Definition and Examples of Context Clues

In reading  and listening, a context clue is a form of information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning. Context clues are more commonly found in nonfiction texts than in fiction, although they are sometimes found in childrens literature, often with the goal of building readers vocabulary. Words can have multiple meanings, so being able to infer the correct definition from context is a valuable reading comprehension skill. Types of Context Clues One way to learn new words is through the context of the words around them. We infer the meaning of these words from whats going on or what has already been established in the text. Clues for deciphering a words meaning can be rendered in the form of anything from a subtle hint to a straight-out explanation, definition, or illustration.  Context clues can also take the form of synonyms, antonyms, word-structure clues, comparisons (such as metaphors and similes), and contrasts. For example: Synonym context clues offer words nearby with the same meaning: Synonym: The annual bazaar is scheduled for the last day of school. Its always a fun festival.Synonym:  That charlatan! he cried. That absolute fake! Antonym context clues offer nearby words with opposite meanings. Antonym: You look pretty content about it, not like youre all bent out of shape at all, he noted.Antonym:  No, no, that didnt literally happen, she said. I was  speaking figuratively. Definition context clues just spell out the meaning in a straightforward manner: Definition: In Britain, they call the trunk of a car the boot.Definition: The lingerie department, she directed the confused customer, is where youll find the bras and panties.   An explanation or illustration can also show the context of the word: Explanation:  She looked at the  random collection  that had been thrown in the packing box at the last minute—from toothpaste and razors to spatulas and sticky notes. Well, thats quite a  melange, isnt it? she remarked.Explanation:  No, no, thats just a  crane fly, not a  gigantic mosquito, he explained. Word-structure clues are understood in two ways: a reader or listener understands a base word and a prefix (or suffix) and infers the meaning from the combination of the two, or the reader knows a word origin and upon hearing a word of similar origin, infers its meaning. For instance, if you know that anti- means against, its easy to infer the meaning of the word anti-establishment. Word-structure: The anti-establishment protesters picketed the town hall. Likewise, if youre aware that a memorial is something in remembrance for a person who has died, you might readily intuit the meaning of the following sentence, even if youd never previously heard the term in memoriam. Word-structure: The book was dedicated in memoriam of his father. Comparison context clues show the meaning of a word through similarities to other items or elements, similies or metaphors: Comparison: He looked absolutely  flummoxed, like a toddler staring down at his feet on the floor who just isnt sure about this whole walking thing.Comparison:  No, she said, Im as carefree about it as a bird floating among the clouds. Contrast context clues show meaning through dissimilar elements: Contrast:  It isnt exactly the melee that I expected from your description, he said. The kids are just roughhousing a little. I expected them to be bruised and bleeding.Contrast: I know she said she could  reconstitute  the dried fruit, but a soggy raisin just isnt a grape. Limitations of Context Clues In The Vocabulary Book: Learning and Instruction, author Michael Graves writes: All in all, the descriptive research on learning from context shows that context can produce learning of word meanings and that although the probability of learning a word from a single occurrence is low, the probability of learning a word from context increases substantially with additional occurrences of the word. That is how we typically learn from context. We learn a little from the first encounter with a word and then more and more about a words meaning as we meet it in new and different contexts. Learning new words from context alone does have its limitations, as this method is not always definitive. Often, context may give a reader a general idea of a word, but not a full meaning. If the sentences in which an unknown word appears dont clearly spell out its meaning, that meaning may be lost. For long-term retention, readers need to see a word multiple times. The more often an inferred definition is included, the more likely the reader will retain and understand a new word. Sources Graves, Michael F. The Vocabulary Book: Learning and Instruction. Teachers College Press, 2006

Health Care Practices And Its Impact On An Individual s...

Abstract Often without being aware of it, individuals can rely on preconceived ideas about others based on how that other person appears or acts. Sometimes these stereotypes and resulting discrimination can extend into other areas of life, such as receiving or delivering health care. Healthcare practices and regard for healthcare employees vary across the different cultures. Patients differ due to various aspects. These differences constitute of patient illness, personality, socioeconomic class or education, however the most endless variation is cultural. Race, religion, language, education, ethnicity and economic status are the essence of culture that has a significant influence on an individual s health and wellbeing. Skills are crucial for ensuring that nursing care is culturally congruent; knowledge of cultures is important for facilitating communication with people. Nurses must use effective, culturally competent, communication with patients that takes into consideration the individualâ €™s verbal and nonverbal language, cultural values, background and unique healthcare needs and views. Culture Culture refers to learned values, beliefs, norms and life ways of an individual or group that are passed on and guide their thinking, decisions, actions and different ways of living. Culture consists of many characteristics and helps to construct and shapes the ways of communication, health beliefs, health practices and relationships of people. Culture usually helps to provideShow MoreRelatedProfessional Development of Nursing Professionals824 Words   |  4 Pagesrecommendations, which will impact the future of nursing care, and include changes in â€Å"public and institutional policies at the national, state, and local levels† (Future, 2010). 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New Zealand & India Life Expectancy-Free-Samples-Myassignement

Questions: 1.Compare and Contrast the Data around life expectancy in New Zealand with one other country eg: Nepal, India, or the Philippines or another country of your own choosing. 2.Provide supported evidence about the factors that Influence Life Expectancy for people in both New Zealand and your chosen Country. 3.Choose one of the following New Zealand Government Strategies and clearly outline the theme of your Chosen Strategy. Answers: Introduction Life expectancy defines the normal time an organism is predictable to live according to the date of their birth, the present age along with the demographic factors. Life expectancy shows the death and survival rates of the population, the life expectancy is used as a tool to measure the average length of the life at different ages (Zealand, 2013). The report throws light on the analyses and the comparison of the international government policies in regards to the life expectancy. The international and national perspective of the life expectancy is discussed in the paper. The report includes the contrast between the New Zealand and India life expectancy. There is a discussion about policies that are adopted by the government. Life expectancy of New Zealand and India The life expectancy of New Zealand was 81.46 years in the year 2015. The life expectancy may vary from male and females. As per the world health organization, New Zealand is one of the nine countries where baby boys and girls maintain more than 80 years life expectancy (Wright, 2017). The life expectancy at birth for a male is 80.2 years in 2012. The world health organization says that the life expectancy for the women in New Zealand is approximately 84 years. The statistical data of New Zealand boy born in between 2011 and 2013 is 79.7 years which is more than from 79.4 (2010-2011). It is more than 78.2 which was in between 2006-2008. The life expectancy of the baby girls was 83.2 in the recent period from 83.0 and 82.2 (Johnston, 2009). On the other hand, India is lacking behind in the life expectancy as compared to the New Zealand. As per the data are given by the world health organization 2015, life expectancy in India is 66.9 for ale and 69.9 for female. In total, the life expectancy of India is 68.3 years (World Life Expectancy, 2017). The life expectancy of India shows that there is progression or rise in life expectancy of country. While comparing the life expectancy with the New Zealand India is lacking behind (Stuff, 2014). The life expectancy gets affected with the diseases which result in the death of the people. India is leading in the lungs diseases, heart disease, falls, and suicide. Comparing this with New Zealand, the country suffers from Skin cancer and Osteoarthritis. There is a similarity between the New Zealand and India life expectancy that they are continuously improving and showing an upward in the life expectancy (World Life Expectancy, 2017). 2.Factors that influence the life expectancy There are certain aspects that can make an impact on the life expectancy of both India and New Zealand. These factors provide the support to the evaluation of life span of New Zealand and India. Some of the aspects are discussed below that create an impact on the life expectancy. Gender: - This is one of the reasons that create an impact on the life span of India and New Zealand because it is said that women live longer than men on average. The reason behind the gap might be the number of accidents rates (Kail, Cavanaugh, 2015). Genetics: - There is a relationship among the genetic factors and mortality rates that can affect the life expectancy. Genetics is becoming the reason behind the causes of death along with the suicide, accidents, heart disease and many others. Socio-economic status: - According to IFA, a decrease in the socio-economic status will result in a decrease in the life expectancy. Socio-economic status can create an impact on the person able to take medical care and to participate in a healthier lifestyle. Healthier lifestyle says more exercise, less smoking, and healthy weight. The New Zealand social-economic status is better than the India, this is the reason Indian people are more involved in the activities that can create an impact on their health (Mondal, Shitan, 2014). Education: - The education is directly linked with the Socio-economic status, together these factors play a vital role in improving the life span of the country. High level of education in the person leads to less involvement in the obesity and tobacco use. New Zealand citizen is highly educated this is the reason they are evolving less in the activities that create an impact on health especially youth. Talking about India, the Indians are less educated due to poverty many students are not able to get the proper education which leads to the exploitation of the future with the involvement in the tobacco use (Schwarzer, 2014). Ethnicity/ migrant status: - Migrant status might also be linked through the socio-economic status. The morality of the traveling people looks to differ, this result in the difference in the average mortality among the home and host countries. This factor can create an equal impact on New Zealand and India. Lifestyle: - Lifestyle factors can affect the morality that contains an unhealthy diet, insufficient exercise, excessive use of alcohol and tobacco use, workplace safety, food safety, and motor vehicle safety (Newman, Newman, 2017). The lifestyle of the New Zealand citizens is betters than the lifestyle of Indians; this is the reason behind the hike in the life expectancy rate of New Zealand as compared to India. Medical technology: - Medical technology plays a vital role in improving the life expectancy of the country. Development of the immunization and antibiotics brings the improvement in the surgery, cardiac care and organ transplants, this result in the improvement of the average life expectancy (Cockerham, 2014). Marital status: - Married people maintain a low mortality rate as compared to people who never get married or are widowed or divorced. Martial or committed people are showing an improvement in the problems related to the cardiac health, loneliness, combat isolation. These people get motivated towards their health and they maintain their health through regular visits to the doctors and by avoiding the unhealthy habits. This factor may depend on person to person, but in India being in the relationship of marriage is very important. These factors directly or indirectly create an impact on the life expectancy of the country. India is developing in the field of medical technology along with the other factors this is the reason there is the rise in the life expectancy as compared to 19s century. This is the fact that India is affected by most of the factors; as a result, the life expectancy of India is lower than New Zealand. 3.He Korowai Oranga: M?ori Health Strategy (2013/2014) The Ministry of Health in New Zealand is making changes to bring the improvement in number of areas, such as bringing improvement in the health-related outcomes for Maori and accomplishing the health equity, stronger emphasis on equity and the evidence-based action, inserting the development of Maori health across the administration (Ministry of Health, 2017). Maori Health strategy set the way for the Maori development in a context of the health and disability. This strategy facilitates the agenda for public sectors to receipts responsibilities for a role that public sectors play in supporting the health position of whanau (Ministry of Health, 2014). The aim of the strategies is to provide the support to the Maori families to accomplish the maximum wellbeing and health. The foundation of the Maori society is identified as whanau. This strategy is a high level strategy that maintains the ministry of health and the district health boards (DHBs) to enhance the health of Maori by acknowledging New Zealand Disability strategy, New Zealand Public health and disability Act 2000 and the New Zealand health strategy. The government of the New Zealand understands the need of the Maori families and this is the reason they are providing the services to the Maori community (Ministry of Health, 2017). Health status and condition Maori children aged 0-14 years were well-being as per their blood relation. There are many health diseases that are mutual in Maori adults and other adults. These diseases consist of stoke, medicated high blood pressure, arthritis, diabetes, and heart diseases. The Maori adults and children are affected with asthma in the ratio of one in five (Ministry of Health, 2017). Access to health care Majority of the Maori families contain the high level of unmet essential for the healthcare as compared to the other people. Approximately 18% adults and 12% children did not collect a treatment item from past 1 year, the reason being the price. Maori had tooth removed problem because they have poor oral health as compared to the other people in past 1 year. Approximately 73% of the Maori adults visit dental health care for their tooth problems (Ministry of Health, 2017). Health strategy is driven to focus on setting the foundations for the bright and the healthy future of the Maori families. Background to the strategy Prior to the year 1992, the Area health Boards started concentrating on the health issues faced by the M?ori and their families. The issues they were dealing with are cervical screening and the mental health. At same time many M?ori health suppliers were contracted by boards to provide the health services. This development was done do that M?ori can enjoy the similar level of health. In the year 1996, the appointment of the general manager was conducted for the M?ori health branch for which Ria Earp was selected. In between the year 1996 and 2004, the team of the Maori was increasing in Size and todays it shows a much border management line. The formation of the teams took place within the other business units. Today the M?ori managers operate the disabilities, mental health, cervical screening and public health. In the year 2001, M?ori capacity and capability plan were released within the ministry of health (Ministry of Health, 2012). This plan focuses on the need of the M?ori healt h to build the more effective management and the workforce capacity. The planning emphasis on the needs of the health, strengthen the awareness and knowledge of the health issues. Currently, the government is encouraging the health services for the Maori communities. Maori health and disability requirements are depended on the three principles partnership, protection and participation are articulated. In business working collectively with iwi, hapu, whanau and M?ori communities so that growth of the approaches took place for appropriate health and disability services. There is a contribution of M?ori in all parts for planning, decision-making, growth and the distribution of disability and the health services. Protection is must to safeguarding the M?ori cultural concepts, practices, and values. Development of strategy is must to maintain the social change in the country. With the change in the time, there is a change in the society by bringing the development the country will be able to maintain the social change. Development of the strategy will be beneficial considering the point of the political changes. India health strategy theme: universal health coverage The aim of the theme is to make sure that all people are making the use of health services provided without suffering financial hardship when paying for them. This needs a solid, well-run health system, this scheme works for the financial health services (Dye, Reeder, Terry, 2013). Comparison between New Zealand and India strategy The national rural health mission (NRHM), this theme is launched by the Indian government in the year 2005. This theme helps the country in providing the easily reached, affordable and the excellence health care to the rural residents those who are vulnerable. Comparing the M?ori Health Strategy and the Indian health strategy, in Zealand the government has shown the concern with the M?ori individual and the families and to provide them the health-related services. On the other hand, India is willing to ensure that the health facilities provided by the government are utilized by the rural people of the country. This is done to reduce the maternal mortality ratio from 407 to 100 per 100,000 births. The ministry of health took decision for the welfare of the M?ori families but in India, the government took a decision to ensure that the backward areas of their countries are using the health services provided by the government or not. If not, then it is the duty to make the people aware a bout the facilities and services so that they dont have to bear any financial pressure. Even there is no need to sacrifice with the health issues when a government is providing facilities. Conclusion The report throws light on the life span of the New Zealand and the India. The aim of the report is to draw the difference or comparison between the national and the international. The life expectancy of New Zealand is far better than the India. Though India is lacking behind then New Zealand this is also a fact they had improved their life expectancy since 19th century itself. The paper discusses the factors that can create an impact on the life expectancy for both the countries. The government or the ministry of the health plays a dynamic role in improving the health condition and facilitating the required services to the people. There is a brief discussion about the M?ori health strategy and the need for the development of the strategy for the social and the political change. The comparison has been done between the New Zealand and the India health theme. References Cockerham, W. C. (2014). Medical sociology. John Wiley Sons, Ltd. Dye, C., Reeder, J. C., Terry, R. F. (2013). Research for universal health coverage. Johnston, M., (2009). New Zealanders' life expectancy keeps increasing. NZ Herald. 29th December, Viewed on 21st October 2017. https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1objectid=10617678 Kail, R. V., Cavanaugh, J. C. (2015). Human development: A life-span view. Cengage Learning. Ministry of Health. (2012). Our history and current position. Viewed on 21st October 2017. https://www.health.govt.nz/about-ministry/ministry-business-units/maori-health-business-unit/our-history-and-current-position Ministry of Health. (2014). He Korowai Oranga: M?ori Health Strategy. Viewed on 21st October 2017. https://www.health.govt.nz/publication/he-korowai-oranga-maori-health-strategy Ministry of Health. (2017). He Korowai Oranga. Viewed on 21st October 2017. https://www.health.govt.nz/our-work/populations/maori-health/he-korowai-oranga Ministry of Health. (2017). M?ori health models Te Whare Tapa Wh?. Viewed on 21st October 2017. https://www.health.govt.nz/our-work/populations/maori-health/maori-health-models/maori-health-models-te-whare-tapa-wha Ministry of Health. (2017). M?ori health.Viewed on 21st October 2017. https://www.health.govt.nz/our-work/populations/maori-health Ministry of Health. (2017). The Health of M?ori Adults and Children. Viewed on 21st October 2017. https://www.health.govt.nz/publication/health-maori-adults-and-children Mondal, M. N. I., Shitan, M. (2014). Relative importance of demographic, socioeconomic and health factors on life expectancy in low-and lower-middle-income countries. Journal of epidemiology, 24(2), 117-124. Newman, B. M., Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning. Schwarzer, R. (Ed.). (2014). Self-efficacy: Thought control of action. Taylor Francis. Stuff. (2014). NZ life expectancy among world's best. Viewed on 21st October 2017. https://www.stuff.co.nz/national/health/10053308/NZ-life-expectancy-among-worlds-best World Life Expectancy. (2017). INDIA : LIFE EXPECTANCY. Viewed on 21st October 2017. https://www.worldlifeexpectancy.com/india-life-expectancy World Life Expectancy. (2017). World Health Review New Zealand vs. India. Viewed on 21st October 2017. https://www.worldlifeexpectancy.com/world-health-review/new-zealand-vs-india Wright. T., (2017). How long do New Zealanders live for?. News Hub. 27th January. Viewed on 21st October 2017. https://www.newshub.co.nz/home/new-zealand/2017/01/how-long-do-new-zealanders-live-for.html Zealand, S. N. (2013). How will New Zealands ageing population affect the property market. Wellington: Statistics New Zealand.

Log book free essay sample

NVQ Edexcel Level 3 NVQ in Health and Social Care November 2005 Health and Social Care Edexcel Level 3 NVQ in Candidate guidance and logbook Edexcel Limited is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brands. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800, or visit our website at www. edexcel. org. uk Authorised by Jim Dobson Prepared by Phil Myers Publications code N015903 NVQ standards  © Crown Copyright, Skills for Care and Development and Skills for Health. Introduction, guidance and this edition:  © Edexcel Limited 2005 Contents Section 1: The Edexcel Level 3 NVQs in Health and Social Care 1 Introduction 1 National Occupational Standards and NVQs 1 Which Edexcel NVQs within Health and Social Care are available? 2 Who are these Edexcel NVQs for? 2 Section 2: Worked examples of forms 11 Collecting your evidence 11 Worked examples 13 Example 1: Index of evidence 15 Example 2: Assessment plan 17 Example 3: Unit progress record 19 Example 4: Element achievement record 21 Example 5: Knowledge evidence record 23 Example 6: Personal statement 25 Example 7: Observation record 27 Example 8: Witness testimony 29 Example 9: Record of questions and candidate’s answers 31 Example 10: Expert witness evidence record 33 Section 3: Candidate logbook Core units 35 41 Children and Young People optional units 105 Adults optional units 391 Generic optional units 499 Additional units = 1249 Section 1: The Edexcel Level 3 NVQs in Health and Social Care Introduction This document contains information specific to the Edexcel Level 3 NVQs within Health and Social Care. We will write a custom essay sample on Log book or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It should be read in conjunction with Edexcel NVQ Centre Guidance and the Edexcel NVQ Candidate Guidance. National Occupational Standards and NVQs The standards, assessment strategy and award structures for Health and Social Care are jointly owned by Topss England, the Care Council for Wales, the Northern Ireland Social Care Council, the Scottish Social Services Council, and Skills for Health, who worked in partnership to review the National Occupational Standards and Awards in Care. The NVQs have been developed from the National Occupational Standards. The Edexcel Levels 2, 3 and 4 NVQs in Health and Social Care recognise the skills, knowledge and understanding of candidates and allows them to gain a qualification in the workplace that relates to their job area and promotes good working practice. Contact details of the sector skills bodies: Topss England Albion Court 5 Albion Place Leeds LS1 6JL Skills for Health Goldsmiths House Broad Plain Bristol BS2 0JP Telephone: 0113 2451716 Fax: 0113 2436417 Email: [emailprotected] org. uk Telephone: 0117 9221155 Email: [emailprotected] org. uk Northern Ireland Social Care Council (NISCC) 7th Floor Millennium House 19–25 Great Victoria Street Belfast BT2 7AQ Care Council for Wales 6th Floor, South Gate House Wood Street Cardiff CF10 1EW Telephone: Fax: Textphone: Email: 02890 417600 02890 417601 02890 239340 [emailprotected] n-i. nhs. uk Telephone: 029 2022 6257 Fax: 029 2038 4764 Email: [emailprotected] org. uk N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 1 Which Edexcel NVQs within Health and Social Care are available? The NVQs in Health and Social Care are presently available as follows: Edexcel Level 2 NVQ in Health and Social Care Edexcel Level 3 NVQ in Health and Social Care (Adults) Edexcel Level 3 NVQ in Health and Social Care (Children and Young People) Edexcel Level 4 NVQ in Health and Social Care (Adults) Edexcel Level 4 NVQ in Health and Social Care (Children and Young People) It is important that the most appropriate level and route is selected for each candidate. The Edexcel Level 2, 3 and 4 NVQs in Health and Social Care are designed to be assessed in the workplace. However, very occasionally simulation of real working practice may be permitted. Where any simulation is to be allowed, it will be identified in the individual units within the standards. Some combinations of units are forbidden. This is because they cover similar work competencies. These forbidden combinations are stated in the unit structures and within the standards. Where more than one assessor is involved, assessment needs to be co-ordinated. One of the assessors (the MAIN assessor) should draw together all assessment decisions made by specialist assessors, and the contributions from expert witnesses, across the whole qualification. Assessors are expected to take the lead role in the assessment of observed candidate performance in relation to at least the core units of the award. Where only two of the core units are undertaken, assessors are expected to observe candidate performance in relation to at least two further units. Who are these Edexcel NVQs for? The Edexcel Level 2 NVQ in Health and Social Care This NVQ will be the required qualification for 50 per cent of the workforce in care homes for older people by 2005 as recommended in the National Minimum Standards from the Care Standards Act 2000. It is considered to be the minimum qualification required by a care worker by the sector skills bodies. It should be noted that the sector skills bodies in social care have stipulated that those candidates taking NVQ Level 2 for social care roles should select ALL four core units. The Edexcel Level 3 NVQ in Health and Social Care (Children and Young People) The Edexcel Level 3 NVQ in Health and Social Care (Adults) These NVQs will enable candidates to develop more specialist competencies for use in the health and social care sector. There are two endorsed titles — one for those whose work role is predominantly with adults and another for those whose work role is predominantly with children and young people. The units recognise the growing breadth of skills of those in the health and social care workforce. The Edexcel Level 4 NVQ in Health and Social Care (Children and Young People) The Edexcel Level 4 NVQ in Health and Social Care (Adults) The NVQs at Level 4 also have two endorsed titles, as described for Level 3. It is a requirement of the Care Standards Act 2000 that each registered care service has a registered manager who is responsible for the service. The registered managers require a Level 4 NVQ in Health and Social Care as part of their qualification profile to show evidence of Level 4 health and social care competencies. 2 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Level 3 NVQ in Health and Social Care Candidates must complete EIGHT units in total. Children and young people endorsement Select THREE units from core units A and Unit HSC34. Select FOUR units from children and young people optional units and/or generic optional units. Adults endorsement Select THREE units from core units A and Unit HSC35. Select FOUR units from adults optional units and/or generic optional units. Additional units may be selected for professional development but do not count towards this NVQ. It is important that centres provide clear guidance for the choice of optional units of their candidates. The units taken must be appropriate for their work function and setting. Core units A — select THREE units Unit number Title HSC31 Promote effective communication for and about individuals HSC32 Promote, monitor and maintain health, safety and security in the working environment HSC33 Forbidden combinations Reflect on and develop your practice Core units B — select ONE unit Unit number Title Forbidden combinations Children and young people HSC34 Promote the wellbeing and protection of children and young people HSC35 Promote choice, wellbeing and the protection of all individuals HSC34 Adults HSC35 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 3 Children and young people optional units Unit number Title Forbidden combinations Select FOUR units from chosen endorsed title and/or generic optional group HSC36 Contribute to the assessment of children and young people’s needs and the development of care plans N/A HSC37 Care for and protect babies N/A HSC38 Support children and young people to manage their lives N/A HSC39 Support children and young people to achieve their educational potential N/A HSC310 Work with children and young people to prepare them for adulthood, citizenship and independence N/A HSC311 Support children and young people to develop and maintain supportive relationships N/A HSC312 Support the social, emotional and identity development of children and young people N/A HSC313 Work with children and young people to promote their own physical and mental health needs N/A HSC314 Care for a newly born baby when the mother is unable to do so N/A HSC315 Work with children and young people with additional requirements to meet their personal support needs N/A HSC316 Support the needs of children and young people with additional N/A requirements HSC317 Prepare your family and networks to provide a home for children and young people N/A HSC318 Provide a home for children and young people N/A HSC319 Support families in their own home N/A HSC320 Support professional advice to help parents to interact with and take care of their newly born baby(ies) N/A HSC321 Support and encourage parents and guardians to care for babies during the first year of their lives N/A HSC322 Prepare, implement and evaluate group activities to address the offending behaviour of children and young people N/A HSC323 Contribute to child care practice in group living N/A HSC324 Process information relating to children and young people’s offending behaviour N/A HSC325 Contribute to protecting children and young people from danger, harm and abuse N/A HSC326 Contribute to the prevention and management of challenging behaviour in children and young people N/A HSC327 Model behaviour and relationships with children and young people which recognises the impact of crime on victims and communities N/A 4 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Adult optional units Unit number Title Forbidden combinations Select FOUR units from chosen endorsed title and/or generic optional group HSC328 Contribute to care planning and review N/A HSC329 Contribute to planning, monitoring and reviewing the delivery of service for individuals N/A HSC330 Support individuals to access and use services and facilities N/A HSC331 Support individuals to develop and maintain social networks and relationships N/A HSC332 Support the social, emotional and identity needs of individuals N/A HSC333 Prepare your family and networks to support individuals requiring care N/A HSC334 Provide a home and family environment for individuals N/A HSC335 Contribute to the protection of individuals from harm and abuse N/A HSC336 Contribute to the prevention and management of abusive and aggressive behaviour N/A HSC337 Provide frameworks to help individuals to manage challenging behaviour N/A Continued overleaf N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 5 Generic option units Unit number Title Forbidden combinations HSC338 Carry out screening and referral assessment N/A HSC339 Carry out assessment to identify and prioritise needs N/A HSC340 Carry out comprehensive substance misuse assessment N/A HSC341 Help individuals address their substance use through an action plan N/A HSC342 Assess and act upon immediate risk of danger to substance users N/A HSC343 Support individuals to live at home N/A HSC344 Support individuals to retain, regain and develop the skills to manage their lives and environment N/A HSC345 Support individuals to manage their financial affairs HSC346 HSC346 Support individuals to manage direct payments HSC345 HSC347 Help individuals to access employment N/A HSC348 Help individuals to access learning, training and development opportunities N/A HSC349 Enable individuals to access housing and accommodation N/A HSC350 Recognise, respect and support the spiritual wellbeing of individuals N/A HSC351 Plan, agree and implement development activities to meet individual needs N/A HSC352 Support individuals to continue therapies N/A HSC353 Interact with individuals using telecommunications N/A HSC354 Counsel individuals about their substance use using recognised theoretical models N/A HSC355 Counsel groups of individuals about their substance use using recognised theoretical models N/A HSC356 Support individuals to deal with relationship problems N/A HSC357 Carry out extended feeding techniques to ensure individuals’ nutritional and fluid intake N/A HSC358 Identify the individual at risk of skin breakdown and undertake the appropriate risk assessment N/A HSC360 Move and position individuals N/A HSC361 Prepare for and undertake physiological measurements N/A HSC362 Recognise indications of substance misuse and refer individuals to specialists N/A HSC363 Test for substance use N/A HSC364 Identify the physical health needs of individuals with mental health needs N/A HSC365 Raise awareness about substances, their use and effects N/A 6 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Generic option units Unit number Title Forbidden combinations HSC366 Support individuals to represent their own needs and wishes at decision making forums HSC367 and HSC368 HSC367 Help individuals identify and access independent representation and advocacy HSC366 and HSC368 HSC368 Present individuals’ needs and preferences HSC366 and HSC367 HSC369 Support individuals with specific communication needs HSC370 and HSC371 HSC370 Support individuals to communicate using technology HSC369 and HSC371 HSC371 Support individuals to communicate using interpreting and translation services HSC369 and HSC370 HSC372 Plan and implement programmes to enable individuals to find their way around familiar environments N/A HSC373 Plan and implement programmes to enable individuals to find their way around unfamiliar environments N/A HSC375 Administer medication to individuals N/A HSC376 Obtain venous blood samples N/A HSC377 Encourage and support individuals undergoing dialysis therapy at home N/A HSC378 Insert and secure urethral catheters and monitor and respond to the effects of urethral catheterisation N/A HSC379 Support individuals who are substance users N/A HSC380 Supply and exchange injecting equipment for individuals N/A HSC381 Support individuals through detoxification programmes N/A HSC382 Support individuals to prepare for, adapt to and manage change HSC383 HSC383 Prepare and support individuals to move and settle into new living environments HSC382 HSC384 Support individuals through bereavement N/A HSC385 Support individuals through the process of dying N/A HSC386 Assist in the transfer of individuals between agencies and services N/A HSC387 Work in collaboration with carers in the caring role N/A HSC388 Relate to families, parents and carers N/A HSC389 Work with carers, families and key people to maintain contact with individuals N/A HSC390 Support families in maintaining relationships in their wider social structures and environments N/A HSC391 Provide services to those affected by someone else’s substance use N/A N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 7 Generic option units Unit number Title Forbidden combinations HSC392 Work with families, carers and individuals during times of crisis N/A HSC393 Prepare, implement and evaluate agreed therapeutic group activities N/A HSC394 Contribute to the development and running of support groups N/A HSC395 Contribute to assessing and act upon risk of danger, harm and abuse N/A HSC396 Enable people with mental health needs to develop coping strategies N/A HSC397 Reinforce positive behavioural goals during relationships with individuals N/A HSC398 Contribute to assessing the needs of individuals for therapeutic programmes to enable them to manage their behaviour N/A HSC399 Develop and sustain effective working relationships with staff in other agencies N/A HSC3100 Participate in inter-disciplinary team working to support individuals N/A HSC3101 Help develop community networks and partnerships N/A HSC3102 Work with community networks and partnerships N/A HSC3103 Contribute to raising awareness of health issues N/A HSC3104 Support the development of networks to meet assessed needs and planned outcomes N/A HSC3105 Contribute to the recruitment and placement of volunteers N/A HSC3106 Plan, organise and monitor the work of volunteers N/A HSC3107 Lead and motivate volunteers N/A HSC3108 Facilitate learning through presentations and activities N/A HSC3109 Facilitate group learning N/A HSC3110 Support colleagues to relate to individuals N/A 8 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Additional units Unit number Title Forbidden combinations HSC374 Provide first aid to an individual needing emergency assistance N/A HSC3111 Promote the equality, diversity, rights and responsibilities of individuals N/A HSC3112 Support individuals to identify and promote their own health and social well-being N/A HSC3113 Support and enable individuals undergoing renal dialysis to contribute to their own health and well-being N/A HSC3114 Promote the needs, rights, interests and responsibilities of individuals within the community N/A HSC3115 Receive, analyse, process, use and store information N/A HSC3116 Contribute to promoting a culture that values and respects the diversity of individuals N/A HSC3117 Conduct an assessment of risks in the workplace N/A HSC3118 Respond to work-related violent incidents N/A HSC3119 Promote the values and principles underpinning best practice N/A HSC3120 Support competence achieved in the workplace N/A HSC3121 Contribute to promoting the effectiveness of teams N/A N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 9 10 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Section 2: Worked examples of forms Collecting your evidence Your evidence is normally kept in a file, normally called a portfolio, which may be stored electronically. We produce a document called Generic candidate guidance, which provides all the forms you need to record your progress and to help index your evidence. This section explains how and when you, assessors and internal verifiers use the recording forms in the logbook and provides worked examples. Example 1: Index of evidence The index of evidence should be placed at the front of your portfolio. As you produce pieces of evidence, you should give each piece a unique number. You should then complete the index of evidence so the evidence can be located easily. Every piece of evidence should be numbered and referenced on the index, including evidence that is not located in the portfolio, such as confidential material which has been left in situ in the workplace. The final column of the sheet should be completed by the internal verifier if your evidence is sampled. Example 2: Assessment plan Before you begin to collect any evidence it will be helpful for you to compile, with your assessor’s help, an assessment plan. The plan should identify normal work routines, defining the tasks to be carried out, how long the tasks will take and the evidence that will be generated. The tasks should be ‘normal working activities’ and part of your day-to-day job role, or ‘activities needing to be performed’, which means opportunities to carry out the tasks need to be generated. Producing an assessment plan will help to identify suitable opportunities for integrating assessment of different units. Example 3: Unit progress record This form enables you and your assessor to see at a glance what stage you are at in this qualification. Each time you achieve a unit of your NVQ, you should put your signature and the date next to the relevant unit title ensuring that your evidence can be easily located. Before signing next to a unit title, you will need to make sure that the assessor has completed the recording documents correctly. Example 4: Element achievement record This lists the performance criteria and scope in an element you need to prove competence for. Each time you meet the requirements of an outcome, you should write the date in the relevant box. N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 11 On completion of each element, your assessor will give you feedback about your performance, informing you if you have been successful in achieving the required level of competence for individual outcomes. There is space on the back of the form for your assessor to make comments and/or notes from the feedback session. Make sure that you are clear about the assessment decision and fully understand what has been said. You and your assessor should both then sign and date the form before filing it into the relevant section of your portfolio. Example 5: Knowledge evidence record This lists all the knowledge and understanding requirements you need to demonstrate for a unit. While working through individual elements, you should tick the appropriate boxes on the form to show which type(s) of evidence you have collected to prove that you have the required level of knowledge and understanding. Once you are satisfied that you have achieved the knowledge and understanding requirements for the whole unit, your assessor should, as with the element achievement record, note his/her comments from the feedback session on the form. You and your assessor should then sign and date the form before filing it in the portfolio. Remember that on completion of the unit your assessor should complete your unit progress record. Example 6: Personal statement You should use a personal statement to record your experience of something, such as how you handled a specific situation. You should describe what you did, how you did it and why you did it. You can refer to other people who were present. This might provide you with a ‘witness testimony’ (see example 8), which should be noted in the ‘Links to other evidence’ column on the statement form. You might also use the personal statement to put a piece of evidence in context for your assessor so that he/she can help you decide if it is relevant to your NVQ. For example, you may refer to paperwork that is used in the organisation to pass information to a colleague. It may not be clear to your assessor why you are communicating in this way and a brief explanation from you of its relevance may be required. Example 7: Observation record Your assessor should record his/her observations of you as you work, and: †¢ describe the skills you use †¢ describe the activities you perform †¢ specify the units or parts of the units that are covered by the observation †¢ provide details of the knowledge and understanding apparent from your performance and the ensuing questions †¢ list the other units/elements to which the evidence may contribute (integration of assessment). Your assessor should keep a note of his/her comments and feedback to you. Once completed, the record of the observation should be referenced as evidence and included in your portfolio. 12 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 8: Witness testimony There may be occasions when your assessor is not able to observe you carrying out certain aspects of your job. In such instances, it may be appropriate for another person to comment on your performance by completing a statement called a ‘witness testimony’. Witness testimony should only be used to support other forms of evidence such as a product. It should: †¢ be provided by a person who is not related to you and is in a position to make a valid comment about your performance, eg a supervisor, line manager, a client or customer †¢ contain comments that specifically relate your performance to the NVQ standards †¢ be authenticated by the inclusion of the witness’s signature, role, address, telephone number and the date. Example 9: Record of questions and candidate’s answers This form is used to record any questions your assessor asks you to establish you have the underpinning knowledge and evidence required by a unit. Your answers, or a precis and/or bullet points regarding the issues discussed should also be noted. Both you and your assessor should sign and date the form. Example 10: Expert witness evidence The use of expert witnesses is encouraged as a contribution to the assessment of evidence of your competence, where there are no occupationally competent assessors for occupationally specific units. Expert witnesses must have: †¢ a working knowledge of NOS for the units on which their expertise is based †¢ current expertise and occupational competence, ie within the last two years, either as practitioner or manager, for the units on which their expertise is based. This experience must be credible and clearly demonstrable through continuing learning and development. The training centre must retain records of the CV and continuing professional activities of expert witnesses. Expert witnesses must either hold any qualification in assessment of workplace performance, such as L20 from the Learning and Development suite, Support Competence Achieved in the Workplace, or a professional work role which involves evaluating the everyday practice of staff. In due course the implementation of regulatory requirements may mean that expert witness will need to hold appropriate health/health and social care qualifications. Worked examples To give you a clearer picture of how to compile your portfolio, you will find worked examples in below. You should ask your assessor for further advice and support if you are still unsure about how to use the forms and who should complete them. N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 13 14 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 1: Index of evidence NVQ title and level: Edexcel Level 2 NVQ in Health and Social Care Evidence number Description of evidence Included in portfolio (Yes/No) If No, state location 1 Personal statement Yes Units/elements evidence links to (give specific numbers, eg Unit HSC21 Element 2. 1) Internal verifier signature and date of sampling HSC21d HSC25a, b, c HSC218 b, c 2 Direct observation and questioning Yes HSC25a HSC21a, b, c, d HSC218 b, c 3 Witness statement from line manager Yes HSC25 b, c 4 Questioning Yes HSC25 a, b, c 5 Expert witness statement Yes HSC218a 6 7 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 15 16 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 2: Assessment plan Units/elements to be covered: Units HSC 21-23 Candidate: Ann Example Assessor: Ann Assessor Normal working activities performed Typical evidence Work area Expected completion date Links to other units/elements Unit/element: HSC25a Carry out specific plan of care activities Observation, reflective account or discussion questioning Resident living areas HSC21, HSC218 Unit/element: HSC25b Provide feedback on specific plan of care activities Observation, reflective account or discussion, questioning Resident living areas and office HSC21 HSC218 Unit/element: HSC25c Contribute to revisions of specific plan of care activities Observation, reflective account or discussion questioning Resident living areas and office HSC21 HSC218 Activities to be performed Unit/element: HSC25a Carry out specific plan of care activities Collecting information about a person’s plan of care and following this plan Unit/element: HSC25b Provide feedback on specific plan of care activities Providing information about a person’s plan of care to others Unit/element: HSC25c Contribute to revisions of specific plan of care activities Contribute to ongoing and planned review of care plans Additional comments Our first observation for these activities will take place through assessment of assisting an individual with washing and dressing on Tuesday morning. This will also provide evidence for several other units including HSC21 (Communication and Record Keeping) and HSC218 (Personal Care). Assessor’s signature: Date: Candidate’s signature: Date: N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 17 18 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 3: Unit progress record Qualification and level: Health and Social Care Level 2 Candidate: †¢ Candidates who are working the health sector must select TWO core units, TWO optional units and TWO units from either core or optional units. †¢ Candidates who are working in the social care sector, MUST take the FOUR core units in order to satisfy registration/regulatory requirements, and two optional units. Unit checklist: circle the reference number of each unit as you complete it. Core HSC21 HSC22 Optional HSC214 HSC218 HSC23 HSC24 Circle the reference numbers as you complete each unit. You can then easily see what stage you have reached in your NVQ. Core units Unit number Title Assessor’s signature HSC21 Communicate with, and complete records for individuals HSC22 Support the health and safety of yourself and individuals HSC23 Develop your knowledge and practice HSC24 Date Ensure your own actions support the care, protection and well-being of individuals This section of the form is for your assessor to sign each time you successfully achieve a unit. Continued overleaf N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 19 Optional units Unit number Title HSC214 Help individuals to eat and drink HSC218 Support individuals with their personal care needs 20 Assessor’s signature Date N015903 – Candidate g

Free Essays on The Rattler

Though most people have never experienced an actual encounter with a snake, they are given to understand that snakes are fearful creatures. We tend to believe that if we cross paths with a snake, it spells doom. We think of the fangs, the venom, and the sprightly nature of the snake as being the cause of fatalities. However, the author of â€Å"The Rattler† provides a totally different opinion of his encounter with a snake. In this case, the snake is coy and appears to be harmless; contrary to one’s expectation. The author of â€Å"The Rattler† leads the reader to believe that animals possess admirable qualities which humans can learn from; the author does this by describing the gestures, and feelings of the snake through the man’s point of view, causing the reader to compare them to those of the man. In describing certain gestures of the snake, the author pinpoints certain qualities and traits of the creature which are unassuming ; these gestures are then contradicted by the man’s contrasting actions. One particular lack of an action comes much to the surprise of the reader’s preconceived ideas of snakes. That is, when the man approaches the snake, it’s â€Å"head was not drawn back to strike.† This detail tells the reader that the snake does not wish to harm. It is merely staying away from others, and not provoking anger or fear from anything around it. Another gesture provided by the author, is when the man returned with the hoe, the snake had not moved. This detail depicts the snake to be confident, and bold, yet in a harmless manner. Just because the much larger man spotted it, this was not going to intimidate it or scare it off. Most of the time when one sees a wild creature of any species, that creature scurries away, in an attempt to esca pe possible harm. But the snake in the passage showed courage and fearlessness without using any of his defensive traits. And lastly, the author writes that the snake â€Å"... Free Essays on The Rattler Free Essays on The Rattler Though most people have never experienced an actual encounter with a snake, they are given to understand that snakes are fearful creatures. We tend to believe that if we cross paths with a snake, it spells doom. We think of the fangs, the venom, and the sprightly nature of the snake as being the cause of fatalities. However, the author of â€Å"The Rattler† provides a totally different opinion of his encounter with a snake. In this case, the snake is coy and appears to be harmless; contrary to one’s expectation. The author of â€Å"The Rattler† leads the reader to believe that animals possess admirable qualities which humans can learn from; the author does this by describing the gestures, and feelings of the snake through the man’s point of view, causing the reader to compare them to those of the man. In describing certain gestures of the snake, the author pinpoints certain qualities and traits of the creature which are unassuming ; these gestures are then contradicted by the man’s contrasting actions. One particular lack of an action comes much to the surprise of the reader’s preconceived ideas of snakes. That is, when the man approaches the snake, it’s â€Å"head was not drawn back to strike.† This detail tells the reader that the snake does not wish to harm. It is merely staying away from others, and not provoking anger or fear from anything around it. Another gesture provided by the author, is when the man returned with the hoe, the snake had not moved. This detail depicts the snake to be confident, and bold, yet in a harmless manner. Just because the much larger man spotted it, this was not going to intimidate it or scare it off. Most of the time when one sees a wild creature of any species, that creature scurries away, in an attempt to esca pe possible harm. But the snake in the passage showed courage and fearlessness without using any of his defensive traits. And lastly, the author writes that the snake â€Å"...

Filibuster Rules in the U.S. Senate

Filibuster Rules in the U.S. Senate A filibuster is a tactic used in the U.S. Senate to delay votes on controversial legislation or stifle debate on a topic. Typically, a senator wishing to filibuster will ask to speak on the floor of the chamber and, in an attempt to stall legislation action, hold forth for hours at a time. There are few rules that govern a filibuster because the Senate believes its members have the right to speak as long as they want on any issue.   The filibuster dates to the early 1800s. The record  for the longest filibuster is held by  the late U.S. Sen. Strom Thurmond of South Carolina, who spoke for 24 hours and 18 minutes against the Civil Rights Act of 1957, according to U.S. Senate records. In the modern era,  Republican U.S. Sen. Rand Paul of Kentucky staged a daylong filibuster in 2013 that captivated conservatives and libertarians as well as the national news media. Critics call the filibuster unconstitutional at worst and unfair at best. Others believe it to be a  historical relic. Practitioners of the filibuster insist that it protects the rights of the minority against the tyranny of the majority. By their nature, filibusters are meant to draw attention to a specific issues and have the potential to inspire compromise. According to the U.S. Senate, the word filibuster comes from a Dutch word meaning pirate and was first used more than 150 years ago to describe efforts to hold the Senate floor in order to prevent action on a bill. One Way to Break a Filibuster Filibusters rules allow the delay tactic to go on for hours or even days. The only way to force the end of a filibuster is through parliamentary procedure known as  cloture, or Rule 22, which was adopted in 1917.  Once cloture is used, debate is limited to 30 additional hours of debate on the given topic. Sixty members of the 100-member Senate must vote for cloture to stop a filibuster.  At least 16 members of the Senate must sign a cloture motion or petition that states: We, the undersigned Senators, in accordance with the provisions of Rule XXII of the Standing Rules of the Senate, hereby move to bring to a close the debate upon (the matter in question). Important Dates in the History of the Filibuster ​Heres a look at some of the most important moments in the history of the filibuster and cloture. 1806:  The U.S. Senate amends its rulebook in a way that unwittingly allows a member or members to stall action by speaking for hours on end. The Senate, acting at the request of Vice President Aaron Burr, eliminated a provision called the previous question rule that allowed the chamber to cut off floor debate. Without such a measure in place, a senator was permitted to speak indefinitely, paving the way for the filibuster.1841: Henry Clay  threatens to change the Senates  filibuster rules to allow the majority to close debate when Democrats blocked a bank bill.1872: Vice President Schuyler Colfax rules that under the practice of the Senate the presiding officer could not restrain a Senator in remarks which the Senator considers pertinent to the pending issue.1919: First use of Rule 22 when Senate invoked cloture to end debate against the Treaty of Versailles.1935: Populist U.S. Sen. Huey Long of Louisiana filibusters  for 15 hours and 30 minutes trying, without success, to k eep Senate oversight of National Recovery Administrations senior employees. How was he able to speak so long? He recited  Shakespeare and read recipes for pot-likkers, a Southern term for the  broth created by cooking greens. 1957: U.S. Sen.  Strom Thurmond  of South Carolina filibusters  for a record 24 hours and 18 minutes as part of a move that successfully blocked the Civil Rights Act of 1957.1964: U.S. Sen.  Robert Byrd of West Virginia filibusters  for 14 hours and 13 minutes in an unsuccessful attempt to block the Civil Rights Act of 1964.1968: The Abe Fortas appointment to succeed Earl Warren as Chief Justice of the Supreme Court is  derailed by Republicans through filibuster.2013:  Republican U.S. Sen. Rand Paul of Kentucky filibusters for nearly 13 hours  to question and raise awareness of the U.S. governments use of drones. It is the  ninth-longest filibuster in history.  I will speak until I can no longer speak, he said.  Paul ended his filibuster because he had to go to the bathroom. [This articled was updated in May  2018 by Tom Murse.]

Discuss the relationship between the different European institutions Essay

Discuss the relationship between the different European institutions. How have they evolved over time - Essay Example At that point of time there were six participating nations and the European Parliament which was founded as the Common Assembly was only consultative, not an elected one. When the first election was held in 1979, the Parliament gained more and more power followed by several treaties and so did the Commission. At this juncture there was a prominent shift of power from the Council to the Parliament and the Commission was actually managing a balance through the mediation between these two bodies (the Council and the Parliament). The Commission was becoming more and more accountable to the Parliament. The Parliament was becoming so strong that it forced a resignation of Jacques Santer the head of European Commission in 1999. The parliament also formed a reorientation of the Barroso Commission (Jose Manuel Barroso). The Council, the Parliament and The Commission, these three institutions can be regarded as the political institutions of the European Union. The Council represents the governments; the Parliament stands for the citizens and the Commission looks after the European interests. When the Council, the Parliament or any other institutions place a request to the commission then the commission prepares a draft of that request and presents it to the parliament for their approval. In most of the cases both the parliament and the council forward their assent to that proposal. After it gets approved from both the houses (Parliament and Council), then it no more remains a proposal rather transforms into a law. So, as a whole the Commission looks after the daily business of the Union, makes sure of the implementation of the formed law and if some one fails to comply with that law the Commission takes it to the court. The legislative and the budgetary powers of the Union is shared by the Parliament and the Council. The members of the Parliament elect the Presedent or the Speaker

Reaction paper 2 Essay Example | Topics and Well Written Essays - 500 words

Reaction paper 2 - Essay Example In the letter, King attempts to convince the ministers of the rationality of his actions and points out why they are necessary if natural ‘human goodness’ and morality were to be given a chance. Arguing that everyone, white and black, possessed natural ‘human goodness’, King points out that most white people, particularly in the north, had not heard or were perhaps not noticed the desperate condition of the black people of the South following the Emancipation Proclamation. Although they were free, they had to try to support themselves in a world that legally segregated them from the means of doing this. Only by forcing attention on the issues, through non-violent protest, would the black people be able to gain the attention of the white people and still illustrate that there was no justification for this oppression. Only by appealing to white people, who held all the power, could change be forced through the political process. Adhering to St. Augustine’s contention that â€Å"an unjust law is no law at all†, King insisted that non-violent protests such as those he was organizing were not breaking the law but were instead adhering to a higher moral and ethical law. The segregation laws were directly counter to the Supreme Court ruling regarding equality to people of color because they were applied only to black people. He argued that to break an unjust and immoral law is thus acting in a moral and just manner for the good of the community, especially if this can be completed in a peaceful, kindly manner. This, he argued, was a necessary action because the tension in the black community was continuing to build and would soon rage out of control into violent action. Peaceful protest provided both the necessary outlet for these emotions as well as brought positive attention to the plight of his community. At the end of his letter, King criticizes the church leaders

Describe Risks and Possible Consquences Essay Example for Free

Describe Risks and Possible Consquences Essay There are many risks involved for children using the internet. this may be that the child has innocently mistyped on the keyboard and are exposed to porongraphic images. Parents have the option to block certain things popping up on the computer screen Children use networking sites, such as facebook, they will state their name, their age, address etc, they will also post photos of themselves onto the wall. They should go onto the privacy settings and set to friends only this means that no frien that is on the list can see their profile. This is because a paedophile will pose as a teenager with similar interests and hobbies to gain friendship. They will try to gain your trust and want to meet you in person. They could also lie in wait for you if you have stated that you will be meeting friends in a certain park at a certain time. Paedophiles, groom children. Children can be bullied, either on the internet or by the use of a mobile phone Could be a lone person doing the bullying or a group of people. They can torment, threaten, tease etc anytime of the day or night. Always keep a copy of the types of messages and day and time thay were sent and inform an adult. This type of bullying will probably lower the childs self esteem and cause them to become depressed. Children can also be hooked on cult websites or a suicidal site where they make pacts with each other to end their own lives

Accommodating Religion in the Workplace Essay -- Title VII, mitigating

The circumstances, images and fallout related to September 11, 2001 have caused many Americans to revisit their spiritual beliefs in attempt to process the horrific events of such an unimaginable day (Smith, 2003). In the years since the Fall of 2001, employees have developed an increasing desire to integrate their personal spirituality and religious beliefs with their professional lives (Cunningham, 2010). Managers are now faced with the difficult task of accommodating the varying spiritual beliefs of their workforce while tactfully mitigating religion-based issues in accordance with Title VII. Food Consumption When Maya failed to consume the majority of her dish after announcing her hunger at a recent business luncheon with colleagues, many were confused about her behavior after she went on to order desert. Maya’s choice not to eat the chicken and mashed potatoes accompanying her lunch could have been the result of a number of factors including: Maya’s choice to live a vegan lifestyle, specific food avoidances which include chicken and potatoes, serious allergies to ingredients used in the preparation of both items or religious beliefs related to the consumption or preparation of the food. Because Maya’s behavior was not connected to her personal work performance or her coworkers’ perception of her performance, management could choose to disregard the concerns of the other employees unless Maya elicits a conversation regarding her decision not to eat the food items. If Maya does feel that she owes her coworkers an explanation, a brief meeting with each would en able her to relay the circumstances behind her behavior. If her decision not to eat the food items was religion-based, Maya will likely need to be prepared to face qu... ...t deal to religious observers who wish to be free from discrimination"(Ruan, 2008, p. 3). Management’s ability to interject during times of disagreement and misunderstanding may help diminish the chances of belief-based discrimination within an organization. At minimum, organizations should strive to comply with Title VII in an effort to reduce the opportunity for future litigation related to the religious views in the workforce. Works Cited Cunningham, G. (2010). The influence of religious personal identity on the relationships among religious dissimilarity, value dissimilarity, and job satisfaction. Social Justice Research, 23(1), 60-76. Ruan, N. (2008). Accommodating respectful religious expression in the workplace. Marquette Law Review, 92(1), 1-32. Smith, J. (2003). Marketing that's good for the soul. Marketing Management, 12(1), 52.

Facility Planning

To provide patients with quality health care services, it is important to improve health care facilities and build new facilities to accommodate the growing population. Community or facility need for the building or renovation An emergency room is an area in a hospital that provides treatment to patients with acute illness, trauma and other medical emergencies. Harlan Medical Center provided emergency care to 25,000 patients last year. This makes the facility the most experienced and busiest hospital in the area. To accommodate the growing demand of services I have decided to renovate the department. Renovating the emergency room will make a huge difference in terms of capacity for serving the community. Type of population you are serving HMC emergency department will provide quality health care services to every individual in the community. The new renovations will services the residents of Harlan, and the resident of all the surrounding counties with the population of more than 250,000. As mentioned before the emergency department provides patients with rapid treatment for sudden illnesses or trauma. The patients are made up of different races, genders and ages. Description of the facility that you have selected The proposed renovations to the new emergency room will be greatly beneficial and invaluable to the medical center. Making the renovations should not only improve treatment times but should also attract new patients to the facility. The first renovation would be the addition of 22 new private treatment rooms. These rooms will be used for patients with more serious injuries as they will be treated as VIP (very important person) guests. For some people a trip to the ER is unnerving in itself. However, if having a private room can provide a sense of calm and ease nerves, then having a private room is exactly what the patient should get. The second improvement will be the addition of 16 general treatment rooms. These treatment rooms will be geared toward patients with less serious injuries. The goal of these rooms will be to turn them over within two hours or less to keep patient census low and discharges steady. A third improvement that will help keep discharges steady will be the addition of 2 â€Å"fast-track† rooms for rapid medical evaluation. The concept â€Å"fast-track† is just what it means; fast service. The fast track rooms will be for treatment of acute illnesses such as stitches and nose bleeds, etc. The goal of the â€Å"fast-track† rooms will be to diagnose and treat the patients with minor injuries within an hour or less. However, by doing this will allow for acute treatments to be handled swiftly and more in depth cases to be handled accordingly. There will be multiple dedicated staff working in each area of the new ER. Finally, the last addition to complete the new renovation will be two new trauma rooms. This addition will allow for multiple serious cases to be treated and transported into the facility that might otherwise be treated elsewhere. Shorter wait times along with faster discharge ratios should definitely entice new patients to come to the facility and generate new revenue. Conclusion Emergency department are the busiest departments in a medical center. To cut back on wait time for patients a renovation needed to take place. With all the new addition to the emergency department patients wait time will be shorter and rapid discharge ratios will keep patients coming back. We all know the saying first impressions are everything and the same holds true with emergency departments.

Qualitative Data Methods in Researching Organizational Commitment Essay

This paper discusses methods that generate qualitative data which entails a place in researching organizational commitment. A thorough review of the qualitative data methods rooted in certain research philosophies are presented with an explanation of why these are so important in the research of organizational commitment. A research is defined as a human activity based on intellectual investigation and its objective has the aim to discover, interpret, and revise human knowledge on the different aspects of the world (Fox, 2000, p. 237). A research philosophy is as an idea about the way data about an event should be able to be collected, evaluated and used. In the Western tradition of science, there are two major research philosophies that are known. The major research philosophies are the positivist or the scientific approach and the interpretivist which is also known as the non-scientific approch (Straub, Gefen, & Boudreau, 2004). Positivism Positivism is defined as a philosophy that is able to state that the only authentic knowledge is the scientific knowledge. Positivism is a research philosophy wherein its objectives which are based on a qualitative approach are aimed to depict and investigate an in depth phenomena as further discussed by Straub, Gefen, and Boudreau (2004). The positivist view is shared by naturalists who are skilled people believing in scientific progress. Thus, gaining knowledge can be acquired through observation and experimentation. Positivists are those who believed that reality is constant and established. Reality is also observed and can be explained from an objective point of view. Positivists often argue that the phenomena being studied should be an isolated. Indeed, observations in the study of the phenomena should be repeatable. The repetition of the observations in the study of a phenomenon is often associated with the manipulation of reality. There are variations in the manipulation of reality and the variations only come from a single variable. According to Hirschheim (1985), the single variable is able to form relationships and this is also a way to recognize the regularities of the social world. Predictions are derived basing from the realities that were already observed and clarified. Collingwood (1994) specified that historians of the positivism approach had been following and adopting the methods of science which is really a characteristic of the positivist approach. The positivist historians and philosophers are being able to observe things and simplify the laws by using the induction method. The inductive reasoning is used in science and scientific method. The historical positivists are upholding the thought that the mind is not necessarily different from nature. Moreover, they have maintained that natural processes are just as the same with the processes of history. Like the idea of Hirschheim (1985), the positivist historians also believed that empathy and pure instinct were regarded as unscientific and were dismissed. Collingwood further explained that empirical ideas are those ideas which can easily generate with his own eyes, therefore, are regarded as facts that are right away given in just pure observation with no experimental basis (Collingwood, 1994). Hence, qualitative data is basically of the positivist nature which is the kind of approach that is dominant in research on the topic. Interpretivism In epistemology, interpretivism is defined as the view that all knowledge is a matter of interpretation (Hirschheim, 1985). Reality is only understood in the context of interpretivism if it is based on a subjective interpretation and intervention. Natural environment is involved and is a major part of their study of a phenomenon. The interpretivists believe that there are many interpretations that exist in their studies of the phenomena. Despite of the presence of the many interpretations, interpretivists are being able to maintain that many interpretations are part of their scientific knowledge which they continually pursue. However, interpretivism is generally regarded as linked with non-scientific approach. Therefore, the methods that generate qualitative data are not of the interpretivist nature. Research Strategy A research strategy is characterized as a plan of action that normally gives direction to the efforts done by a researcher (Trauth, 2001). Research strategy is that which allow or facilitate the conduction of a research which will be systematically done and not haphazardly done. Qualitative research methods are obtaining recognition beyond the conventional social sciences and these have turned out to be essential means in a broader methodology to applied research since they present useful insights into the points of view of study population (Myers, 1997, p. 241). The eminent input of qualitative study is the culturally precise and contextually rich information it generates. Examples of qualitative researches will be further discussed in the subsequent statements. As stated by Gummesson (2000), accomplishment considered on this basis has an influence, in line, on the cost-effectiveness, usefulness of involvements, major interests of project administrators and financial support groups. Qualitative research is a kind of systematic study. In most cases, scientific study is made up of an exploration that searches for answers to an inquiry, analytically makes use of a predefined series of processes in gathering facts, and constructs results that are appropriate beyond the direct limitations of the research. Qualitative study shares these attributes. Moreover, it seeks to recognize a specified study predicament or subject matter from the outlook of the laypeople it comprises. Qualitative research is principally valuable in getting hold of certain data concerning the ethics, views, and activities of specific populace. The strong point of qualitative study is its capability to supply intricate textual imagery of how populations come across a particular research concern. The research strategies which are dominant in the study are the use of surveys and ethnography. A researcher is being able to gather data about the practices, situations, and point of views of different people through these strategies. The researcher can use the questionnaires for gathering data. Interviews can also be used. Existing relationships present in the surveys done were generated with the use of quantitative and analytical techniques. Through these techniques, several inferences about the practices, situations or point of views of different people will be obtained. The use of surveys by a researcher is typically related to the field and laboratory experiments but the data needed are gathered outside the laboratory or near the real life situation of the world (Krueger & Casey, 1994). One of the weaknesses of the use of surveys as a qualitative data method is that the researcher always find a difficult time in analyzing the results of the survey done. The reason why is that insights and ideas of people are difficult to measure. In this scenario, several biases are being committed by the researcher. One of the biases is the self-selecting nature of the people being interviewed. Another source of bias is the time during when the survey is done. The researcher is also a source of bias since he will be the one to choose which survey design he is going to use. Another research strategy is the use of ethnography. Ethnography is classified as a type of research wherein the focus is on the context of sociology. This is done through a closer observation of the phenomenon of involved in sociology and culture. A researcher of ethnography or ethnographer is paying attention on the community. The community is the place for him to focus and select informants. The informants should be able to know the different ideas regarding the activities done in the particular community. A chain sampling is used by the ethnographer to address the issues concerning the answers of the informants (Flyvbjerg, 2006). The use of the chain sampling is to saturate the informants in the observed areas of investigation. Clarifications of the issues given by previous informants are obtained by using the multiple interviews done by some informants. The purpose of the multiple interviews is to obtain a deeper response from the informants regarding the investigation of issues done in the community. The process of multiple interviews also is able to give the ethnographer a revealed cultural understanding of the subject being investigated in the community. Thus, the collective data gathered in the community by the responses of the community is more important than the subjective data (Fetterman, 1998). The method involve in ethnography is initiated with the selection of a culture to be studied. Literature review of the selected culture is done. Variables of interest which are perceived to be significant and important by the members of the community are being identified by the ethnographer. After the first step, the ethnographer is then ready to absorb the cultural activities of the community as well as the idea present in the culture. This is termed as the â€Å"cultural immersion† (Yin, 2003). The ethnographer is now being able to process the data for analysis and for the development of theory to happen. Several theories may be gathered from observation in the cultural Researches regarding ethnography can last for months or for years. s stated earlier, the ethnographer is being able to use of the informants and as he progress on the cultural immersion, he had already chosen the informants which will he use to facilitate his data gathering. After data gathering, immersion of the ethnographer, however, he must be careful not to do theoretical prejudice. Instead, theory must be based on the gathered perspective that was generated from the answers of the informants (Gold, 1997). For validation purposes, the ethnographer could go back to the community and ask questions to his informants for other reactions of issues related to the subject of investigation and study. To further realize the research techniques, it is important for the researcher to take into account the facts regarding qualitative and quantitative study approaches. Research techniques comprising quantitative information were founded and developed in the natural sciences. Techniques established in the quantitative study systems currently take in the utilization of experiments, both in laboratory and field work, and formal and numerical schemes. On the other hand, research processes relating to qualitative information were being instituted by the social sciences. Examples from research that has been done are the following. Qualitative research methods are obtaining recognition beyond the conventional social sciences, predominantly in public health and worldwide advancement study. As discussed by Gersten (2001), such methods of obtaining information are vital in the plan of thorough solutions to communal health dilemma in emergent nations, as scientists, doctors, pharmaceutical businesses, and humanitarian organizations have arrived to identify that biomedical solutions are just limited treatments. Additionally, a qualitative research on whether and how populations set out of deprivation may, for instance, integrate comprehensive accounts of the policies employed and problems stumbled upon by the underprivileged in their efforts to â€Å"move up† the economic hierarchy, conceivably by evaluating citizens who are deprived to distinctive levels or in various means in different locations. This investigation would therefore extend an integrated structure or outline to illustrate how the most relevant variables were correlated to one another (Mack et al. , 2005). The purpose the whole time would be to keep a record of how past and framework-specific procedures affect both the societal configurations and personal or group performance in and through which poverty is came upon, repeated, opposed, and prevailed over. Examining poverty and other concerns are inclined to be in support of technical skill, which may or may not incorporate a positive reception of the context of a range of circumstances, as qualitative methods and open-ended answers incline the balance of control and proficiency away from the researcher toward respondents and the public (Dudwick et al. 2006). The link between qualitative research methods and commitment is that organizations basically involve themselves in research in connection with their prospect goal which is development or to develop. The researcher’s drive and inspiration to conduct a qualitative research is generated from the fact that the only distinction of humans from the natural world is that humans are able to use the language to say and express what they wanted to tell. Qualitative researches are always being the researches opposed by the quantitative research. Some scientists who opposed the use of qualitative research are those who do not understand that qualitative research is a way for other researchers to examine what people think and believe about the issues that concerns the community and the culture which is present in each of the communities. It was argued and debated by Kaplan and Maxwell (1994, p. 45) that study being done in the phenomenon of the social and cultural context of the people in the community where they live is being lost when textual data from researches are being able to be quantified for further analysis. Conclusion In the above discussion on the different research philosophies, methods, approaches and strategies, a qualitative research is able to be done in a more systematic way. Choosing what method or strategy to be used in a research will solely depend on the perspective of the researcher. The researcher must be able to realize the subject of study before choosing which of the methods, philosophies and strategies of research to be used. The methods that are now acceptable include ethnography, case studies and action researches. Data are considered qualitative when it was generated from observations from fieldwork as well as interviews and questionnaires. Data that were derived from texts and documents and from the researcher-observer reactions, feelings and ideas are also valid data to be used as qualitative data. Each of the research philosophies, strategies, methods and approaches has their limitations for use. They are being able to use by a researcher because the researcher have understood all the advantages and limitations of that the research philosophy, strategy, approach and method that may bring success or failure to the research being done. There are qualities and characteristics that the researcher should be able to consider in order for him to choose the appropriate methods of research he is going to use. Moreover, the success of the research also depends in how the researcher is being able to weigh the appropriateness of a topic or the subject to be studied in relation to the methods that will be used. The methods that generate qualitative data have indeed a place in researching organizational commitment since qualitative data methods are important in characterizing issues which are not taken into account by quantitative data methods. Organizational commitment involves the objectivity of studies being done which are needed to attain the organization’s goals. In particular cases, qualitative methods have certainly comparative advantage over quantitative methods, since descriptive analysis may be omitted in the quantitative approaches. These qualitative methods are highly applicable in conducting studies pertaining to the aforementioned examples. Qualitative techniques both regard and integrate practical expertise into the study of progress achievements and failures. Such techniques are necessary for analyzing complicated matters of causality, course of action, and context. Open-ended inquiring and focus group deliberations are actually intended to give permission to respondents to recognize and communicate their main interests and concerns which are emancipated from researchers’ limitations and hypotheses. In contrast, quantitative methods are, in the usual course of events, less useful in comprehending context and process. As has been perceived all through this paper, qualitative research enhances the consistency and authenticity of presented quantitative tools, while creating its own distinguishing empirical contributions to strategy and venture plan. Generally, the link between qualitative research methods and commitment is that organizations involve themselves in research in connection with their prospect goal which is development or to develop.

The Pitfalls of Thinking - The Road essays

The Pitfalls of Thinking - The Road essays The Road, by Cormac McCarthy, is a story of a post-apocalyptic world seen through the eyes of a father and son, while traveling in a seemingly desolated environment searching for a civilized society. The Road portrays what is left of the world and its inhabitants in a cold, unforgiving, and depressing manner. Traveling the road the father and son strive to carry the fire with them as they keep pushing on through what seems to be a futile and endless journey. Many characters in The Road are depicted as savages who have resorted to barbaric and cannibalistic methods in order to survive the environment they are placed in, which no longer contains any type of plant growth or animal food source, except humans. While traveling down the road, many of the characters in the story have resorted to survival by any means necessary, in doing so they have forgotten what it means to be human, thus creating many pitfalls in their thinking. The father in The Road creates many errors in his thinking that become recognizable and pointed out to him more and more by his son as the story progresses. The error of perspective the father makes the most is their error of the either or outlook. There are many factors to consider in thinking about surviving in a post-apocalyptic society. The father tells his son that they are the good guys while the cannibalistic murdering characters are the bad guys. The father tells the son that the good guys carry the fire, which represents internal human strength in the form of qualities as hope, perseverance, and resilience as well as morality, and the ability to retain ones humanity in the face of ultimate destruction and evil. The father explains to his son that there are either good guys or bad guys in this post-apocalyptic society. Unfortunately, their situation does not exactly lend themselves to such clear cut definitions of these terms and the son begins to realize this. Along their journey the son begins to c...