Education in Barbados Essay Example for Free

Education in Barbados Essay Barbados had one of the oldest and most advanced education systems in the Eastern Caribbean in the late 1980s. Education dated back to 1686, when private funds were used to build the first school. Throughout the eighteenth and nineteenth centuries, education was controlled by the Anglicans, who were later joined by other religious groups. By 1962 education was free for all nationals and administered primarily by the state. This trend continued, so that by 1984 only 4 percent of the primary and secondary schools were managed by churches. Barbados longstanding emphasis on education was evident in the values and goals of contemporary society. Education has traditionally been associated with success and upward mobility. In 1970 Barbados officially claimed to have achieved a 99-percent literacy rate, a figure that was questioned by some observers. Despite these doubts, observers generally agreed that in the 1980s literacy in Barbados exceeded the rates of other Caribbean societies. In 1984 Barbados had 126 primary schools, 110 of which were administered by the state. Approximately 1,350 teachers were available to instruct the 35,000 students. There were sixty-four secondary schools, five of which prepared students for technical careers. A total of 6,000 students attended secondary-school programs. Postsecondary education consisted of seven institutions that awarded degrees or certificates. Four schools offered specific vocational training: the Barbados Institute of Management and Productivity, the Erdiston Teachers Training College, the Tercentenary School of Nursing, and the Samuel Jackman Prescod Polytecnic. Academic programs at the university level were conducted at the Cave Hill Campus of the University of the West Indies (UWI) and the Barbados Community College, which offered vocational and technical classes as well. The UWI also included Codrington College, a local theological seminary. In 1979 the government created the Skills Training Programme to augment existing education programs. It was designed to fulfill the need for short but intensive training in vocational subjects and to prepare students for careers in mechanics, electronics, horticulture, masonry, plumbing, and other technical and vocational occupations. Although the educational infrastructure was designed to meet both the nations academic and vocational needs, observers seriously questioned Barbados ability to provide quality instruction in fields related to tourism,  agriculture, and manufacturing, the major economic undertakings in the 1980s. Few courses were actually offered in agricultural science and commerce; as a result, an inadequate number of Barbadians were being prepared to take on the responsibilities inherent in a growing economy. The education system was also criticized for being stratified along socioeconomic lines. In general, upper-class Barbadians prepared for university studies at the best primary and secondary schools, received a disproportionate number of scholarships, and had the best records for entering the professional disciplines. On balance, however, most Barbadians felt that the education system still afforded opportunities to achieve at least limited upward mobility. The government appeared to be attempting to address specific criticisms of its educational policy; its goals for Barbadian education in the 1980s included the promotion of equal educational opportunity and enhanced technical and vocational programs in all schools. In spite of its shortcomings, the Barbadian education system remained the best in the Eastern Caribbean in the 1980s.

Effects of Health Inequalities on Infant Mortality

Effects of Health Inequalities on Infant Mortality Health and social policy assignment Introduction Longest (2002), the Health Policy Institute Director at the University of Pittsburgh in the United States, states that †Public policies are authoritative decisions made at the legislative, executive or judicial branches of government †¦ (which are) †¦ intended to direct or influence the action, behaviors, or decisions of others†¦Ã¢â‚¬  He continues, â€Å"When public policies pertain to or influence our pursuit of health †¦ then †¦ they become health policies.† (Longest, 2002). Longest vision of health policy is seen in United Kingdom as well as Europe in the same manner as â€Å"†¦ view of public health activism that sees little distinction between health policy and public policy as a whole† (Randall, 2000, p. 8). Petersen and Lupton (1996, p. xii) describe the new public health as â€Å"†¦ at its core a moral enterprise, in that it involves prescriptions about how we should live our lives individually and collectively†, which represent an approach that is much like Monnet’s plans for Europe (Fontaine, 1994, p. 12), which explains the European health policy as it exists today. As a unitary state, the United Kingdom’s central government directs most activity representing government functions. Social policy applies to those policies that governments utilize for welfare as well as social protection, the manner and ways via which welfare is devised and developed, and the academic study of social policy (Robert Gordon University, 2006). Social policy, in its primary sense is concerned with the welfare state and social services, and in its broader context represents the range of issues that extended beyond governmental actions, including the means that welfare is promoted as well as the economic and social conditions shaping its development (Robert Gordon University, 2006). William Beveridge offered the citizens of the United Kingdom â€Å"†¦ a blueprint for social advance and a modern caring state †¦Ã¢â‚¬  which would provide for citizens â€Å"†¦ from cradle to grave† (Randall, 2000, p. 5) which were foundations of the welfare st ate that Britain briefly embarked on after World War II that offered full employment, a minimum national safety net, free and equal access to health and education, and a state provision for welfare. The Beveridge Report aimed at the elimination what was termed the ‘five giants’ of want, ignorance, idleness, squalor and disease, which he believed â€Å"†¦ construed an investment to facilitate a healthier workforce that would be able to promote productivity† (Gormley, 1999, p. 31). Beveridge’s vision helped to serve as the foundation for the later development of the National Health Service. The National Health Service came into being in 1946 by the UK Minister of Health and enacted through the National Health Service Act 1946, the National Health Service â€Å"†¦ was created by a national consensus within Britain† (Rintala, 2003, p. 3). Prior to its creation patients in the United Kingdom generally were responsible for paying for their health care services with free treatment sometimes available at hospital that taught as well as charitiable hospitals (Gormley, 1999, pp. 14 – 21). As a country, the United Kingdom â€Å"†¦ has a long history of offering some form of assistance for the sick, destitute and poverty-stricken† (Gormley, 1999, p. 13). Evidence of the foregoing is found under the National Insurance Act of 1911 a small deduction was taken from wage payments, 4d, that was also aided by employer contributions, 3d, and the government of the UK contributed 2d (Spartacus Educational, 2007). Workers received free medical service as well as being guaranteed a payment of 7s per week for a term of fifteen weeks when unemployed that were paid at Labour Exchanges that also posted notices regarding job vacancies (Spartacus Educational, 2007). Aneurin Bevan is credited as being the architect of the â€Å"†¦ successful implementation of the National Health Service †¦Ã¢â‚¬  as a result of his â€Å"†¦ personal political skills† (Gormley, 1999, p. 36). The NHS today is Britain’s largest employer, and is managed by the Department of Health, controlling the ten Strategic Health Authorities which have the responsibility for overseeing National Health Service activities in specific areas (Bevan, 2006). The Strategic Health Authorities have the responsibility for the strategic supervision of the 302 Primary Care Trusts that oversee the general practioners and dentists, 29,000 and 18,000 respectively, along with the commissioning of acute services from the private sector and other NHS Trusts (Bevan, 2006). The National Health Services Trusts number 290, representing 1,600 hospitals, and also falling under the supervision of the Strategic Health Authorities are the NHS Ambulance Services, Care Trusts and Mental Health Services Trusts (Bevan, 2006). The National Health Services broad and comprehensive program(s) includes Special Health Authorities, Blood and Transplant, Business Services Authority, National Treatment Agency, National Patient Safety Agency as well as the National Insitute for Health and Clinical Excellence (Bevan, 2006). This document shall critically analyse the inequalities in health care services as it relates to infant morality in Northern Ireland. As of 2006, the infant morality rate for all of Ireland stood at 5.3, and in Northern Ireland stood at just under 6 in 2001 (Bureau for Vital Statistics, 2001) which is higher than the 5.1 for the United Kingdom, and a number of other European Countries (infroplease.com, 2007). The problem lies in the infant morality rate for children from the highly deprived areas who are fifty percent more likely to die in their first year than are babies from more affluent areas (BBC News, 2000). This is problematic in light of the provision for equal health care for all as mandated under the United Kingdom’s National Health Service. This examination of the health care system in Northern Ireland shall take into account why the infant morality rates are high as well as whether there are inequalities in the system and if so what they are and why they exist. The reason is to reach a determinatation as to the causes, and reasons for the higher infant morality rate as well as what is being done to reverse the occurance. The figures for infant morality in Northern Ireland have been showing a downward trend, yet the morality rates for infants from deprived areas indicates a mortality rate that is 50% higher than the overall average during the first year (BBC News, 2000). The signifacne of Tables 1 through 4 is to provide a foundational frameowrk from which to make comparisons of underlying reasons and facets attributing to higher infant mortality rates as a factor of inequalities to be discussed utilizing varied class, income, and other correlations. Table 1 – Neonatal Morality in Northern Ireland 1988 – 2003 (dhsspsni.gov.uk. 2004) Table 2 – Post-Neonatal Mortality in Northern Ireland 1988 – 2003 (dhsspsni.gov.uk. 2004) Table 3 – Infant Mortality in Northern Ireland 1988 – 2003 (dhsspsni.gov.uk. 2004) The preceding figures take on increased importance with regard to the nature of this examination when viewed in comparison to figures from other regions. Table 4 – Live Births, Stillbirths and Infant Deaths by Mother’s Country of Birth, 2005 (National Statistics, 2006) These figures represent the Northern Ireland population as a whole. An important facet in this examination is represented by economics. The region has a higher proportion of people that are receiving benefits for being out of work, large numbers who are not working and a larger population of low pay wage earners (Joseph Roundtree Foundation, 2006). In finding conducted by a study it was found that infants of lone mothers as well as those that belong to parents in manual social classes are of the highest risk regarding infant morality (Whitehead and Drever, 1999). They also found that the lives of babies has at the highest risk in lower income groups as tabulated by the numbers of live births, stillbirths, early neonatal, late neonatal and postnatal deaths for babies in all types of marriage and non-marriage circumstances (Whitehead and Drever, 1999). The ‘Black Report’ in 1980 presented the term ‘inequalities in health’ as a result of it uncovering the gap between the richest and the poorest concerning experiences in illness, life expectancy and accident rates (Unison, 2001). The broader context of inequality in health, which has bearing upon infant mortality rates is comprised of factors associated with access to quality services, along individual as well as group characteristics that can affect and or lead to unequal treatment and discrimination (Unison, 2001). The report by Unison (2001) also identified social and economic factors, broader economic and environmental societal conditions and risk factors that are a part of lower income lifestyles. These aspects directly affect not only the mothers, but also fathers of infants in that their personal health, choices before and during pregnancy may not constitute the best avenues to the development of healthy offspring. In addition the importance of prenat al care, treatments, diet, nutrition, exercise, abstinence from smoking, drinking, drugs and other damaging aspects is higher in the lower socioeconomic groups (Investing for Health, 2006). The report also drew attention to health inequalities as a factor of an individuals social class, gender, ethnic origin, religious beliefs, political opinion, marital status and sexual orientation that area aspects even though these discrimination potentials are addressed in Northern Ireland’s equality and human rights laws (Unison, 2001). The overall effects of the broader consideration, representing age as a facet in infant mortality rates is illustrated in the following Table: Table 5 – Standardised Mortality Rates for People Aged Under 75 (Health, Social Services and Public Safety, 2004) 1997 – 2001 1998 2002 The preceding clearly indicates the differences in mortality rates as referred to in the Unison (2001) study, as well as the underlying health / lifestyle aspects of smoking, drinking, nutrition, exercise and allied factors indicated by Investing for Health (2006). The Health, Social Services and Public Safety (2004) report indicated that life expectancy for mean and females in deprived areas represented 72.0 and 77.9 years as compared to the non-deprived males and females of 75.2 and 80.2 years. The preceding also reveals itself in infant mortality rates, as shown by the following: Table 6 – Infant Mortality Rates per 1,000 Live Births (Health, Social Services and Public Safety, 2004) The foregoing clearly indicates the vast differences as uncovered in the Unison (2001) and Health, Social Services and Public Safety (2004) reports where the infant morality rate in deprived areas is a staggering 23% higher. A factor in the overall causes and reasons attributing to higher infant mortality rates is also shown by the higher incidences of teenage pregnancy: Table 7 – Teenage Birth Rates per 1,000 Females Aged 13 – 19 (Health, Social Services and Public Safety, 2004) The preceding indicates a 70% deferential in2001, and 71% differential in 2002. Another factor in the higher deprived area infant mortality rates is immunization. Table 8 – Immunisation Uptake Rates, Children born in 1998 (Health, Social Services and Public Safety, 2004) Table 9 Immunisation Uptake Rates, Children born in 2001 (Health, Social Services and Public Safety, 2004) In seeking to equate the causes and reasons for the higher incidence of infant mortality rates in Northern Ireland as a result of socioeconomic class, and inequalities in health care, the facet of overall general admission rates for non maternity reasons represents a valid area to be explored. The rationale for the preceding is to seek to determine, in a general fashion, if the inequalities in infant mortality rates represents more of a factor of lifestyle, health and personal choices as opposed to inequalities in the health system with regard to treatment, discrimination and related factors that are much harder to prove as well as seeming less likely to be a broader system wide occurrence. Table 10 – Standardised Admission Rates (Health, Social Services and Public Safety, 2004) 2001 – 2002 2002 – 2003 From the preceding, the argument that inequalities in health care being available or offered to lower income or deprived individuals as a factor of race, martial status, or other discrimination aspects is not seemingly borne out by the above table. What this table does suggest is that there are increased health factors affecting this segment of the population that are more in keeping with poorer health lifestyle choices, nutrition, smoking, drinking and drugs. Further evidence of the preceding rational is supported by the waiting time for inpatient admissions that does not indicate a bias against lower income groups despite their higher incidence of health services utilization as shown in Table 11. And while the area of reference utilized for this aspect is not within the infant mortality confines, it does provide a general factor that does not seemingly support bias in treatment as a result of income, or social status. Table 11 – Waiting Times for Inpatient Admission Proportion of inpatient elective admission where the patient has waited more that 18 months, or 12 months for cardiac surgery (Health, Social Services and Public Safety, 2004) Further illustration that the health care system in Northern Ireland is not seemingly discriminating against individuals with a lower socioeconomic status, and or other facets of discrimination is indicated in the following Table: Table 12 – Median Ambulance Response Times (in minutes) (Health, Social Services and Public Safety, 2004) In further analising factors representing potentially inequalities in health care that contribute to higher rates of infant mortality, the following Table indicates that there is a higher incidence of mortality in rural wards, which are more likely to also be lower income: Table 13 – Infant Mortality Rates per 1,000 Live Births (Health, Social Services and Public Safety, 2004) Further support for the contention that inequalities in infant mortality in Northern Ireland are seemingly more of a product of factors inherent in the lifestyles, living conditions, health choices and educational background of individuals from deprived wards as opposed to the NHS discriminating and or providing a lower quality of care was reported by the BBC (2000) which advised that the Institute of Public Health was holding a conference to examine ways in which the inequalities in health would be addressed, focusing on social circumstances to build more successful partnerships. One of the key aspects mentioned was that a survey found that babies born in deprived wards had a fifty percent higher incidence of death than those born in affluent areas (BBC, 2000). The report also indicated that males in the lower socioeconomic classifications have a higher incidence of dying younger and have higher chronic illnesses than males from managerial and or professional groups (BBC, 2000). The Institute of Public Health in Ireland (2005) in its ongoing concern regarding higher infant mortality rates in deprived wards has stated that poverty and educational levels of parents continues to represent the biggest threat in this area and that an improvement in poverty rates is an important area in reducing infant mortality. The consultation also pointed out that diet, nutrition, understanding of child symptoms and seeking medical assistance at the onset of problems along with better pre and post natal care are factors attributed to higher infant mortality in lower socioeconomic groups. The updated report found that the government of Northern Ireland has not provided core funding to broaden educational outreach programs aimed at educating mothers and families in the lower socioeconomic groups to the symptoms and dangers facing infants. It points to the lack of the preceding as a clear indication that the government does not consider this a priority (Institute of Public Health in Ireland, (2005). The consultation also advised that monitoring with respect to birth outcomes, vaccination rates, infectious diseases, institution and other facets need budgets to enable the health system to perform better follow up on children identified as living in or subject to these aspects to lower infant mortality rates. I t suggests that through increased partnership cooperation this could be obtained, however, that the commitment of addition funds and resources from the government is required in order to cause this to work. Internationally, the World Health Organization (2005) in its 56th Session held in New Caledonia stated that most child deaths could be avoided through the provision for more basic health care and detection, monitoring and follow up of pregnant mothers and newborns. The World Health Organization (2004) advises that to effectively reduce infant mortality, increased monitoring during the first month of life needs to be addressed as approximately 2/3rds of mortality occurs in the first month, with 2/3rd of that figure occurring in the first week. This holds implications for Northern Ireland in that an extended outreach, educational and monitoring program addressing the first month would effectively reduce infant mortality rates. Sweden, Norway and Demark provide an illustrat

Reflective Essay: Reflection Techniques and Incidents

Reflective Essay: Reflection Techniques and Incidents Mohammed Islam Reflective Report Strategic Perspectives EXECUTIVE SUMMARY- This paper will provide a reflective analysis of personal experience from a MEGA learning exercise. The MEGA business simulation was undertaken by students from October 2014 to December 2014. It consisted of eight official game weeks with an initial two weeks provided as a practice period. Students were given the opportunity to form groups in order to complete the weekly strategic decisions within the simulation (see appendix). The report will incorporate relevant theories and concepts in relation to reflective analysis and discuss how reflective practice techniques can be useful in analysing the Mega Learning team experience. Moreover, three critical incidents (positive or negative) which have affected the team will be discussed. 1.0 INTRODUCTION- Reflective writing is a regular topic of conversation within academic literature. This is because the idea of reflection itself provides various benefits regardless of the context in which you decide to use it. By deciding to reflect on something an individual is able to look back at the scenario and analyse the situation. This provides the opportunity to determine what happened, why it happened and how it can be changed in the future if the scenario was repeated. Gibbs (1988) postulated that It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively. Reflective writing enables an individual to critically analyse a scenario and highlight experiences in a structured format. The writer is able to obtain further insights from a range of perspectives including academic literature and self-evaluation. By writing something down an individual has the opportunity to take into account further considerations and provide a deeper reflection of the experiences that have occurred (Schà ¶n, 1987). Thus, reflective writing will provide the ideal process in analysing the Mega Learning team experience. 2.0 Reflective Practise Techniques 2.1 CRITICAL INCIDENT TECHNIQUE- The Critical Incident Technique was developed in 1954 by John Flanagan with the assistance of various other collaborators. The model of reflection which was originally designed for job analysis purposes is an ideal process in analysing the Mega Learning Team experience. It is suggested that the technique consists of a set of procedures for collecting direct observations of human behaviour. This is done in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles (Flanagan, 1954: 327). I feel the critical incident technique will provide a simple yet effective method in analysing the team performance within the Mega Learning simulation. Predominantly it will enable myself and others in the group to identify significant incidents whether positive or negative that occurred during the course of the simulation. By having the opportunity to reflect on the simulation through this process, individuals will be able to foc us on specific incidents and therefore critically analyse each situation. Thus, providing a deeper understanding and outlook on what situations occurred, why they occurred and how the scenario can provide a basis to learn from if the scenario where to repeat itself. 2.2 LOGBOOK- The logbook/dairy provided group members the opportunity to record weekly entries throughout the simulation (see appendix 1). This consisted of information regarding the discussions that took place in relation to the simulation and the weekly results. Group members kept a record of what was discussed, who was designated what role and what the strategy/action plan was. I feel the logbook will prove to be an essential and effective tool in analysing the Mega Learning Team experience. It provides a precise verification of a process and assists in reflection of past actions, thus ensuring better decisions can be made in future situations (Schon, 1987). Moreover, it allows students to identify specific critical incidents and refresh our memories on when it occurred and what exactly happened. It provides a source of evidence which cannot be altered or tampered with. Therefore, an individual could not possibly say a situation did or did not occur if it is not listed within this document. Fu rthermore, the logbook required group participation which provided the opportunity for team members to communicate with each other. By taking part in the creation of the logbook, it will help me analyse the Mega Learning team experience more effectively. 3.0 Group Formation Group formation consisted of individuals writing down personal strengths and weaknesses on a piece of paper. This was done in order to form groups of individuals who possess a range of strengths and characteristics. However, initial groups were formed through familiarity as students chose to work with people they knew or had previously worked with. I chose to work with two other individuals who are studying the same course as me because I knew how they operate. I wanted to achieve the best grade possible and I knew that the other two individuals would place maximum effort into achieving this goal. The other team members were attracted through the use of the strengths and weaknesses technique. Our group were on the lookout for individuals with Finance and Human Resources as key skills in order to gain a competitive advantage within the simulation. After reflecting upon this, I feel the method of group formation was justified as there was mix of familiarity along with new additions. Th rough random selection of individuals you are not familiar with it is not guaranteed which type of individuals you will be working with. Therefore, you might have to work with people who do not intend to contribute or place maximum effort into achieving the best grade. Conversely, you may also be placed with brilliant individuals who bring a range of skills and maximum effort to the group. After initial struggles with clarity of individual roles within the team, specialist tasks were delegated to each member of the group. Each team member had a specific task which they had to complete every week. Myself and the rest of the group thought it would be best if everyone had their own task to focus on in order to achieve the best result within the simulation. After reflecting upon this, it is interesting to note that the delegation of roles links significantly to Dr Meredith Belbins (1981, 2012) team roles theory. By reflecting back at the scenario, I am amazed at how each individual un-intentionally falls into specific categories of Belbins team roles. No method was used by our group to match the delegation of tasks/individuals to the roles within Belbins theory. 4.0 Critical Incident 1 (Negative to Positive) Initially, along with the other team members I was very annoyed. I felt that the individual was not attempting to contribute at all in completing the simulation. The team member did not provide any ideas or come to the meetings having looked at the following weeks results. They would just agree with the ideas of the rest of the group but have no opinion themselves. This persisted for a few weeks until I decided to say something to the team member in question. Moreover, I decided to take it upon myself to ask them to contribute more to the group and assist in completing the simulation. I took on the role of the leader and delegated a specific role to the individual and advised them not to be afraid to voice their opinion. This situation correlates with Tuckmans (1965) theory of performing team development model. It relates to the forming stage, which suggests that there is a high dependence on a individual to become a leader for direction and guidance (Tuckman, 1965). Furthermore, this stage highlights the lack of clarity of individual roles and reliance on a specific individual for direction (leader). After delegating the role to the individual the team member blossomed to be a vital part of the team. The individual came to meetings prepared with answers and solutions and started to voice a opinion rather than just agreeing with the rest of the group. After reflecting on this incident and how the outcome came to fruition I would change my approach in future. I would look to intervene as early as possible to reap the rewards of the individuals contribution at a earlier stage. This will provide significant benefits for team and individual morale and therefore increase productivity and improve the results of the simulation. 5.0 Critical Incident 2 (Negative) Initially, I did not mind taking a leading role within the simulation as I found it to be challenging. However, analysing the results and trying to decide the correct strategy became time consuming as well as stressful. Other team members were providing opinions and suggesting changes but were doing so without looking at previous results. Thus, providing random solutions which does not follow a strategy and may not result in a positive outcome. After the team meetings I also had to finalise the changes and submit the final decision. At the time the incident occurred I was attempting to make a decision which was challenging, I was unsure on why certain negative results had been occurring. I over-reacted and decided to make my feelings which I had been holding back for a number of weeks clear to the rest of my group. This was done in a unprofessional and aggressive manner as it was a heat of the moment response. After taking time to reflect upon this and although my team members were over reliant on me, I should not have reacted in the manner I did. I was getting frustrated of having to complete the majority of the workload myself and at the moment in time was struggling to understand a certain aspect of the simulation. However, I should have advised them of the way I feel in a considerate and professional manner. By doing this, I would have avoided the need for confrontation with the rest of the group. Through the use of Gibbs (1988) model for reflection (see fig 1), I have been able to reflect upon this incident and identify the things that I could have done differently. If the scenario arose again, I would approach the situation in a different manner to result in a positive outcome for the group. From this experience I have learnt that at times I can over-react or say something in a aggressive manner which may be taken in the wrong context by others. 6.0 Critical Incident 3 (Negative) I was extremely frustrated when I realised that someone had replicated my work and decided to complete the task that I was designated to do. Other members of the group all believed that they had completed the work which was delegated to them and the opposite person did the wrong task. This resulted in a group confrontation which caused friction between the group. I was adamant that I completed the correct task and I made this very clear. However, after reflecting on the scenario I have come to realise that the delegation of roles was not clarified or done clearly, Thus, causing confusion between the team members about who is doing what task. Before actually looking at what was discussed and designated the previous week, all group members including myself decided to jump to conclusions and become defensive. The whole group were very vocal that they had completed the correct task and therefore had no intentions in finding out how this occurred or if a solution can be identified. Looking back at this, I should have tried to control the situation instead of contributing to it and letting it get out of hand. By taking the time to reflect on this particular scenario I have come to realise that patience and understanding are key principles of effective team work. Everyone makes mistakes and by neutralising the situation a potential solution can be found in order to resolve the original issue. If I am faced with a similar situation again, I will look to my leadership skills to analyse and take control of the situation. This will allow me to turn a negative scenario into a positive outcome by providing a positive influence and sense of direction to the rest of my team members. Leadership is defined as being a process whereby one individual influences other group members towards the attainment of defined group and organisational goals (Barron Greenburg, 1990). Another definition of leadership is provided by Rollinson and Broadfield (2002) who postulates that leader ship is a procedure that enables a leader and other members of a group interact in a way which provides the significant individual (leader) to influence the actions of the rest of the group in a non-coercive manner. Thus, directing the team towards the achievement of specific aims or objectives (Rollinson Broadfield, 2002). 7.0 Conclusion In conclusion the Mega Learning simulation has developed a range of transferable skills including effective teamwork, strategic development and implementation and also reflecting thinking. I have improved my ability to work as part of a team, taking into consideration other individuals strengths and weaknesses and using them as a basis to achieve positive outcomes. Moreover, I have significantly improved my communication skills throughout the process which will benefit me greatly in future organisational and team activities that I undertake. The experience of the Mega simulation correlates to Kolbs Learning Cycle (1984), the first three elements consist of Concrete Experience, Observations and Reflections and Abstract conceptualisation (development of ideas) (Kolb, 2014). The influences of my learning experience will assist me significantly in future scenarios and this relates to the fourth element of Active Experimentation (Kolb, 2014). The ability to learn from experiences is an im portant life skill which contribute to the shaping of a individual. David Kolb postulates that Learning is the process whereby knowledge is created through the transformation of experience† (Kolb, 1984, p. 38). 8.0 BIBLIOGRAPHY Baron, R, A and Greenberg, J, (1990). Behaviour in organisations: understanding and managing the human side of work. Allyn and Bacon Belbin, M, (2012). Management Team: Why they succeed or fail. Second edition. Routledge, 2012 Belbin Associates. (2012).Belbin Team Roles.Available: http://www.belbin.com/rte.asp?id=8. Last accessed 1st Feb 2015 Buelens, M, Sinding, K., Waldstrom, C., Kreitner, R., and Kinicki, A. (2011) Organisational Behaviour, 4th Edition: McGrawHill Higher Education Flanagan, J.C. (1954). The critical incident technique. Psychological Bulletin, 51(4): 327–358. Gibbs, G, (1988), Learning by Doing. A Guide to Teaching and Learning Methods. FEU Kolb, D, A. (2014). Experiential learning: Experience as the source of learning and development(Vol. 2). FT Press, 2014 Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development(Vol. 1). Englewood Cliffs, NJ: Prentice-Hall Luthans, F. (2011) Organisational Behaviour: An Evidence-Based Approach, 12th Edition: McGrawHill McLeod, S, A. (2010) Kolb Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html McShane, S. L. and Von Glinow, M. A. (2012) Organisational Behaviour: Emerging Knowledge, Global Reality, 6th Edition: McGraw-Hill Rollinson, D Broadfield, A, (2002).Organisational Behaviour and Analysis: An Integrated Approach. Financial Times Prentice Hall. Schà ¶n, DA, (1987),Educating the reflective practitioner, Jossey-Bass. San Francisco. Tuckman, B, (1965). Development sequence in small groups. Psychological Bulletin 63: 384-399. APPENDIX 1: Log-book / Diary The aim of this is to give you guidance as to how to plan working together in your team for your first assignment. Develop an action plan by answering the following questions: What are we supposed to be doing? What action needs to be taken? By whom? What time scale? What support is needed from the rest of the team? What to do if a team member has a problem in completing his/her task? What to do with someone who will not do any work or will not work as part of the team? Time chart Team Members: a) Nisbah Marta Mohammed Lucio James If the following sheet is not enough – please use additional notes on black page per week – example is available on page 7 (The titles of the columns will be explained in the lecture/seminars.) Reflective ReportPage 1

Jurassic Park Essays -- essays papers

Jurassic Park The author is Michael Crichton, and the book is The Lost World. Many people have read this book, along with its predecessor, Jurassic Park, and many people have been enthralled with the thought of living dinosaurs in the 20th century. â€Å"What if the dinosaurs did not become extinct? What if they still exist?† (The Lost World takes off a couple years after the first book. A separate island is discovered, an island where the dinosaurs were actually created. There are two different research groups sent to the island. One to observe the dinosaurs in the wild and the other to bring them back for research purposes. The fighting starts from there. What many people don’t know, is that these books, along with countless other Crichton works, contain many of the same themes. One of these themes is that Technology will backfire if it is taken for granted. Also, he says that power corrupts those who possess it. Chaos and randomness rule the world. Nothing can be predicted, and nothing is as it seems. Last and not least, mother nature sits above all else. Technology plays a key role in many parts of society in today’s world. Computers run everything from huge assembly lines to the light switch. Some hard-core proof that technology will backfire is the Year 2000 bug (Y2K). The Y2K bug will make many computers not work properly, and in many cases, they will shut down completely. The problem stems back some 50 years, to when the first computers were being ma...

1920s in The Great Gatsby Essay example -- essays research papers

Written during and regarding the 1920s, ‘The Great Gatsby’ by F. Scott Fitzgerald is both a representation of this distinctive social and historical context, and a construction of the composer’s experience of this era. Beliefs and practises of the present also play a crucial role in shaping the text, in particular changing the way in which literary techniques are interpreted. The present-day responder is powerfully influenced by their personal experiences, some of which essentially strengthen Fitzgerald’s themes, while others compete, establishing contemporary interpretations of the novel. Dubbed the ‘roaring 20s’, because of the massive rise in America’s economy, this social and historical context is widely remembered for its impressive parties and sensationalist attitude. However, Fitzgerald also conveys a more sinister side to this culture through numerous affairs, poverty and a rampage of organised crime. By exposing this moral downfall, Fitzgerald reveals to the responder his value of the American dream and his belief of its decline. As a writer, Fitzgerald was always very much concerned with the present times, consequently, his writing style and plot reflects his own experiences of this era. So similar were the lives of Fitzgerald’s characters to his own that he once commented, â€Å"sometimes I don't know whether Zelda (his wife) and I are real or whether we are characters in one of my novels†. In 1924, Fitzgerald was affected by Zelda’s brief affair with a young French pilot, provoking him to lock her in their house. A construction of this experience can be seen in the way Fitzgerald depicts the 1290s context. For example in ‘The Great Gatsby’, there are numerous affairs and at one point, Mr Wilson locks up his wife to pre... ...der an intense image of the pretence that he believed the upper-class felt during the 1920s. In literature, the rose is usually a symbol of beauty and love, however Fitzgerald makes the comment that in reality, the 1920s are not entirely the wonderful era they are portrayed to be. While the issue of materialism is still very relevant in a modern-day context, the force behind it is quite different. Materialism is less a result of society’s search for love and happiness in an unethical culture, rather, high wages and relatively inexpensive commodities mean that modern, upper-class society obliges to the world of consumerism simply because it can. Through his remarkable use of techniques and style, Fitzgerald has created a realistic construction of his experience of the 1920s which is also heavily shaped by the present-day responder’s own beliefs and practices.

Neutralisation - How much acid is required to neutralise a base :: GCSE Chemistry Coursework Investigation

Neutralisation - How much acid is required to neutralise a base Introduction ============ Neutralisation is the reaction of a base with an acid to form a neutral solution; which contains salt and water. Acid + Base Salt + Water --------------------------- In my experiment I am trying to find out how much acid it takes to neutralise a base to form a neutral solution. I will use one molar of Nitric Acid as the acid and one molar of Ammonium Hydroxide as the base. So this will be a 1:1 ratio. (Molarity = how many molecules of the acid or alkali per 1000 cm3 (1 litre) of water.) Nitric Acid + Ammonium Hydroxide à   Ammonium Nitrate + Water ----------------------------------------------------------- HNO + NH OH NH NO + H O Ionic bonding must take place to form the salt and the water. Ions have been formed because the original atoms have lost or gained electrons. These ions then have electrical charges because they do not have the same amount of positive protons and negative electrons. Atoms that loose electrons are called cations and have a positive charge. Atoms that have gained an electron and have a negative charge are called anions. The General equation for making water is: H + OH H O --------------- In this equation the Hydrogen ion has lost and electron and has become a cation with a positive charge. The Hydroxide ion has gained an electron and has become a negatively charged anion. Ionic bonds are created when ions combine in order to share and thus become electrically stable. From the main neutralisation equation I have circled the parts to make water: HNO + NH OH à   NH NO + H O Equipment Ammonium Hydroxide – (base) Nitric Acid – (acid) Methyl Oxide - (to show the pH of the solution) Clamp – (to hold the burette safely and securely in place) Burette - (to hold the acid) White Tile – Funnel – (to pour the acid into the burette) Goggles - (to protect the eyes) Conical Flask – (to hold the base) Measuring Cylinder – (to measure out the acid and the base) Preliminary Before we began our practical our teacher performed the experiment as an example to our class. The teacher set up the equipment as shown above. She informed us of the safety precautions and then began the experiment. She used 20ml of Ammonium Hydroxide (base), placing that in the conical flask. Then she added 6 drops of Methyl Orange (indicator). From the Burette she added 12ml of Nitric acid and swilled the conical flask. After this point she decided to control the amount added to the base and indicator by using the burette. Neutralisation - How much acid is required to neutralise a base :: GCSE Chemistry Coursework Investigation Neutralisation - How much acid is required to neutralise a base Introduction ============ Neutralisation is the reaction of a base with an acid to form a neutral solution; which contains salt and water. Acid + Base Salt + Water --------------------------- In my experiment I am trying to find out how much acid it takes to neutralise a base to form a neutral solution. I will use one molar of Nitric Acid as the acid and one molar of Ammonium Hydroxide as the base. So this will be a 1:1 ratio. (Molarity = how many molecules of the acid or alkali per 1000 cm3 (1 litre) of water.) Nitric Acid + Ammonium Hydroxide à   Ammonium Nitrate + Water ----------------------------------------------------------- HNO + NH OH NH NO + H O Ionic bonding must take place to form the salt and the water. Ions have been formed because the original atoms have lost or gained electrons. These ions then have electrical charges because they do not have the same amount of positive protons and negative electrons. Atoms that loose electrons are called cations and have a positive charge. Atoms that have gained an electron and have a negative charge are called anions. The General equation for making water is: H + OH H O --------------- In this equation the Hydrogen ion has lost and electron and has become a cation with a positive charge. The Hydroxide ion has gained an electron and has become a negatively charged anion. Ionic bonds are created when ions combine in order to share and thus become electrically stable. From the main neutralisation equation I have circled the parts to make water: HNO + NH OH à   NH NO + H O Equipment Ammonium Hydroxide – (base) Nitric Acid – (acid) Methyl Oxide - (to show the pH of the solution) Clamp – (to hold the burette safely and securely in place) Burette - (to hold the acid) White Tile – Funnel – (to pour the acid into the burette) Goggles - (to protect the eyes) Conical Flask – (to hold the base) Measuring Cylinder – (to measure out the acid and the base) Preliminary Before we began our practical our teacher performed the experiment as an example to our class. The teacher set up the equipment as shown above. She informed us of the safety precautions and then began the experiment. She used 20ml of Ammonium Hydroxide (base), placing that in the conical flask. Then she added 6 drops of Methyl Orange (indicator). From the Burette she added 12ml of Nitric acid and swilled the conical flask. After this point she decided to control the amount added to the base and indicator by using the burette.

HYDROCODONE PLEASE Essay

Hydrocodone is an opioid narcotic â€Å"first synthesized in Germany in 1920 by Carl Mannich and Helen Lowenheim†. (Hydrocodone) Since 1943, hydrocodone use has increased to the point that practically everyone agrees that something needs to change. Hydrocodone is presently a schedule III medication (drugs with an abuse risk less than schedule II). (Controlled drugs) There is currently a petition from the DEA (Drug Enforcement Administration) to reschedule hydrocodone to a schedule II medication (drugs with a high abuse risk but also have safe and accepted medical use in the United States). (Controlled drugs) â€Å"On January 24-25, 2012 the Drug safety and Risk Management Advisory committee (DSaRM) meet and voted 19-10 in favor of the rescheduling of hydrocodone†, (Rescheduling) and at present awaiting the final decision from the FDA if the schedule will change. Rescheduling of hydrocodone was first considered in 1999 when the DEA noted a rise in hydrocodone related abu se and deaths. In 2004, when the Advisory committee first met, they agreed there was not enough information to change the schedule at that time. The DEA continued to collect data. In 2009, they resubmitted a petition for reevaluation, citing continued rise in number of prescriptions and increased misuse and frank abuse of hydrocodone. In a 2009 article, (Emergency Department Visits Involving Non-medical Use of Selected Prescription Drug) the CDC demonstrated a steady rise in opioid abuse and prescription opioid related deaths from 2004-2008. They found a 111% increase in ER visits involving nonmedical use of hydrocodone, from 144,600 visits to 305,900 visits. In 2007-2008 -a single year- the volume increased 29%. (2004-2008) The Drug Abuse Warning network (DAWN) â€Å"a public health information system that tracks the abuse and misuse of opioid type medication such as hydrocodone†, (2004-2008) utilized â€Å"trained reporters to collect data from hospital related Emergency room visits via chart review’. (2004-2008) DAWN’s statistics reveal a steady rise in abuse and deaths related to opioid (hydrocodone) painkillers, and the average patient age is getting younger each year. Medical examiner findings parallel the results  of DAWN’s research. The rescheduling of hydrocodone has become a nation-wide issue. Some feel the rescheduling of hydrocodone will hinder chronic pain patients from receiving their medications. I read several blogs by patients on this subject. They are worried about the cha nge. Many state that without this medication, they cannot live a â€Å"normal life† and be a productive member of society. Patients are not the only group that have concerns. There are several pharmacy groups who oppose the rescheduling of hydrocodone. They feel the rescheduling of hydrocodone will create barriers for patients with chronic pain who need the medication. They also believe that hydrocodone, if rescheduled, will â€Å"go up in cost due to the requirement for secure storage, recordkeeping, and inventory management†. (APhA) Some physicians oppose the rescheduling of hydrocodone, Dr. Fudin, a Chronic Pain Management Physician, has stated that the â€Å"rescheduling of hydrocodone will not solve the abuse problem that the FDA is hoping it will. The patients that are abusing hydrocodone will just move on to something else. Plus rescheduling of hydrocodone will lead to inadequate medications for chronic pain patients†. (Fudin) Dr. Webster voices some of the sam e concerns. In his presentation â€Å"Rescheduling Hydrocodone: Patient and Public health Considerations†, Dr. Webster stated that of those who abuse hydrocodone, 55% of them get their medications from family or friends and rescheduling hydrocodone is not likely to change that. Dr. Webster also stated that the rescheduling of hydrocodone could easily effect the costs of the medication, increase insurance cost and make patient access to the medication difficult. He also voiced concerns that rescheduling would cause a â€Å"balloon effect†: that those abusing the hydrocodone will find another mediation to take its place. Replacements could have worse side effects and increase the risk of illegal drug use and abuse. (Fudin) Dr. Bob Twillman, The Director of Policy and Advocacy for the American Academy of Pain Management, also opposes the rescheduling of hydrocodone. Dr. Twillman was one of the individuals on the 2012 FDA advisory committee. His 2013 article also addresses changes to the official FDA policy which would allow opioid painkillers only be used in â€Å"severe† pain, no dose greater than 100 mg of oral morphine per day, and no more than 90 days’ worth. Although Dr. Twillman never officially stated how he voted, his position is c lear. He feels that the rescheduling of hydrocodone will cause harm to chronic pain  patients and really have little to no effect of the high abuse rate. Dr. Twillman uses an aphorism â€Å"a rising tide lifts all boats† (Twillman) to suggest that the increase in production of hydrocodone has increased both the proper use (to help patients that need it) and the abuse of the medication. Dr. Twillman states that a good solution should be to decrease access to hydrocodone for the ones who abuse it, and increase access for the patients who need it. Dr. Twillman also discusses the â€Å"squeezing the balloon† (Twillman) effect, when you take away one supply of an abused opioid another will just take its place. Although Dr. Fudin and Dr. Twillman make valid points against rescheduling of hydrocodone, there is overwhelming evidence that hydrocodone is the â€Å"#1† abused narcotic in the United States and even those who oppose rescheduling agree that there needs to be a change. The State of New York has already taken steps without waiting on the FDA decision. The state put in effect a â€Å"1 STOP law†, (Mulder) which restricts the number of hydrocodone tablets a patient can receive. Instead of the standard six month prescription, physicians are only allowed to write for a 90 day supply. Furthermore, any time a physician writes a prescription for hydrocodone or any other narcotic, they are required to check a prescription database which shows how many prescriptions each patient has had. This is done to prevent â€Å"doctor shoppers† and drug-seekers from obtaining multiple prescriptions at different physicians and emergency rooms. Dr. Brian Johnson, Addiction Medicine Specialist, is happy about the changes. He feels the new system will bring to light how addictive hydrocodone really is. The article â€Å"Prescription Painkiller Overdoses, A growing epidemic†, shows how dramatically the death rates from prescription painkillers have increased over the past several years – â€Å"an astounding 400% increase among women and 265% among men’. (Prescription) not only has the death rate increased, the ages at death are getting younger. It’s reported that every 3 minutes a women is treated in the emergency room for opioid medication overdose. Historically, women are more likely to have â€Å"chronic pain, abuse painkillers and doctor shop†. As a result, hydrocodone abuse is even affecting the unborn. There has been a â€Å"300% increase in neonatal abstinence syndrome (NAS), a group of problems that can occur in newborns when exposed to prescription painkillers hydrocodone in the womb†. (Prescription) The rescheduling of hydrocodone continues to be a â€Å"hot†Ã‚  topic. It is not only academics and regulatory entities like the FDA who find this topic difficult. In my 20 years as an Emergency room nurse, I have seen many patients who truly need this medication. I have also seen the â€Å"drug seekers†, â€Å"ER hoppers†. I have dealt with patients who call to find out what physician is working , the ones who only come to be seen when Dr. â€Å"X† is working, knowing they will receive their narcotics. I see daily the pressure placed on the physicians to give the patients what they want, so in return the patients will give the facility a good satisfaction rating. Based on my research on this subject, my opinion is, for the rescheduling of hydrocodone. Works Cited â€Å"2004-2008, Emergency Department Visits Involving Nonmedical Use of Selected Prescription Drugs — United State.† 18 June 2010. Center for Disease Control and Prevention. Web. 23 Jan. 2014. . â€Å"APhA, other pharmacy groups oppose rescheduling hydrocodone in letter to HHS.† 12 Nov. 2013. American Pharmacy Association. Web. 9 Feb. 2014. . â€Å"Controlled Drugs.† 2002-2013. Texas State Board of Pharmacy. Web. 23 Jan. 2014. . Fudin, Dr. Jeffrey. â€Å"Effect of Rescheduling Hydrocodone is Unknown.† 26 Jan. 2013. Dr. Jeffrey Fudin. Web. 9 Feb. 2014. . Gunter, Dr. Jen. † New Restrictions on Hydrocodone are unlikely to solve any Problem.† n.d. Dr. Jen Gunter. Web. 23 January 2014. . â€Å"Hydrocodone.† 11 Feb. 2014. Wikipedia. Web. 12 Feb. 2014. . Mulder, James T. â€Å"New restrictions on painkiller prescriptions take effect Saturday.† 18 Feb. 2013. The Post-Standard Central New York. Web. 9 Feb. 2014. . â€Å"Prescripti on Painkiller Overdoses, A growing epidemic, especially among women.† July 2013. Center for Disease Control and Prevention. Web. 23 Jan. 2014. . â€Å"Rescheduling of hydrocodone Proposal.† 24-25 jan. 2013. Drug Safety and Risk Management Advisory committee (DSaRM). Web. 19 Jan. 2014. . Twilliman, Bob, Ph.D., FAPM, Director of Policy and Advocacy for the American Academy of Pain Management (AAPM). â€Å"Rescheduling Hydrocodone.† 05 Feb. 2013: 1-5. Livestrong Foundation. Web. 9 Feb. 2014. .