Provide a concise account of the fundamental legal, ethical and Essay

Provide a concise account of the fundamental legal, ethical and professional practice aspects of nursing drug administration - Essay Example The safe and efficient administration of medication is one of the key responsibilities of the professional nurse. The practice of drug administration involves providing the patient with a substance prescribed and intended for the diagnosis, treatment, or prevention of a medical illness or condition (Hopkins, 1999). Although, effective drug administration involves the actual and complete conveyance of a prescribed medication to the patient, however, there is wider set of practices required to achieve safe, effective patient outcomes and to prepare for and evaluate the outcome of medication administration (Potter and Anne, 1997; Taylor et al, 1997). Because nurses administer prescribed drugs directly to patients, they happen to be the last link in the safe and effective drug prescription and administration sequence. Increased acuity of the patient nurses have to serve and the apparent reduction in the volume of resources available to nurses to ensure safe and effective practice, have greatly complicated the role of the nurse in drug administration (Cook, 2002). The purpose of this paper is therefore, to examine the legal, ethical and professional requirements of safe nursing drug administration. According to the NMC Guidelines for the Administration of Medicines, administration of medicines is a vital part of the professional duty of the nurse. It is not, however, a function that can be carried out ‘mechanically’ or following orders, but should be seen as a task that must be carried out in strict compliance with the written prescription of a medical practitioner. More importantly, it is task that requires thought and the exercise of professional judgement (NMC, 2002:3). Drug administration play a crucial role in achieving positive patient outcomes and despite the complexities involved with safely administering medications to patients, the professional nurse is duty-bound to do everything within her professional capacity to ensure this. The NMC code of

The American Abolitionist Movement and contacts with the Caribbean Annotated Bibliography

The American Abolitionist Movement and contacts with the Caribbean - Annotated Bibliography Example The female slaves are used as sex slaves by their masters and sons (and in instances where pregnancy arose, for example, the slave would be murdered, exiled or coerced into potentially lethal abortions) while black males in some households were castrated. Children born to slaves would automatically become the masters’ slaves. However, as these and other cruelties unfold, the times also witness a steady proliferation of strong Christians such as the Quakers with strong values of morality and equality for all men. At the same time, there is increasing self-awareness and acceptance amongst slaves that causes them to be desirous of fleeing from their masters’ chains. Education also plays an important role in transforming people’s values and thinking (Menard, 602). These Christian and human rights groups begin to speak out against slavery as a global onslaught on this injustice escalates to apocalyptic measures. Religion (Christianity) and morality was the stimulating factor (motivation) in the fight and abolition of slavery in the United States. The abolitionist movement in the United States is the founding step for the country in its journey towards what it embodies now – the land of the free where all men (citizens) are equal regardless of race, color, religion or national origin and c an all dream in the same measure (like Martin Luther’s dream of a black president, for instance). Abolitionism is the doctrine that slavery must be ended. Spain was among the first nations to abolish slavery in 1541 and the Somerset case in England that led to the emancipation of a slave initiated the movement to see that slavery in England was abolished. In 1789, France abolished slavery but slavery was later restored by Napoleon. Slavery in the United States began in Virginia’s Jamestown in North America. The first ship from America (called Desire) set out from Massachusetts in what started the slave trade from Africa to Britain’s American colonies. The

Economic Region - The Lower Mainland Region of British Columbia Assignment

Economic Region - The Lower Mainland Region of British Columbia - Assignment Example The Lower Mainland locale is profoundly incorporated, administration situated livelihood is more moved in the Vancouver Census Metropolitan Area (CMA). Monetary action in the Lower Mainland area is required to hold enduring through 2013 on moderate work picks up and unassuming development in lodging movement. The trends in the growth of employment in the Lower Mainland have been stronger than different regions in the area, and ideal with respect to other significant markets in Canada. The Province of British Columbia offers a stable political and monetary environment. The political pendulum in British Columbia never swings too far and it follows a course that means to adjust financial, social, and ecological investments. The economy of the province is anticipated to increase by 79 percent between 2011 and 2041, as GDP goes from $170.8 billion to $305.6 billion, contrasted with 102 percent development in the course of recent decades, complete employment in the Lower Mainland region is anticipated to increase by 57 percent over the advancing three decades including more than 816,000 net new employment. This total development would be the result yearly job expansions averaging, contrasted with a normal of 2.4 percent every year in the course of recent decades, 2.0 percent growth over the advancing three decades. Livelihood is required to increase more gradually in the impending years than it has generally, an obstruction to attaining growth in employment in future will be the capacity of the provincial work power to keep pace with the expanding interest for labourers. The workforce is expected to grow by 1.4 percent every year while along with a 1.5 percent employment increase every year, hence, a declining unemployment rate. Given the standpoint for the supply of, and interest for, employees, the Lower Mainland’s unemployment rate would fall back towards four percent through the following decade, with the area having last encountered this level of unemployment in 2007-2008.  Ã‚  

Do Counsellors Perceive There Counselling Training Equips Them to Deal Essay

Do Counsellors Perceive There Counselling Training Equips Them to Deal with Violent and Aggressive Clients - Essay Example During this time, I was thinking of a physical and emotional exit for myself and that surely wrought negative effects on my performance and efficiency as a counsellor. This particular incident made me feel very susceptible at this point and realized my lack of defences. It also needs to be realized that counsellors are not equipped, in most situations, to effectively handle these kinds of clients and unpleasant situations that could arise when dealing them. I am very fortunate and lucky in this regard to be blessed with the proper kind of training that effectively deal with hostile situations and clients, I was interested in finding out how other counsellors, most of whom are unequipped, deal with such situations and their problems and expectations. Another reason for working on this topic is the lack of previous research and literature on this particular that further translates into problems for counsellors. The objective of drawing up this report was to gather the observations and impressions of other counsellors about the physical harassment they face at the hands of violent clients and how do they feel and manage or handle such hostile situations. ... and off-the-job training by their organizations to deal with this kind of condition and was such training provided to them when they were training to become qualified counsellors and therapists. Also, if such a situation arises, does it affect their performance as an effective counsellor What kind of effects such clients have on their ability to successfully counsel and console them Does such a situation restrict them [the counsellors] from efficiently challenging a client if the situation demands them to do so I also had to collect their views regarding the fact that do they think proper training during the course of their studies and later, during their professional lives would have helped them to control such hostile clients and circumstances with positive effects. Brief Review of Relevant Literature (Key References or Proposed Searches) As there has been little research conducted on this particular topic in the past, there is a serious and disappointing lack of literature available on this exact topic. However, there are a few books, journal articles, magazine articles and other types of research material accessible on this topic. These include: 1. McMahon, G. (1994) Setting up your own private practice in Counselling and Psychotherapy. Cambridge: National Extension College Ltd 2. HUDSON-ALLEZ, G. The prevalence of stalking of psychological therapists (2002) working in primary care by current or former clients. 3. Counselling and Psychotherapy Research. Health & safety Health and Safety. Executive (2004) 4.McLEAN, S. & the contribution of therapist beliefs to Psychological WADE, T. (2003) Distress in Therapist. Behavioural and Cognitive Psychotherapy. 5. SUTTON, J & STEWART, W. (2000) Learning to Counsel Oxford: How To Books 6.WHEELER, S. (1996) Training

Case 2 Study Example | Topics and Well Written Essays - 500 words

2 - Case Study Example The firm had a profound financial standing while it enjoys a drastic market across the world. It is worth noting that G.E has a comprehensive system of operation that reduces wastage while promoting optimal utilization of organizational resources. The firm also benefits from a thorough company culture that attracts wide and detailed talents from all occupations. The firm enjoys an extensive facility development commitment in the end. The political environment presents an ideal stability for GE to conduct business. The challenges in the worlds environmental status present opportunities for the firm to achieve much. The technological environment allows the firm to generate innovative solutions benefiting its society and customers (Reed & Neubert, 2011). However, the legal environment poses much risk for the firm in terms of legal fees and litigation processes due to the Ecomagination policy. It is for this reason that GE has a vision and commitment of harnessing its global capabilities, market knowledge, and technology leadership while taking on the worlds tough struggles and accelerating company growth. The turbine expertise acts as the strength of the company and enhances quick moves towards renewable energy. However, one of the weaknesses of the company is the poor outlay of the communication channels set. The environmental sustainability campaign by government succeeds in presenting GE with an opportunity to engage in environmentally and socially responsible actions.In addition, the company meets the consumer’s future and current needs (Reed & Neubert, 2011). However, a threat coming with these efforts is that the public may mislead the intentions of the company leading to decline in the company’s reputation. The firm, has launched healthymagination and ecomagination as branding initiatives that highlight the commitment of the company towards social responsibility and

Curriculum Alignment Essay Example for Free

Curriculum Alignment Essay Curriculum development process are steps and processes where by educational contents are designed, learning activities are specified and evaluation methods are devised in schools. Pugach, M. C. (1996). These are broken down into various subjects that are taught in schools in different classes (grades). In line with this; students’ needs in learning are catered for and should be kept with international standards. The curriculum should be able to promote the learning development and assess the students’ performances. We all are aware that there is no particular effective teaching method but the following instructional methods for a teacher should be used. The teacher’s presentation skills, should explain to the students what is expected of them. In teaching, the teacher should not show distracting manners. The teacher should take instructional levels are into account. In creating a lesson plan for a class the teacher should provide an overview of the lesson, link the lesson to the past session and outline the main points of the lesson this can form an introduction of the lesson. The body of the lesson should be broken into various activities and the lesson should have a conclusion which should state the main points of the lesson and create a link to the next lesson. For example a lesson in problem solving can be taught in grade 3. The lesson outline will ask the student; to name and explain problems that occur in the classroom, in the school or in the family, explain how one makes a choice and accept responsibility and enumerate factors that one considers before making a decision. Also in development a curriculum, the teacher needs to consider the development level of students. Development relates to behavior, which means; the conduct of a student and how he/she relates to others in the social circles. In considering developmental level such as those of children in Kindergarten the curriculum will have to address and include social and emotional lessons in accordance with the child’s developmental level. Therefore, in designing the curriculum questions will be asked in relation on how the child relates internally and externally. There are many ways was that a kindergarten child can be taught pertaining development. For example, a Kindergarten class can have a lesson on drawing of pictures or the teacher can ask them to articulate themselves using dolls/ and puppets. This lesson will teach them creativity. In development of curriculum, special attention has to be taken in regard to special needs of students. Students with disabilities such as those with impaired eyesight need special attention. As opposed to traditional methods where segregating and arranging students based on their abilities was used, today, new ways have come up. In tackling the problem of visual impairments, according to Armstrong (1994), the teacher will be required to develop multi-level and have different instructional ways of teaching such students. For example to teach the visual impaired students, the teacher will have to design charts with specific colors, objects, and shapes to test the perception of the student. The teacher should also test the ability of the student to differentiate 26 alphabetical by teaching the visual impaired skills to identify visual elements of letters. This will be able to benefit the visual impaired. We find that schools are normally structured according to grade levels, and teachers teach using same materials without regard of students’ differences in terms of their levels of understanding and functioning. Cole, R. (1995). Thus, instead of developing a curriculum that is narrow and don’t address this issue, a curriculum which is all inclusive putting in mind students’ differences in terms of learning abilities should be developed. So, an effective curriculum should address these issues; it should ensure a teacher plans lessons for several levels, which test students’ ability at the each level. For 5th grade that have both accomplished and emerging readers, the curriculum should address the reading aspect in regard to various abilities in reading. When preparing a reading lesson in a class with various students a teacher should pay special attention on extensive experiences of the students. The teacher also should select various levels of difficulty in the selected reading lesson to cater for the different students’ ability. The lesson should provide slots for students to read a loud and the teacher should also read to students. The instructions methods of the teacher should also explain vocabularies used in the text and any other techniques used. For example, to assist the students understand what they have read the teacher can encourage them to have a group discussion. Another example of a lesson that can be taught in 5th grade, the teacher can teach use of prefixes e. g. , â€Å"Re† as used in â€Å"reproduce, review rename. † The lesson will can also include language competence in general, student’s ability to differentiate between which words are verbs and which are not, and how to segment and mix language sounds. I n addition informal lessons will be included. This will involve, reading aloud in class to allow the teacher to know mistakes in decoding, and be able to establish the student’s level of fluency and accuracy in reading. The main aim of any curriculum development is to ensure that, the student is able to achieve academic excellence Daniels, H (1998). This will enable the teacher to asses the student’s performance in major areas which are mathematics, reading abilities, and writing skills. Though, standardized tests may not reflect a true picture of the standards it gives a general picture of student performance. In assessing students’ ability in mathematics, which is a study of figures and how they relate and other computations, student’s capacity in arithmetic, and application have to be tested. So the curriculum should be able to asses the learner’s ability analyzing student’s class work, and teach the student on how to sum numbers and subtract them, and how a student can be able to tell an error in summation or subtraction. Further more, the students can be given tasks to perform and shown steps to follow in problem solving. Conclusion Curriculum development and design is very important as what the students is taught at school greatly affects him/her in his future career development. Therefore it must be careful planned and must have a holistic approach in order to address the various disparities of students in terms of physical, emotional and mental abilities. A curriculum needs to reflect the objectives of education and have proper assessments methods to evaluate the students understanding and development as he/she moves from one grade to another. References Armstrong, T. (1994): Multiple intelligences in the classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development. Cole, R. (Ed. ). (1995): Educating everybody’s children: Diverse teaching strategies for diverse learners. Alexandria, Virginia: Association for Supervision and Curriculum Development. Daniels, H. and Bizar, M. (1998): Methods that matter: Six structures for best practice classrooms. York, Maine: Stenhouse Publishers. Orkwis, R. and McLane, K. (1998): A curriculum every student can use: Design principles for student access. Reston, Virginia: Council for Exceptional Children. Pugach, M. C. and Warger, C. L. (Eds. ) (1996): Curriculum trends, special education, and reform: Refocusing the conversation. New York: Teachers College Press. Tomlinson, C. (1999): The differentiated classroom: Responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Social Housing Policy

Social Housing Policy In their article ‘Welfare Safety Net or Tenure of Choice? The Dilemma Facing Social Housing Policy In England, Fitzpatrick and Pawson (2007) explain and reflect upon the changing environment of social housing in England. This essay will provide a summary of the article before analysing the position of social housing in Scotland compared to that described in England. Key similarities and differences between the two countries with regard to social housing will be provided with evidence from the current literature. Finally, the conclusion will attempt to assess if the positions of social housing are really that different in Scotland and England. The key questions asked by Fitzpatrick and Pawson (2007) are: who and what is social housing for? Through an analysis of the past 30 years and a description of the current social housing policy in England, the article explores the question of access. The underlying paradox of future policy and therefore access to social housing in England is explained as the â€Å"continuing commitment to the ‘safety net role† emphasised in the 2000 Housing Green Paper and the â€Å"explicit ambition† to provide a more mixed ‘tenure of choice thus widening the possible market. Fitzpatrick and Pawson refer to the work of Stephens et al to define the key element of social housing as a question of access â€Å"determined on the basis of ‘administrative criteria rather than just ‘pricing rationing. They then go on to describe the changing environment of social housing in England, housing associations increasing share of stock, the falling number of rented properties in general and the change of age structure within the sector as important factors. The history of the ‘needs-based allocation systems using the development of objective point scoring prioritisation is explained as the progressive orthodoxy of the 20th Century which still remains prevalent in todays legislation and guidance. A concise case against needs-based allocation is then provided with the key points including residualisation and the coercive nature of such a system leading to points chasing behavior. This background provides an excellent backdrop for the changes that occurred in the late 1990s when â€Å"the standard ‘take it or leave it social housing allocations model became increasingly difficult to defend in light of rising aspirations and expectations of consumer choice† (Mullins Pawson, 2005, p138). Choice-Based Letting (CBL) Schemes are provided as current government response to develop and open up the sector by placing more emphasis on the customers choice, and as a means of encouragement for otherwise unsuitable or unwilling participants in social housing. Initial findings show that vulnerable groups are not being excluded by the new system although there are certainly questions around the suitability and impact of a more choice led approachs effects on the poorest. In considering the position of Social Housing in Scotland, the social housing sector in Britain has historically been centralised and therefore genuine variation in policy and practice has been limited. However, devolution and the enactment of legislation to set up the Scottish Parliament have led to the opportunity for divergence within both (Walker et al, 2003, p177). Let us now consider some of the similarities and differences within the Scottish and English social housing sector as described by Fitzpatrick and Pawson. It is important to mention here that it is impossible to detail all of the similarities and differences and therefore only the most clear and important have been chosen for this discussion. There has been a global move towards private housing provision in government policy and therefore it is unsurprising that there are clear similarities between the English context described by Fitzpatrick and Pawson and the Scottish context. An important similarity is that housing has risen on the agenda and has been revived in both England and Scotland (Stirling Smith, 2003), this may be due to its importance in addressing and meeting new evolving community needs in todays societies when so much emphasis is placed on home ownership and stability. Another similarity is that both Scotland and England are facing a crossroads (CIH, 2006) as the purposes of their social housing sector differ from those in the 20th Century. The CIH, (2007) describes this crossroads as a choice to either continue providing for the housing needs of the most vulnerable or diversify to meet some of the wider needs of the community with a range of tenure options. This is exactly the same situation described by Fitzpatrick and Pawson which resulted in the CBL schemes in England. Finally, and key to the need for an evaluation of housing policy, is the changing demographic whom it is serving. Fitzpatrick and Pawson state that in England more than a quarter of all council tenants in 2003/2004 were at least 70 years old whilst in Scotland, single pensioners are the most common type of household found in the sector (CIH, 2006). According to statistics, this will change in future years, as the next generation is largely a home owning population who will not need the support of social housing. Both sectors are facing an increase of younger people as the new entrants into social housing and with that come new needs and mobility patterns. Fitzpatrick and Pawson state that commonly older renters â€Å"will have lived in the sector their whole lives, their low propensity for mobility stabilizing their local neighborhoods and tenure as a whole†. This will change in both England and Scotland and the possibility of a more transient need in social housing as discussed by Fitzpatrick and Pawson (2007) will be applicable. This development has been criticised as a reinforcement of the view of social housing as solely for the poorest and most vulnerable groups and as a ‘last resort for housing (Glynn, 2007). Adding to this hollowing out of those participating in the sector in both England and Scotland, is th e Right to Buy policy which encourages and supports households who wish to purchase their homes through regulated schemes. The Right to Buy means that the economically able are moving away from social renting, resulting in the poorest and most vulnerable making up larger percentages of the social housing sector (Satsangi and Dunmore 2003, p202 and CIH, 2007, p7). With regard to differences in Scotlands social housing sector, Midwinter et al (1991) state that â€Å"there has been acceptance in Whitehall that Scotlands housing needs are both qualitatively and quantitatively different from Englands† (p92). This is perhaps more evident since the devolution of parliament and in the difference in policies that are now emerging. Only one difference has been selected for this discussion due to its significance. Although the tenant basis of both England and Scotland are changing in similar ways, the starkest difference lies in the allocation process in the social housing sector. In England, as already mentioned, the CBL scheme is being piloted and successes are being reported (Fitzpatrick and Pawson, 2007). However, Scotland is being much more cautious in its approach and is keeping to its rights based traditions (Stirling and Smith 2003, p156). The Homelessness Task Force explain we are concerned that (CBL schemes) do not operate in ways which deny homeless people the opportunity of participating, or in ways which restrict the stock of housing available for homeless people (CHI, 2002). One of the main purposes of CBL schemes is to introduce choice. The Scottish Government is enhancing applicant choice through Common Housing Registers (CHR) that will ensure people have fair and open access to housing lists and assessment processes whilst working with landlords to encourage choice, response to need and the use of stock in lettings (Stirling and Smith 2003, p151). At the same time, the Homelessness Act 2002 removes the duty of authorities in England to have a register at all (Stirling and Smith 2003, p156). Fitzpatrick and Pawson conclude that in England â€Å"whatever the governments ambitions, in high demand areas at least, social renting will remain a ‘safety net tenure catering mainly to those in greatest need.† The social housing allocation policy may differ between England and Scotland but the outcomes here are the same; in essence, the safety net is still available for those who need it most. They further conclude that social renting performs different functions in different areas of England, with the delivery of choice being more successful in the North and Midlands and that this is the â€Å"congenial outcome of these policy endeavors† (Fitzpatrick and Pawson, 2007). Scotland is also being encouraged to diversify its social housing policy in order to widen the target population and bring regeneration to areas suffering from residualisation (Glynn, 2007) and that this will be more appropriate in some areas than in others. Therefore, in conclusion, this essay has attempted to summarise the Fitzpatrick and Pawson (2007) article regarding social housing policy in England, with some key similarities and differences given with regard to Scotland. Although there are significant differences in the social housing sector in England and Scotland, there are also significant similarities; most prominently and importantly is the desire to provide housing to the most vulnerable members of society. References Chartered Institute of Housing (CIH) (2002) ‘Strategic Approaches to Homelessness: A Good Practice Briefing. (Coventry, CIH). Chartered Institute of Housing (CIH) (2006) ‘The future for Social Renting in Scotland. (Coventry, CIH). Fitzpatrick, S. Pawson, H. (2007) ‘Welfare Safety Net or Tenure of Choice? The Dilemma Facing Social Housing Policy in England. Housing Studies, 22, (2) pp.163-182). Glynn, S. (2007) ‘Safe as Houses. Scottish Left Review, Issue 42. http://www.scottishleftreview.org/php/upload/slr-140-I42SG.htm Midwinter, A., Keating, M. Mitchell, J. (1991) Politics and Public Policy in Scotland (Basingstoke, Macmillan). Mullens, D. Pawson, H. (2005) ‘The Land That Time Forgot: reforming access to social housing in England. Policy Politics, 33, pp135-148). Satsangi, M. Dunmore, K. (2003) ‘The planning System and the Provision of Affordable Housing in Rural Britain: A Comparison of the Scottish and English Experience. Housing Studies, 18 (2), pp.201-217). Stephens, M., Burns, N. Mackay, L. (2002) ‘Social Market or Safety Net? British Social Rented Housing in a European Context (Bristol: The Policy Press). Stirling, T. Smith, R. (2003) ‘A Matter of Choice? Policy Divergence in Access to Social Housing Post-devolution. Housing Studies, 18 (2), pp.145-158). Walker, R., Mullins, D. Pawson, H. (2003) ‘Devolution and Housing Association in Great Britain; Enhancing Organizational Accountability Housing. Housing Studies, 18 (2), pp.177-199). Bibliography Chartered Institute of Housing (CHI) (2007) ‘The Future of the Social Housing Sector in Scotland in Delivering Successful, Mixed Communities: CIH in Scotland Position Paper. (Coventry, CIH). Jellinek, D. (2006) ‘Social Housing In Scotland: Tenant Participation and Community Cohesion. (Authority Forum Report, CIVICA).