: you might have to start slowly, which is fine! You’ll need to assess the gaps you might have in your skills or education, and then work to fill them before you become an attractive candidate. But if you th ink there is a way, you should probably go for it.  You’ll never know until you try.

WK 2 forum Law enforcement Essay Example | Topics and Well Written Essays - 500 words

WK 2 forum Law enforcement - Essay Example Police officers have an increased rate of suicide, alcoholism, and divorce than most other occupations. The extended costs to be paid from police stress are also astounding, with premature retirement, high absenteeism, lower rates of discipline, and disability. Stress also possesses hidden costs such as crisis management actions that the police require to redo their shift schedules and poor community relationships (Ellison, 2011). Most police personnel also tend to suppress stress, which has negative impacts on the police officers, their families, and ultimately their career. Suppression of stress eventually evolves into defensive mechanisms, for example, detachment of officers from their emotional lives (Ellison, 2011). This suppression benefits the police officer in the occurrence of crises, proving a systemic and validated way to release suppressed emotions especially after critical occurrences. However, the officers also suppress anger and frustration towards their supervisors, which causes questioning of their leadership skills. Police stress also leads to a high rate of divorce among police officers since they use work as a way to deal with their stress, thus staying away from home and accepting punishing shifts (Ellison, 2011). Suicide rates from stress related issues also have hard-hitting effects on families, as the officer may have been the sole breadwinner in the family. Spill over from demands at work, work family conflict, and emotional exhaustion leads to high marital discord rates, as well as divorce. Administrators in Police Departments have attempted to develop programs aimed at addressing the issue of stress among its personnel. This change has, however, been very slow because of the because of the bureaucracy inherent in most police departments Kearn (Kearney, 2009). First line supervisors carry a

Analysis highlighting the relationship of marketing theory to Essay

Analysis highlighting the relationship of marketing theory to marketing practice - Essay Example ding, with universities offering courses on "Entrepreneurship" and "Small Business Management" in their curriculum, so as to inculcate the desire and the interest of the students to start their own ventures when they graduate, and associations supporting entrepreneurs springing up, to help in funding and other networking contacts needed to do business. (Mpofu, 2007) Entrepreneurship is the concept of initiative taking by a person, with the acceptance of all the risks and rewards, by capitalizing on an opportunity which was unseen by the rest. The idea is great, since it brings together the uniqueness of thoughts as well as the creativity of the common man to the front end, and helps in the start up of business, where the man is his own boss, and with no one to regulate the decision making process, or the ultimate decisions taken. (Gundry, 2007) Marketing is also one of the oldest and the most creative disciplines in the field of business. Marketing is about making such a lucrative offer to the customer that they cannot help but buy the product you are selling. The marketing done by an entrepreneur is slightly different from the marketing done by any large, established business. But that is what the theory says. Let us examine the relationship between the marketing theory and marketing practice of an entrepreneurs marketing. (Kerin, 2004) The entrepreneur chosen for this report is Mr. Boston Rift, who has opened an entrepreneurial venture by the name of "Book your Books". He has booked small stalls, or shops within the premises of four renowned business universities of the city. And his business is to supply the students with the books that they need for each semester, freeing them up of the hassle to go to this faraway wholesale book market and buy it. Every academic year in each university has two semesters, Spring and Fall. And every semester, on an average, a student has 6 courses that he has to study. Every teacher prescribes a book to be bought for the

Case Study 2 Essay Example | Topics and Well Written Essays - 1000 words - 1

Case Study 2 - Essay Example The application of ISD in the various areas like catering, inventory, sales and marketing etc. help to identify the strengths and weaknesses of the strategies followed thus facilitating improvements and enhancing overall performance. The new approach to ISD would therefore, promote a win-win situation for Shaun and consumers both. Implementation of a new technology into an organization needs careful consideration mainly because its introduction is designed to affect the various existing processes and may create conflicting interests and adversely affecting the performance of the organization. SDLC process is an integral part of management information system serving as the centralized monitoring system that coordinates and supports the rest of the functions and user requirements in order to help the organization to achieve all its strategic goals and objectives. The initial phase of feasibility study is the most important phase as it is the decisive factor that would decide the appropriateness of the new technology for the Restaurant. The identification of the core business processes and creation of appropriate database of relevant information with regard to inventory, sales order, menu account and schedules are important phases that help in the pilot running of the system. The rest of the implementation phase s are equally important as they help to adapt to a new system smoothly and efficiently, promoting understanding. Carmen needs to understand the various inter-related processes of the SDLC system in the Restaurant system so that new technology can be effectively used to improve the overall performance the business. Project plans are important part of SDLC strategy so that the pilot running of the system is able to identify the weaknesses and strength within the system. Strategic planning helps to improve and

Morning after Pills (first draft) Assignment Example | Topics and Well Written Essays - 1750 words

Morning after Pills (first draft) - Assignment Example However, it also reduces the incidence of unwanted pregnancy, particularly where none of the parents are ready for a child (Prescott, 2011). The arguments in support and against the legalization of access to morning after pills without prescriptions have been a thorny issue across the world for decades. However, the use of morning after pills, even after legalization of non-prescriptive pills, has been hampered by poor education in its use and ethical issues facing pharmacies with regards to selling to underage girls. While most people have heard about the pill, they do not have all the information about the extent of its purpose. In a survey of 88 patients in a reproductive clinic, in London constructed to observe their knowledge on the morning-after pill, 65% of the women had heard about it, although only 19% were aware of its seventy two-hour limit (Haussman, 2013). While the morning-after pill has the ability to prevent a woman from pregnancy, it will only be efficient is taken after 72 hours orally following contraceptive failure or unprotected sex. In addition, it only works when the woman is not already pregnant. The pill is not an abortion pill and offers no protection against sexually transmitted infections like HIV. It is also not meant for use as a regular method of birth control and should be used for a maximum of four times a month. If a woman is seventeen years or older, she can receive the pill at a local pharmacy if they can present proof age through relevant documents. The pill c ontains elevated levels of levonorgestrel, which is an analog of progesterone that is found in majority of pills for birth control (Haussman, 2013). After a woman takes the pill, various side effects like period changes, pain in the lower abdomen, nausea, dizziness, headaches and tenderness of the breasts are to be expected. Where it is taken within 72 hours, there is a 95% reduction in probability of pregnancy. Although it was

Public Finance-Social Security Insolvency Essay

Public Finance-Social Security Insolvency - Essay Example At the initial stage of this program, permanently disabled soldiers and widows of soldiers were given the benefits of social security policies. The most noted disadvantage of this program is that it had not designed any provisions for the Confederate side veterans and families. In order to remove the inefficiencies of the program and to coordinate the whole unions of soldiers, this program was restructured later and thereby all unions of soldiers got the benefit of the program regardless of the intensity of their injuries. Due to the expansion of the program, the federal government was driven to spend more than one third of its funds to meet the military pensions in 1984. The United States was shaken by the great depression of 1930 when millions of Americans lost their jobs and struggled to meet the livelihood. The event prompted the thoughts of a comprehensive social security system for the survival of the weakest in times of such severe situations. Franklin Roosevelt became the pre sident of America in 1932 and the depression was at its intense stage in this period. He was the first person who suggested an idea of social insurance in America although it was characterized by several weak aspects. Roosevelt’s idea was the milestone in the history of social security programs and it was molded into its present form subsequent to various amendments of Roosevelt’s basic frame. ... This plan persuaded the workers to set aside a specified percentage of their income to a separate account so that they can use this amount to meet the monthly expenses after retirement. Subsequently, Social Security Act (SSA) came into force in 1935. Since 1935 the SSA system has been exercising in US with relevant modifications in accordance with changing economic situations and population of the country. Currently, social security system in United States is known as Federal Old-Age, Survivors, and Disability Insurance (OASDI) program. Deaven and Andrews (vii) lists other social security programs which include â€Å"Unemployment Insurance, Temporary Assistance to Needy families, Health Insurance for Aged and Disabled (Medicare), Grants to States for Medical Assistance Programs (Medicaid), State Children’s Health Insurance programs (SCHIP), and Supplemental Security Income (SSI). 2. Causes of the anticipated insolvency: Anticipated insolvency or expected insolvency is a threa t to business as it leads the business to failure in the near future. Insolvency may occur in small businesses as well as in big businesses although small business ventures have more possibility to confront with it. There are large numbers of causes for anticipated insolvency. Lack of working capital is the main cause of anticipated insolvency as it interrupts the smooth running of the business (The 65 most common reasons for business failure). The inadequate capital resources cause to diminish the management incompetence which is the catalyst that leads the business upwards. The thoughtless managerial decisions, unfair issue of credits, and unnecessary purchases are the major factors which create the situation of capital deficiency. Unforeseen contingencies like floods,

Private law Essay Example | Topics and Well Written Essays - 750 words - 1

Private law - Essay Example Shah was also disappointed when his application to obtain his academic qualifications for an award in respect to first degree was rejected. This is an example of humiliation and discriminatory approach to demean immigrant students in relation to educational qualifications. Refusal to admit qualified students to pursue their first-degree award is punishable by law. Additionally, LEA refused to award a first degree putting into consideration mere facts that Shah had failed to prove to them beyond reasonable doubt that he was an ordinary resident of the United Kingdom. These are the facts that made Shah sue LEA. The point of argument in this case is that this student believes discriminatory treatment for immigrants is still carried out in the UK without considering the domicile statutes and jurisdictions of the land. This student says that L.E.A misdirected them by putting the judgmental laws into their own hands. This educational body misleads themselves in relation to wrong application of the test of respect of ordinary residences. To begin, education in the recent past has been globalized with various races seeking education wherever they want in the world. Therefore, this implies that as much as Shah may be an immigrant in the UK, his freedom and rights to education must always be aptly upheld. Per se statutory jurisdictions especially in relation to the Rome Statutes acknowledges right to education whether a person is an immigrant or ordinary citizens of a given state (Sendall 123). This implies that L.E.A breached the law when it failed to honour Shah by giving him a mandatory award o r even a failing to consider his alternative application. The fact of this case as it stands is that out of the five students, none of them had no right to abode in the United Kingdom. However, they deserved an explanation as to why they were not academically honoured and why their

Public Finance-Social Security Insolvency Essay

Public Finance-Social Security Insolvency - Essay Example At the initial stage of this program, permanently disabled soldiers and widows of soldiers were given the benefits of social security policies. The most noted disadvantage of this program is that it had not designed any provisions for the Confederate side veterans and families. In order to remove the inefficiencies of the program and to coordinate the whole unions of soldiers, this program was restructured later and thereby all unions of soldiers got the benefit of the program regardless of the intensity of their injuries. Due to the expansion of the program, the federal government was driven to spend more than one third of its funds to meet the military pensions in 1984. The United States was shaken by the great depression of 1930 when millions of Americans lost their jobs and struggled to meet the livelihood. The event prompted the thoughts of a comprehensive social security system for the survival of the weakest in times of such severe situations. Franklin Roosevelt became the pre sident of America in 1932 and the depression was at its intense stage in this period. He was the first person who suggested an idea of social insurance in America although it was characterized by several weak aspects. Roosevelt’s idea was the milestone in the history of social security programs and it was molded into its present form subsequent to various amendments of Roosevelt’s basic frame. ... This plan persuaded the workers to set aside a specified percentage of their income to a separate account so that they can use this amount to meet the monthly expenses after retirement. Subsequently, Social Security Act (SSA) came into force in 1935. Since 1935 the SSA system has been exercising in US with relevant modifications in accordance with changing economic situations and population of the country. Currently, social security system in United States is known as Federal Old-Age, Survivors, and Disability Insurance (OASDI) program. Deaven and Andrews (vii) lists other social security programs which include â€Å"Unemployment Insurance, Temporary Assistance to Needy families, Health Insurance for Aged and Disabled (Medicare), Grants to States for Medical Assistance Programs (Medicaid), State Children’s Health Insurance programs (SCHIP), and Supplemental Security Income (SSI). 2. Causes of the anticipated insolvency: Anticipated insolvency or expected insolvency is a threa t to business as it leads the business to failure in the near future. Insolvency may occur in small businesses as well as in big businesses although small business ventures have more possibility to confront with it. There are large numbers of causes for anticipated insolvency. Lack of working capital is the main cause of anticipated insolvency as it interrupts the smooth running of the business (The 65 most common reasons for business failure). The inadequate capital resources cause to diminish the management incompetence which is the catalyst that leads the business upwards. The thoughtless managerial decisions, unfair issue of credits, and unnecessary purchases are the major factors which create the situation of capital deficiency. Unforeseen contingencies like floods,

Staffing Organization Assignment Example | Topics and Well Written Essays - 1500 words

Staffing Organization - Assignment Example Lastly, I will propose the types of initial and substantive assessment methods, and identify predictors used to assess KSAOs. 1. Formulate a recruitment plan and strategy that will be used to staff the coffee shop initially and throughout the next three (3) years. A recruitment strategy ensures that business goals are attained. It is referred to as a roadmap that guides business personnel on best methods of hiring quality employees. In formulating recruitment strategy for Gourmet Coffee Shop, the first plan that I will use to staff the coffee shop in the next three years is job description. It involves finding out detailed information on the kind of post that applicants need to occupy (Jex, 2002). Workers always have the tendency knowing the type vacancies advertised before they think of applying for the job. Job description also involves job specification, which is an elucidation of the credentials, familiarity and personal aspects required by a candidate. Methods such as promoting initial employees within the Coffee shop ensure that a business preserves and encourages hard working employees. The process of promoting staffs within has significant advantages since they are used to the working environment. Furthermore, another method is referral, in which staff members are expected to bring in new qualified recruits to the business. The strategy is cheap since it reduces the recruitment cost, involves current employees, motivates staff, and decreases time spent in hiring. Other methods that can be used are inside headhunt, looking for resume databases or hiring an outside employee service. The second strategy is screening and evaluation of the job applicants. This process leads to short-listing process that involves getting qualified members of the team and removing those that have failed to achieve the interview requirements. Lastly, the final strategy to apply is documentation of the recruited staff members. This will assist in tracking the qualified applicant s, hence making it easy to monitor their work for the successful running if the coffee shop (Bechet, 2008). The documentation will act as a source of evidence proving that the recruitment was a fair process to evade conflict and misunderstandings. 2. Create a communication message (realistic, brand, or targeted) to attract applicants to the open positions. I will create a brand communication message to attract applicant for the open positions, and ensure that has the ability for sustainability, self-selection and business growth (Davis, 2010). Gourmet Coffee Shop offers unique and quality coffee and extra fast foods that are prepared by experts. Coffee is the major product served by the shop to its customers and is prepared exceptionally for the targeted students and lectures of the nearby college. Employees will obtain free job training for an outstanding and quality services offered to customers by working for the coffee shop. Consequently, the strategic location of the Gourmet Co ffee Shop makes it an ever busy shop. Furthermore, the coffee shop is an employer’s choice because of its considerate salary it offers to staff members, unlike other coffee shop that pays its workers small amount of money. Gourmet Coffee Shop recognizes the hard work and effort put by its workers by rewarding them by issuing out promotions and bonuses. 3. Select the communication medium for the recruitment effort and explain why that method was chosen over others. I will use is social media as a communication

The History Of Reflection Theory

The History Of Reflection Theory In scientific terms reflection is seen as light, heat or sound striking a surface to give off a reflection. Reflection is also seen as philosophical understanding of how one can gain knowledge through experience and use different approaches to the same scenario (Johns and Freshwater 2009 and Chambers et al 2012). The novel idea of reflection rose from a theorist John Dewey (1859-1952); his proposed view on reflection is described as persistent, active thinking and taking into consideration the supporting evidence that forms knowledge to the given situation. This theorist suggests that the person uses their mind and emotions to facilitate reflection (Bulman and Schutz 2008). This suggests that Dewey describes reflective individuals has being open-minded, responsible and wholehearted (Vachon and Leblanc 2011). Deweys perception of reflection was a platform for many authors to elaborate on in terms of understanding reflective practice. Johns and Freshwater (2005) propose that health professionals should find the meaning of reflection through description rather than definition because to define reflection is to suggest the author has authority over its meaning. This in turn allows reflections models and frameworks to be used intuitively giving a more holistic approach, it can be subjective and purpose driven (Johns and Freshwater 2005). Mann et al (2007) describes Schons (1983) view that reflection can happen in two ways: reflecting upon activities whilst they are happening called reflection in action (present reflection) and reflecting upon activities once they have happened (reflecting on the past). Rolfe et al assert that reflection is the engine that facilitates superficial learning into finding a deeper understanding that enables the practitioner to transform what is known to knowledge in action. Reflection Model and frameworks The reflection framework developed by Schon and Argyris (1992) involves three elements: (1) knowing-in-action (2) reflection-in-action and (3) reflection-on-practice (Ghaye and Lillyman 2010). Ghaye and Lillyman (2010) have extrapolated Schons work to include knowing-in-action; they propose that practitioners customise and tailor their own knowledge or theories to the situation presented. Knowing in action is described further by Carper (1978) who identifies five approaches to knowing in action; empirical, personal, ethical and aesthetic knowing ( Newton and McKenna 2009). Reflection-in-action by Schon and Argyris (1992) has been adapted from Schon (1983) it is to do with reflecting in the moment without disturbing care. It involves thinking on your feet Ghaye and Lillyman (2010) propose that whilst this may be a complex process it is by far the most effective when clarifying that needs of patients are being met. It is the way in which practitioners compose themselves to handle and resolve difficult situations when being faced with them (Schon 1992). This could entail thinking of what needs to be said to patients whilst talking to them already. Gustafsson and Fagerberg (2004) state that Schon (1983) believes reflection-in-action allows nurses to display a combined range of skills abstract knowledge and clinical experience. This type of reflection is difficult to master as is challenge our knowing-in-action and is used by professional practitioners that have acquired technical skills over a number of years Rolfe et al (2011) and Ghaye and Lillyman (201 0). Mann et al (2007) state that professional practitioners are able to reflect-in-action because they have the knowledge to do interpretive orientation monitoring, assessing and changing patient care on a continual basis. Mann et al (2007) also state that student nurses are limited to reflection in action because their experiences are not authentic and the role is supervised throughout thus students actions are questioned and changed if necessary to suit patient care. This is why critical reflection is important learning tool for students and can be facilitated by mentors, clinical supervisors. Schon (1992) reflection-on-action is reflecting back on events taken place. The reflector can examine and analyse the events step by step either within self, discussion with another practitioner or within groups (Ghaye and Lillyman 2010). Greenwood (1998) take on reflection on action as cognitive post-mortem this is where the practitioner goes back to review actions that were made during the events. Greenwood (1998) argues that reflection before action is not deemed important for this type of reflection and to be unable to reflect before action is considered erroneous as patient care and outcomes become influenced by these factors. It is already known that Dewey was the first advocate of learning by reflection, Rolfe et al (2011) summarise Deweys (1938) model of reflective learning as experiencing through observing and reflecting on current or past events which leads to gaining new or enhancing knowledge. In modern healthcare however Gibbs (1988) model of reflection see appendix 1 is widely used which is an adaptation of Deweys (1938) original model. Gibbs (1988) model asks the practitioner to paint a picture of the event describe what happened and attach emotions and thoughts to the event. Gibbs then prompts the practitioner to weight what was good or bad about the experience. The third aspect of the model is technical this part asks the practitioner to analyse the situation in the hope to uncover either new findings or confirm the current situation. The fourth aspect is about understanding and finding out what else could the practitioner have done to change the previous outcome of the situation being started and lastly the practitioner is prompted to write an action plan in case the same or similar scenario can take it our (McKinnon 2004). Although Gibbs model appears cyclical it is not clear as to how the action plan which concludes the reflection process is linked back to description (Rolfe et al 2011). Gibbs model of reflection give the practitioner simple and general cue questions which allows the practitioner room to expand their thoughts on also it the most widely used reflection model for student nurses (Bulman and Schutz 2009) in contrast Rolfe et al 2011 state that Gibbs model has a generic and unspecific feel therefore some reflective practitioners find Gibbs model to vague. Holms and Stephenson (1994 see also Rolfe et al 2011) see appendix 2 shared similar assertions to Gibbs model and therefore they proposed another reflection framework consisting of better designed cue questions. Stephenson framework is aimed towards more on action rather than theorising outcomes. Rolfe et al (2011) suggest that Stephenson and Holms framework mirrors Deweys initial interpretation of learning by thinking. However neither Gibbs model or Stephenson framework encompass a clear guideline to how knowledge can be linked to practice apart from asking the practitioners to think about what they would if they encountered a similar situation again. The framework set out by Johns (2004) is an adaptation of many frameworks and models by many authors (Johns and Freshwater 2005). John and Freshwater (2005) encompassed not only the different aspects of reflection such in-action and on-action but also mindful practice. Benner et al (1996) explains that mindful practice is seen as clinical judgement which is practitioners possessing the ability to see what is happening as it happening in a clinical environment that allows the practitioner to engage ethically with the situation. Johns (1995) framework also included reflexivity which asks the practitioner to revisit the situation and asks interpersonal questions that allow the practitioner to link previous experiences to the current situation. Johns and Freshwater (2005) see appendix 3 have managed to articulate a model of reflection which is structured and concise this model also impacts clinical supervision and can be used for mentoring purposes. Taylor (2006) see appendix 4 illustrates its model of reflection by using the words REFLECT as mnemonic device where each letter is represents a process of how reflection can take place. Tacit knowledge is displayed in this type of reflection, it is knowledge that practitioners are unaware of possessing and only comes to light when reflecting about the decisions they have made either during or after the event Schon (1987). There is a sense of liberation attached to Taylors reflection as it also caused the practitioner to be accepting of news ideas and not to be confined to constraints Taylor (2006) uses a critical friend to encourage reflection. Taylor (2006) understands that changes in awareness is a sure possibility because new insights can arise through reflection this occurs by linking emotions and feelings furthermore it requests the practitioner to ask themselves what have they learnt from their experience. Taylor model of reflection is laid out in manner that demands structure d critical reflection and requires a facilitator or critical friend to see the process through this could be a disadvantage because it can be a demanding procedure, not very empowering to challenge top ranking staff and a facilitator may not be available (Rolfe et al 2011). Kolb (1984) see appendix 5 see also Rolfe et al (2011) model of reflection is directed towards experimental learning, Kolb model is set out such that it asks the practitioner to look beyond describing and observing past events but also to theorise on the reflective events to determine if new approaches can be addressed or implemented. Kolbs classic model of experimental learning consists of four components; experience, observation/reflection, generalization and conceptualisation and active experimentation (Stonehouse 2011). When compared to Gibbs model this model is truly cyclical and reflexive because Kolb sets out to generate a hypothesis to test the clinical setting hence the practitioner is allowed to renew reflecting on the newly modified experience (Rolfe et al 2011). Reflective Practice Reflective practice is seen has using reflective techniques to improve, maintain changes in clinical procedures and influence guidelines to encourage greater safety of patients in all areas of health organisations (Bulman and Schutz 2008). Duffy (2007) states reflective practice must clearly be demonstrated by the practitioner for personal and professional development in nursing and other allied health professions. Price (2004) states that nursing practices can be transformed by facilitating insight and reason by practitioners, Price (2004) also understands that workforces may also be doubtful of the wisdom behind changes to particular strategies for example changes to multidisciplinary team meetings held usually midweek could be changed to a day closer to the weekend and therefore the workforce may be doubtful of referrals being received on time to their relevant partners. Burns and Bulman (2000) and Johns (2000) assert that reflective practice whilst it is patient centred all addresses the untidiness and confusion of the clinical environment. Benner et al (1996) adds functioning of the practice environment is not as clear cut as a science textbook. Johns (2005) states that learning though reflection leads to enlightenment finding out who we are, empowerment having courage to redefine who we are and emancipation given freedom to make changes to achieve desirable effects. It is the role of clinical supervisors, preceptors and mentors to encourage and implement reflection and critical thinking within their practice environment (Price 2004). Reed (2008) state that mentors are able to support less experienced or new employees by sharing their experience with them and providing a higher level of knowledge and understanding of different work practices. Duffy (2007) uses Williams (2001) to suggest problem based learning provides stimulus for student nurses to develop their critical reflection skills. Continuing Professional Development Health care organisations in the United Kingdom have undergone and still continue to undergo changes to how it is regulated (Rolfe et al 2011). The emphasis is largely associated with increasing patient safety and risk reduction (Rolfe et al 2011, Mantzoukas 2008). Evidence-based studies have taught the NHS and regulatory bodies how to change practices and procedures to create better outcomes for patients, they have also encompassed further development for staff to promote a better use of resources through clinical professional development (CPD) (Bulman and Schutz 2009). The Healthcare Professionals Council (2012) and The Nursing Midwifery Council (2006) state that nurses and midwives must provide evidence and maintain competency levels to remain in employment as nurses and midwives every three years after registering. The NMC does not determine the nature or types of continuing professional development programs to undertake, it is the responsibility of the practitioner and organisation to do this (Gould et al 2006, Munro 2008). Munro (2008) claims self regulation is vital to professional development and is achieved by maintaining a portfolio constructed of professional and personal achievements and certificates of attendance to mandatory competency trainings. Leblanc and Vachon (2011) agree that continuing education programmes such as diabetic training, pressure sore management training and infection control training as well as MSc postgraduate courses such as tissue viability or nursing prescribing courses add to a professional competency portfolio . Critical Incident Analysis Reflective practice is deployed when undertaking critical incident analysis (CIA). Critical incidents can be either a surprise event (ref) or series of events that could trigger reflection (Hanning 2001). The analysis process enables the practitioner to pause and contemplate on the situation and to establish meaning to the situation. Critical thinking can be viewed as either negative or positive experiences (Price 2004) and therefore some practitioners have exhibited discomfort associated with critical incident analysis because the process can challenge what they thought they knew as best practice can have undesirable effects and evoke anger, grief, frustration and sadness (Rich and Parker 1995 see also Vachon and LeBlanc 2011). Critical incident events could be viewed as drug errors, nosocomial cross-infection or helping a patient achieve a comfortable, dignified death, closing of wards. However not all incidents have to be as grave as these. CIA can also be viewed as a significant incident where it does not pose immediate threat, however it causes the practitioner to reflect upon the situation in systematic manner (Ghaye and Lillyman 2010). Communication skills Non-verbal and verbal skills are used to demonstrate communication which is the sending and received of messages (McCabe 2004). In nursing communication is not only about transmitting information, nurse-patient relationship involves in the transmitting feelings and nurses need to be able to display the appropriate behaviour or manner to demonstrate that their feelings have been recognised (Sheppard 1993 cited in McCabe 2004). Attending behaviour is described by Stein-Parbury (2009) as being ready to listen, maintain good positioning, open body language, eye contact and facial expression these are all are signs of an outward physical manifestation which when a nurse displays is demonstrative of their genuine interest to know and understand their patient. Department of Health (2000) states that good communication between health providers and patients is essential for establishing high quality care. The most important attribute deemed by patients practitioner should have is the willingn ess to listen to and explain patients concerns (Moore 2009). According to the NMC (2010) the role of nurses is to use their clinical judgment in the provision of care which would enable patients to improve, maintain or recover their health, to cope with health problems, and to achieve the best possible quality of life, whatever their disease or disability, until death. This is where reflection and critical incident plays a role in good communication and evolving our interpersonal skills. Discussing a patients condition and advising them on the therapy available ot giving medication are example of reflection-in-action. Reflection in action causes the practitioner to slow down and think of how to approach the patient, they may assess the situation and decided to leave out medical jargon, and use simplified speech, (Kraszewski and McEwen 2010). There are no specific models to use for these examples it is more about how the practitioner relates to the patient to convey their message is important. An example of reflection-on-action that enables practitioners to reflect on their communication skills is breaking-bad news. Bad-news has a variety of meanings attached to it ultimately it may leave the patient with fewer life choices (DHSSPS 2003). Guidelines are available to facilitate breaking of bad news. Guidelines are set out to help the practitioner conduct themselves in an empathetic manner it enables them to ensure the privacy and dignity of the patient have been maintained (DoH 2003). Unable to convey the message appropriately to patients and their families it leaves an indelible mark on the nurse-patient relationship (DHSSPS 2003). Breaking bad news is exhausting, emotionally draining and difficult task for practitioners (OLeary 2010). Because of this it is best for staff to able to reflect upon the situation soon after the event with clinical supervisors, mentor or education facilitators (DHSSPS 2003). Conclusion From this study it can be confirmed that reflection has been widely sourced since John Deweys initial introduction. The models and frameworks of reflection all ask the practitioner to paint the picture of what happened in the clinical setting and asks the practitioner cue questions to make them relate their feeling and emotions experienced during, or after reflecting. Reflective models that end with action plans do not appear truly cyclical and models that form new hypothesis and allow experimentation to test the hypotheses are reflexive and cyclical. Some of the frameworks ask the practitioner to challenge social conflict within their organisations. Becoming proficient in reflection helps practitioners nurse gain a greater edge for understanding patient care they can use this asset to becoming mentors and clinical supervisors. Reflective practice can be challenging and some may find it difficult if all we do is analyse what went wrong this is why it is also important to reflect on what was good in practice. Nurses need to provide evidence of continuing professional development they need to be able to withstand rigours checks to make sure the sustain their registration by the NMC using reflective practice within their clinical environment sets them up for achieving this. Reflective practice using either critical incident analysis or emancipatory reflection aids in learning about communication. Reflective practice can open doors to gaining new knowledge and does not only identify problems encountered but helps nurses to share good experiences. It can positively affect job satisfaction and achievement. Reflection does not have to be a lengthy or exhaustive process allowing room for student nurses or allied health to attempt reflection whilst studying as it this reflective experience that would enrich their knowledge of personal knowing and helps them to link this with patient care. There are different strategies students and practitioner can use to facilitate reflective practice these include keeping journal log, seeking feedback from mentors and clinical supervisors, having a critical friend, making anecdotal notes having group discussion. Attending MDT meetings and going on ward rounds may also facilitate reflection as the patients are discussed at length from when they first came to the health setting and to what has happened to them since.